Kế hoạch bài dạy minh họa Tiếng Anh Lớp 9 Global Success theo CV5512 - Unit 12: Career choices

 3. vocational (adj) /vəʊˈkeɪʃənl/ providing knowledge and thuộc về nghề 
 skills that prepare you for a nghiệp, hướng 
 particular job. nghiệp
 4. garment worker /ˈɡɑːmənt ˈwɜːkə/ a person whose occupation is công nhân may
 making and altering 
 garments.
 5. bartender (n) /ˈbɑːtendə/ someone who makes and thợ pha chế đồ uống 
 serves drink in a bar có cồn
 6. theoretical (adj) /θɪəˈret.ɪ.kəl/ based on the ideas that relate (thuộc) lý thuyết
 to a subject, not the practical 
 uses of that subject. 
 Assumption
 Anticipated difficulties Solutions
 Students may lack experience of group/ - Encourage students to work in groups so that 
 teamwork. they can help each other.
 - Give short, clear instructions and help if 
 necessary.
 III. PROCEDURES
 1. WARM-UP (5 mins)
 a. Objectives: 
 - To activate students’ knowledge on the topic of the unit.
 - To lead in to the unit. 
 b. Content:
 - Think!
 - Future Vision
 c. Expected outcomes:
 - Students can have some ideas about Natural Wonders.
 d. Organisation:
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Option 1: Think! Questions: 
- Show Ss pictures of some Which jobs do you think will 
common jobs (teacher, banker, still be popular in the future?
 Pictures:
police, hairdresser, IT engineer, 
etc.). Tell them to name these jobs. - Answer questions
- Ask Ss which job(s) they think 
will still be popular in the future. 
Also ask them if any jobs on this list 
appeal to them.
- Tell them that they are now ninth-
graders, and it’s time they started 3. ACTIVITY 2: PRACTICE (30 mins)
 a. Objectives: 
 - To help Ss read for specific information about Future Jobs
 - To help Ss learn words and phrases related to Future Jobs
 - To help students use the words in context.
 b. Content:
 - Task 1: Listen and read.
 - Task 2: Read the conversation again and answer the questions.
 - Task 3: Match the words and phrases in the conversation with their pictures.
 - Task 4: Choose the correct answer A, B, C, or D to complete each sentence.
 c. Expected outcomes:
 - Students understand the conversation and topic of the lesson and can complete the tasks 
 successfully
 d. Organisation
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 1: Listen and read. (7 mins)
- Point to the pictures on page 124. - Look at the pictures and listen Questions:
Tell Ss that the girls and the boys are 1/ Who can provide the girl 
thinking about their career. with advice?
 2/ What did they do yesterday?
- Ask Ss who can provide the girl 
 Suggested answers: 
with advice. 1/ parents, teachers at their 
- Introduces the two characters: Mi school, brothers/ sisters, 
and Nick. Ask Ss to scan the dialogue friends, consultants, teachers at 
quickly to find out what they did vocational schools, etc.
yesterday. 2/ Mi attended a career 
- Ask Ss if they have attended any orientation session and Nick 
career orientation session at their did his project.
school or somewhere else and what - Listen to the recording. Picture:
happened. - Read the conversation aloud.
- Tell Ss that Mi and Nick will talk 
about different choices grade nine 
students have for their future. 
- Play the recording twice for Ss to 
listen and read along. Have Ss 
 - Find the words in the text that 
underline the words that are related to are related to the topic.
the unit’s topic while they are 
listening and reading. The dialogue on page 124
- Invite some pairs of Ss to read the 
conversation aloud.
- If time permits, initiate a quick 
discussion with Ss on what is 
important to them when choosing a - For a stronger class, have Ss work 
in groups to make sentences with 
these phrases.
 e. Assessment
 - Teacher checks students’ answers and gives feedback.
 4. ACTIVITY 3: PRODUCTION (10 mins)
 a. Objectives: 
 - To help Ss know more about some Jobs
 b. Content
 - Task 5: Game: Guess My Jobs
 c. Expected outcomes:
 - Ss can describe and guess about the jobs.
 d. Organisation
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 5: Game: Guess My Jobs (10 mins)
- Have Ss work in two big groups A - Work in groups to play games. E.g: 
and B. Group members: This person 
- Ask each group to send a person to - Listen and follow instructions. works in a garage. He repairs 
the board. cars or motorbike. 
- Show the picture or the name of a Student A: mechanic.
job. The group explains the job to 
their member. 
- The person who can guess the job 
correctly and most quickly gains a - Play games
point for their group.
- Play as many rounds of the game as 
you want. Finally, count the points 
and announce the winner. Have the 
class read aloud the jobs.
 e. Assessment
 - T and other Ss listen to the answers and comment. 
 5. CONSOLIDATION
 a. Wrap-up
 - Ask one or two Ss to tell the class what they have learnt. Draw Ss’ attention to the objectives 
 on the board or show them the slide with the objectives. Tick the objectives that have been 
 learnt.
 - Ask Ss to say aloud some words they remember from the lesson. 
 - If there is a projector in the classroom, then show the dialogue and highlight the key words / 
 phrases related to the topic. Also highlight Mi’s sentence “You really want to be fashion 
 designer?” and tells Ss this is a statement question, and they will learn to say it with the correct 
 intonation in the upcoming lessons. Alternatively, T can open Unit 12 - Getting started on 
 hoclieu.vn and have these key language items highlighted on the screen. 1. career (n)
2. orientation (n)
3. vocational (adj)
4. garment worker 
5. bartender (n)
6. theoretical (adj)
II. Practice
Task 1: Listen and read.
Task 2: Read the conversation again and answer the questions.
Task 3: Match the words and phrases in the conversation with their pictures.
Task 4: Choose the correct answer A, B, C, or D to complete each sentence.
III. Production
Task 5: Game: Guess My Jobs
*Homework 5. software engineer /ˈsɒftweər endʒɪˈnɪə/ someone whose job is to kĩ sư phần mềm
 (n) create computer programs
 6. decisive (adj) /dɪˈsaɪsɪv/ able to make decisions quyết đoán
 quickly and confidently.
 7. well-paid (adj) /ˌwel ˈpeɪd/ earning a lot of money. được trả lương 
 cao
 8. rewarding (adj) /rɪˈwɔːdɪŋ/ satisfying or beneficial bổ ích, xứng đáng
 9. demanding (adj) /dɪˈmɑːndɪŋ/ needing a lot of attention, (yêu cầu) khắt 
 effort or time. khe, phức tạp
 10. repetitive (adj) /rɪˈpetətɪv/ doing or saying the same lặp đi lặp lại
 thing several times, 
 especially in a way that is 
 boring.
 Assumption
 Anticipated difficulties Solutions
Students may have difficulties in Provide students some tips by identifying the 
distinguishing the sounds /sl/ and /sn/. letters that may include each sound.
Some students will excessively talk in the - Define expectation in explicit detail. Have 
class. excessively talkative students practise.
 - Continue to define expectations in small chunks 
 (before every activity). 
 III. PROCEDURES
 1. WARM-UP (5 mins)
 a. Objectives: 
 - To activate students’ prior knowledge and vocabulary related to the topic.
 - To enhance students’ skills of cooperating with teammates. 
 b. Content:
 - Jumple words
 - One-sentence Job stories
 c. Expected outcomes:
 - Students can recall some phrases about Jobs
 d. Organisation:
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS + showing pictures illustrating the 5. software engineer (n)
word. 6. decisive (adj)
 7. well-paid (adj)
 8. rewarding (adj)
 9. demanding (adj)
 10. repetitive (adj)
Task 1: Match the words in A with their definitions/explanations in B. (5 mins)
- Ask Ss which job(s) in column A - Read the words Answer key:
that they know. Encourage them to 1. E 2. D 3. C 4. A 
describe what a person who does 5. B
such a job would do. Alternatively, 
ask Ss to use actions to demonstrate 
these jobs.
- Tell Ss to work individually, read - Work in pairs to do task 1
the descriptions in column B and 
match them with the jobs. 
- Check answers as a class. - Listen and check
 - Read aloud.
- Have the whole class read aloud the 
jobs. Correct their pronunciation, 
especially word stress if needed.
- With a stronger class, ask Ss if they 
like/dislike each job and why.
EXTRA ACTIVITY: 
Write six jobs on the board. Put Ss in - Work in teams to play games.
teams and let each team choose 4 
members to join the game. The 
members of each team stand in a line. 
Each team takes turn to describe a job 
without mentioning its name. 
Members of the teams run quickly to 
the board and slap the correct job. 
Award 1 point for the fastest correct 
team, and award another point for 
them if they pronounce the word 
correctly. The team with the highest 
score will be the winner.
Task 2: Choose the correct answer A, B, C, or D to complete each sentence. (5 mins) so I can start making a living 
 soon.)
 e. Assessment
 - Teacher’s observation and feedback
 3. ACTIVITY 2: PRONUNCIATION (15 mins)
 a. Objectives: 
 - To help students identify intonation in statements used as questions
 - To help students build statement questions and say them with the correct intonation.
 b. Content:
 - Task 4: Listen to the conversations. Pay attention the tone of statement questions. Then 
 practise the conversations with a partner.
 - Task 5: Complete each conversation with a statement question. Then practice with a partner. 
 Pay attention the intonation of each sentence.
 c. Expected outcomes:
 - Students can say the statements used as questions with correct intotation.
 d. Organisation
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 4: Listen to the conversations. Pay attention the tone of statement questions. Then practise the 
conversations with a partner. (7 mins)
- Point to the example in the - Listen and look
Remember box. Tell Ss that these are 
both statements but the second 
statement with a question mark 
serves as a question.
- Model reading the example - Listen
conversation with the correct 
intonation. Ask Ss to identify when 
the intonation falls (in statement) and 
when it rises (in statement question).
- Have Ss read aloud the example 
conversation with the teacher. Then 
ask them to look at the Remember 
box for the use and the intonation of 
statement questions. 
- Tell Ss to listen to the conversations 
in Activity 4 and mark the intonation Script:
 - Listen and mark intonation. 1. Conversation 1:
of the sentences as they listen. Play 
 Minh: It’s 4:20 now. I must 
the recording. Then check the go.
answers. Hoa: It’s 4:20? Oh dear, I must 
- Have Ss read aloud the conversation go, too! 
in chorus, then in groups/ pairs. Then 
invite some Ss to say them. - Read aloud 2. Conversation 2: Board Plan
 Date of teaching ..
 UNIT 12: CAREER CHOICES
 Lesson 2: A closer look 1 
*Warm-up 
* Vocabulary
1. tailor (n)
2. surgeon (n)
3. assembly worker (n)
4. cashier (n)
5. software engineer (n)
6. decisive (adj)
7. well-paid (adj)
8. rewarding (adj)
9. demanding (adj)
10. repetitive (adj)
Task 1: Match the words in A with their definitions/explanations in B.
Task 2: Choose the correct answer A, B, C, or D to complete each sentence.
Task 3: Complete the texts, using the words from the box.
* Pronunciation
Task 4: Listen to the conversations. Pay attention the tone of statement questions. Then 
practise the conversations with a partner.
Task 5: Complete each conversation with a statement question. Then practice with a 
partner. Pay attention the intonation of each sentence.
*Homework Assumption
 Anticipated difficulties Solutions
 Students may find it confusing when to use Give short and clear explanations with legible 
 the grammar points. examples for each case.
 Students may have underdeveloped co- - Give clear instructions, give examples before 
 operating skills. letting students work in groups.
 - Provide feedback and help if necessary.
 III. PROCEDURES
 1. WARM-UP (7 mins)
 a. Objectives: 
 - To create an active atmosphere in the class before the lesson
 – To lead Ss into the new unit. 
 b. Content:
 - Think!
 - Conjunction Catch
 c. Expected outcomes:
 - Students can answer teacher’s question using the structure of present simple
 d. Organisation
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Option 1: Think! Example:
- Write a sentence on the board - Look and answer. “________ the sun was shining, 
“________ the sun was shining, it it was very cold.”
was very cold.” Ask Ss to complete 
the sentence with one of the 
following words: “Although, 
Because, So.”
- Elicit from Ss that when using 
“although”, we want to express a 
contrast between two clauses.
- Tell Ss that this lesson helps them 
review “although” and learn two 
more types of adverb clauses. 
- Introduce the objectives of the 
lesson. Write the objectives in the left 
corner of the board. 
Option 2: Conjunction Catch
- Prepare slips of paper with - Listen and follow instructions.
individual conjunctions for each