UNIT 7: EDUCATION OPTIONS FOR SCHOOL-LEAVERS
Lesson 1: Getting started – Planning our education
I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Gain an overview about the topic Education options for school-leavers;
- Gain vocabulary to talk about planning the education;
- Get to know the language aspects: Perfect gerunds & perfect participle clauses
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities
3. Personal qualities
- Actively join in class activities
- Get ready and be responsible for the education choices after leaving schools

II. MATERIALS
- Grade 11 textbook, Unit 7
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis
Form
1. (university)
entrance exam
2. option (n)

Pronunciation

Meaning

/ˈentrəns ɪɡˌzæm/

an exam that you take to be accepted into a
university

/ˈɒpʃən/

one thing that can be chosen from a set
of possibilities, or the freedom to make
a choice

3. academic (adj)

/ˌækəˈdemɪk/

connected with education, especially
studying in schools and universities

4. vocational (adj)

/vəʊˈkeɪʃənəl/

connected with the skills, knowledge, etc.
that you need to have in order to do a
particular job

5. mechanic (n)

/məˈkænɪk/

someone whose job is repairing the
engines of vehicles and other engines

6. sensible (adj)

/ˈsensəbəl/

able to make good judgements based on
reason and experience rather than emotion

Assumption
Anticipated difficulties
Solutions
Students may find the lesson boring due - Encourage students to work in pairs and in groups
to a large number of language
so that they can help each other.
- Provide feedback and help if necessary.
exercises.
- Explain expectations for each task in detail. Have
Some students will excessively talk in excessive talking students practice.
- Continue to explain task expectations in small
the class.
chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students' knowledge on the topic of Education
options for school-leavers;
- To set the context for the listening and reading part;
- To enhance students' skills of cooperating with teammates.
b. Content:
- Guessing game: Guess the name of famous universities in Viet Nam
c. Expected outcomes:
- Students can identify famous universities in Viet Nam
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
GUESSING GAME
- Ss work in 4 big groups.
- Teacher shows the pictures of 5 famous universities in
Viet Nam and lets students in each group raise their
hands to answer
- The fastest team will give the answer and get the point
with the correct answer.
- The first team with more correct answers will be the
winner.
e. Assessment
- Teacher observes the groups and gives feedback.

CONTENTS
Lists of university:
+ Foreign Trade University
+ University of Languages and
International Studies
+ National Economics University
+ Hanoi University of Science and
Technology
+ University of Trade

2. ACTIVITY 1: PRESENTATION (7 mins)
a. Objectives:
- To get students to learn vocabulary related to the topic.
b. Content:
- Vocabulary pre-teaching
c. Expected outcomes:
- Students can identify some new words and phrases related to the topic.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
Vocabulary pre-teaching
Word list:
- Teacher introduces the vocabulary.
1. (university) entrance exam
- Teacher explains the meaning of the new vocabulary
2. option (n)
by pictures.
3. academic (adj)
- Teacher checks students' understanding with the “Rub 4. vocational (adj)
out and remember” technique.
5. mechanic (n)
- Teacher reveals that these five words will appear in the 6. sensible (adj)
reading text and asks students to open their textbook to
discover further.
e. Assessment
- Teacher checks students' pronunciation and gives feedback.
- Teacher observes Ss' writing of vocabulary in their notebooks.
3. ACTIVITY 2: PRACTICE (20 mins)
a. Objectives:
- To help students get to know the topic.
- To introduce words and phrases related to education.
- To help Ss identify the perfect gerunds and past participle clauses
b. Content:
- Task 1: Listen and read.
- Task 2: Read the conversation again. Decide whether the following statements are true (T)
or false (F).
- Task 3: Find phrases in the conversation that mean the following.
- Task 4: Complete the sentences using phrases from the conversation.
c. Expected outcomes:
- Students can identify some ideas from the text and complete the tasks successfully.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
Task 1: Listen and read. (5 mins)

CONTENTS

- Teacher asks Ss to look at the pictures in the book as
well as the dialogue and answer the questions.
- Ss answer the questions in pairs.
- Teacher plays the recording twice. Ss listen and read.
- Teacher checks Ss' prediction. T calls 2 Ss to read
the conversation aloud.

Questions:
- What can you see?
- What does Mai want to do after finishing
school?
- What does Nam want to do after finishing
school?
Suggested answers:
- A female scientist and a male mechanic
- She wants to go to university, study biology
and become a scientist.
- Nam wants to go to a vocational school
because he wants to become a car mechanic.
Task 2: Read the conversation again. Decide whether the following statements are true (T) or
false (F). (5 mins)
- Teacher asks Ss to read the conversation again and
work independently to find the answers. Remind Ss to Key:
underline the information and correct the false
1. F
statements.
2. T
- Ss work independently to find the answers.
3. T
- Teacher has Ss compare the answers in pairs before
4. F
checking with the whole class.
- Teacher checks the answers as a class and gives
feedback.
Task 3: Find phrases in the conversation that mean the following. (5 mins)
- Teacher asks Ss to read the definitions, then scan the Answer key:
conversation looking for words or phrases matching
1. education fair
the meanings.
2. entrance exam
3. academic education
- Teacher has Ss compare and share their answers with 4. vocational school

the class.
- Check answers as a class.
Extension: Put Ss into groups and have each group
write as many phrases as they can with the words
education, school and exam . Set a time limit of five
minutes. When the time is up, put up their lists of
phrases on the board. Ask Ss from different groups to
read them aloud and count the correct ones. The
winner is the group with the most correct phrases.

* Extension
Suggested phrases:
primary/ vocational/ university education,
pursue/ get/ receive (your/an) education,
education system/ programme; go to/
start/quit/ leave school, primary/ secondary
school; take/ do/ sit/ pass/ fail an exam, revise
for an exam, exams in Maths/ English, exam
paper/ results)

Task 4. Complete the sentences using phrases from the conversation. (5 mins)
- Teacher has Ss read each sentence individually.
Encourage them to try to complete it with an
appropriate verb phrase without referring to the
conversation. Then ask them to find the answers in the
conversation.
- Teacher checks answers: first ask the class to call out
the correct perfect gerund or perfect participle clause,
then call on individual Ss to read the complete
sentences.
- Teacher tells Ss that they will learn more about the
grammar point in the following lesson.

Answer key:
1. Having won
2. having gone
3. Having watched

e. Assessment
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives:
- To help Ss practise speaking skills;
- To help Ss memorise the basic knowledge of the topic.
b. Content:
- Role-play
c. Expected outcomes:
- Students can give a short talk about their options after finishing school.
d. Organisation

TEACHER'S AND STUDENTS' ACTIVITIES
Task 5. Role-play

CONTENTS

- Teacher asks Ss to work in groups.
Students' own creativity.
- In each group, one student plays the role of teacher and

others will be students
- Teacher asks the students about their plans after high
school and students will share their plans.
- Ss have 3 minutes to prepare for the role-play.
- Teacher invites 1 or 2 groups to come to the stage and
do the role-play.
- Teacher asks other groups to listen and give
comments.
- Teacher gives feedback and gives marks to the best
group.
e. Assessment
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do the workbook exercises
- Prepare for Lesson 2 - Unit 7.
- Prepare for the project in Lesson 8
Board Plan
Date of teaching
Unit 7: Education options for school-leavers
Lesson 1: Getting started – Planning our education
* Warm-up:
Guessing game
* Vocabulary
1. (university) entrance exam
2. option (n)
3. academic (adj)
4. vocational (adj)
5. mechanic (n)
6. sensible (adj)
- Task 1: Listen and read.
- Task 2: True or false.
- Task 3: Find phrases in the conversation that mean the following.
- Task 4: Complete the sentences.
- Task 5: Role-play

*Homework

UNIT 7: EDUCATION OPTIONS FOR SCHOOL-LEAVERS
Lesson 2: Language
I. OBJECTIVES

By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic education options after leaving school;
- Recognise and practise intonation in Wh- and Yes/ No questions;
- Review the use of perfect gerunds and perfect participle clauses.
2. Core competence
- Be collaborative and supportive in pair work and team work;
- Access and consolidate information from a variety of sources;
3. Personal qualities
- Actively join in class activities
- Get ready and be responsible for the education choices after leaving schools

II. MATERIALS

- Grade 11 textbook, Unit 7, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis
Perfect gerunds
The perfect gerund (having done) always refers to a time before that of the verb in the main
clause. It is used to emphasise that the action was completed in the past.
It can be used as:
• the subject of a sentence.
Example: Having studied science subjects made it easy for me to choose a university
degree.
• an object after some verbs, e.g. admit, deny, forget, mention, regret, and remember or
after prepositions.
Example: My friend didn't remember having lent me his English textbook.
My cousin often talked about having studied for five years at a top university.
Perfect participle clauses
The perfect participle has the same form as the perfect gerund, e.g. having asked, having
studied.
We can use perfect participle clauses to:
• describe an action that happened before the action in the main clause.
Example: Having finished their course, they started looking for jobs.
• talk about the reason for the action in the main clause.
Example: Not having read the book, he can't give us his opinion.

Assumption
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.

- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
Students may lack vocabulary to deliver
- Provide vocabulary and useful language before
a speech
assigning tasks
- Encourage students to work in groups so that they
can help each other.

III. PROCEDURES

1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students' knowledge on intonation;
- To enhance students' skills of cooperating with teammates.
b. Content:
- Watch a video about intonation in wh- and yes/no questions.
c. Expected outcomes:
- Students can listen and find out the rules for intonation in wh- and yes/no questions.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
Watch a video
- Teacher plays the video and asks Ss to pay attention to the
intonation rules in the video
- Ss watch the video and note down the rules.
- Teacher calls some Ss to share and confirm the answers.
- Teacher leads in the new lesson.

CONTENTS
Link: https://youtu.be/1-yjtPZTDuc

e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: PRONUNCIATION (10 mins)
a. Objectives:
- To help Ss recognise and practise intonation in wh- and yes/no questions.
- To help Ss practise intonation in wh- and yes/no questions.
b. Content:
- Task 1: Listen and repeat. Pay attention to the falling or rising intonation in each of the
following questions.

- Task 2: Listen and mark the intonation in these questions, using (rising intonation) or
(falling intonation). Then practise saying them in pairs.
c. Expected outcomes:
- Students can practise intonation in wh- and yes/no questions.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES

CONTENTS

Task 1: Listen and repeat. Pay attention to the falling or rising intonation in each of the following
questions. (5 mins)
- Teacher asks Ss to listen to the recording. Have them Audio script:
pay attention to the rising or falling intonation in the
1. Did anyone go?
given sentences.
- Teacher asks Ss to work in pairs and take turns to read 2. Would you like to share some of it with
the class?
the sentences with correct intonation.
- Teacher checks the answers as a class.
3. What are your plans for the future?
- Teacher has Ss read the explanation in the Remember!
4. When does the course start?
box Ask questions to check understanding of the use of
rising and falling intonation in Wh- and Yes/No
questions.
Task 2: Listen and mark the intonation in these questions, using
saying them in pairs. (5 mins)

or

. Then practise

- Teacher asks Ss to listen to the Wh- and Yes/No Answer key:
questions and mark the correct intonation pattern (rising 1. Do you want to go to university?
or falling) at the end of each question.
2. Have you talked with your parents about
- Teacher plays the recording several times, if necessary,
your plans?
pauses after each sentence for Ss to repeat.
- Teacher checks answers as a class.

3. How much does it cost to study at

- Teacher puts Ss into pairs and has them practise saying
these questions. Walk round the class, praising pairs for
good effort and using the appropriate intonation pattern.

university?
4. What's your favourite subject at school?

Extension: In stronger classes, put Ss into groups and
have each group write three Wh- questions and three
Yes/No questions. Invite each group to read out their
questions in front of the class. Have the other groups say
if they use the appropriate intonation.
e. Assessment
- Teacher checks students' pronunciation & intonation and gives feedback.
- Students in class listen and give feedback on their friends' performance.
3. ACTIVITY 2: VOCABULARY (12 mins)
a. Objectives:

- To introduce words / phrases related to education after leaving school.
- To help Ss practise using the words in meaningful contexts.
b. Content:
- Task 1: Match the words and phrases with their meanings.
- Task 2: Complete the sentences using the correct forms of the words and phrases in 1.
c. Expected outcomes:
- Students can identify the meaning of words, memorise them and use them in meaningful
contexts.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES

CONTENTS

Task 1. Match the words and phrases with their meanings. (6 mins)
- Teacher asks Ss to read the definitions of the phrases first
Answer key:
and checks understanding.
- Teacher has Ss match each word with the definition right 1. c
2. d
next to it.
- In weaker classes, do the first one as an example before 3. a
4. e
asking Ss to match the rest individually or in pairs.
5. b
- Check answers as a class.
Task 2. Complete the sentences using the correct forms of the words and phrases in 1. (6 mins)
- Teacher asks Ss to read the sentences carefully and decide
which word in Task 1 can be used to complete each of the
sentences. Tell them to change the forms of some words if
necessary.
- Teacher checks answers as a class. Have Ss call out the word
they have used in each sentence first.
- Teacher confirms the correct answers. Ask Ss to explain the
meaning of each word using the definitions in Activity 1.
- Teacher asks some Ss to read the complete sentences.
Extension: In stronger classes, have Ss play a game
individually or in pairs. Each student or pair writes a short
meaningful text in which all four phrases have been used. Give
a time limit of three minutes and have each student or pair
read out their texts. The other Ss give a mark out of 10. Have
Ss add up their marks. The winner is the student or pair with
the highest score.

e. Assessment
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.

Answer key:
1. higher education
2. qualifications
3. school-leavers
4. vocational education
5. graduation
Suggested answer:
Every year, thousands of schoolleavers finish secondary education.
Most of them choose to continue their
study in either higher education
institutions or vocational education
institutions. These students believe
that with the right qualifications from
these institutions, they will have a
better chance of getting good jobs
after graduation.

4. ACTIVITY 3: GRAMMAR (15 mins)
a. Objectives:
- To help Ss recognise and practise perfect gerunds and perfect participle clauses in grammar
exercises
- To help Ss practise perfect gerunds and perfect participle clauses in a speaking activity
b. Content:
- Task 1: Find and correct the mistakes in the following sentences.
- Task 2: Rewrite these sentences using perfect participle clauses.
- Task 3: Work in pairs. Make sentences, using perfect gerunds and perfect participle clauses.
c. Expected outcomes:
- Students can identify the use of perfect gerunds and perfect participle clauses and can apply
them to give a short talk on the given topic.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES

CONTENTS

Task 1. Find and correct the mistakes in the following sentences. (5 mins)
- Teacher asks Ss to look at the Remember! box and
read the rules for using perfect gerunds. Check
understanding by asking, e.g. Which verbs are often
followed by a perfect gerund? (admit, deny, forget, and
remember); Can a perfect gerund be used as a
subject / an object? (Yes); What are the similarities
between gerunds and perfect gerunds?(They both can
be used as subjects and objects); What are the
differences between gerunds and perfect gerunds?
(Their forms; perfect gerunds refer to the actions that
were completed in the past)

Answer key:
1. I forgot have discussed this topic with you.
🡪 having
2. Had won many maths competitions helped
me to win a place at university.
🡪 Having
3. Nam regretted not having choose a more
interesting course at university.
🡪 chosen
4. He was proud of had won the first place in
a biology competition.

- Teacher tells Ss to work in pairs or individually to
🡪 having
complete the activity.
- Teacher checks answers as a class.

* Extension
Suggested sentences:

- Extension: Write more sentences with mistakes in
using perfect gerunds on the board and have Ss correct - The thief denied stolen the expensive watch
(denied having stolen).
them in pairs.
- I remember saw this advertisement
(remember having seen).
Task 2. Rewrite these sentences using perfect participle clauses. (6 mins)
- Teacher has Ss read the Remember box and ask
Answer key:
1. Having listened to an introduction to the
questions to check Ss' understanding of the form and
course
uses of perfect participle clauses.
2. Having failed the university entrance
- Teacher asks Ss to read each sentence carefully and
exams
decide how they can complete another sentence with a 3. Not having studied hard enough
participle clause that still has the same meaning as the
4. Having answered the job interview

given one.
- Teacher has Ss work in pairs to write the sentences.
- Teacher checks answers as a class. Invite individual
Ss to write the sentences on the board.

questions

Extension: Have Ss work in pairs. Ask Ss to study
these sentences again. One student says the original
sentence. The other students, without looking at the
book, say the new sentence. The student who says the
original sentence should keep the book open to check if
the partner says the correct sentence.
Task 3. Work in pairs. Make sentences, using perfect gerunds and perfect participle clauses.
(4 mins)
Example:
- Teacher lets Ss work in pairs.
Having completed the project gave us a
- Teacher asks Ss to make sentences using perfect
feeling of satisfaction.
gerunds and perfect participle clauses.
- Teacher encourages Ss to apply the vocabulary they
Having finished school, I can apply to
have learnt in the lesson.
university.
e. Assessment
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Lesson 3 - Reading.
Board Plan
Date of teaching
Unit 7: Education options for school-leavers
Lesson 2: Language
*Warm-up
Watch a video
* Pronunciation
- Task 1: Listen and repeat.
- Task 2: Listen and mark the intonation in these questions.
* Vocabulary
- Task 1: Match the words and phrases with their meanings.

- Task 2. Complete the sentences.
* Grammar
- Task 1. Find and correct the mistakes.
- Task 2. Rewrite these sentences.
- Task 3. Make sentences.
*Homework

UNIT 7: EDUCATION OPTIONS FOR SCHOOL-LEAVERS
Lesson 3: Reading – Options for school-leavers
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Develop reading skills for general ideas and for specific information about options for
school-leavers.
- Develop presentation skills;
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
3. Personal qualities
- Actively join in class activities
- Get ready and be responsible for the education choices after leaving schools

II. MATERIALS
- Grade 11 textbook, Unit 7, Reading
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis
Form

Pronunciation

1. opportunity (n)

 /ˌɒp.əˈtʃuː.nə.ti/

a time when a particular situation makes it possible to
do or achieve something

2. independently
(adv)

/ˌɪn.dɪˈpen.dənt.li/

without being connected with or influenced by
something or by each other

3. hands-on (adj)

 /ˌhændˈzɒn/

doing something rather than just talking about it

4. salary (n)

/ˈsæl.ər.i/

money that employees receive for doing their job,
especially professional employees or people working
in an office, usually paid every month

Assumption
Anticipated difficulties
1. Students may lack knowledge about

Meaning

Solutions
Provide students with the meaning and pronunciation

some lexical items.
2. Students may have underdeveloped
reading, speaking and co-operating
skills.

of words.
- Let students read the text again (if necessary).
- Create a comfortable and encouraging environment
for students to speak.
- Encourage students to work in pairs, in groups so
that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To activate Ss' background knowledge about the topic and get Ss involved in the lesson;
- To set the context for the reading part;
- To enhance students' skills of cooperating with teammates.
b. Content:
- Task 1: Answer the questions.
c. Expected outcomes:
- Students can answer some questions about the options after leaving school.
d. Organisation
TEACHER'S AND STUDENTS'
ACTIVITIES
Task 1: Answer the questions.

CONTENTS

- Teacher asks Ss to look at the pictures of a
university student and a vocational school
student. Have them work in pairs and discuss
which of the two options is more common in
the area they live in.
- Teacher encourages Ss to think of other

A vocational school
student

A university student

options.

Questions:

- Teacher invites some pairs to share their

1. Which of the two options for school-leavers is
more common in your town?
2. Can you think of other options?

answers with the class.

e. Assessment
- Teacher observes the groups, collects their answers and gives feedback.
2. ACTIVITY 1: PRE-READING (6 mins)

a. Objectives:
- To get students to learn the vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Lead-in
- Vocabulary pre-teaching
c. Expected outcomes:
- Students can identify some new words before reading the text
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary.
Word list:
- Teacher explains the meaning of the new vocabulary
1. opportunity (n)
by pictures.
2. independently (adv)
- Teacher checks students' understanding with the “Rub 3. hands-on (adj)
out and remember” technique.
4. salary (n)
- Teacher reveals that these four words will appear in
the reading text and asks students to open their textbook
to discover further.
e. Assessment
- Teacher checks students' pronunciation and gives feedback.
- Teacher observes Ss' writing of vocabulary in their notebooks.
3. ACTIVITY 2: WHILE-READING (20 mins)
a. Objectives:
- To help Ss practise guessing the meaning of words from context;
- To develop reading skills for general information & specific information about the
educational journey for school-leavers
b. Content:
- Task 2. Read the article. Match the highlighted words with their meanings.
- Task 3. Read the article again. Match the headings (1–3) with the paragraphs (A–B). There
is one extra heading.
- Task 4. Read the article again and complete each gap with ONE word.
c. Expected outcomes:
- Students can get the general ideas and identify some specific information from the text to
complete the tasks successfully
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
Task 2. Read the article. Match the highlighted words with their meanings. (6 mins)
- Teacher has Ss read the text, paying attention to the context of Answer key:

each highlighted word, and looking for clues that they can use to 1. e
guess the meaning, e.g. the first word "formal" in this context is 2. c
used as an adjective to describe the 'learning' to get 'an academic 3. a
degree'. Among the given options, option 'e' (received in a 4. b
school, college, or university, with lessons, exams, etc.) is the 5. d
best match for this word.
- Teacher tells Ss to work in groups to discuss the clues and
compare answers.
- Teacher checks answers as a class.
Extension: Choose other words from the text and write them on
different pieces of paper. Give a word to each student, have them
check its meaning in a dictionary and write a short definition on
another piece of paper. Collect all definitions and place them face
up on a table. Have Ss swap their words, come to the table and
find the definition of their new word.
Task 3. Read the article again. Match the headings (1–3) with the paragraphs (A–B). There is one
extra heading. (7 mins)
- Teacher elicits strategies Ss can use to read texts for main ideas, Answer key:
e.g. paying attention to the topic sentence in each paragraph, A - 3
highlighting key information, or searching for conclusions.
B-1
- Teacher tells Ss that they will have to choose the correct
heading for each paragraph. In weaker classes, read through the
three options first and check understanding.
- Teacher asks Ss to work in pairs to compare their answers.
- Teacher checks answers as a class. In stronger classes, ask Ss to
explain their choices.
Task 4. Read the article again and complete each gap with ONE word. (7 mins)
- Teacher tells Ss that the information in the table is a summary
Answer key:
of the main points of the two body paragraphs.
1. formal
- Teacher has Ss read the points in the table and predict the words 2. degree
3. trade
they will need to complete the gaps.
- Teacher reminds Ss of the maximum number of words they can 4. apprenticeship
5. training
use in each gap.
- Teacher asks Ss to scan the text and choose the correct words or
phrases to complete each gap.
- Teacher has Ss compare answers in pairs or groups.
- Teacher checks answers as a class.
- Teacher invites some Ss to give evidence from the text for each
of the answer, e.g. 1. formal (from the first sentence of the
second paragraph.)
e. Assessment
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.
4. ACTIVITY 3: POST-READING (11 mins)

a. Objectives:
- To check students' understanding about the reading passage;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Discussion: Which of the two options will be appropriate for you after leaving school?
Why?
c. Expected outcomes:
- Students can use the language and ideas from the unit to reflect on their own opinions.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
Task 5. Discussion
- Teacher asks Ss to read the questions and choose their
options. In stronger classes, ask Ss to write down the
reasons for their option.
- Teacher has Ss work in pairs to discuss their options.
- Teacher encourages Ss to explain why they think this is
the option for them. Walk round the class and offer help
with any words or expressions Ss may not know. Invite
some pairs of Ss to share their ideas with the whole class.
- Teacher asks other students to listen and give comments.
- Teacher gives feedback and gives marks to Ss'
performance.

CONTENTS
Suggested answers:
A: Which option will be appropriate for
you after leaving school, B?
B: Well, I'm very interested in chemistry
and want to become a chemistry teacher.
That's why I think I will study chemistry
at a university. How about you, A?
A: I've always wanted...