SỞ GD&ĐT THANH HÓA CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM

TRƯỜNG THPT BA ĐÌNH Độc lập-tự do-hạnh phúc

Họ và tên sinh viên: Nguyễn Thị Phương Thùy

Mã sinh viên: 215714023110341
Ngành thực tập: Sư phạm Tiếng Anh
Thực tập tại lớp: 11A1, 11A9
Trường: THPT Ba Đình
GV hướng dẫn thực tập giảng dạy: Mai Thị Loan
Ngày soạn: 20/02/2025

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UNIT 7: EDUCATION OPTIONS FOR SCHOOL-LEAVERS

Lesson 3: Reading – Options for school-leavers
Năm học: 2024-2025

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.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
- Actively join in class activities.
3. Personal qualities
- Be ready to decide education options after leaving school

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

Language analysis
Form Pronunciation Meaning
1. opportunity (n) /ˌɒp.əˈtʃuː.nə.ti/ a time when a particular situation makes it possible to
do or achieve something

2. independently /ˌɪn.dɪˈpen.dənt.li/ without being connected with or influenced by

(adv) 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 Solutions
1. Students may lack knowledge about Provide students with the meaning and pronunciation
some lexical items. of words.
- Let students read the text again (if necessary).
- Create a comfortable and encouraging environment
2. Students may have underdeveloped
for students to speak.
reading, speaking and co-operating
- Encourage students to work in pairs, in groups so
skills.
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 talk about the options after leaving school.
d. Organisation
 TEACHER’S AND STUDENTS’ CONTENTS
ACTIVITIES
Game "Career Race"
- Teacher prepares two boxes containing career
cards from Set 2 (Careers/Activities).

- Teacher divides the class into two teams.

- Teacher explains the rules:

+ When the game starts, one student from each A vocational school A university student
team runs to the box, picks a career card, and student
quickly writes it under the correct option from
Set 1 (Options for school-leavers) on the
board. Questions:
+ Some careers may belong to more than one
option (e.g., Engineer can be under both Which option do you think is the best for you?Why?
University and Work Abroad). (Student’s answer)
+ The next student continues the same process.
- Teams have 2 minutes to write as many
correct matches as possible.
When time is up, the class checks the answers
together.
- The team with the most correct matches wins.
- Teacher wraps up by asking: "Which option
do you think is the best for you?Why?" to
connect to the reading lesson.

e. Assessment
- Teacher observes the groups, collects their answers and gives feedback.

2. ACTIVITY 1: PRE-READING (6 mins)

a. Objectives:
- To get students learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Lead students in the reading passage;
- Pre-teach vocabulary related to the content of the reading passage.
c. Expected outcomes:
- Students can use key language more appropriately before they read.
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 on 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;
- To develop reading skills for specific information.
b. Content:
- Task 2. Read the article. Match the highlighted words with their meanings. (p.79)
- Task 3. Read the article again. Match the headings (1–3) with the paragraphs (A–B). There is
one extra heading. (p.80)
- Task 4. Read the article again and complete each gap with ONE word. (p.80)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and 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)
Answer key:
- Teacher elicits strategies Ss can use to read texts for main ideas,
A-3
e.g. paying attention to the topic sentence in each paragraph, B - 1
highlighting key information, or searching for conclusions.

- 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
2. degree
- Teacher has Ss read the points in the table and predict the words
3. trade
they will need to complete the gaps. 4. apprenticeship
- Teacher reminds Ss of the maximum number of words they can 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 CONTENTS

Task 5. Discussion
- Teacher asks Ss to read the questions and choose their Suggested answers:
option. In weaker classes, ask Ss to write down the reasons A: Which option will be appropriate for
for their option. you after leaving school, B?

- Teacher has Ss work in pairs to discuss their options B: Well, I’m very interested in chemistry
and want to become a chemistry teacher.
- Teacher encourages Ss to explain why they think this is That’s why I think I will study chemistry
the option for them. Walk round the class and offer help at a university. How about you, A?
with any words or expressions Ss may not know. Invite A: I’ve always wanted to become a chef
some pairs of Ss to share their ideas with the whole class. in a famous restaurant. I think a cooking
course at a vocational school will be the
- Teacher asks other students to listen and give comments.
best option for me.
- Teacher gives feedback and give marks to Ss’
performance.

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 the next lesson – Speaking.

Board Plan

Date of teaching
Unit 7: Education options for school-leavers
Lesson 3: Reading – Options for school-leavers
*Warm-up
* Vocabulary
1. opportunity (n)
2. independently (adv)
3. hands-on (adj)
4. salary (n)
- Task 2: Match the highlighted words with their meanings.
- Task 3: Match the headings with the paragraphs.
- Task 4: Complete each gap with ONE word.
- Task 5: Discussion

*Homework