Giáo án Tiếng Anh 9 - Week 36 - Năm học 2023-2024

 Date of planning: 5/05/2024 
Date of teaching: /05/2024 
Week 36 – Period 87 
 UNIT 12: MY FUTURE CAREER 
 Lesson 5: SKILLS 1 
I. OBJECTIVES: 
 1. Knowledge: By the end of the lesson students will be able to: 
- Read for general and specific information about choosing a career. 
- Talk about choosing future jobs and reasons for these choices. 
a. Vocabulary: Vocabulary about jobs and careers 
 b. Grammar: review 
 c. Skills: Discussing the questions, Reading the article and checking your answers; matching 
words with meanings, Deciding if the statements are true (T) or false (F), talking, presenting 
 2. Competence: Groupwork, independent working, pairwork, linguistic competence, 
cooperative learning and communicative competence. 
 3. Quality : Ss will be more responsible for and be more aware of studying hard to have a 
good job in the future 
II. TEACHING AIDS 
 1. Teacher: Textbooks, computer, projector, plan. 
 2. Students: Textbooks. 
III. PROCEDURE 
1. Checking: During the lesson 
 2. New lesson 
Teacher’s and students’ activities The main contents 
Warm up (4’) 
a, Aims: To warm up the class and introduce the lesson. 
b, Contents: Ss answer teacher’s questions. 
c, Output: Ss can discuss young people should choose the subject that they love or find a job easily? 
Why? 
d, Process: 
- Ask Ss: Do you think young people should *Chatting. 
choose the subject that they love or find a job 
easily? Why? 
2.Presentation- 15’ 
a, Aims: Help Ss read for general and specific information about choosing a career. 
b, Contents: 
+ Ss work in pair to discuss the questions. Read the article from a career guide website and check 
their answers. 
+ SS work in pair to match the highlighted words/phrases in the article with their meanings. 
+ Ss work individually to decide if the statements are true (T) or false (F). 
c, Output: Ss can study some new words related to the topic and read for specific information 
choosing a career well. d, Process: 
1. Pre – Reading. 1. Discuss the questions. Read the article from a 
- Ask Ss to work in pairs to discuss the career guide website and check your answers. 
questions. Elicit the answers from Ss. Give Ss Suggested answers: 
three minutes to skim the article and compare 1. A job is something people do to earn money. 
their answers with the information from the 2. A career is more than a job. It is an ongoing 
article. process of learning and development of skills and 
 experience. 
 3. Very different. (A job describes what you are 
 doing now, a career describes your job choices over 
 your working life, with the aim of improving your 
 quality of life.) 
 2. Match the highlighted words/phrases in the 
 article with their meanings. 
2. While – reading. Key: 
- Have Ss read the article to do the exercise in 1. career path 
pairs. Ask some Ss to share their answers. 2. peers 
 3. ongoing 
 4. alternatively 
- Ask Ss to work individually. Remind them 5. take into account 
to pay attention to key words in each 3. Decide if the statements are true (T) or false 
statement. Then allow them to share their (F). 
answers before checking as a class. To check Key: 
their understanding, ask some Ss to 1. T 2. F 3. F 4. T 5. T 6. T 
explain their answers. 
3.Practice- 10’ 
a.Aim: Help Ss talk about choosing future jobs and reasons for these choices 
b, Contents: 
+ Ss work in group to think about the skills and abilities to do the jobs below then work together to 
make notes. 
c, Output: Ss can make a list and talk about choosing future jobs and reasons for these choices. 
d, Process: 
- Have Ss work in groups. Each group should 
choose one job to discuss. Ideally each group 4. Think about the skills and abilities to do the 
would have a different job. If you have more jobs below. Work together to make notes. 
groups than jobs on the list, Ss can contribute 
more jobs. Ask them to make notes on a small 
poster, using the example as a guide. Set a 
time limit. 
4.Application (15’) 
a, Aims: Help Ss can choose one job and present your group’s ideas 
b, Contents: Ss choose one job from 4 and present their group’s ideas 
c, Output: Ss can present their group’s ideas confidently and fluently. 
d, Process: 
- Have each group present their ideas and 
opinions on their chosen job to the class. Once 5. Choose one job from 4 and present your they have finished, ask the rest of the class to group’s ideas 
 say whether they agree with the points or not 
 and whether they should add 
 some other points. 
 - As an extension activity, ask groups to 
 choose another job that they didn’t work on. 
 Have Ss read the notes from the group who 
 chose this job in 4. Tell them to add any extra 
 ideas their group may have. Ss report their 
 ideas to the class. 
 3. Guides for homework-1’ 
 Retell the main contents of the lesson 
 - Think about your job in the future. 
 - Prepare next lesson: Skills 2 
Date of planning: 5/05/2024 UNIT 12: MY FUTURE CAREER 
Date of teaching: /05/2024 Lesson 6: SKILLS 2 
Week 36 – Period 88 
 I. OBJECTIVES: 
 1. Knowledge: By the end of the lesson students will be able to: 
 - Listen for general and specific information about choosing future jobs and reasons for these 
 choices. 
 - Write about the qualities one needs to be able to do a certain job. 
 a. Vocabulary: Vocabulary about jobs and careers 
 b. Grammar: review 
 c. Skills: answering the questions, listening and completing, Listening and decide if the 
 following statements are true (T) or false (F), discussing, supporting your opinion 
 2. Competence: Groupwork, independent working, pairwork, linguistic competence, 
 cooperative learning and communicative competence. 
 3. Quality: Ss will be more responsible for and be more aware of studying hard to have a 
 good job in the future 
 II. TEACHING AIDS 
 1. Teacher: Textbooks, computer, projector, plan. 
 2. Students: Textbooks. 
 III. PROCEDURE 
 1. Checking: During the lesson 
 2. New lesson 
 Teacher’s and students’ activities The main contents 
 1.Warm up: 5’ 
 a. Aim: To attract Ss’ attention to the lesson and to lead in the new lesson. 
 b, Contents: Ss work individually to say what jobs their parents do. 
 c, Output: Ss can talk what jobs their parents do fluently and correctly. 
 d, Process: - Ask Ss to say what jobs their parents do. Ask *Chatting. 
them if they are aware of any difficulties 
which their parents face when doing those 
jobs. 
2.Presentation-15’ 
a.Aim: Help Ss listen for general and specific information about choosing future jobs and reasons 
for these choices 
b, Contents: 
+ Ss work in pairs and answer the questions below. 
+ Ss work individually to listen to the conversation and fill in the blanks with no more than THREE 
words. 
+ Ss work individually to listen again and decide if the following statements are true (T) or false 
(F). 
c, Output: Ss can Listen to get specific information about choosing future jobs and reasons for these 
choices and do listening exercises correctly. 
 d, Process: 
- Ask Ss to work in pairs to answer the 1. Work in pairs and answer the questions 
questions. Ask a pair to share their ideas with below. 
the class. 1. What job do you want to do in the future? 
 2. What qualities do you think you need to do that 
 job? 
 2. Phong is talking to Mrs. Warner, Nick’s 
 mother, about future jobs he and his friends 
- Tell Ss that they are going to listen to a want to do. Listen to the conversation and fill in 
conversation between Phong and Mrs. Warner, the blanks with no more than THREE words. 
Nick’s mother, about jobs that he and his Key: 
friends want to do in the future. Ask them to 1. mountains of work 
read the information in 2 carefully. 2. work overtime 
- Tell them to listen carefully to find out the 3. Rewarding 
words/phrases from the recording needed to - 4. sociable 
fill in the blanks. 5. applied skills 
- T can play the recording twice if necessary. 6. good with his 
Have two Ss write their answers on the board. 
Confirm the correct answers. 
 3. Listen again and decide if the following 
- Have Ss work individually to underline the statements are true (T) or false (F). 
key words in the statements and predict the Key: 
answers. Write their answers on the board 1. T 2. T 3. T 4. F 5. F 6. T 
without confirming the correct answers. Play 
the recording again for Ss to check. T may 
pause at the sentences that include the 
information Ss need for their answers. Con-
firm the correct answers. 
Practice-14’ 
a. Aim: Help Ss write about the qualities one needs to be able to do a certain job 
b, Contents: 
+ Ss work in pairs. Choose a job that you like. Discuss which three qualities would be necessary for people doing that job. You can use some of the ideas below. Remember to give reasons. 
+ Ss work individually to write a paragraph about the three most important qualities a person needs 
to be able to do a job well. 
c, Output: Ss can know how to write a short passage about the three most important qualities a 
person needs to be able to do a job well. 
d, Process: 
- First check that everybody understands the 
meaning of the adjectives in the box. If not, T 4. Work in pairs. Choose a job that you like. 
can spend some time explaining them. Set a Discuss which three qualities would be 
time limit for pairs to brainstorm the ideas and necessary for people doing that job. You can 
do the discussion. Ask them to refer back to2 use some of the ideas below. Remember to give 
and3 as examples for useful language and reasons. 
ideas. Ask some pairs to present their ideas to 
the whole class. Remind Ss that they should 
give examples and reasons to support their 
main points. 
- Have Ss work individually to get their ideas 
down on paper and check the accuracy of what 5. Based on your discussion in 4, write a 
they have written. Give them ten minutes to paragraph about the three most important 
write and edit their work. Swap their writing qualities a person needs to be able to do a job 
with a partner for peer review, comments, and well. Remember to give reasons and examples 
corrections. Then ask Ss to write the second to support your opinion. 
draft as homework. 
4.Application (10’) 
a, Aims: Ss can talk about the three most important qualities a person needs to be able to do a job 
well. 
b, Contents: Ss work individually to talk about the three most important qualities a person needs to 
be able to do a job well. 
c, Output: Ss can talk about the three most important qualities a person needs to be able to do a job 
well fluently. 
d, Process: 
T asks Ss to talk about the three most 
important qualities a person needs to be able 
to do a job well 
Ss talk about the three most important 
qualities a person needs to be able to do a job 
well 
T observes and corrects 
3. Guides for homework- 1’ 
 Retell the main contents of the lesson 
- Revise the writing. 
- Prepare next lesson: Looking back - Project. 
======================================= 
 Date of planning: 5/05/2024 UNIT 12: MY FUTURE CAREER 
Date of teaching: /05/2024 Lesson 7: LOOKING BACK - PROJECT 
Week 36 – Period 89 
 I. OBJECTIVES: 
 1. Knowledge: By the end of the lesson students will be able to: 
 - Practice vocabulary and grammar points they have learnt in this unit. 
 - Practice making communication, project. 
 a. Vocabulary: Vocabulary about jobs and careers 
 b. Grammar: review 
 c. Skills: Matching each job with its description, Matching fragments with fragments to 
 make sentences, sentences completion, Correct the italicized phrases, interaction, asking and 
 answering 
 2. Competence development: Groupwork, independent working, pairwork, linguistic 
 competence, cooperative learning and communicative competence. 
 3. Quality: Ss will be more responsible for and be more aware of studying hard to have a 
 good job in the future 
 II. TEACHING AIDS 
 1. Teacher: Textbooks, computer, projector, plan. 
 2. Students: Textbooks. 
 III. PROCEDURE 
 1. Checking: During the lesson 
 2. New lesson 
 Teacher’s and students’ activities The main contents 
 Warm up-3’ 
 a, Aims: To warm up the class and introduce the lesson. 
 b, Contents: Ss answer some questions 
 c, Output: Ss can answer some questions well. 
 d, Process: 
 Chatting 
 T asks Ss some questions 
 Ss answer the questions 
 2. Vocabulary (10’) 
 a, Aims: Help Ss review some vocabularies they have learnt this lesson and do exercise. 
 b, Contents: 
 + Ss work individually to match each job with its description. 
 + Ss work individually to match fragments 1-8 with fragments A-H to make sentences. 
 + Fill each blank with one suitable word/phrase from the box. 
 Remember to change the form of the word/phrase where necessary. 
 c, Output: Ss can review some vocabularies and do vocabulary exercises well. 
 d, Process: 
 - Have Ss work independently. Then they can 1. Match each job with its description. 
 check their answers with a partner before Key: 
 discussing the answers as a class. However, tell 1. C 2. D 3. E 4. F 5. A 6. B 
 Ss to keep a record of their original answers so 2. Match fragments 1-8 with fragments A-H 
 that they can use that information in their self- to make sentences. 
 assessment. Key: 1. H 2. E 3. F 4. A 
 5. D 6. G 7. C 8. B 
 3. Fill each blank with one suitable 
 word/phrase from the box. 
 Remember to change the form of the 
 word/phrase where necessary. 
 Key: 
 1. vocational 
 2. dynamic 
 3. empathetic 
 4. academic subjects 
 5. took into account 
 6. professional 
 7. burnt the midnight oil 
 8. make a bundle 
3. Grammar (15’) 
a, Aims: Help Ss review V -ing form or to -infinitive and do exercises. 
b, Contents: 
+ Ss work individually to complete the sentences using the correct form (V -ing form or to -in-
finitive) of the verb in brackets. 
+ Ss work individually to correct the italicised phrases where necessary. 
c, Output: Ss can review V -ing form or to -infinitive and do grammar exercises correctly. 
d, Process: 
- Have Ss work independently. Then they can 4. Complete the sentences using the correct form 
check their answers with a partner (V -ing form or to -infinitive) of the verb in 
before discussing the answers as a class. brackets. 
 Key: 
 1. to lock 
 2. working 
 3. treating 
 4. to get 
 5. to finish 
 6. reading 
- Have Ss work independently. 5. Correct the italicised phrases where 
- Check their answers with a partner necessary. 
before discussing the answers as a class. 1. working hard → to work hard 
 2. promised to make → no change 
 3. to be → being 
 4. refused to attend → no change 
 5. mind to burn → mind burning 
 6. managed getting → managed to get 
 7. admitted to study → no change 
 8. offer working → offer to work 
 9. prefer working → preferring to work 
 10. agreed to take → no change 
4. Communication (8’) 
a, Aims: Help Ss practice making communication, project 
b, Contents: Ss work in pair to play a game. 
c, Output: Ss can practice making communication, project correctly. d, Process: 
 - Have Ss work in pairs to think of two things 6. GAME: TRUE OR UNTRUE 
 that are true of the job they are assigned, and Example: 
 one thing that is not true about the job. Give - We are farmers. It’s a nine-to-five job. We 
 them seven minutes to work together. When grow vegetables and we know a lot about 
 the pairs have finished preparing, ask them to cultivation. 
 take turns to come to the front to introduce - No... you are farmers so you grow vegetables 
 themselves and repeat the three ‘facts’. The and you know a lot about cultivation. But you 
 class will together decide which ‘facts’ are don’t do a nine-to-five job! 
 true, and which is untrue. 
 - Finally ask Ss to complete the self- 
 assessment. Identify any difficulties and weak 
 areas and provide further practice. 
3. Guides for homework- 7’ 
Do the project: My future career path 
- The aim of this project is to encourage Ss to think about possible career paths they may want to 
follow, and to do some more research about the factors they have to consider if they are going to 
follow that pathway. This is a topic that is of immediate importance to the Ss’ futures. 
Divide Ss into groups of four or five and instruct them on what they have to do. Encourage them to 
think of a real path they might want to follow. Tell them to: 
• give reasons for the choice 
•consider factors like qualifications, skills, hobbies, personalities, practical issues, and even the 
employment market 
• think about who can give them good advice, and why 
- Ask Ss to draw a picture of their career path. Have them present their posters in the next lesson. 
When all the groups have given their presentations, let the whole class vote for the best one. 
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