Giáo án Tiếng Anh 12 Global Success Unit 9 Communication and Culture

Anticipated difficulties

Solutions

Students are reluctant to work in groups.

- Encourage students to work in pairs and in groups so that they can help each other.

- Provide feedback and help if necessary.

Students may lack vocabulary to deliver a speech

- Explain expectations for each task in detail.

- Continue to explain task expectations in small chunks (before every activity).

- Provide vocabulary and useful language before assigning tasks

- Encourage students to work in groups so that they can help each other.

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Video watching

- Teacher shows a short video about “How to find the right career”.

- Teacher asks students to look at the questions and raise their hands to answer.

- Teacher checks the answer and corrects it if it's necessary.

- Students watch the video and answer the questions.

Link:

https://www.youtube.com/watch?v=zhpcgpqWc1Q&t=1s

Key:

1. To identify your passions
and interests

2. Both play a role in finding a fulfilling career

3. It helps align your career with your strengths and preferences

4. It helps align your career with your strengths and preferences

5. Salary, job title, or working for a cause

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Listen and complete the conversations with the expressions in the box. Then practise them in pairs. (7 mins)

- Ask Ss to read through the incomplete conversations. Check comprehension by asking questions, e.g. Who are the speakers? (A: Mr Kien and Mai; B: Mark and Mai); What are they talking about? (A: asking for and giving clarification about the job application process; B: asking for and giving clarification about the References section in a CV)

- Have Ss listen and complete the conversation with the expressions from the box.

- Check answers by asking two Ss to read out the conversations.

- Have Ss underline expressions used to ask for clarification, e.g. Could you explain…; Can you clarify …? and giving clarification, e.g. Well, to put it another way, it means …; In other words, ...

- Put Ss in pairs and have them practise the conversations.

- Students listen to the recording and complete the conversations.

- Students read the conversations in pairs.

Answer key:

1. C

2. B

3. A

4. D

Task 2: Work in pairs. use the models in task 1 to make similar conversations for these situations. One of you is A, the other is B. Use the expressions below to help you.  (8 mins)

- Put Ss in pairs and explain the task: to role-play conversations similar to those in 1, but based on the two situations. Each student in the pair should choose a role. Make sure that each student has a chance to both ask for and give clarification.

Encourage them to use words and phrases they have learnt so far in this unit in their conversations.

- Ask Ss to read through the situations, and check understanding. Ask them if they have been in similar situations, i.e. if they had to ask for career advice or for help on the first day of work.

- In weaker classes, underline the words and phrases in the conversations in 1 that Ss can replace with their own ideas. You can also write some prompts on the board. In stronger classes, encourage them to be more creative.

- Go through the useful expressions in the box and remind them to use them in their conversations.

- Have Ss spend a few minutes planning their conversations, e.g. decide on the roles (a grade 12 student/a career adviser; a new teaching assistant/an experienced teaching assistant), how to start the conversation and what phrase or concept they will ask to be clarified. Have Ss practise their conversations in pairs.

- Invite several pairs of Ss to role-play their conversations in front of the class.

 Praise for good effort, clear pronunciation, fluent delivery and appropriate use of the expressions

for asking for and giving clarification.

- Students work in pairs to make similar conversations.

- Students act out their conversations in front of the class.

Suggested answers:

1.

B: So, if you want to figure out what career path to follow, you need to evaluate your options.

A: Excuse me, I’m not sure I understand what you mean by ‘evaluating’. Can you clarify this for me?

B: Well, what I mean is you need to look at the pros and cons of each option and consider all the challenges.

A: Oh, I see. Thank you very much.

B: You’re welcome.

2.

A: As a new teaching assistant, your duty is to help teachers with classroom management.

B: Sorry, what do you mean by ‘classroom management’? Could you be more specific?

A: Well, to put it another way, classroom management is keeping students organised, focused, orderly, attentive and on task during a class.

B: Yeah, I understand it now. Thank you.

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Read the text and answer the questions. (7 mins)

- Ask Ss some questions to find out what they already know about future jobs, e.g. What jobs do you think will be popular in the future? Why do you think these jobs will be in demand?

- Ask Ss what they want to know about the topic, e.g. What types of companies or businesses will need these jobs? Is there any available training for these jobs at present?Write these questions on the board and tell Ss to answer them later.

- Ask them to read the text ‘Popular careers in the future’ and answer the questions. Walk round the class and offer help, explaining unfamiliar words or answering questions.

- Check answers as a class.

- Go back to the questions on the board, i.e. the things Ss wanted to know about the topic. Ask which of the questions they can answer now and cross them out. Assign the rest for homework.

- Students read the text and answer the questions.

- Students check the answers with the whole class.

Answer key:

1. data protection jobs

2. content creators

3. software developers and other coding careers