1.

Project Title: FUTURE JOBS

2. Project developers
1. Trn Ngc Kim Ngn K39.701.074
2. V Ngc K Duyn K39.701.022
3. Hunh Phng Hng K40.701.024
4. Sn Th Ngc K39.701. 082

3. Objectives
This project-based unit will focus on speaking and writing. However, reading and listening are
the foundations for the output skills in terms of vocabulary, grammar, pronunciation.

Essential questions
1. Is it important to prepare for future jobs?
Unit questions
1. How to prepare for future jobs?
2. How to choose a suitable job?
Content Questions
1. What should we prepare for an interview?
2. What are the most popular jobs nowadays? What is your favorite job?
3. How to write a cover letter?

During the lesson, students are required to complete tasks strengthening their soft skills such
as analyzing, critical thinking, collaborating, self-evaluating, applying technology, presenting
and creating a mini-project.
Our target learners are 12th graders and at Intermediate level. Hence, they should be well
aware of the crucial skills in job hunting like interview skills and writing an application letter.
Besides, the students have to decide their future path, so they need a guide in choosing suitable
majors and potential jobs in the future.
This online product encourages students to review the lesson at any time and any place in
their convenience. Moreover, students can engage individually in speaking activities compared
to in a traditional class.
 4. Development procedure

Week Content Name

1 Ngn
2 Target
Project ideas, planning, topic, content development
3 Audience
4 Reading
5 Assignment 2 Relative clause
Target Input & sources + Assessment
Audience +Concerns

6 Planning Hng

Reading +Relative clause Target

Listening Audience

Speaking Speaking

Writing Input & sources + Assessment

+Concerns

7 Planning (continue) Duyn

4 skills + Consolidation Target

Input & sources + Assessment +Concerns Speaking

Peer review Consolidation + Job fair

Input & sources + Assessment
+Concerns
Peer review
8
Ngc

Writing
9 Group conference with the instructor

10 Assignment 3
-Objectives of the project Ngn
-A lesson plan Reading + Writing
Development procedure
11 -A lesson plan (continue) Technologies
Piloting project
12 -A lesson plan (continue) Reflection
-Assessment instruments to evaluate the students' Hng
performance Objectives,
13
-Technologies Speaking
Piloting project
14 -Piloting the project
Reflection
Duyn
15
Assessment
-Reflection
Listening
-Development procedure
Job fair
Piloting project
Reflection
5. Project link https://futurejobs4vn.wordpress.com/

6. A lesson plan to conduct the project

AUDIENCE
Students are in grade 12 and at intermediate level. Most of them are smart but still
passive.
Students are supposed to have some basic knowledge of jobs.
After engaging in the unit, the students will learn how to:
-Develop reading skills such as scanning for specific ideas, skimming for general
information, and guessing meaning of new words in context
-Listen to the main idea and specific details
-Write a cover letter
-Develop presentation, collaboration and negotiation skills (in speaking and job fair)
-Describe a job using relevant expressions and relative clauses
-Pronounce weak and strong forms of words in speaking

PLANNING

Structure: The unit lasts 9 45-minute periods in 3 weeks. The order is

reading, listening, speaking, pronunciation, writing, and consolidation.

Period 1: Reading

Pre(10)
-Warm-up: Students have a small discussion by commenting under a topic thread which
factors would help them succeed in a job interview. Explain the reasons with their partners.
-Teacher presents main vocabulary of the text by a video.
While(25)
-Task 1: Students work individually, scan the text to find the meaning of words.
-Task 2: Students read the text to find specific ideas and decide if given statements are true or
false.
Post(10)
Working in groups, students watch and compare two job interviews .(which points are good or
bad)
Period 2 Students continue working in groups, submit their works and receive feedbacks from
the teacher.
Period 3+4: Speaking
a. Pronunciation(30)
-Presenting weak and strong forms of words.(10)
-A self-study task: listening and repeating.(3)
-Group work: listening, repeating and recognize strong form of words.(7)
-Individual work: making a speech.(10)
b. Speaking(60)
Pre(10)
-Self-study task with important vocabularies about describing 6 popular jobs (doctors, lawyers,
etc.)
While(35)
-Group work: Students make a groups recording of the descriptions of provided jobs and
conduct peer reviews.(15)
-Individual work: Students choose and describe a job by recording their own voices in 90
seconds.(20)
Post(15)
-Classs warm-up discussion on a job interview video.(5)
-Preparation for the Job fair: guidelines, demos.(10)
Homework: Making a mock interview on Youtube.

Period 5: Listening
Pre(15')
-Lead-in: Students think about what is a dream job?(5)
-Present vocabulary with a video.
-Students listen to the recording one time, answering the question: What does the girl want to
do?
While(15'): listen and do the comprehension and vocabulary quiz
Post(15') Students will
-make a recording to summarize the recording using the given prompts
-answer some extended questions from the teachers
-do some vocabulary extension online
-join an online discussion on Skype
Period 6:Writing How to write a cover letter
a)Pre(15)
-Students read some advertisements and determine the type of job and requirements
-Teacher gives the structure of a cover letter, provide some words or phrases for students to
use to write an application letter applying for the job in the advertisement.
b)While(20)
Students write a cover letter applying for the job in te advertisements, submit to the teacher
and receive their friends letters to correct online
c)Post(10)
-Students receive feedback from their friends and the teacher.

Period 7:Writing (continue)

Students will have a final test which requires them to write two cover letters

Period 8 + 9:Consolidation

Job Fair Students, in groups of 5, make recruiters and job seekers in an online job fair. 5
groups take charge of 5 job fields: Science, Humanities, Economics, IT, and Arts, and 3 other
groups make job seekers. Group members have to collaborate to prepare and perform as job
recruiters and consultants in the fair while job seekers go to the online rooms to ask for job
advice and application like in a real job fair. Students have to fill in assessment forms for one
another.
7. Assessment instruments
1. Participation
2. Assignments: including comments, activities or practice
3. Learning Journals: must be updated after every lesson and emailed to the Instructor on
Friday every week.
4. Peer Assessment: see the table
5. Group Assessment (for the fair project)
a. Within groups: a list of who did what
b. Among groups:
-Each group will be assigned to review another groups proposal and fill in the group
feedback form
-On the fair day, each job seeker and each group fill in a peer-feedback and give a mark
for each other based on the assessment rubric. They also have to fill in a K-W-L chart
and anecdotal notes for their own group.
8. Technologies

WordPress: is a tool helping us to create our project online

Presentation Software
PowerPoint: is used to add visual aids to teaching (presenting new words in pre-reading and
pre-listening), and allows out-of-class teaching
Viewed it: is used to record the screen when teacher present new vocabularies
Audio and video
Videos: from YouTube and the teacher to get students interested in the lessons and improve
their listening skills as well.
Computers, tablets and mobile devices: to access websites and software programs
Social networks: Facebook and Blogs
+provide an online interactive learning environment.
+support distance communication and distance learning.
Communication tools
Skype, webcam: a tool for students and teacher meet or work online
Pal Talk: a tool to organize the online Job fair (students project)
Gmail:
+helps teacher easily assign, collect, and comment on students papers.
+helps students work in groups, collect and correct other students works

9. Piloting the project

For the piloting, we create a survey to collect the learners' opinions. They are chosen based on
some standards:
-Their English competencies have reached Intermediate level.
-They are male and female, and certainly objective in giving opinions.
-They have a desire to know about job interviews and job application.
 Findings: After 7 learners finished our piloting course and did the survey, we have
found:
Generally
The course is useful and meets their expectations:
They all feel confident in job interviews and job application after the course.
Most students like online Job fair.
Specifically
The unit contents difficulty is medium (85.7%), difficult (14.3%)
The workload for each section is adequate (60%), quite much (40%)
They can follow the organization (85.7% yes, 14.3% maybe)
The visual effects are very good (71.4%), excellent (14.3%), fair (14.3%)
All sections are satisfactory.
The online job fair is: very good (33.3%), quite good (50%), okay (16.7%)
They recommended for simpler instructions.

10. Reflection
We have learnt
-how to design an online course which requires more effort than a tradition course but has
more technological application and online materials
-how to assess students online effectively
-21st century skills: online communications and collaboration skills using multimedia
technologies
Necessary changes
-more online interactive activities (e.g. online class meeting)
-more eye-catching website
-more resources for students to self-study