Tiếng AnhLớp 12Phần 12. Unit 9: Career paths

Giáo án Listening

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- Extract gist and specific information from an original recording, including contrasts and conditions.
- Explain the difference between sentence stress and word stress, and how stress can change meaning.
- Use 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) in context.

2. Competences

a) General competences

Self-control and independent learning: Ss predict the information needed from the questions before listening, replay the audio on their own, and check their answers only after answering.
Communication and collaboration: Ss work in pairs to share reasons for choosing a career, practise stress and rhythm, and explain their answers to the class.
Problem-solving and creativity: Ss identify the speaker's attitude and next step from contrasts and conditions in the recording, and create a short personal talk about their own career path.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to an original interview for gist and specific information, explain their answers in English, and give a short talk about career plans.
Language knowledge (pronunciation, vocabulary, grammar): Ss learn six career-related words, mark main stress on contrastive words (for example WITH in 'I want to work WITH people, not merely near them'), and use three-word phrasal verbs correctly with the object placed after the full expression.

3. Personal qualities

Responsibility: Ss listen carefully, record only the information the task requires, and take ownership of their own career choices by giving clear reasons.
Honesty: Ss report their answers truthfully, do not copy the answer key before they finish, and admit when information in the recording is unclear, asking for repetition or confirmation as needed.

II. Teaching aids and materials

1. Teacher

Laptop, projector and speakers
En-US audio recording of the Unit 9 Listening exercises (Global Success Grade 12)
Board and markers
Worksheet 1 and Worksheet 2 (printed for each pair)
NeoEdu online lesson page: neoedu.vn/learn/12/english/unit-9-listening (lesson notes, examples and interactive exercises for in-class use)

2. Students

Student's book (Unit 9, Listening)
Notebook, pen and pencil
Earphones if the teacher allows individual listening

III. Procedures

Activity 1: Warm-up · 5 minutes

Career choice brainstorm

a) Aims

Ss activate prior knowledge about career choices and predict the kind of information the interview will contain.

b) Content

Ss read the board message 'Choose a career for YOUR reasons, not just for its TITLE.' Then they answer: 'What would you look for in a career path?' and predict what the interview will be about, using the questions in the listening exercises as clues (reasons, duties, next steps).

c) Expected outcomes

Ss list three reasons for choosing a career, for example: 'I enjoy helping people', 'I have the strengths for it', 'I want a stable future'. Prediction: 'The speaker will explain why he or she is interested in the job, what the job includes, and what to do next.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the message on the board and asks: 'Why would you choose a career? Is the title enough?' T introduces the topic of Unit 9, Career paths.
Students
Ss read the message and think about their answers silently for 30 seconds.
Teacher
Step 2: Task performance
T asks Ss to work in pairs, list three reasons for choosing a career, and predict the content of the interview from the question types in the exercises.
Students
Pairs discuss and write their lists. Possible answer: 'The interview will talk about the job's duties and the next steps.'
Teacher
Step 3: Report and discussion
T invites two or three pairs to share. T asks: 'Which reason is about the job itself, and which is about your own strengths?'
Students
Pairs report. Possible answer: 'I want a job where I can work with people, because I like teamwork.'
Teacher
Step 4: Conclusion and assessment
T confirms that a career should be chosen for personal reasons, not only for its title. T states the lesson aim: to extract gist and specific information from a recording.
Students
Ss copy the lesson aim into their notebooks.

Activity 2.1: Knowledge formation · 7 minutes

Key vocabulary: career paths

a) Aims

Ss understand and use six key words related to career paths.

b) Content

Ss complete the matching task in Worksheet 1. The six words are: 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 then say one sentence about themselves with each word.

c) Expected outcomes

Matching key: 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. Sample sentence: 'My main strength is organising group work.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 1 and shows the six words on the projector. T reads each word aloud and asks Ss to repeat it.
Students
Ss listen, repeat and check the spelling of each word.
Teacher
Step 2: Task performance
T asks Ss to match each word with its meaning in Worksheet 1 and then write one sentence about themselves for two of the words. T monitors and supports.
Students
Ss work individually for three minutes, then compare with a partner. Possible sentence: 'I have a qualification in English, so I can teach it.'
Teacher
Step 3: Report and discussion
T calls on Ss to read their sentences aloud. T corrects word forms and prepositions.
Students
Ss read their sentences. Possible answer: 'A mentor can help me when I start my career path.'
Teacher
Step 4: Conclusion and assessment
T reviews the matching key and emphasises that a curriculum vitae often lists qualifications and strengths, which links to the topic of career paths.
Students
Ss check their answers and record the key words in their notebooks.

Activity 2.2: Knowledge formation · 6 minutes

Sentence stress and rhythm

a) Aims

Ss identify the main stress in a sentence and understand how stress can express contrast.

b) Content

T writes the sentence 'I want to work WITH people, not merely near them.' on the board. Ss mark the main stress, then compare 'I want to work WITH people' with 'I want to WORK with people' and decide which version expresses contrast with 'near'.

c) Expected outcomes

Main beat: WITH (contrastive with 'near'). Other content words: want, work, people, merely, near. Ss conclude: 'Stress on WITH shows the contrast between working with people and working near them. The grammar stays the same, but the meaning changes.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the sentence on the board and reads it aloud twice, stressing WITH and then stressing WORK. T asks: 'Which word is the speaker emphasising?'
Students
Ss listen carefully to both versions.
Teacher
Step 2: Task performance
T asks Ss to mark the stressed words in the sentence and practise the sentence in pairs, with one partner reading and the other checking the stress.
Students
Pairs practise. Possible answer: 'The stress is on WITH because it contrasts with near.'
Teacher
Step 3: Report and discussion
T invites two pairs to read the sentence to the class. T asks: 'Does the meaning change when we stress WORK?'
Students
Ss answer. Possible answer: 'Yes, it sounds like the speaker is emphasising the activity, not the people.'
Teacher
Step 4: Conclusion and assessment
T explains that main stress falls on information-bearing or contrastive words, and that clear consonants and natural phrase groups are more important than speed.
Students
Ss note the rule in their notebooks and repeat the sentence once more.

Activity 2.3: Knowledge formation · 10 minutes

Three-word phrasal verbs

a) Aims

Ss recognise and use seven three-word phrasal verbs with the correct word order and preposition.

b) Content

Ss read the list of phrasal verbs with 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). Ss complete the gap-fill sentences in Worksheet 2. Remind Ss that the object follows the full expression: 'keep up with it', not 'keep it up with'. Also note that 'to' in look forward to is a preposition, so it is followed by a noun or -ing form.

c) Expected outcomes

Worksheet 2 key: 1. look up to; 2. looking forward to (starting); 3. get on with; 4. came up with; 5. run out of; 6. put up with; 7. keep up with. Ss' rule: 'Put the object after the full phrasal verb, e.g. keep up with the changes.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T presents the list on the projector, reads each phrasal verb and its meaning, and models one sentence: 'I can't keep up with the fast changes in technology.'
Students
Ss listen and repeat the phrasal verbs.
Teacher
Step 2: Task performance
T asks Ss to complete Worksheet 2 individually, then check with a partner. T walks around and checks word order.
Students
Ss complete the seven sentences. Possible answer: 'I always look up to my mentor because she is very kind.'
Teacher
Step 3: Report and discussion
T calls on Ss to read the completed sentences. T asks: 'Where does the object go in keep up with?'
Students
Ss answer: 'The object goes after with, e.g. keep up with the work.'
Teacher
Step 4: Conclusion and assessment
T confirms the key and highlights the rule for word order and the preposition in look forward to. T notes that these verbs will be useful in the listening and in the application task.
Students
Ss correct their worksheets and write the rule in their notebooks.

Activity 3: Practice · 10 minutes

Listening for gist and specific information

a) Aims

Ss extract gist and specific information, including contrasts and conditions, from an original interview recording.

b) Content

Ss listen to the Unit 9 recording and answer the multiple-choice questions: Q2 What attracts the speaker? (A. Explaining ideas; B. Only a title; C. Avoiding preparation; D. A guaranteed short day). Q3 What work beyond speaking is mentioned? (A. Planning, assessment and learner support; B. Only sports; C. Only selling books; D. Only travel). Q4 What will the teacher be asked about? (A. An ordinary week; B. Only the best lesson; C. Private pupil records; D. A promise of a job). Q5 What is the next step? (A. Copy a friend's application; B. Declare a final decision; C. Gather reliable information; D. Skip qualifications). Then Ss explain their answers in pairs (Q6 to Q9). Ss do not open the explanation until they have answered.

c) Expected outcomes

Answer key: Q2 A (The interest is genuine but qualified.); Q3 A (The speaker recognises the wider role.); Q4 A (Routine duties give a balanced view.); Q5 C (The closing sentence defines the stage.). Model explanation for Q2: 'The speaker is attracted by explaining ideas, and the interest is genuine but qualified.' Teacher accepts equivalent wording that keeps the same meaning.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T asks Ss to predict the type of information for each question, then tells them to listen once for gist and again for specific information. T reminds them to separate a meeting time from a departure time, and to listen for contrasts and conditions.
Students
Ss read the questions and options, and predict the answers silently.
Teacher
Step 2: Task performance
T plays the recording twice (or replays as needed). T monitors, and asks Ss to write only the required information.
Students
Ss listen and choose A, B, C or D for Q2 to Q5. Ss may ask for repetition if the information is unclear.
Teacher
Step 3: Report and discussion
T asks Ss to compare answers with a partner and then give answers to the class. T asks each pair to explain one answer in English, for example: 'Why is the answer to Q5 C?'
Students
Pairs compare. Possible answer for Q5: 'The speaker says the next step is to gather reliable information before deciding.'
Teacher
Step 4: Conclusion and assessment
T shows the answer key and the explanations on the NeoEdu page, and reminds Ss that a good answer uses specific information and explains the difference, not just repeats one word.
Students
Ss check their answers, correct mistakes and note the explanation for each question.

Activity 4: Application · 7 minutes

My career path talk

a) Aims

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

b) Content

Ss work in pairs and prepare a one-minute talk about their career path. Each talk must include: one key vocabulary word (for example strength or mentor), two three-word phrasal verbs (for example look up to, keep up with), and one sentence with contrastive stress (for example 'I want to work WITH people, not merely near them.'). Partners listen and ask one question to confirm information, for example 'Did you say you want to work with children?'

c) Expected outcomes

Each pair produces two short talks. Sample talk: 'My career path is teaching. My main strength is patience. I look up to my mentor, who helped me choose my path. I want to work WITH students, not merely near them. I need to keep up with new teaching methods.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the task and writes the required language on the board. T models a short talk with the target language and stress.
Students
Ss listen to the model and note the target language.
Teacher
Step 2: Task performance
T gives Ss three minutes to prepare, then asks them to practise in pairs. T listens and gives feedback on stress and word order.
Students
Pairs prepare and practise their talks. Ss ask for confirmation if partners' information is unclear.
Teacher
Step 3: Report and discussion
T invites two or three pairs to present to the class. T asks the class to identify one phrasal verb and one stressed word in each talk.
Students
Volunteer pairs present. Classmates answer, for example: 'The phrasal verb is look up to, and the stressed word is WITH.'
Teacher
Step 4: Conclusion and assessment
T praises effective use of language, corrects any errors in stress or phrasal verbs, and summarises the lesson: gist, specific information, stress and phrasal verbs.
Students
Ss note the feedback and the main points of the lesson.

Worksheets

Phiếu học tập số 1

Match each word with its meaning (Vietnamese meanings given for checking).

1. career path
1. strength
1. mentor
1. transferable skill
1. qualification
1. curriculum vitae

Meanings (write the number of the word):

a. người hướng dẫn
b. kĩ năng chuyển đổi
c. bản lí lịch nghề nghiệp
d. điểm mạnh
e. lộ trình nghề nghiệp
f. trình độ, bằng cấp

Task: Choose two words and write one sentence about yourself for each word.

Sentence 1: ...
Sentence 2: ...

Phiếu học tập số 2

Complete each sentence with a three-word phrasal verb from the box. Use each phrasal verb once. Remember to put the object after the full expression.

Box: look forward to / get on with / keep up with / come up with / put up with / look up to / run out of

I always ___ my older sister because she works very hard.
I'm ___ starting my new job next month.
It is important to ___ your colleagues in a team.
She ___ a creative idea for the project.
We have ___ time, so we must finish quickly.
I can't ___ the noise in this office any longer.
It is difficult to ___ the fast changes in technology.

Answer key (teacher use): 1. look up to; 2. looking forward to; 3. get on with; 4. came up with; 5. run out of; 6. put up with; 7. keep up with.

Homework

Write a short paragraph of about 80 words titled 'My Career Path'. Include at least three words from the lesson (for example career path, strength, mentor, qualification) and two three-word phrasal verbs (for example look forward to, get on with).
Read the sentence 'I want to work WITH people, not merely near them.' aloud ten times, stressing the contrastive word. Record yourself and listen again to check your stress and rhythm.
Listen to the Unit 9 Listening recording again at the NeoEdu page (neoedu.vn/learn/12/english/unit-9-listening) and write one sentence for each of the four questions on gist and specific information.

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