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

Giáo án Looking back

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Recall and use the seven three-word phrasal verbs of Unit 9 (look forward to, get on with, keep up with, come up with, put up with, look up to, run out of) with their meanings.
    • Explain the object position in three-word phrasal verbs (keep up with it, not keep it up with) and the -ing form after look forward to.
    • Apply sentence stress and rhythm (content words, contrastive words) to say a short career statement clearly.
    • Use the unit vocabulary (career path, strength, mentor, transferable skill, qualification, curriculum vitae) in a connected career talk.

2. Competences

a) General competences

  • Self-control and independent learning: Ss review their own weak points in the unit, check answers against the key and set one personal goal for the next lesson.
  • Communication and collaboration: Ss work in pairs and small groups to check answers, practise stress with a partner and give constructive feedback on each other's career talk.
  • Problem-solving and creativity: Ss choose a career for their own reasons, compare realistic routes and build a short, original career statement using the unit language.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and imitate the model sentences, read the career text for ideas, and speak and write a short career statement.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss identify sentence stress, use the three-word phrasal verbs in the correct grammatical pattern, and use the topic vocabulary accurately.

3. Personal qualities

  • Diligence: Ss complete all review tasks, repeat the model sentences until the stress pattern is accurate and finish the homework paragraph on time.
  • Responsibility: Ss take turns in group roles, check their partner's work fairly and make a realistic plan for their own career route instead of copying someone else's.
  • Honesty: Ss say clearly which expressions they still find difficult, and they use the fictional CV model only as a framework without claiming real experience.

II. Teaching aids and materials

1. Teacher

  • Lesson slides or board with the seven three-word phrasal verbs and the topic vocabulary
  • Audio recording or teacher model of the stress sentences: "Choose a CAREER for YOUR reasons, not just for its TITLE." and "I want to work WITH people, not merely near them."
  • Worksheet: Phiếu học tập số 1 (printed copies for pairs)
  • Answer key for exercises 2–9 and the vocabulary matching in exercise 10
  • NeoEdu learning page with lesson explanations, examples and interactive exercises: neoedu.vn/learn/12/english/unit-9-looking-back

2. Students

  • Student's book, notebook and pen
  • Small whiteboard and marker (for the quick quiz)
  • Highlighter or pencil for marking stressed words
  • Smartphone or tablet to access the NeoEdu page (if available)

III. Procedures

Activity 1: Warm-up · 5 minutes

Matching Career Words

a) Aims

Warm up and activate the topic vocabulary of the unit; prepare Ss for the review of career language.

b) Content

Ss match six topic expressions with their meanings: career path, strength, mentor, transferable skill, qualification, curriculum vitae. T asks: "What career path are you thinking about?" and "Who is a mentor for you?" Ss answer in one or two sentences.

c) Expected outcomes

Correct matches:

  • 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 also produce one short answer, for example: "A mentor is a person who guides me and answers my questions."

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the six expressions on the board in one column and the meanings in another column, but in mixed order. T says: "Match each word with its meaning. You have one minute."

    Students

    Ss listen to the instruction and prepare their notebooks.

  2. Teacher

    Step 2: Task performance

    T monitors and gives quick hints if Ss are stuck, for example: "Think about a person who guides you."

    Students

    Ss work individually, then compare with their deskmate. Likely answer: "I think mentor is the person who helps me."

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 Ss to read their matches aloud and asks: "Who is your mentor, or who would you like to have as a mentor?"

    Students

    Ss read their answers. Likely answer: "My mentor is my older sister. She helps me choose my university."

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct matches on the board and models the pronunciation of each word, then says: "These words will help you talk about your career today."

    Students

    Ss repeat the words in chorus and copy the correct matches into their notebooks.

Activity 2.1: Knowledge formation · 9 minutes

Three-Word Phrasal Verbs

a) Aims

Help Ss recall the meaning, the grammar pattern and the object position of the seven three-word phrasal verbs of the unit.

b) Content

Ss complete Phiếu học tập số 1 by matching each three-word phrasal verb to its meaning: 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). Then Ss answer two questions: 1) Where does the object go? 2) What form follows "look forward to"?

c) Expected outcomes

Key ideas Ss record:

  • 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.
  • Object position: the object follows the full expression, for example "keep up with it", NOT "keep it up with".
  • "To" in "look forward to" is a preposition, so it is followed by an -ing form, for example "I look forward to meeting the adviser."
  • Ss can also see the two meanings of "get on with": a good relationship, or continue (for example "Get on with the task").

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Phiếu học tập số 1 and says: "Work in pairs. Match each phrasal verb with its meaning. Then answer the two grammar questions."

    Students

    Ss read the worksheet and take a pen to start the matching task.

  2. Teacher

    Step 2: Task performance

    T walks around and checks whether Ss put the object in the correct place. T asks: "Is it keep up with it or keep it up with?"

    Students

    Pairs match the expressions and discuss the grammar questions. Likely answer: "The object goes after with: keep up with it."

  3. Teacher

    Step 3: Report and discussion

    T asks one pair to read the answer to question 2 aloud and invites another pair to explain the meaning of "get on with".

    Students

    Ss answer. Likely answer: "After look forward to we use an -ing form, because to is a preposition." Another S: "Get on with can mean have a good relationship or continue the task."

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the correct pattern on the board: look forward to + V-ing; keep up with + object. T says: "Remember: the object comes after the full three-word expression."

    Students

    Ss copy the key patterns and examples into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Sentence Stress and Rhythm

a) Aims

Help Ss recognise that stress falls on information-bearing or contrastive words and use it to change meaning and deliver a clear, natural phrase group.

b) Content

T plays or models two sentences: "Choose a CAREER for YOUR reasons, not just for its TITLE." and "I want to work WITH people, not merely near them." Ss mark the stressed words, then practise in chorus and in pairs. T explains: stress can change meaning without changing grammar, and a slower, clear delivery is better than rushing unstressed words.

c) Expected outcomes

Stressed words Ss mark:

  • Sentence 1: CAREER, YOUR, REASONS, TITLE
  • Sentence 2: WITH (contrasted with "near")
    Key understanding Ss write:
  • Main beats fall on information-bearing or contrastive words.
  • Unstressed words are shorter and weaker; keep consonants clear and phrase groups natural.
  • A slower, intelligible delivery is better than fast, unclear speech.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes both sentences on the board and says: "Listen first, then underline the words you hear as the strongest."

    Students

    Ss listen to the model and prepare to mark the stressed words.

  2. Teacher

    Step 2: Task performance

    T models the sentences twice, pauses at each stressed word and asks Ss to clap or tap the rhythm. Then T asks pairs to practise saying the sentences to each other.

    Students

    Ss mark the words, repeat in chorus, then practise in pairs. Likely answer: "I think WITH is the important word because the sentence contrasts with near."

  3. Teacher

    Step 3: Report and discussion

    T asks 2 pairs to say the sentences aloud and asks the class: "Did the meaning change when the stress moved?"

    Students

    Ss say the sentences. Likely answer: "If we stress people, it sounds like a different contrast: I want to work with PEOPLE, not with machines."

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the rule and asks Ss to mark stress in the next example they will use in the apply activity. T says: "Speak clearly and slowly rather than fast."

    Students

    Ss write the rule in their notebooks and repeat the two sentences once more.

Activity 3: Practice · 10 minutes

Team Quiz on Phrasal Verbs

a) Aims

Consolidate the meaning, form and object position of the three-word phrasal verbs through a quick, competitive quiz.

b) Content

Teams of 4 answer the multiple-choice items below on mini-whiteboards. Items:

  • 2. I look forward to ___ the adviser. A. meet; B. meeting; C. to meet; D. met
    1. She came up ___ a useful question. A. to; B. with; C. of; D. at
    1. We need to keep up ___ changes in training. A. for; B. of; C. with; D. to
    1. He admires his mentor: He looks up ___ his mentor. A. of; B. at; C. with; D. to
    1. We ran out ___ time before the last question. A. of; B. with; C. to; D. at
    1. Choose the correct object position. A. I get them on with.; B. I on get with them.; C. I get with on them.; D. I get on with them.
    1. She will not put up ___ unsafe conditions. A. to; B. of; C. with; D. at
    1. "Get on with the task" means ___. A. Admire the task; B. Continue doing the task; C. Cancel it permanently; D. Exhaust the task's money

c) Expected outcomes

Answer key:

  • 2. B (meeting) – To is a preposition in look forward to.
    1. B (with) – Come up with means produce an idea.
    1. C (with) – Keep up with means stay informed or at the same level.
    1. D (to) – Look up to means admire.
    1. A (of) – Run out of means use all of a supply.
    1. D (I get on with them.) – The object follows the full expression.
    1. C (with) – Put up with means tolerate.
    1. B (Continue doing the task) – Get on with can mean continue.
      Team scores are recorded on the board; the team with the most correct answers wins.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T divides the class into teams of 4 and explains the rules: "Show your answer on the mini-whiteboard after I count to three. Teams with correct answers get one point."

    Students

    Teams sit together and get ready with their mini-whiteboards and markers.

  2. Teacher

    Step 2: Task performance

    T reads each item aloud (or shows it on the board). Teams discuss quickly and write their answer. Likely discussion: "It is look forward to meeting, so the answer is B."

    Students

    Teams discuss and write answers. Likely answers: item 6 is A, because run out of time is correct.

  3. Teacher

    Step 3: Report and discussion

    T asks each team to show the board, reveals the answer and asks one student from a team with a wrong answer to explain why: "Why is the answer not C in item 4?"

    Students

    Teams show their answers. Likely explanation: "Keep up with needs with, not for or to."

  4. Teacher

    Step 4: Conclusion and assessment

    T gives the total scores and reminds Ss of the two key rules: the object follows the full expression, and look forward to is followed by an -ing form.

    Students

    Ss note their weakest items and write one sentence with each rule in their notebooks.

Activity 4: Application · 13 minutes

My Career Path Talk

a) Aims

Help Ss use the unit language, phrasal verbs and stress in a connected, personal talk about a career choice for their own reasons.

b) Content

Ss work in groups of three. Each S chooses a career for their own reasons (not only for its title) and prepares a short talk of about 60 to 80 words. The talk must include: one career path, one strength, one mentor or a person who is a role model, one transferable skill, one qualification needed, and at least two of these phrasal verbs: look forward to, keep up with, come up with, look up to, put up with. Ss use the fictional CV model in the student's book as a general framework for organising information. They must not claim real experience unless it is true for them. Each S marks the main stresses in their talk and practises it in the group, then gives one suggestion to a partner.

c) Expected outcomes

Each S produces a short career talk in English, for example:
"I am interested in becoming a librarian. I chose this career for my own reasons: I enjoy organising information and helping people find what they need. My mentor is my aunt, who works in a school library, and I look up to her. Before I decide, I want to compare daily duties, training and costs. I look forward to visiting a library next month. I also want to develop transferable skills, such as communication and teamwork."
Group feedback records: one stress pattern improved, one phrasal verb used correctly.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the requirements on the board and says: "Choose a career for YOUR reasons. Use at least two phrasal verbs and mark the stressed words. You have eight minutes to prepare."

    Students

    Ss read the requirements and decide on their career choice.

  2. Teacher

    Step 2: Task performance

    T monitors groups, checks the use of phrasal verbs and stress, and asks guiding questions such as: "Why do you want this career? Who can guide you?"

    Students

    Ss write and practise their talks. Likely answer: "I want to be a teacher because I like working WITH children, not just near them."

  3. Teacher

    Step 3: Report and discussion

    T invites one S from each group to present their talk to the class, and asks the class to listen for one clear stress and one phrasal verb.

    Students

    Ss present their talks. Classmates give feedback: "Your stress on REASONS was clear. You used keep up with correctly."

  4. Teacher

    Step 4: Conclusion and assessment

    T praises effective stress and correct phrasal verbs, reminds Ss to check current course requirements before making a real decision, and sets the homework.

    Students

    Ss note the feedback and the homework task in their notebooks.

Worksheets

Phiếu học tập số 1

Part A. Match each phrasal verb with its meaning.

  • look forward to
  • get on with
  • keep up with
  • come up with
  • put up with
  • look up to
  • run out of
    Meanings (in random order):
  • admire
  • tolerate
  • exhaust a supply
  • have a good relationship or continue
  • produce an idea
  • stay at the same level
  • anticipate

Part B. Answer the questions.

    1. Where does the object go? Write an example with keep up with.
    1. What form follows look forward to? Write one example sentence.

Part C. Complete the sentences with the correct word.

  • She came up ___ a useful question.
  • We ran out ___ time before the last question.
  • He looks up ___ his mentor.

Part D. Stress practice. Mark the stressed words.

  • Choose a career for your reasons, not just for its title.
  • I want to work with people, not merely near them.

Homework

  • Write a paragraph of about 80 to 100 words titled "My Career Path". Include: one career path, one strength, one mentor, one transferable skill, one qualification, and at least two phrasal verbs from this unit.
  • Use the fictional CV model in the student's book as a framework only. Do not claim any real experience that is not true for you.
  • Mark the stressed words in your paragraph and read it aloud at least three times, speaking slowly and clearly.
  • Check the current entry requirements for one career you are interested in on a reliable website, and write one question you would like to ask a worker in that career.

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