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

Giáo án Project

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Identify the features of a completed project product on 'Career paths' (title, audience, method, evidence and limits).
    • Explain how the opening sentence, the interpretation and the recommendation work together in the model report.
    • Explain why illustrative or planning figures must be labelled and why real data need consent and no personal identifiers.
    • Use sentence stress to deliver a short presentation clearly.

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the model report alone, note evidence and check their own answers against the key before sharing.
  • Communication and collaboration: Ss work in pairs and groups to analyse the model, rehearse their presentation and give peer feedback, including a genuine question period.
  • Problem-solving and creativity: Ss decide what evidence, source credits and limits their own project needs and propose a suitable recommendation based on the data.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read the model project aloud, summarise it in three sentences, write a short concluding paragraph and deliver a one-minute presentation with a question period.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the vocabulary career path, strength, mentor, transferable skill, qualification and curriculum vitae, apply sentence stress to contrastive words, and use the phrasal verbs look forward to and keep up with correctly.

3. Personal qualities

  • Honesty: Ss label illustrative figures as model data and report only actual data from their own surveys.
  • Responsibility: Ss obtain consent, avoid private identifiers and check the source of each detail before they present it.
  • Diligence: Ss complete all project tasks, rehearse their presentation at least twice and revise their product after peer feedback.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive whiteboard
  • Printed copies of the model career-plans report (completed illustrative report)
  • Worksheet 1 (printed for each pair)
  • Answer key for the model tasks (questions 2–8)
  • Timer and rubric for peer feedback
  • NeoEdu lesson page: neoedu.vn/learn/12/english/unit-9-project (interactive exercises and the sentence stress audio, if available)

2. Students

  • Student's book, Unit 9 Project section
  • Notebook and pen
  • Highlighter or coloured pencils
  • Blank A4 paper for drafting the presentation outline

III. Procedures

Activity 1: Warm-up · 5 minutes

Quick Start: What Makes a Good Project?

a) Aims

Ss recall what a project product and oral presentation needs and connect the topic 'Career paths' to their own next-step plans.

b) Content

T asks Ss to think about the question: 'What should a good project on career paths include?' Ss list their ideas in pairs, then T writes the key words on the board: title, audience, method, evidence, presentation.

c) Expected outcomes

  • A list of 4–5 features of a project product on the board, for example: 'a clear title', 'a named audience', 'a method (how the data were collected)', 'source notes', 'a presentation with questions'.
  • Ss' own answer to the question: 'What is my own main next step after school?' (one sentence).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the title 'Career paths' on the projector and asks: 'If you present a project on career paths, what do you need to show your classmates?' T gives 1 minute for thinking.

    Students

    Ss look at the title and think silently for one minute.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs and discuss their ideas. T walks around and helps weaker pairs with prompts such as 'Who is your audience?' or 'Where does your information come from?'

    Students

    Ss discuss in pairs. Expected answers: 'The audience is our teacher and classmates.' 'We need a survey and a report.' 'We must say where the data come from.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to share their ideas and writes the key words on the board. T asks: 'Why do we need to say whether the figures are real or not?'

    Students

    Ss share their ideas. Expected answer: 'So the audience does not think a made-up example is a real result.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the features on the board and says: 'Today we will analyse a model project and then produce our own product, with evidence and a presentation.' T writes the lesson aim on the board.

    Students

    Ss copy the lesson aim and the features list into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Analysing the Model Project Product

a) Aims

Ss identify the title, audience, method, opening, interpretation, recommendation and limits in the completed model report, and explain how each part contributes to the message.

b) Content

Ss read the model report on the projector and complete Worksheet 1. Key questions for the whole class:

  • What is the title and the subject of the model?
  • Who is the audience?
  • What is the main data: how many school-leavers chose each route?
  • What does the interpretation say? What is the recommendation?
  • What information makes the report ethical (the label 'illustrative', the consent method, no names)?

c) Expected outcomes

Answers in Worksheet 1:

  • Title: Career-plans survey – completed illustrative report.
  • Audience: classmates and the teacher reviewing the project.
  • Data: 20 fictional school-leavers; 8 academic study (40%), 6 vocational study (30%), 4 work-based training (20%), 2 still exploring (10%); total 100%.
  • Interpretation: academic study is the largest single category, but most responses together lie in other categories.
  • Recommendation: the school should provide information about several routes and confidential advice for undecided pupils.
  • Limits: the data are not a real survey; a real final report states the date, question, sample and consent method and does not publish personal career choices with names.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T projects the model report and hands out Worksheet 1. T says: 'Read the report silently for 2 minutes, then complete the worksheet with your partner.'

    Students

    Ss read the model report silently and get ready to complete Worksheet 1 with their partner.

  2. Teacher

    Step 2: Task performance

    T monitors and helps Ss locate the answers. T reminds Ss to underline evidence in the text, for example the numbers and the phrase 'These model data are not a real survey'.

    Students

    Ss work in pairs, underline the numbers and the limit statements, and fill in the worksheet. Expected difficulty: Ss may confuse 'interpretation' with 'recommendation'. Expected answer: 'Interpretation explains what the data mean; recommendation says what should be done.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 2–3 pairs to present one answer each, starting with the title and audience. T asks a follow-up: 'Why does the report say the data are not a real survey?'

    Students

    Ss report their answers. Expected answer: 'Because the numbers are invented for the model, so the audience must not treat them as real results.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'A good project product has a clear title and audience, shows its method and limits, and separates real data from illustrative examples.' T writes the key structure on the board: Opening – Data – Interpretation – Recommendation – Limits.

    Students

    Ss copy the structure into their notebooks and tick off the parts in their own draft.

Activity 2.2: Knowledge formation · 8 minutes

Producing Evidence Ethically and Stressing Key Words

a) Aims

Ss explain the rules for producing evidence ethically and use sentence stress to make their key message clear.

b) Content

T introduces two points:

  1. Ethical evidence: obtain consent, avoid private identifiers, report only actual data, label planning figures and illustrative examples.
  2. Sentence stress: the main beats fall on information-bearing or contrastive words. T models the sentence 'I want to work WITH people, not merely near them.' Ss practise repeating it with stress on WITH and NOT.

c) Expected outcomes

  • A checklist of 4 ethical rules: consent, no private identifiers, actual data only, labelled examples.
  • Ss can explain the difference in meaning when the stress changes: 'I want to work WITH people' (contrast with working alone) versus 'I want to WORK with people' (emphasis on work).
  • Ss' key sentence for their own presentation, with the stressed word underlined. Example: 'I choose this career for MY reasons, not just for its TITLE.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes on the board: 'Choose a CAREER for YOUR reasons, not just for its TITLE.' T asks: 'Which words do you think should be stressed? Why?'

    Students

    Ss look at the sentence and guess the stressed words.

  2. Teacher

    Step 2: Task performance

    T models the sentence twice with the stress on CAREER, YOUR and TITLE. T plays the audio on NeoEdu if available. Ss repeat in chorus, then in pairs with the stress on different words to hear the change in meaning.

    Students

    Ss listen, repeat in chorus and practise in pairs. Expected answer: 'The stress on TITLE shows the contrast: not the job name but the personal reason.'

  3. Teacher

    Step 3: Report and discussion

    T asks 2–3 pairs to say the sentence and explain the meaning of their stress. T asks: 'Is it better to say 'I want to work with people' or 'I want to work WITH people'? Why?'

    Students

    Ss perform and explain. Expected answer: 'The second version contrasts with 'near them', so it shows the key idea clearly.'

  4. Teacher

    Step 4: Conclusion and assessment

    T sums up the ethical rules and the stress rule on the board: 'Stress the information-bearing or contrastive words; speak slowly and clearly rather than rushing.' T reminds Ss that all figures in their project must be labelled as real or illustrative.

    Students

    Ss write the checklist and one stress example in their notebooks.

Activity 3: Practice · 10 minutes

Checking the Model: Questions 2 to 6

a) Aims

Ss apply their analysis to answer questions about the purpose, opening, supporting details and summary of the model, and check their answers against the key.

b) Content

Ss work in pairs on exercises 2–6 of the project tasks:

  • Question 2: State the purpose and audience of the project product. Support your answer with one detail.
  • Question 3: Explain how the opening introduces the topic and identify the opening sentence.
  • Question 4: Select two useful details from the model and explain why they are better than saying only that the topic is important.
  • Question 5: Write a three-sentence summary using only information in the model. Keep any essential condition or limit.
  • Question 6: Choose one sentence from the middle of the model and explain what it contributes to the message.
    T asks: 'Why do we use the model to help us write a summary rather than invent new results?'

c) Expected outcomes

Suggested answers:

  • Q2: Audience: classmates and the teacher reviewing the project. Purpose: to present the project with its actual evidence, product and limits. Detail: the label 'illustrative report' shows that the figures are model data.
  • Q3: Opening sentence: 'Career-plans survey – completed illustrative report: Twenty fictional school-leavers choose a main next step…' It introduces the particular subject and the sample before the supporting detail.
  • Q4: Detail 1: 'Shares are 40%, 30%, 20% and 10%, summing to 100%.' Detail 2: 'A real final report states the date, question, sample and consent method…' Both give specific information the audience can use; the statement 'the topic is important' gives no information.
  • Q5 (example): Twenty fictional school-leavers were used in this illustrative career-plans survey: eight chose academic study, six vocational study, four work-based training and two were still exploring. The shares of 40%, 30%, 20% and 10% add up to 100%, but these are model data, not a real survey. Academic study is the largest single category, so the school should give information about several routes and confidential advice for undecided pupils.
  • Q6 (example): 'Interpretation: academic study is the largest single category, but most responses together lie in other categories.' It adds concrete meaning to the opening data instead of repeating the numbers.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the five questions on the board and says: 'Work in pairs. Answer each question in one or two sentences. You have 6 minutes.'

    Students

    Ss read the questions and check the model report again.

  2. Teacher

    Step 2: Task performance

    T monitors and checks that Ss keep the limits in their summary. T prompts: 'Did you include 'illustrative' or 'not a real survey'?'

    Students

    Ss discuss and write their answers in their notebooks. Expected difficulty in Q5: Ss may leave out the words 'model data'. Expected answer: 'We must keep the limit because the data are not real.'

  3. Teacher

    Step 3: Report and discussion

    T asks 3 pairs to read their summary (Q5) aloud. Other pairs compare with the key on the board and give feedback.

    Students

    Ss read their summaries. Other Ss say whether the summary keeps the limit and uses only information from the model.

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the suggested answers and says: 'A summary must keep the facts and the limits, and must not add results that the model does not have.' T checks Ss' understanding of Q2 and Q7 with a quick question: 'Read the opening sentence aloud.'

    Students

    Ss compare their answers with the key and correct their mistakes in a different colour.

Activity 4: Application · 12 minutes

One-Minute Presentation and Question Period

a) Aims

Ss produce a short project product and deliver a one-minute presentation with source credits, labelled figures and a genuine question period.

b) Content

Ss work in groups of four. Each group produces a short project outline on 'Career paths' (title, audience, method, data or example, recommendation, limits). Each S presents 1 minute and answers 1 question from the group. Rehearsal rules:

  • Label planning figures or examples as illustrative.
  • Give at least one source credit.
  • Use sentence stress on the key word of one sentence, for example: 'I would compare daily duties, training requirements, costs and working conditions before I choose a path.'
    Optional: Ss may write a final paragraph or spoken conclusion for homework.

c) Expected outcomes

  • A written outline of the group project (title, audience, method, evidence or example with label, recommendation, limits).
  • Each S's one-minute presentation with at least one source credit and one labelled figure.
  • Each S asks or answers one genuine question during the question period.
  • Peer feedback form with 2 strengths and 1 suggestion for each presenter.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T gives each group a sheet of paper and says: 'Draft a short project outline in 5 minutes. Then rehearse your one-minute presentation in pairs. Remember to label illustrative figures and give source credits.' T shows the rubric on the projector.

    Students

    Ss form groups of four, choose a group leader and start drafting the outline.

  2. Teacher

    Step 2: Task performance

    T walks around and checks that each group has labelled figures, a source credit and a clear recommendation. T prompts weaker groups: 'Who is the audience? What limit must you say?'

    Students

    Ss draft the outline, rehearse in pairs and prepare one question for the group. Expected sentence for a presenter: 'These figures are illustrative; they are not from a real survey.' Expected question: 'Which evidence supports your recommendation?'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 groups to present to the class. The other groups act as the audience, ask questions and give peer feedback using the rubric. T asks the audience: 'Did the speaker label the illustrative figures?'

    Students

    Ss present their outlines. The audience asks 1–2 genuine questions and gives feedback, for example: 'Your recommendation is clear, but please say where the data come from.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises good examples and gives 2 final points: 'Always label illustrative data; always say what the limit of your evidence is.' T sets the homework on the board.

    Students

    Ss note the feedback in their notebooks and revise the outline for homework.

Worksheets

Worksheet 1: Analysing the Model Project Product

Read the completed illustrative report carefully and answer the questions.

  • Title of the product:
  • Audience (who will read or hear it):
  • Number of fictional school-leavers in the model:
  • Shares of the four routes (academic study, vocational study, work-based training, still exploring):
  • What does the interpretation say?
  • What is the recommendation?
  • Which words show that the data are not a real survey?
  • What must a real final report state? (Tick the correct items: date / question / sample / consent method / names of students)

Table to complete (write the number and the share):

  • Academic study: ____ school-leavers, ____%
  • Vocational study: ____ school-leavers, ____%
  • Work-based training: ____ school-leavers, ____%
  • Still exploring: ____ school-leavers, ____%
  • Total: ____ school-leavers, ____%

Homework

  • Revise your group outline from the lesson. Add the title, audience, method, evidence or example (labelled), recommendation and limits.
  • Write a short final paragraph (4–5 sentences) or spoken conclusion for your project. Use only details from the model or from your own labelled example. Do not invent results.
  • Practise your one-minute presentation at home at least twice. Stress the key words such as WITH, YOUR and TITLE, and record yourself on your phone to check your clarity.
  • Visit neoedu.vn/learn/12/english/unit-9-project and complete the interactive exercises on the project genre before the next lesson.

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