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Giáo án NLS Tiếng Anh 12 Global Success Unit 5 Listening: Enquiry about a job vacancy

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Giáo án NLS Tiếng Anh 12 Global Success Unit 5 Listening: Enquiry about a job vacancy. Với năng lực số được tích hợp, tiết học sẽ giúp học sinh làm quen và ứng dụng công nghệ, tin học. KHBD này là file word, tải về dễ dàng. Là mẫu giáo án mới nhất năm 2026 để giáo viên dạy tốt môn English 12.

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Giáo án NLS Tiếng Anh 12 Global Success Unit 5 Listening: Enquiry about a job vacancy

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Planning: ..../..../.....

Teaching: ..../..../.....

UNIT 5: THE WORLD OF WORK

LESSON 5: LISTENING

I. OBJECTIVES

1. Knowledge and skills

By the end of the lesson, students will be able to:

Introduce words and phrases to help students understand the listening and get involved in the lesson.
Practise listening for specific information about a part-time job enquiry.
Use the language and ideas from the listening to express opinions.

2. Competences

General competences:

Self-control and independent learning: listen and share personal opinions with partners and teacher.
Communication and collaboration: work in pairs or groups to complete the learning tasks.

Specific competences:

Listen to a telephone conversation enquiring about a vacancy.
Identify and use vocabulary related to restaurant staff duties.

Digital competences:

[1.1.NC1a]: Meet information needs.
[2.1.NC1a]: Choose simple digital technologies for interaction.
[2.2.NC1a]: Share data, information, and digital content through a variety of appropriate digital tools.
[2.4.NC1a]: Suggest different digital tools and technologies for collaborative processes.
[2.5.NC1a]: Apply appropriate standards of behaviour and different etiquette when using digital technologies and interacting in digital environments.
[3.1.NC1a]: Apply methods for creating and editing content in different formats.

3. Attributes

Hard work: Be ready and excited to learn about part-time jobs, actively participate in class activities.
Responsibility: Understand the skills and duties required for the world of work.

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 12, Teacher's Book, Lesson Plan.
Computer, projector/smart TV, audio speakers.
Digital learning platforms (e.g., Zalo, Google Classroom, Padlet/Quizizz).

2. Students' aids

Textbook, notebooks, pens.
Smartphones/Tablets with internet connection.

III. PROCEDURES

1. WARM-UP

…………………………………………..

2. PRESENTATION

ENQUIRY ABOUT A JOB VACANCY

Activity 1: Choose the correct meanings of the underlined words and phrases.

a. Objective: To introduce words and phrases to help Ss understand the listening and get Ss involved in the lesson.

b. Content: Students read four sentences and match the underlined words/phrases with their correct meanings.

c. Product: Students' correct matching answers.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Focus Ss' attention on the heading 'Enquiry about a job vacancy' and check Ss' understanding.

- Elicit what Ss know about the topic by asking questions, e.g. Have you ever called any company or organisation to find out about a job posting?

- Ask Ss to read the four sentences and answer options, and check understanding.

Step 2: Students perform learning tasks

- Have Ss do the matching in pairs or individually.

- Students apply search techniques using online dictionaries (e.g., Cambridge, Oxford,...) on their mobile devices to find and verify the exact meanings of the target vocabulary in context.

- The teacher observes, guides, and supports the students (if necessary).

Step 3: Reporting and Discussion

- Check answers as a class.

- Tell Ss that they are going to listen to a phone conversation in which a secondary school student enquires about a vacancy.

- Ask Ss to guess the job based on the vocabulary they learnt in the activity.

Step 4: Evaluation

- Teacher confirms the correct answers.

- Teacher moves on to the next content.

Students' answers:

1. A

2. B

3. A

4. A

[1.1.NC1a]: Students apply search techniques to retrieve data, information, and content in digital environments.

Activity 2: Listen to a conversation between Mark and a restaurant manager, and decide whether the statements are true (T) or false (F).

a. Objective: To help Ss practise listening for specific information.

b. Content: Students listen to a telephone conversation between Mark and the manager of Viet Organic Garden Restaurant and do a True/False exercise.

c. Product: Students' correct True/False answers.

d. Organization:

…………………………………………..

Activity 3: Listen to the conversation again and complete the notes. Use no more than TWO words or a number for each gap.

a. Objective: To help Ss practise listening for specific information.

b. Content: Students listen again and fill in the blanks in the notes about the job enquiry.

c. Product: Completed notes with the correct words/numbers.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

Step 1: Teacher assigns learning tasks

- Ask Ss to read the notes and check understanding.

- Encourage them to guess what part of speech might fit each gap.

Step 2: Students perform learning tasks

- Play the recording from hoclieu.vn for Ss to complete the table.

- Remind them to use no more than two words or a number per gap.

- The teacher observes, guides, and supports the students (if necessary).

Step 3: Reporting and Discussion

- Ask Ss to compare their answers in pairs.

- Check answers as a class by calling on some Ss to read out the completed notes.

Step 4: Evaluation

- Teacher gives the correct answers.

- If necessary, play the recording again, pausing at the places where they can get the correct information.

- Teacher moves on to the next content.

Students' answers:

1. 12 / twelve

2. greet

3. bill payments

4. listen to

5. maths skills

6. next week

Activity 4: Work in pairs. Discuss the following questions: According to what you hear, what qualities and skills are required as a server? Are they useful for any other jobs?

a. Objective: To give Ss an opportunity to use the language and ideas from the listening to express opinions.

b. Content: Students discuss whether they want to be a server and what skills are required for the job.

c. Product: Students' speaking performance and sharing of ideas.

d. Organization:

…………………………………………..

3. PRACTICE

a. Objective: To consolidate the vocabulary and concepts learned about job enquiries and job requirements.

b. Content: Students complete one mission consisting of two exercise-based tasks.

c. Products: Students' correct written answers for the two tasks.

d. Organization:

Mission 1: Complete the Job Enquiry Practice Tasks.

Step 1: Teacher assigns learning tasks

- Teacher distributes Worksheet digitally via a live interactive platform (e.g., Liveworksheets or Google Forms).

Task 1: Fill in the blanks with the correct form of the words provided: interfere, order, bill, wait on, vacancy.

1. We are currently looking to fill a ________ for a weekend server at our cafe.

2. Working late shifts might ________ with your studies, so you need good time management.

3. The waiter approached the table with a smile and asked if we were ready to place our ________.

4. After we finished our meal, my father asked the waitress for the ________ so we could pay.

5. She has ________ tables at that busy restaurant for three years, so she has excellent customer service skills.

Task 2: Rewrite the following job requirements using the prompts provided so that the meaning stays the same.

1. Requirement: You are expected to say hello to customers when they enter.

Rewrite: You are expected to g________ customers when they enter.

2. Requirement: The server must be able to calculate money accurately.

Rewrite: The server needs to have good m________ skills.

3. Requirement: It is your responsibility to make sure customers get the food they want.

Rewrite: You are responsible for t________ their orders accurately.

- Teacher sets a time limit of 7 minutes.

Step 2: Students perform learning tasks

- Students work individually on their devices to select and type the basic answers into the interactive worksheet.

- The teacher observes, guides, and supports the students (if necessary).

Step 3: Reporting and Discussion

- The platform automatically grades the basic exercises.

- Teacher invites students to write their answers on the board.

Task 1: 1. vacancy, 2. interfere, 3. order, 4. bill, 5. waited on.

Task 2: 1. greet, 2. maths, 3. taking.

- Other students can comment or offer alternative opinions (if any).

Step 4: Evaluation

- Teacher gives feedback, corrects spelling mistakes, and praises good work.

[3.1.NC1a]: Students complete the basic vocabulary exercises using a digital interactive worksheet platform and submit their answers in a digital format.

Mission 2: Complete the quiz (optional).

Step 1: Teacher assigns learning tasks

- Teacher sends link the quiz on website https://kenhhoctap.edu.vn/bai-tap/quiz-global-success-12-textbook-unit-5-world-work-25086for student to perform.

Step 2: Students perform learning tasks

- Pupils receives the link and choose the answer.

Step 3: Reporting and Discussion

- Teacher gives pupils 5 minutes to choose the correct answer.

- Teacher calls out pupils to share their answers and explain the correct ones.

Step 4: Evaluation

- Teacher gives feedback, corrects mistakes, and praises good work.

- Teacher moves on to the next content.

[2.1.NC1a]: Choose simple digital technologies to interact.