Giáo án NLS Tiếng Anh 12 Global Success Unit 5 Reading: Job advertisements
Giáo án NLS Tiếng Anh 12 Global Success Unit 5 Reading: Job advertisements. 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.
Xem: => Giáo án Tiếng Anh 12 Global Success
Các tài liệu bổ trợ khác
Xem toàn bộ: Giáo án Tiếng Anh 12 Global Success cả năm
Planning: ..../..../.....
Teaching: ..../..../.....
UNIT 5: THE WORLD OF WORK
LESSON 3: READING
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Activate prior knowledge about common student jobs and job advertisements.
- Practise guessing the meanings of words and phrases from context.
- Practise reading for main ideas by matching headlines to job adverts.
- Practise reading for inference by matching applicants to suitable jobs.
- Use ideas and language from the reading to express opinions and give reasons.
2. Competences
General competences:
- Self-control and independent learning: read independently, guess meanings from context, and share personal opinions with partners and the teacher.
- Communication and collaboration: work in pairs or groups to complete the reading and speaking tasks.
Specific competences:
- Develop reading comprehension skills (scanning, skimming, inferencing).
- Formulate interview questions and role-play a job interview.
Digital competences:
- [1.1.NC1b]: Apply search techniques to retrieve data, information, and digital content in digital environments.
- [2.1.NC1a]: Choose simple digital technologies for interaction.
- [2.4.NC1a]: Suggest different digital tools and technologies for collaborative processes.
- [3.1.NC1a]: Apply methods for creating and editing content in different formats.
- [4.2.NC1a]: Apply different methods to protect personal data and privacy in digital environments.
- [6.2.NC1b]: Adapt AI systems to meet specific needs.
3. Attributes
- Hard work: Be ready and excited to explore future career paths and actively participate in class activities.
- Responsibility: Develop an understanding of the skills and requirements needed for different jobs in the real world.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 12, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV.
- Interactive quiz platform (Quizizz/Kahoot), shared digital workspace (Padlet/Google Docs), GenAI tools (ChatGPT/Gemini).
2. Students' aids
- Textbook, notebooks, pens.
- Smartphones or tablets with internet connection.
III. PROCEDURES
1. WARM-UP
…………………………………………..
…………………………………………..
…………………………………………..
2. PRESENTATION
JOB ADVERTISEMENTS
Activity 1: Work in pairs. Look at the pictures and discuss what you know about the jobs.
a. Objective: To activate Ss' prior knowledge about the topic and get Ss involved in the lesson.
b. Content: Students look at the pictures and discuss what they know about the jobs.
c. Product: Students' understanding of common jobs and their requirements.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Have Ss look at the pictures in the textbook and ask questions such as What do you see in the picture? What do they do? Do you like to do these jobs?
- Elicit that these are advertisements for common student jobs that are most popular with secondary school students. - Instruct Ss to use their smartphones to perform a quick image search of these jobs to see more real-life working environments. - In stronger classes, ask Ss to brainstorm other jobs popular among students during holidays. Step 2: Students perform learning tasks - Students look at the pictures, browse digital images on their devices for inspiration, and discuss the questions in pairs. - The teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Teacher invites some students to share their answers with the class. - Other students can comment or offer alternative opinions (if any). Step 4: Evaluation - Teacher gives feedback and provides suggested answers. - Teacher moves on to the next content. | Suggested answers: - In the first picture, I can see a kindergarten teacher working with young students. I think this job involves teaching basic skills such as the alphabet, reading and numeracy. It's a demanding job as children require a lot of attention. - The second picture shows a shop assistant giving some shopping bags to someone who has bought something in a shop. This job requires good communication skills and knowledge of the items sold in the shop. - The third picture shows a social media influencer or someone who creates online content. This job requires good presentation skills and creativity. The person should also be able to use a camera and edit videos. - The fourth picture shows a babysitter who looks after a young child. Babysitters need to have basic first-aid skills and what children need at certain ages. - The last picture shows a group of young people cleaning up an area and planting trees. They look like volunteers working for the community. Volunteers are selfless people who work with no payment to help the environment and other people, or promote other causes. | [1.1.NC1b]: Use smartphones or tablets to perform quick image searches of specific job environments to expand background knowledge and visual context before discussing. |
Activity 2: Read the adverts and choose the correct meanings of the highlighted words and phrase.
a. Objective: To help Ss practise guessing the meanings of words/phrases from context.
b. Content: Students read the adverts and choose the correct meanings of the highlighted words and phrases.
c. Product: Correct definitions of the vocabulary items.
d. Organization:
…………………………………………..
…………………………………………..
…………………………………………..
Activity 3: Read the adverts again and choose the most suitable headline for each one.
a. Objective: To help Ss practise reading for main ideas.
b. Content: Students read the five headlines and choose the most suitable headline for each text.
c. Product: Correct matching of headlines to the job advertisements.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Ask Ss to read the five headlines and check understanding. Elicit that each advert has a headline, which is a catchy title to pull in jobseekers. - Have Ss read each advertisement carefully looking for clues about the position it advertises (e.g., text 1 phrases suggest a product reviewer's job). Step 2: Students perform learning tasks - Students complete the matching task individually. Step 3: Reporting and Discussion - Check answers as a class. Write them on the board. - Extension: Put Ss in groups. Have each group choose a job advert and use a Generative AI tool (e.g., ChatGPT) on their smartphones to generate 3 alternative catchy headlines for it. Step 4: Evaluation - Teacher checks and corrects mistakes, then reviews the AI-generated headlines with the class to discuss what makes a headline effective. - Teacher moves on to the next content. | Key: 1. E 2. B 3. A 4. C 5. D
| [6.2.NC1b]: Use smartphones/laptops to access Generative AI tools (e.g., ChatGPT, Gemini) and input specific prompts to generate alternative catchy headlines for the job advertisements. |
Activity 4: Read the adverts again and decide which job is most suitable for the following people. Write 1, 2, 3, 4, or 5.
a. Objective: To help Ss practise reading for inference.
b. Content: Students read descriptions of five job applicants and decide which job is most suitable for each.
c. Product: Correct matching of applicants to the appropriate job adverts.
d. Organization:
…………………………………………..
…………………………………………..
…………………………………………..
Activity 5: Work in pairs. Discuss the following questions: Which of the jobs in the adverts do you find the most interesting? Why?
a. Objective: To help Ss use the ideas and language in the reading to express opinions and give reasons.
b. Content: Students discuss which of the jobs they find the most interesting and why.
c. Product: Students' spoken opinions, supported by valid reasons, and a role-play performance.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Ask Ss to recap the five jobs quickly. Ask questions such as Do you think you would enjoy working as a product reviewer? What is it like to be a shop assistant? Is this an interesting job? - Provide a link to a shared digital board (e.g., Padlet). - Extension: Put Ss in pairs. Have each pair choose a job and role-play a job interview between a recruiter and an applicant for the job. They will prompt an AI chatbot (e.g., ChatGPT, Gemini,...) to act as the recruiter to generate 3 tough interview questions for them. Step 2: Students perform learning tasks - Put Ss in pairs. Have them discuss the questions and type their answers on the Padlet board, supporting their opinions with reasons. - Pairs use their smartphones to prompt the AI, prepare, and practice their job interview role-play based on the AI's generated questions. Step 3: Reporting and Discussion - Invite Ss from different pairs to share their opinions with the class. - If time allows, invite some pairs to role-play the job interviews in front of the class. Step 4: Evaluation - Teacher gives feedback on students' fluency, ideas, and vocabulary usage. - Teacher moves on to the next content. | Suggested answers: - I find the teaching assistant job the most interesting because it will give me the opportunity to improve my English skills. It will be exciting to supervise classroom activities and help teachers plan their lessons. It will also be a great job to list on my CV. - I find the shop assistant job the most interesting because I will have a chance to meet many different people. It will also be great fun to arrange shop window displays. I would also enjoy additional benefits such as free meals and overtime pay.
| [2.4.NC1a]: Use smartphones/laptops to collaborate on a shared digital workspace (e.g., Padlet) to note down, organize, and present reasons for their job preferences. [6.2.NC1b]: Use an AI chatbot (e.g., ChatGPT) on smartphones as a simulated recruiter, adjusting the system's persona via prompts to generate realistic job interview questions for the role-play.
|
3. PRACTICE
a. Objective: To consolidate general vocabulary, word formations, and collocations related to the topic "The World of Work" in new contexts.
b. Content: Students complete two written tasks focusing on word formation and appropriate prepositions used in professional and workplace contexts.
c. Products: Students' correct written answers for the two tasks.
d. Organization:
…………………………………………..
…………………………………………..
…………………………………………..
4. APPLICATION
a. Objective: To help students apply the vocabulary and structures learned into a creative, real-life context.
b. Content: Students carry out a practical, real-world task: "Job Advertisement Analysis & Self-Reflection".
c. Product: A short written paragraph analyzing a real job advertisement and the student's suitability for it.
d. Organization:
Step 1: Teacher assigns learning tasks
- Teacher explains the homework assignment.
- Task: Use advanced search tools to find a real job advertisement in English online that you find interesting (e.g., on LinkedIn, a company website, or a job portal). Write down 3 key requirements for the job. Then, write a paragraph (120-150 words) explaining why you are currently a good fit for it, OR what specific skills you need to improve to become a strong candidate in the future.
- Emphasize data privacy. Remind students NOT to include sensitive personal information (real phone numbers, exact home addresses) when drafting reflections or simulating real applications.
Step 2: Students perform learning tasks
- Students ask clarifying questions if they do not understand the task.
- Students will perform the research and writing task at home.
Step 3: Reporting and Discussion
- Teacher informs students that in the next lesson, they will work in pairs to exchange their paragraphs and provide peer feedback.
[1.1.NC1b]: Apply advanced search operators on computers/smartphones to find authentic English job advertisements on professional networks like LinkedIn or job portals.
[4.2.NC1b]: Use digital word processors to draft the reflection paragraph, applying privacy protection strategies by ensuring no sensitive personal data is included in the application draft.
Step 4: Evaluation
- Teacher summarizes the lesson's main points.
- Teacher assigns the final homework checklist.
* HOMEWORK
- Review all new vocabulary related to job advertisements.
- Complete the Application task ("Job Advertisement Analysis & Self-Reflection").
- Prepare for the next lesson: Lesson 4 – Speaking.
Trên chỉ là 1 phần của giáo án. Giáo án khi tải về có đầy đủ nội dung của bài. Đủ nội dung của học kì I + học kì II
Đủ kho tài liệu môn học
=> Tài liệu sẽ được gửi ngay và luôn
Cách tải:
- Bước 1: Chuyển phí vào STK: 1214136868686 - cty Fidutech - MB
- Bước 2: Nhắn tin tới Zalo Fidutech - nhấn vào đây để thông báo và nhận tài liệu
Xem toàn bộ: Giáo án Tiếng Anh 12 Global Success cả năm