NeoEdu
Giáo án Tiếng Anh 12
Tiếng AnhLớp 12Phần 12. Unit 9: Career paths

Giáo án Language

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • Identify the main stressed words in sentences and use sentence stress and rhythm to show meaning
  • Explain the meaning and use of the three-word phrasal verbs: look forward to, get on with, keep up with, come up with, put up with, look up to, run out of
  • Use the object position correctly in three-word phrasal verbs (e.g., keep up with it, not keep it up with)
  • Use the vocabulary of the unit: career path, strength, mentor, transferable skill, qualification, curriculum vitae

2. Competences

a) General competences

  • Self-control and independent learning: Ss work on the exercises individually, check their answers against the key and correct their own mistakes.
  • Communication and collaboration: Ss work in pairs to read aloud, compare answers and talk about their own career goals.
  • Problem-solving and creativity: Ss choose the correct phrasal verb and object position in context and create their own sentences about careers.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to the model reading, read the stress passage aloud and use target expressions in a short personal talk about career paths.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss apply sentence stress and rhythm, use the six topic expressions correctly, and choose the correct three-word phrasal verbs and object positions.

3. Personal qualities

  • Diligence: Ss practise reading the passage several times to improve stress and rhythm.
  • Responsibility: Ss complete the individual worksheet on time and take responsibility for correcting their own answers.

II. Teaching aids and materials

1. Teacher

  • Textbook English 12 (Global Success), Unit 9: Career paths, Language section
  • Projector or interactive board with the slides of the lesson
  • Pre-written sentence strips or slides with the stress passage (stressed words in capitals and bold)
  • Worksheets 1 and 2 (printed for each pair)
  • Digital resource: NeoEdu lesson page with lecture, examples and interactive exercises (neoedu.vn/learn/12/english/unit-9-language)

2. Students

  • Textbook, notebook, pen, pencil
  • Worksheets 1 and 2 (in pairs)

III. Procedures

Activity 1: Warm-up · 4 minutes

Warm-up: My Dream Job

a) Aims

Ss activate prior knowledge about careers and get ready for the topic of career paths.

b) Content

T asks Ss to think about a job they would like to do in the future and answer three quick questions: What job do you want? Why do you choose it? Who do you admire in this field?
Ss share their answers with the whole class in one or two sentences.

c) Expected outcomes

Ss give short oral answers, for example: 'I want to be a nurse because I like helping people. I admire my aunt, who is a nurse.' The class identifies the topic of the unit: career paths.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the three questions on the board and says: 'Think about your future job for 30 seconds, then tell your partner.'

    Students

    Ss listen carefully and think silently about their answers.

  2. Teacher

    Step 2: Task performance

    T monitors and encourages Ss to speak in full sentences.

    Students

    Ss talk in pairs for about two minutes and make notes of key words.

  3. Teacher

    Step 3: Report and discussion

    T invites three or four pairs to share their answers with the class.

    Students

    Ss report to the class, for example: 'My partner wants to be a teacher because she likes children.'

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the title Career paths on the board and says: 'Today we will learn about career paths, and how to speak about them clearly and with the right stress.'

    Students

    Ss note the title of the lesson in their notebooks.

Activity 2.1: Knowledge formation · 6 minutes

Topic Vocabulary

a) Aims

Ss understand and pronounce the six key words of the unit and match them with their meanings.

b) Content

T presents six words: career path (lộ trình nghề nghiệp), strength (điểm mạnh), mentor (người hướng dẫn), transferable skill (kĩ năng chuyển đổi), qualification (trình độ, bằng cấp), curriculum vitae (bản lí lịch nghề nghiệp).
Ss repeat the words chorally and in pairs, then complete Worksheet 2 by matching each word with its meaning.

c) Expected outcomes

Ss complete Worksheet 2: career path – lộ trình nghề nghiệp; strength – điểm mạnh; mentor – người hướng dẫn; transferable skill – kĩ năng chuyển đổi; qualification – trình độ, bằng cấp; curriculum vitae – bản lí lịch nghề nghiệp.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen and repeat the words. Then match each word with its meaning on Worksheet 2.'

    Students

    Ss listen, repeat chorally and then individually.

  2. Teacher

    Step 2: Task performance

    T gives Worksheet 2 to each pair and monitors. T gives help with pronunciation of curriculum vitae and transferable skill.

    Students

    Ss work in pairs to match the words with their meanings and check each other's answers.

  3. Teacher

    Step 3: Report and discussion

    T calls on some pairs to read their matches aloud.

    Students

    Ss read the matches, for example: 'Mentor is người hướng dẫn, and strength is điểm mạnh.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct matches and asks: 'Which word do you need to write in your CV?' Expected answer: curriculum vitae.

    Students

    Ss write the six words and their meanings in their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Sentence Stress and Rhythm

a) Aims

Ss identify the main stressed words in a sentence and use stress and rhythm to express meaning clearly.

b) Content

T models the passage: 'Choose a CAREER for YOUR reasons, not just for its TITLE.' T explains that the main beats fall on information-bearing or contrastive words.
T reads the sentence 'I want to work WITH people, not merely near them' twice, first with the stress on WITH, then with the stress on people, to show that stress can change meaning without changing grammar.
Ss listen, repeat and mark the stressed words.

c) Expected outcomes

Ss mark the stressed words in the passage: CAREER, YOUR, TITLE (contrast with reasons and career). In the sentence 'I want to work WITH people, not merely near them', the stressed word is WITH. Ss understand that stress can change meaning without changing grammar, and that a slower, clear delivery is better than rushing unstressed words.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the passage on the board with capital letters for stressed words and asks: 'Which words do you think are the most important? Why?'

    Students

    Ss read the passage silently and guess the stressed words.

  2. Teacher

    Step 2: Task performance

    T models the passage with clear stress and rhythm, then asks Ss to repeat in chorus and then in pairs.

    Students

    Ss listen, repeat and tap their desks on each stressed beat.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'If I stress people instead of WITH, what does the sentence mean?' Expected answer: 'I want to work with people, not do something else with them' – the contrast changes.

    Students

    Ss answer and read the sentence with different stress: 'I want to work WITH people' and 'I want to work with PEOPLE'.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'Main beats fall on information-bearing or contrastive words. Speak slowly and clearly rather than rushing unstressed words.'

    Students

    Ss note the rule in their notebooks and mark stress on one more sentence of their own.

Activity 2.3: Knowledge formation · 8 minutes

Three-word Phrasal Verbs

a) Aims

Ss understand the meaning of seven three-word phrasal verbs and use them with the correct object position.

b) Content

T presents the seven expressions with their meanings: look forward to (anticipate), get on with (have a good relationship or continue), keep up with (stay at the same level), come up with (produce an idea), put up with (tolerate), look up to (admire), run out of (exhaust a supply).
T explains the object rule: the object normally follows the full expression, e.g., keep up with it, not keep it up with. T also explains that to in look forward to is a preposition, so an -ing form follows it.
Ss complete Worksheet 1 by filling in the gaps with the correct phrasal verb.

c) Expected outcomes

Ss complete Worksheet 1 (sample answers): 'I look forward to meeting my new mentor.' 'She came up with a clever idea.' 'Students must keep up with new technology.' 'I look up to my teacher.' 'We ran out of time.' 'I get on with my classmates.' Ss state the rule: the object follows the full expression, e.g., keep up with it.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the seven expressions on the board and says: 'Read the meanings and look at the example: keep up with it, not keep it up with.'

    Students

    Ss read the expressions and copy the meanings into their notebooks.

  2. Teacher

    Step 2: Task performance

    T gives Worksheet 1 to each pair. T reminds Ss to use an -ing form after look forward to.

    Students

    Ss work in pairs to complete the gaps and discuss the object position for each sentence.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Why do we say look forward to meeting, not look forward to meet?' Expected answer: to is a preposition here, so it is followed by an -ing form.

    Students

    Ss read their completed sentences aloud. Expected answer for the object rule: 'We say get on with them, not get them on with.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and corrects common mistakes such as 'keep it up with' and 'look forward to meet'.

    Students

    Ss write the rule and two correct example sentences in their notebooks.

Activity 3.1: Practice · 8 minutes

Phrasal Verb Choice

a) Aims

Ss choose the correct preposition, object position or meaning of three-word phrasal verbs in context.

b) Content

Ss do exercises 1–8 from the textbook individually, then check with a partner.
Ex 1: I look forward to ___ the adviser. (A. meet B. to meet C. met D. meeting)
Ex 2: She came up ___ a useful question. (A. at B. with C. to D. of)
Ex 3: We need to keep up ___ changes in training. (A. for B. with C. of D. to)
Ex 4: He admires his mentor: He looks up ___ his mentor. (A. with B. of C. to D. at)
Ex 5: We ran out ___ time before the last question. (A. at B. of C. to D. with)
Ex 6: Choose the correct object position. (A. I on get with them. B. I get them on with. C. I get on with them. D. I get with on them.)
Ex 7: She will not put up ___ unsafe conditions. (A. of B. to C. at D. with)
Ex 8: 'Get on with the task' means ___. (A. Exhaust the task's money B. Cancel it permanently C. Admire the task D. Continue doing the task)

c) Expected outcomes

Answer key: 1-D (To is a preposition in look forward to); 2-B (come up with = produce an idea); 3-B (keep up with = stay at the same level); 4-C (look up to = admire); 5-B (run out of = use all of a supply); 6-C (I get on with them. – the object follows the full expression); 7-D (put up with = tolerate); 8-D (get on with = continue doing the task).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Do exercises 1 to 8 in your textbook in four minutes. Then check with your partner.'

    Students

    Ss read the questions and choose their answers individually.

  2. Teacher

    Step 2: Task performance

    T monitors and helps Ss who are stuck, reminding them of the meanings in the explore activity.

    Students

    Ss write the answers and check them with a partner.

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to give answers and asks for reasons, for example: 'Why is exercise 6 answer C?'

    Students

    Ss answer, for example: 'Answer C is correct because the object them comes after get on with.'

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the answer key on the projector and explains any mistakes.

    Students

    Ss check their answers, correct mistakes in red pen and note the meanings in their notebooks.

Activity 3.2: Practice · 4 minutes

Read Aloud Practice

a) Aims

Ss practise sentence stress and rhythm by reading the passage aloud at slow and natural speeds.

b) Content

Ss read the practice passage aloud twice: first slowly, then at a natural pace.
Passage: Choose a CAREER for YOUR reasons, not just for its TITLE. The main beats fall on information-bearing or contrastive words. Read: I want to work WITH people, not merely near them. Stress can change meaning without changing grammar. Maintain clear consonants and natural phrase groups; a slower intelligible delivery is better than rushing unstressed words.

c) Expected outcomes

Each pair reads the passage with clear main stresses (CAREER, YOUR, TITLE, WITH) and natural phrase groups. The teacher assesses the reading with the unit rubric: focus on sentence stress, clarity of consonants and rhythm.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Read the passage slowly first, then at natural speed. Focus on the capital letters.'

    Students

    Ss look at the passage and prepare to read.

  2. Teacher

    Step 2: Task performance

    T moves around the class and listens to Ss, giving feedback on stress and clarity.

    Students

    Ss take turns to read the passage aloud in pairs, one reads and the other listens and gives feedback.

  3. Teacher

    Step 3: Report and discussion

    T invites two or three volunteers to read the passage in front of the class.

    Students

    Volunteers read the passage aloud, and the class comments on the stressed words.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises effort and summarises: 'Clear stress and a slower, intelligible delivery are more important than speed.'

    Students

    Ss mark the stressed words in their textbooks and repeat the passage once more.

Activity 4: Application · 7 minutes

My Career Path Talk

a) Aims

Ss use the target vocabulary, phrasal verbs and sentence stress to talk about their own career path.

b) Content

In pairs, Ss talk about their own career path. They must use at least three target expressions, for example: look forward to, keep up with, look up to, come up with, put up with, get on with, run out of, and at least two topic words (career path, strength, mentor, transferable skill, qualification, curriculum vitae).
Questions to guide Ss: What career path do you want to follow? Who do you look up to? What is your greatest strength? What qualification do you need?

c) Expected outcomes

Each pair produces a short talk of four to six sentences. Sample answer: 'I want to become an engineer. I look up to my uncle, who is my mentor. My greatest strength is teamwork, and I look forward to working with a big team. I need a qualification in engineering, and I must keep up with new technology.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the guiding questions and the target expressions on the board and says: 'Talk to your partner for three minutes. Use at least three phrasal verbs and two topic words.'

    Students

    Ss read the questions and think about their own answers for thirty seconds.

  2. Teacher

    Step 2: Task performance

    T monitors, corrects object positions and reminds Ss to stress the key words.

    Students

    Ss talk in pairs, take turns asking and answering the questions.

  3. Teacher

    Step 3: Report and discussion

    T invites three pairs to present their talks to the class.

    Students

    Ss present, for example: 'My partner wants to be a doctor. She looks up to her mentor, and she can put up with long hours.'

  4. Teacher

    Step 4: Conclusion and assessment

    T comments on the use of phrasal verbs and stress, and gives the homework.

    Students

    Ss note their corrections and write one improved sentence in their notebooks.

Worksheets

Phiếu học tập số 1

Phrasal verbs – fill in the gaps with the correct expression (look forward to, come up with, keep up with, look up to, put up with, run out of, get on with).

    1. I ___ meeting my new mentor.
    1. She ___ a clever idea for the project.
    1. Students must ___ new technology.
    1. I ___ my teacher because she is patient and kind.
    1. We ___ time before we finished the test.
    1. I can ___ my classmates very well.
    1. The manager will not ___ unsafe conditions.
      After filling in the gaps, write the rule for the object position: ___ (Hint: keep up with it, not keep it up with.)

Phiếu học tập số 2

Match each topic word with its meaning.

    1. career path
    1. strength
    1. mentor
    1. transferable skill
    1. qualification
    1. curriculum vitae
      Meanings (shuffled):
  • a. điểm mạnh
  • b. người hướng dẫn
  • c. lộ trình nghề nghiệp
  • d. bản lí lịch nghề nghiệp
  • e. kĩ năng chuyển đổi
  • f. trình độ, bằng cấp
    Write your answers: 1 – ___, 2 – ___, 3 – ___, 4 – ___, 5 – ___, 6 – ___.

Homework

  • Write a short paragraph of about 80 words about your own career path. Use at least three of the phrasal verbs from this lesson (look forward to, keep up with, look up to, come up with, put up with, get on with, run out of) and at least two topic words.
  • Read the passage 'Choose a CAREER for YOUR reasons, not just for its TITLE' aloud three times, marking the stressed words. Record your reading on your phone and listen to it again to check your stress and rhythm.
  • Review Worksheet 1 and Worksheet 2, then do the Language exercises on the NeoEdu lesson page: neoedu.vn/learn/12/english/unit-9-language.

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