UNIT 5: THE WORLD OF WORK
Lesson 1: Getting started – Our parents' job!

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Get an overview of the topic The world of work
- Use vocabulary related to work
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
Digital competences:



2.1.NC2a (Interacting through digital technologies): Use digital communication tools (Zalo, Google Workspace) to share video scripts, interact, and provide constructive

peer feedback.



3.1.NC2c (Creating and editing multimedia content): Create, edit, and format a multimedia Video CV using Canva. Generate a functioning QR code to bridge digital

content with physical documents.

3. Personal qualities
- Be proud and respectful of parent's job
- Be aware of different jobs in the future
- Actively join in class activities
II. MATERIALS
- Grade 12 textbook, Unit 5, Getting Started
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To introduce the topic of the unit.
- To set the context for the listening and reading part.
b. Content:
- Watching a video
c. Expected outcomes:
- Students can understand what children say in the video and guess the topic of the unit.
d. Organisation:
TEACHER- STUDENTS ' ACTIVITIES

CONTENTS

Watching a video

Questions:

- Teacher plays a video and asks Ss to watch and answer the question.

What are they talking about?

Link:

Suggested answer:

- Students watch a video and answer the question https://www.youtube.com/watch?v=8bZbRTh92NM&t=84s

Their parent's jobs.

e. Assessment
- T observes and gives feedback.
2. ACTIVITY 1: PRESENTATION (5 mins)

a. Objectives:
- To provide students with new words related to the topic of The world of work.
- To help students be well-prepared for the listening and reading tasks.  
b. Content:
- Vocabulary pre-teaching
c. Expected outcomes:
- Students can identify some vocabulary related to the topic.
d. Organisation
TEACHER- STUDENTS ' ACTIVITIES
Vocabulary pre-teaching

CONTENTS
Vocabulary:

- Teacher introduces the vocabulary by:

1. shift (n): ca làm việc

+ showing the pictures illustrating the words

2. nine-to-five (adj): giờ hành chính

+ giving explanation

3. footstep (n): bước chân; truyền thống gia

+ asking some elicit questions

đình

- Students listen to the teacher's explanation and guess the words.

4. accountant (n): kế toán

e. Assessment
- Teacher checks students' pronunciation & understanding and gives feedback.
3. ACTIVITY 2: PRACTICE (25 mins)
a. Objectives:
- To check Ss' comprehension of the conversation.
- To introduce collocations to describe jobs.
- To help Ss identify simple, compound and complex sentences.
b. Content:
- Task 1: Listen and read. (p.60)
- Task 2: Read the conversation again and put a tick (✔) in the appropriate column. (p.61)
- Task 3: Match the words/ phrases to make phrases mentioned in 1. (p.61)
- Task 4: Complete the sentences with phrases or clauses in the box based on the conversation in 1. (p.61)
c. Expected outcomes:
- Students can understand the conversation and know some collocations to describe jobs.
d. Organisation
TEACHER- STUDENTS ' ACTIVITIES

CONTENTS

Task 1: Listen and read. (7 mins)

Questions:

- Teacher sets the context for the listening and reading.

1. Where are Mark and Lan?

- Students look at the picture and answer the questions.

2. What are they talking about?
Suggested answers:

- Teacher has Ss look at the picture and elicit the context of the conversation by asking some questions.

1. They're at Lan's.

- Students listen to the recording.

2. They're talking about their parents' jobs.

- Teacher plays the recording twice for Ss to listen and read along. Have Ss underline words and phrases
related to the world of work while they are listening and reading.
- Teacher puts Ss in pairs and asks them to compare the words and phrases they have underlined and discuss
their meaning. Then check comprehension as a class.
- Ss compare the words and phrases with their partner.
- Call on three Ss to read the conversation aloud.
- Students read the conversation aloud.
Task 2: Read the conversation again and put a tick (✔) in the appropriate column. (7 mins)

Answer key:

- Teacher puts Ss in pairs. Ask them to read the notes carefully and decide which information belongs to

1. Lan's dad

Lan's dad, Mark's dad or Lan's mum. In stronger classes, encourage Ss to complete the task without looking

2. Mark's dad

back at the conversation.

3. Lan's dad

- Students work in pairs to do the activity.

4. Lan's mum

- Then have them read the conversation again and locate the part of the conversation that has the information
for each of the questions.

- Teacher has Ss share their answers with the class.
- Students share the answers in front of the class and show where they can find them.

- Confirm the correct answers.
- Correct the answers if needed.
Task 3: Match the words/ phrases to make phrases mentioned in 1. (6 mins)

Answer key:

- Ask Ss to work independently to do the exercise.

1. d

- Check Ss' understanding of the individual words in each column.

2. a

- Have Ss read the conversation quickly again, find these words and phrases, and underline them. Then ask

3. b

Ss to do the matching.

4. c

- Students read the conversation again and work independently to do the activity.

- Allow Ss to share answers before discussing them as a class.
- SS share the answer with partners.
- T prepares some pieces of paper with the words/ phrases.
- T has Ss come to the board to match them.
- Students share and check the answers.
Task 4: Complete the sentences with phrases or clauses in the box based on the conversation in 1. (5

Answer key:

mins)

1. c

- Run through the task.

2. a

- Have Ss read each sentence and try to think of the missing information to complete the sentences.

3. b

- SS answer some eliciting questions

4. d

- In weaker classes, encourage Ss to read the conversation again and find the sentences.
-SS read the sentence and think of the information

- Check answers by calling on one student to read the beginning of the sentence and another student to read
the end of the sentence.
- Some weak Ss can read the conversation again to find the information.
- Ss share the answers
- Listen to the teacher.
- Remind Ss of types of sentences learned in the unit (simple, compound, and complex sentences). Draw Ss'
attention to these types and tell Ss that they will revise all these types in later lessons.
e. Assessment
- Teacher checks students' exercises individually and gives feedback.
4. ACTIVITY 3: PRODUCTION (5 mins)
a. Objectives:
- To give Ss further practice
b. Content:
- Game: Be a footballer
c. Expected outcomes:
- Ss can choose the correct answer
d. Organisation
TEACHER- STUDENTS ' ACTIVITIES

CONTENTS

Game: Be a footballer

Answer key:

- Give instructions.

1. A

- Show the questions and correct the answers.

2. B

-SS listen to the teacher

3. C

- SS choose the correct answers

4. B
5. B

PROJECT LAUNCH: "Interactive Video CV"
- Deliver the task: T organizes Ss into groups or assigns individual tasks depending on class size. Instead of a
traditional poster about part-time jobs, the project requires Ss to record a short Video CV (1-2 minutes)
introducing their personal profile, soft skills, and experiences. They will present these videos in Lesson 8.
- Digital Homework Instruction: T explains the digital workflow. At home, Ss must use Canva (Video
Resume templates) to record and edit their introduction, adding text overlays and professional transitions
(3.1.NC2c). Once the video is exported or published via a link, Ss must use a QR Code Generator to create a
scannable code. This QR code must be saved to their phones so it can be attached to their physical job
application letter later in the unit.

e. Assessment
- Teacher checks students' exercises individually and gives feedback.
5. CONSOLIDATION (5 mins)
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework

- Learn by heart vocabulary
- Do exercises in the workbook.
……………………………………………………………………………………………
UNIT 5: THE WORLD OF WORK
Lesson 2: Language

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Speak with the correct stress of some auxiliary and modal verbs.
- Understand the words and phrases related to work.
- Use simple, compound, and complex sentences correctly.
2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Be aware of different jobs in the future
- Develop self-study skills.
II. MATERIALS
- Grade 12 textbook, Unit 5, Language
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students' knowledge of the topic;
- To enhance students' skills of cooperating with teammates.
b. Content:
- Game: Sentence scramble
c. Expected outcomes:
- Students can revise simple, compound, and complex sentences.
d. Organisation:
TEACHER AND STUDENTS' ACTIVITIES

CONTENTS

- Have Ss work in groups of 4-6

Answer key:

- SS work in groups.

1. He manages a team of employees.
2. The project deadline is tomorrow, so we must work

- Have Ss put the words/ phrases into the correct order to make a meaningful sentence.

extra hours to complete it.

- SS Do the task carefully and write on the posters.

3. I work in an office, and she works from home.
4. After she finishes programming, she can assist him with

- Ask Ss to pay attention to the subject, verbs, and other complements.
- Have Ss write the answer on the posters and stick them on the board when finishing.
- SS stick the posters on the board
- The group has more correct sentences and be the fastest will be the winner.
- Correct and declare the winner.
- Lead into the new lesson.
- SS Correct.

e. Assessment
- Teacher observes and gives feedback.
2. ACTIVITY 1: PRONUNCIATION (12 mins)
a. Objectives:
- To help Ss recognise and practise the stress of some auxiliary and modal verbs.
b. Content:

the graphic design work.

- Task 1: Listen and repeat. Pay attention to the stressed words. (p.62)
- Task 2: Listen and underline the stressed auxiliary and modal verbs in the following sentences. Then practise saying the sentences in pairs. (p.62)
c. Expected outcomes:
- Students can recognise and practise the stress of some auxiliary and modal verbs.
d. Organisation
TEACHER AND STUDENTS' ACTIVITIES

CONTENTS

Task 1: Listen and repeat. Pay attention to the stressed words. (6 mins)

Audio script:

- Explain the situations in which auxiliary and modal verbs are stressed.

1. I don't like working with numbers, but my brother does.

- SS listen to the teacher's explanation.

2. I will help you with your maths homework if I can.
3. A: You haven't submitted your application for the job yet.

- Play the recording and ask Ss to listen and repeat. Tell them to pay attention to the stressed auxiliary

B: I have.

and modal verbs. Ask Ss to practise reading the sentences aloud in pairs.

4. My brother couldn't ride a bike two months ago, but he can now.

Listen and repeat.

- Invite some pairs to practise the sentences in front of the class.
Pay attention to the stressed auxiliary and modal verbs
- Practise reading the sentences in pairs.

- Demonstrate the stressed auxiliary and modal verbs again clearly if needed.
Practise the sentences in front of the class.

Task 2: Listen and underline the stressed auxiliary and modal verbs in the following sentences.

Audio script:

Then practise saying the sentences in pairs. (6 mins)

1. I would help you find a job if I could.

- Ask Ss to read the sentences and underline auxiliary and modal verbs that are stressed.

2. When he started his first job, he wasn't used to working in an office,

SS: Read the sentences and underline auxiliary and modal verbs that are stressed.

but he is used to it now.

- Play the recording and have Ss check their answers.

3. A: Are you ready for the interview?
B: Yes. I am.

SS-Listen and check.

4. A: Is your father a teacher?

- Play the recording again, pause after each sentence, for Ss to repeat.

B: He was, but he's retired now.

- If time allowed, have Ss come up with their own sentences and ask them to practise with others.
SS -Listen and repeat.

e. Assessment
- Teacher checks students' pronunciation 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 and phrases related to work.
- To help Ss practise using the words and phrases in 1 in meaningful contexts.
b. Content:
- Task 1: Match the words with their meanings. (p. 62)
- Task 2: Complete the sentences with the words in 1. (p. 62)
c. Expected outcomes:
- Students understand the meaning of words, memorise them, and are able to use them in meaningful contexts.
d. Organisation
TEACHER AND STUDENTS' ACTIVITIES

CONTENTS

Task 1: Match the words with their meanings. (6 mins)

Answer key:

- Ask Ss to work in pairs. Ask them to read the words and phrases and match them to their meanings.

1. c

SS- Work in pairs

2. d

SS- Read the words and match them to their meanings

3. b
4. e

- Check answers as a class. Call on one student to read an item aloud and another student to
read its meaning.
- Correct.

5. a

SS -Give the answers in pairs.

Task 2: Complete the sentences with the words in 1. (6 mins)

Answer key:

- Have Ss work in pairs. Tell them to read the sentences carefully and decide which word or phrase in 1

1. employ

can be used to complete each of the sentences. Explain that they should use the context clues to decide

2. challenging

on the word/phrase, e.g. in the first sentence, the gapped word is a verb that the company has to do to

3. bonus

meet the production targets.

4. relevant

Students work in pairs, read the sentences carefully and decide which words can be used.

5. rewarding

- Check answers as a class by playing the game PICK A BOX.
- Listen to the teacher.
- Have Ss work in 2 groups to play the game.
Work in groups to play the game.
- Listen to the instructions.
- Ss choose the box and give the answers.
- Students read the complete sentences.
- Give instructions.
- Confirm the correct answers. Ask Ss to give reasons why they have chosen the word by referring to
the context clues.
- Ask individual Ss to read the complete sentences.
e. Assessment
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.
4. ACTIVITY 3: GRAMMAR (13 mins)
a. Objectives:
- To give Ss an opportunity to practise simple, compound, and complex sentences.
- To help Ss practise simple, compound, and complex sentences in a speaking activity.
b. Content:
- Task 1: Combine the following simple sentences, using the words in brackets. (p.63)
- Task 2: Work in pairs. Add more clauses to the following sentences to make compound or complex sentences. (p.63)
c. Expected outcomes:
- Students can use simple, compound, and complex sentences correctly in sentences and in speaking activity.
d. Organisation
TEACHER AND STUDENTS' ACTIVITIES

CONTENTS

Task 1: Combine the following simple sentences, using the words in brackets. (6 mins)

Answer key:

- Tell Ss to read the explanations in the Remember! box on page 62. Check understanding of the grammar point by

1. Although he left school with no academic

asking questions about the number of clauses in the sentences.

qualifications, he found a well-paid job./ He found a

SS- Read the explanations in the Remember! box on page 62.

well-paid job although he left school with no academic
qualifications.

- Explain the differences among the three types of sentences to make sure Ss understand them.

2. If people learn English well, they will have a better

- In weaker classes, give more examples to demonstrate the grammar points.

chance of getting a job./ People will have a better chance

SS- Answer the questions

of getting a job if they learn English well.

SS- Listen to the teacher's explanation

3. This job requires not only good language skills but

- In stronger classes, have Ss come up with their own example sentences.

also communication skills.

- Ask Ss to work in pairs or individually to combine the simple sentences by using the words in the bracket

4. My dad attended a cooking course so that he can open

SS- Combine the simple sentences by using the words in the bracket.

his own restaurant.

- Check answers as a class and ask Ss to explain their choices.
- Correct
Task 2: Work in pairs. Add more clauses to the following sentences to make compound or complex sentences.

Suggested answers:

(7 mins)- Have Ss read the instructions and examples, and make sure they all understand the context and what they

- I admire teachers.

have to do. In weaker classes, model a short conversation with a student.

+ I admire teachers because they work hard to educate

SS- Read the instructions and examples.

students, and their impact on society is invaluable.
+ I admire teachers who devote their time and energy to

- Note that the examples in the book are just a few suggestions. Encourage Ss to come up with their own ideas to

shaping young minds, as their passion for education can

make compound and complex sentences.

inspire a lifelong love of learning in students.

SS- Work in pairs to make compound and complex sentences.

- There are jobs that no longer exist.

- Put Ss in pairs and practice saying the sentences.

+ There are jobs that no longer exist, but new

- Invite some Ss to report back to the class.

opportunities have emerged in the ever-changing

- Present their ideas in front of class.

workforce.
+ There are jobs that no longer exist because
advancements in technology have rendered them
obsolete, leading workers to adapt and acquire new skills
for the evolving job market.
- Some jobs will be done by robots in the future.
+ Some jobs will be done by robots in the future, but
humans will still be needed for tasks that require human
interaction and decision-making.
+ Although robots will take over certain jobs in the
future, humans will remain indispensable in occupations
that demand creativity, emotional intelligence, and
complex problem-solving abilities.

e. Assessment
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.
5. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learned in the lesson.
+ Pronunciation: Stressing auxiliary and modal verbs
+ Vocabulary: Work
+ Grammar: Simple, compound, and complex sentences (review and extension)
b. Homework
- Do exercises in the workbook.
- Learn by heart some vocabulary related to work.
- Do more exercises about simple, compound, and complex sentences.
- Prepare for the next lesson.
…………………………………………………………………………………….
UNIT 5: THE WORLD OF WORK
Lesson 3: Reading – Job advertisements

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 in job advertisements.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
- Actively join in class activities.
Digital Competence:



1.1.NC2a (Browsing, searching, and filtering data, information, and digital content): Navigating an authentic digital job portal (e.g., LinkedIn, VietnamWorks, or

TopCV) to locate specific employment requirements.

3. Personal qualities
- Cognizant of how to read job advertisements and aware of future career prospects.
- Develop self-study skills.
II. MATERIALS
- Grade 12 textbook, Unit 5, Reading
- Computer connected to the Internet

- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students' knowledge about the figure they are going to learn about in the lesson;
- To enhance students' skills of cooperating with teammates.
b. Content:
- Flash game
c. Expected outcomes:
- Students join the activity enthusiastically and gain knowledge on the topic.
d. Organisation:
TEACHER AND STUDENTS' ACTIVITIES

CONTENTS

Flash game
- Have Ss play the flash game
- Students work in groups to do the activity.
- Give the instruction
SS- Listen to the teacher
- Show the pictures in Fast, Medium, and Slow
SS- Observe and remember
SS-Give the answers

- Have Ss to give the answers
- SS- Correct
e. Assessment
- Teacher observes and gives feedback.
2. ACTIVITY 1: PRE-READING (9 mins)
a. Objectives:
- To get students learn vocabulary related to the topic;
- To activate Ss' background knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Task 1: Work in pairs. Look at the pictures and discuss what you know about the jobs. (p.64)
- Pre-teach vocabulary
c. Expected outcomes:
- Students can identify some vocabulary related to the topic.
d. Organisation
TEACHER AND STUDENTS' ACTIVITIES

CONTENTS

Digital task:
- Before class, T finds a real, current job advertisement for a "Teaching Assistant” (jobs mentioned in the

Link: https://www.vietnamworks.com/teaching-assistant-kv

textbook) on a popular job website. T generates a QR code for this link and projects it on the board.

QR code:

- Ss work in pairs. Scan the QR code using one smartphone to access the live job posting.
- T gives a rapid challenge: "Look at this real job advert. You have exactly 2 minutes to scroll and find two
things: 1. The minimum English requirement (e.g., IELTS score) and 2. The working hours (shift or nine-tofive)."
- T asks one pair for the answers.
Transition: "Finding information quickly in a job advert is a crucial survival skill. Now, let's open the
textbook and practice finding specific information in the printed adverts...".

Task 1. Work in pairs. Look at the pictures and discuss what you know about the jobs. (4 mins)
- Have Ss look at the pictures and ask questions.
SS- Look at the pictures and answer the questions.
- Tell Ss that they are going to read several advertisements for common jobs that high school students can do.

Questions:

SS- Listen to the teacher.

- What do you see in the picture?

- In stronger classes, ask Ss to brainstorm the jobs that are common for Ss to do especially during their holiday.

- What do they do?

SS- Share the ideas in front of the class.

- Do you like to do these jobs?

- Invite some groups to share their ideas with the class before reading.
Vocabulary pre-teaching (5 mins)

New words:

- Teacher introduces the vocabulary.

1. unpaid (adj)

- Students listen to the teacher's explanation and guess the words.

2. wage (n)
3. donation (n)

- Teacher explains the meaning of the new vocabulary by pictures.

4. overtime pay (n)

- Teacher checks students' understanding with the “Rub out and remember” technique.

5. responsibility (n)

- Teacher reveals that these five words will appear in the reading text and asks students to open their textbook
to discover further.
- Students write down the new words in their notebooks.
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 meanings of words/ phrases from context.
- To help Ss practise reading for general and specific information.
b. Content:
- Task 2: Read the adverts and choose the correct meanings of the highlighted words and phrases.
- Task 3: Read the adverts again and choose the most suitable headline for each one.
- Task 4: Read the adverts again and decide which job is most suitable for the following people. Write 1, 2, 3, 4, or 5.
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks successfully
d. Organisation
TEACHER AND STUDENTS' ACTIVITIES

CONTENTS

Task 2: Read the adverts and choose the correct meanings of the highlighted words and phrases. (6 mins)

Answer key:

- Ask Ss to read the whole text once to get an overall idea.

1. A

- Students read the text and locate the highlighted words individually.

2. A

- Then have Ss focus on the highlighted words and phrases, looking for context clues in the text and working out

3. A

the correct meaning.

4. B

- Students study the context and do the tasks as required.

5. A

- Encourage Ss to use the context in which the words are used rather than looking them up in the dictionary.
- Have Ss discuss the context clues and compare answers in small groups.
- Check answers as a class by inviting Ss to write them on the board.
Task 3: Read the adverts again and choose the most suitable headline for each one. (7 mins)

Answer key:

- Ask Ss to read 5 headlines in 2 and read the advertisements again to match the headline with the correct

1. E

advertisement.

2. B

- Students read the headings first, then skim through each section.

3. A
4. C

- Remind Ss to read the advertisements carefully to find out the significant information which matches the

5. D

heading.
- Students choose the heading that covers the ideas of the whole section.
- Ask Ss to locate key information that helps them have the correct answer.
- Students check answers with the whole class and give explanations for their choice.

- Check answers as a class. Write them on the board.
Task 4: Read the adverts again and decide which job is most suitable for the following people. Write 1, 2, 3,

Answer key:

4, or 5. (7 mins)

a. 3

- Ask Ss to read the descriptions of 5 people first. Make sure Ss understand all of them.

b. 5

- Have Ss read the advertisements again and decide which job is most suitable for each of the described people.

c. 2

- Students read the descriptions of 5 people

d. 4
e. 1

- Ask Ss to give reasons for their answers by providing the information from the advertisements.
- Ss read the advertisements and do the task.

- Check answers as a class. Call on some Ss to explain their answers.
- Students compare their answers with partners and then check with the whole class.
e. Assessment
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback
4. ACTIVITY 3: POST-READING (8 mins)
a. Objectives:
To help Ss use the ideas and language in the reading to express opinions and give reasons.
b. Content:
- Task 5: Work in pairs. Discuss the following questions. (p.65)
c. Expected outcomes:
- Students can use the language and ideas from the unit to talk about the job in the adverts that students find the most interesting.
d. Organisation
TEACHER AND STUDENTS' ACTIVITIES

CONTENTS

Task 5: Work in pairs. Discuss the following questions.

Suggested answers:

- Ask Ss to review the advertisements quickly and note down some ideas for their answers.

• I find the teaching assistant job the most interesting because it

- Students practise speaking in pairs.

will give me the opportunity to improve my English skills. It will
be exciting to supervise classroom activities and help teachers

- Encourage Ss to explain their answers using as many reasons as possible.

plan their lessons. It will also be a great job to list on my CV.

- Students share their answers with the whole class.

• I find the shop assistant job the most interesting because I will

- Students listen and give feedback

have a chance to meet many different people. It will also be great

- Invite Ss from different groups to give their answers to the class.

fun to arrange shop window displays. I would also enjoy
additional benefits such as free meals and overtime pay.

e. Assessment
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.
5. CONSOLIDATION (3 mins)
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
+ Some vocabulary related to Job advertisements
+ Reading for specific information about Job advertisements
+ Discuss the job you find the most interesting.
b. Homework
- Learn by heart vocabulary
- Do exercises in the workbook.
- Talk about the job you find the most interesting with your friends.
- Prepare for the next lesson.

………………………………………………………………………………………………………….
UNIT 5: THE WORLD OF WORK
Lesson 4: Speaking – Giving opinions about different jobs

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Give opinions about different jobs
2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Be proud and respectful of different jobs

II. MATERIALS
- Grade 12 textbook, Unit 5, Speaking
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students' knowledge on the topic;
- To set the context for the speaking part.
b. Content:
- Watching a video
c. Expected outcomes:
- Students can guess the context for the speaking part.
d. Organisation:
TEACHER AND STUDENTS' ACTIVITIES
Watching a video

CONTENTS
Link: https://www.youtube.com/watch?v=7x0V0yr-13A

- Have Ss watch a video and guess the video is about.
- Ss watch a video and answer the question
- Call on Ss to give the ideas and give feedback
- Ss share the ideas in front of the class
- Teacher leads in the lesson.
e. Assessment
- Teacher observes and gives feedback.
2. ACTIVITY 1: CONTROLLED PRACTICE (30 mins)
a. O