Giáo án Speaking

T shows the three questions on the slide and says: “Before you choose a job, what do you need to check?” T gives Ss 30 seconds to think.

T asks Ss to share ideas in pairs for one minute and circulates to help with vocabulary.

T invites 3–4 pairs to share and writes the factors on the board.

T groups the ideas into daily duties, training requirements, costs and working conditions, introduces the three vocabulary words and links them to today's topic: how to develop and defend a career viewpoint.

T says: “Listen to the model and find four parts: position, example, limitation and invitation. Use Worksheet 1.”

T plays the recording once, then lets Ss work individually for 2 minutes and check with a partner for 2 minutes. T walks around and checks whether Ss can distinguish an example from a limitation.

T asks: “Which sentence shows a limitation? Why is it useful to say this?”

T confirms the answers and writes the structure on the board: Position – Example – Limitation – Invitation. T stresses that a good talk gives a viewpoint and supports it with specific details rather than only saying that the topic is important.

T writes the two sentences on the board and asks: “Which words carry the main meaning? Which words are in contrast?”

T models each sentence twice, first with flat stress and then with the correct stress, and asks Ss to tap the beats. Then Ss practise chorally and then in pairs.

T asks one or two pairs to read aloud and asks the class: “Did the speaker stress the contrast words? Did the meaning change?”

T explains that main beats fall on information-bearing or contrastive words and that a slower, intelligible delivery is better than rushing unstressed words. T asks Ss to keep consonants clear and to group words into natural phrases.

T shows the seven phrasal verbs on the slide and says: “Match each verb with its meaning. Then check the object position.”

T asks Ss to work in pairs for three minutes and checks the answers quickly. T gives one example sentence for each: “I look forward to meeting my mentor.”

T calls on pairs to read their sentences aloud and asks: “Where does the object go?”

T confirms the key and reminds Ss that “to” in look forward to is a preposition, so it is followed by a noun or a gerund (for example, look forward to working).

T says: “Work in pairs. You have five minutes for Exercises 2, 4 and 5. Use only information from the model. Keep the limit about the mentor in your summary.”

T circulates and checks whether Ss include the condition “but it is not a guarantee” in the summary.

T calls on two pairs to read their summaries and asks the class to judge whether any invented result has been added.

T shows the key and emphasises that an illustrative example must not be turned into a claimed observation. T reminds Ss to keep accent variants that preserve the meaning.

T gives the prompt on the slide: “Choose a career route. Give your position, one example, one limitation and invite a response. Your partner asks one real follow-up question.” T distributes Worksheet 2.

T gives Ss two minutes to prepare notes on index cards. Then pairs speak and the listener asks a follow-up question. Pairs swap roles.

T invites 2–3 Ss to present to the class and asks the class to identify the position, the example, the limitation and the follow-up question.

T gives feedback on the four parts, stress and phrasal verb use, and reminds Ss that a good partner asks a real follow-up question instead of reading a prepared speech. T asks Ss to keep examples honest and to label any hypothetical example.