Giáo án Writing

Ss recall what a CV is and what information employers usually expect to see, so that they are ready to analyse the model.

T writes the unit topic 'Career paths' and the term curriculum vitae (CV) on the board. T asks: 'What is a CV? Who reads it? What information do employers want to see first?' Ss brainstorm in whole class and give a few examples, then T links their ideas to the headings in the model CV.

A list on the board of about five to six CV items, for example: name and contact, education, relevant experience, skills, availability, references. T states the lesson aim: to create a CV with a coherent message, specific support and appropriate register.

Ss identify the purpose, audience and structure of the model CV and explain how its opening, details and closing work together.

Ss read the fictional model CV of Lan Nguyen (projected or in the student's book) and complete Worksheet No. 1 in pairs. Tasks: (1) State the purpose and audience of the CV. (2) Identify the actual opening sentence and explain what it introduces. (3) Choose one specific detail from the model and explain why it is better than a general statement. (4) Read the closing sentence aloud and explain its function. Key vocabulary: qualification (trình độ, bằng cấp), mentor (người hướng dẫn), transferable skill (kĩ năng chuyển đổi).

Completed Worksheet No. 1 with these answers:

• Audience: a reviewer of the model application, such as the library recruiter.
• Purpose: to present a structured, honest model CV for a supervised library-support role while protecting personal information.
• Actual opening sentence: 'CURRICULUM VITAE — fictional student model Name: Lan Nguyen Profile: Careful Grade 12 student interested in a supervised library-support role; enjoys clear communication and organising information.' It introduces the particular subject before the supporting details.
• Specific detail: 'Education: Grade 12, Riverside Secondary School (fictional); expected completion in 2027 (fictional timeline).' It gives the audience concrete, checkable information rather than a general claim that education matters.
• Closing sentence: 'A real applicant must replace fictional details with accurate information and verify the vacancy.' It closes without unsupported promises and reminds the reader of the privacy and accuracy conditions.

Ss understand the meaning and grammar of seven three-word phrasal verbs and apply sentence stress to contrast words in a model sentence.

T presents the phrasal verbs: 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 highlights two grammar points: the object follows the full expression (keep up with it, not keep it up with), and to in look forward to is a preposition, so it is followed by an -ing form. Pronunciation: T reads the sentence 'Choose a CAREER for YOUR reasons, not just for its TITLE.' and drills the stress on CAREER, YOUR and TITLE. Ss also practise 'I want to work WITH people, not merely near them.'

Ss complete the following sentences using the correct phrasal verbs:

• I am looking forward to meeting my mentor next week. (look forward to + -ing)
• She can get on with her colleagues easily.
• I need to keep up with the new software in the library.
• We came up with a new idea for the book corner.
• He could not put up with the noise in the office.
• Many students look up to their teachers.
• The library has run out of printed copies of the handbook.
  Ss mark the stressed words in the sentence about careers and say the sentence with clear rhythm.

Ss practise identifying the central message of the model CV, writing a short summary that keeps essential conditions, and recognising the function of a sentence in the middle of the text.

Ss work in pairs to do three tasks taken from the Unit 9 Writing exercises: (1) Write a three-sentence summary of the model CV using only the information in the model, keeping the conditions and limits. (2) Choose the sentence 'Availability: Saturday mornings, subject to school duties and lawful eligibility.' and explain what it adds to the opening. (3) Read the privacy note and explain why it matters for a real applicant.

Model answers:

1. Summary: 'The fictional CV presents Lan Nguyen as a Grade 12 student seeking supervised library-support work. It lists her education, relevant class activity, communication and organisation skills, and conditional Saturday availability. A real applicant must use accurate information and protect private identifiers and referees' consent.'
2. The availability sentence adds concrete information to the opening, rather than repeating the unit title. It tells the reader when and under which conditions the applicant can work.
3. The privacy note matters because a real applicant must not share identity numbers, bank details or private medical information without need, and must verify the vacancy and the referee's consent before naming anyone.
   Note: Ss' summaries may differ in wording but must keep the same meaning and the condition 'subject to school duties and lawful eligibility'.

Ss create a short CV for a fictional applicant with a clear message, specific support and an appropriate register, and give feedback on a peer's draft.

Ss individually write a short CV (about 120 to 150 words) for a fictional student applying for a supervised role linked to a career path of their choice. The CV must include these headings: Name (fictional), Profile, Education, Relevant experience, Skills, Availability, References, and a Privacy note. Ss must: (1) use at least two target phrasal verbs; (2) include at least two specific details, such as a named activity, a skill or a time; (3) label every example as fictional; (4) avoid identity numbers, bank details or private medical information. After drafting, Ss swap papers and check each other's CV with a checklist.

A complete CV draft in English with the required headings and a peer-feedback checklist with these items: clear opening and purpose; at least two specific details; correct use of a phrasal verb with its object or -ing form; fictional labels present; no unsupported promises; sentences linked with words such as 'Moreover', 'However' or 'In addition'.