Giáo án Tiếng Anh 9 - Unit 12: My future career - Lesson 4: Communication

Week 
Period 98
Planning:
Teaching:
UNIT 12: MY FUTURE CAREER
Lesson 4: Communication
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to talk about choosing future jobs and reasons for these choices
- Knowledge students need to get after the lesson. 
+ Widen the lexical items related to other jobs, careers and factors affecting career choice. 
 + Practice using: Despite/ In spite of , Verbs+ to infinitive / Verbs + V-ing
2. Competences:
- Co-operation: work in pairs, groups.
- Self- study: work individually.
- Creativeness: talk about English language. 
- Using language to do exercises and talk about learning English.
3. Quality.
- Ss are interested in career and choosing career
II. TEACHING AIDS
T : Textbook, lesson plan, a projector, a laptop
Ss : Learn the old lesson, Textbook
III. PROCEDURE
1. Warm – up (5’)
a.Goal: Check the old lesson and lead to new lesson.
b.Content: - Do the Part 3 and 5 ( page 76)
- Discuss in groups : WHAT JOB DO YOU WANT TO DO IN THE FUTURE?
c. Expected result: Ss can do the tasks well.
d. Performance:
Teacher & Ss' activities
Contents
- Call 1 Student to do the part 3. Two other Ss to do the part 5 on the board. 
- SS do the parts on the board. 
- Check the results with class. 
- Ask Ss to work in groups and discuss 
- Answer and check. 
- Work in groups 
WHAT JOB DO YOU WANT TO DO IN THE FUTURE?
- Call some groups to say the jobs they want to do in the future and say the reasons they choose the job.
-Say before the class. 
Task 3: Choose the correct answer. 
1.A	2.A	 3.C	 4.C	5.A&C	 6.B
Task 5: Complete each second sentence using the right form of the word given so that it has a similar meaning to the first. Write between two and five words.
1. The boy finally managed to deal with his peers at the vocational school.
2. She attempted to cooperate with the other in the team to finish the work.
3. He wasn't promoted in spite of/despite his efforts.
4. The boss denied bullying the new employee.
5. Despite being qualified for the job, he wasn't accepted/Despite qualifying for the job, he wasn't accepted
2. Presentation (8’)
a.Goal: Widen the lexical items related to other jobs, careers and factors affecting career choice to get general and specific information about choosing a career.
b.Content: - Task 1 ( page 77) 
c. Expected result: 
 - Know more words related to jobs, careers in these posts.
d. Performance:
Teacher & Ss' activities
Contents
- Use different techniques to teach vocabulary (situation, realia . )
- Look, listen and repeat. 
- Copy
* Checking vocab
- Set the scene.
- Hang the sub- board with the statements on
- Ask Ss to run through the sentences. 
- Ask Ss to guess the statements T or F. 
- have ss work individually and then compare their answers with a partner.
- call on Ss to read out loud the answer.
- Give feedback and correct
+ enroll (v) 
+ make a bundle (v) 
+ architect (n) 
+ flexitime (n) 
+ curious (adj) 
+ burn the midnight oil (v) 
+ can’t stand (v)
+ Tu wants to become an opera singer. 
+ He can get much money and travel around the world when being a singer. 
+ Anh is going to be an engineer. 
+ She like to work flexitime. 
+ Duong plans to be a physicist.
+ Dung wants to be a doctor. 
+ She can’t stand working at a hospital.
3. Practice (17’)
a. Goal: Help Ss to get general and specific information about choosing a career in the posts. 
 - Help Ss to say the agreement or disagreement in the box. 
b. Contents:
Task1: The 4Teen website has launched a forum for teens to discuss their career paths. Read these posts and underline the reasons for their choices. ( page 77)
Task 2: Read the posts again. In groups, discuss and decide whose reasons for choosing/not choosing the job you agree with and whose you disagree with. Say why. You can start with the phases below (Page 77)
c. Expected result: Ss can discuss and decide reasons for choosing/not choosing the jobs.
d. Performance:
Teacher & Ss' activities
Contents
Task 1
- Ask Ss to read the posts and check the statements 
-Read the posts and check the statements 
-Answer 
- Get feedback.
- Have Ss to look at the title of part 1 and the pictures. Call 1 student to read the title. 
- Call other Ss to say the task of part 1.
- Have Ss skim - read the posts individually and try to remember the reasons each teen gives for their choice of career. 
- Look, listen and read.
- Skim –read 
-Ask Ss to work in pairs to compare the reasons that each of them gives. 
-Then Ss can read the posts a second time more slowly for details and check.
- Check as a class. 
Task 2
-Put Ss in groups of four. Tell them that they can look back at the posts and choose one post to discuss. Remind them that they can use the phrases to express agreeing or disagreeing in the box.
- Explain the phrases. 
-Work in pairs and compare 
-Read the posts again and check. 
-Answer 
- Move around to observe and provide help.
- Call some groups to present their ideas to the class. 
-Work in groups and discuss. 
-Listen and check.
- Call other Ss to comment.
Sample comments on:
 Post from Tu:
 - I agree that if Tu can sing, he should enroll in a school for performing arts.
 - Tu is right. A singer can make a bundle.
 - I can’t agree with Tu’s reason. Not every singer becomes famous. 
 - I don’t think every singer can travel all over the world.
Post from Anh:
 - I totally agree with Anh that it is a meaningful job, because architects can help improve people’s lives.
 - I can’t agree with Anh that architects work flexitime. My dad is also an architect and he has to be at work at 8 a.m. every day
Post from Duong:
 - Duong is absolutely right. If he is curious about the natural world, that job can satisfy him in many ways. 
 - I’m sorry, I can’t agree with Duong. He wants to become a physicist because he is curious about the world, but can he be sure that he is able to do the job? Is he good at physics?
Post from Dzung:
 - Exactly. What Dzung says is true. Student doctors do have to burn the midnight oil. They have to learn about everything related to their patients because their advice a ects the patients’ lives.
 - I totally agree with Dzung because it is very hard to work in hospitals. All around you are patients waiting for your help.
 - Hold on... If everyone only thinks about the hardships, who will become doctors? Who will treat the patients, then?
4. Production. (15’)
 a.Goal: - Help Ss to express their opinions about the job they want/ do not want to do in the future. 
b. Contents: 
Task 3a.Work in pairs. Tell your partner about a job you want/don’t want to do in the future. Remember to say why or why not. ( Page 77) 
Task 3b. Report your decisions to another pair or to the class. ( Page 77)
c. Expected result: Example: I’m artistic, I want to become a fashion designer because I like fashion and I think It’s a creative job. 
- There are no wrong answers in the exercise. 
d. Performance:
Teacher & Ss' activities
Contents
Task 3a.Work in pairs. Tell your partner about a job you want/don’t want to do in the future. Remember to say why or why not.
- Have Ss work in pairs. Ask them to choose a couple of example careers, either from elsewhere in the unit or from ideas of their own. 
- Instruct Ss to figure out their own reasons why they do or do not want the chosen careers. 
- Set a time limit of ten minutes.
-Tell them that they can also note down several key words/phrases related to their reasons.
-Move around to observe and provide help
Task 3b)Report your decisions to another pair or to the class
-Ask several pairs to report their decisions and reasons to the whole class. 
-Have other Ss give comments. This is an open exercise and there are no wrong answers.
3a. Work in pairs. Tellyour partner about a job you want/don’t want to do in the future. Remember to say why or why not:
Group 1:Do you have to choose some specific 
subjects to focus on if you want to do that job 
in the future? 
group 2:‘What subjects will you choose?’ and ask 
them these questions:
group 3 :‘Who can you see in the picture?
Where do you think they are?
What do you think they are talking about?
3b. Report your decisions to another pair or to the class
- Several pairs to report their decisions and reasons to the whole class. 
*Homework.
- Find out the reasons why you want / don’t want to do the job as much as possible. 
- Do exercise in workbook.
- Prepare: Skills 1 
Week 
Period 99
Planning:
Teaching:
UNIT 12: MY FUTURE CAREER
Lesson 5: Skills 1
I. OBJECTIVES:
1. Knowledge: By the end of the lesson, Ss will be able to how to:
- Use the lexical items related to changing roles in society.
- Identify the rising or falling tones in agreement and disagreement sentences correctly
- Recognise non - defining relative clauses and use them correctly
- Use the future passive correctly
2. Competences:
- Co-operation, - Self- study, - Using language to do exercises
3. Quality
- Ss are interested in careers and jobs
II. TEACHING AIDS
T : Textbook, lesson plan, a projector, a laptop
Ss : Learn the old lesson, prepare Review 4- Language
III. PROCEDURE
1. Warm - up (6’)
 a. Goal: SS think about their jobs in the future. Lead to the new lesson. 
b. Contents: Their job in the future
c. Expected result: Ss may talk about their jobs in the future in front the class 
d. Performance:
Teacher & Ss' activities
Contents
 Ask SS to think about theeir jobs in the future and talk about it. 
SS work individually
T calls some ss to speak out in front the class then correct the mistakes 
Lead to the lesson
- I the fiture I want to be a..... and I would like to work in..................with......
2. Pre- reading ( 12’) 
a. Goal: Ss know more words related to careers and jobs and the difference between jobs and careers. 
b. Contents:
 - Task 1: Discuss the questions
+ What is a job? 
+ What is a career ? 
+ How different are they? 
c. Expected result: Ss may answer the questions above
Suggest answer 
A job is something people do to earn money.
A career is more than a job. It is an ongoing 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.)
 d. Performance:
Teacher & Ss' activities
Contents
- Use different techniques to teach some new words. Then ask Ss to copy and repeat them 
- Check the words
 - Hang a sub – board with three questions in part 1 on then ask Ss to work in pairs then discuss to answer according to their understanding.
- Ask Ss to skim- read to check the questions.
- Say the definitions of jobs and careers, the differences between them.
- Call some pairs to answer before class. 
+ career path
+ take into account
+ alternatively
+ curriculum
+ peer 
Work in pairs and answer the 
Questions. 
3. While - reading ( 15’) 
a. Goal:- Help Ss to know general and specific information about future career.
b. Contents:
- Task 2: Match the highlighted words/phrases in the article with their meanings.
- Task 3: Decide if the statements are true (T) or false (F).
c. Expected result: SS can do the tasks well, know some words, idetify the statements are true (T) or false (F).
d. Performance:
Teacher & Ss' activities
Contents
Task2:Match the highlighted words/phrases in the article with their meanings
- Ask Ss to work in pairs and read again the article and do the exercise. 
- Get Ss to pay attention to highlighted words in the text. 
- Have Ss share the answers.
- Check as a class. 
Task 3. Decide if the statements are true (T) or false (F).
- Ask Ss to run though the statements in part 3.
- Explain the new words if necessary. 
- Run through the statements.
- Ask Ss to guess thestatements T or F.
- Have Ss read the article then decide the statements T or F.
- Remind Ss to pay attention to key words in each statement.
- Ask Ss to share their answers before checking as a class. 
- Get feedback by asking Ss to explain their answers. 
Task2: Match the highlighted words/phrases in the article with their meanings
1. career path 
2. peers 
3. ongoing 
4. alternatively 
5. take into account
Task 3. Decide if the statements are true (T) or false (F).
 1. T 2. F 3. F 4. T 5. T 6. T
4. Post – reading ( 12’) 
a. Goal: - Students can talk about skills and abilities to do the jobs they want to do in the future.
b. Contents:
- Task 4: Think about the skills and abilities to do the jobs below,work together to make notes.
- Task 5: Choose one job from 4 and present your group’s ideas.
c. Expected result: 
- Talk freely about skills and abilities to do the jobs they want to do in the future.
d. Performance:
Teacher & Ss' activities
Contents
Task 4: Think about the skills and abilities to do the jobs below. Work together to make notes.
- Have Ss work in groups. Each group should choose one job to discuss. Ideally each group would have a different job. If you have more groups than jobs on the list, Ss can contribute more jobs.
- Work in groups and discuss.
- Ask them to make notes on a small poster, using the example as a guide. 
- Set a time limit.
- Go around and help Ss if necessary. 
Task 5. Choose one job from 4 and present your group’s ideas
- Have each group present their ideas and opinions on their chosen job to the class.
- Present their ideal and opinion to the class. 
- Once they have finished, ask the rest of the class to say whether they agree with the points or not and whether they should add some other points. 
4. Think about the skills and abilities to do the jobs below. Work together to make notes.
_ I would like a nurse in the future becau a nurse is a person who like to take care of other people and can work in a team.
5. Choose one job from 4 and present your group’s ideas
Example
We think a nurse is a person who likes to take care of other people and can work in a team. We also think he or she shouldn't be afraid of medical matters, I like giving injections or doing stitches. Nurses also have to be emotionally strong, since they see some pretty sad and upsetting things through their work.
*Homework.
- Ask Ss to choose another job that they didn’t work on this lesson and work at home. 
- Do exercises in D1, 2 (Workbooks)
- Prepare: REVIEW 04 (UNITS 10-11-12)- LANGUAGE
Week 
Period 100
Planning:
Teaching:
REVIEW 04 
Lesson 1. LANGUAGE
I. OBJECTIVES.
1. Knowledge: By the end of the lesson, Ss will be able to:
- revise what they have learnt in units 10, 11, 12. Students will further practise with areas that Ss find difficult.
- Vocabulary: Review the vocabulary they have learnt in unit 10, 11,12.
- Grammar: infinitive or -ing form, relative clauses
2. Competence: Teamwork, linguistic competence, cooperative learning and communicative competence.
3. Quality: Students are hard-working and attentive.
 II. TEACHNG AIDS.
1. Teacher: Textbooks, teaching plan, teacher’s book 
2. Students: Textbooks, notebooks 
III. PROCEDURE
1. Warm up: (5’)
a. Goal: To warm up the class and tell the overview of the three lessons.
b. Content: Brainstorming about the main point from unit 10 to unit 12
c. Expected result: Ss can answer the questions correctly.
d. Performance:
Teacher's & Ss' activities
Contents
- Have Ss work in 2 teams, write what they have learned in these units (10-12) on a poster. 
- Ss work in groups, take notes the main points
- Ask Ss to show their answers
- Teacher checks with whole class.
What you have learnt in units10-12?
Relative clause
Tones
Past simple and past perfect
2. Practice (40’ )
2.1. Pronunciation(10’ )
a. Goal: Help Ss review the tones 
b. Content: Ss work individually to draw rising or falling arrows
c. Expected result: Ss can practice saying the sentences correctly. 
d. Performance: 
Teacher's & Ss' activities
Contents
 *. Pronunciation:
* Activity 1
- Review the rule of tones with Ss. Before listening to the recording, have Ss draw arrows to illustrate the appropriate tones. Play the recording. - Ss listen and check the answers. 
- Get feedback their answers as a class. 
- Ss then listen again and repeat, in chorus and individually
- Then ask Ss to listen and repeat.
* Activity 2
- Have Ss work in pairs. 
- Ask them to practise saying the conversation. 
- Play the recording for Ss to check their answers. 
- Check the answers as a class. 
- Have some pairs practise saying the conversation in front of the class
A. Pronunciation:
* Activity 1
Draw rising or falling arrows to illustrate the correct tones, then listen and practise saying the sentences. 
* Activity 2
Draw arrows to illustrate the feelings and opinions of Aand B. Then listen and repeat the conversation, paying attention to the tones
2.2. Vocabulary(10’ )
a. Goal: Review the vocabularies they have learnt in unit 10, 11,12.
b. Content: 
+ Ss work individually to change the form of the verbs provided 
+ Ss work individually to write the correct form of the words provided to complete the sentences.
c. Expected result: Ss can do the tasks correctly.
d. Performance:
Teacher's & Ss' activities
Contents
 B. Vocabulary:
* Activity 3: Change the form of the verbs provided to complete the sentences
- Make sure Ss understand the meanings of the verbs provided. Then have them complete the exercise individually. 
- Call on some Ss to write their answers on the board. 
* Activity 4: Complete each sentence with a phrase in the box
- Check if Ss remember the meaning of the phrases. 
- Ensure all the phrases are understood before moving on. Then have them work in pairs to complete the sentences. 
- Check the answers as a class
B. Vocabulary:
 * Activity 3: Change the form of the verbs provided to complete the sentences
Key:
1. facilitators 2. development(s) 3.training 4. launch 5. experienced 6.attendance 
7. evaluators 8.participants
* Activity 4: Complete each sentence with a phrase in the box
Key: 
1. work flexitime 2. sense of direction 
3. make a bundle 4. burn the midnight oil 
5. once in a blue moon 6.The sky’s the limit 7.sense of responsibility 
8. mountains of work
2.3. Grammar (20’ )
a. Goal: Help Ss review the infinitive or -ing form, relative clauses 
b. Content : 
+ Ss work individually to use the correct form of the verbs in brackets.
+ Ss work individually to Rewrite the following sentences using relative clauses 
+ Ss work individually to do the Everyday English.
c. Expected result: Ss can understand the grammar rules above and do grammar exercises correctly.
d. Performance: 
Teacher's & Ss' activities
Contents
 Activity 5: Put the verbs in brackets into the infinitive or -ing form
- Have a brief revision session with Ss if necessary. Then have Ss work individually. 
- Ss exchange their answers. 
- Check the answers as a class.
Activity 6: Choose the correct voice to complete the sentences
- Have Ss write the sentences individually on a piece of paper. –
- Ask Ss to swap their answers with a partner.
- Allow Ss time to discuss if there is any dierence between their answers. 
- Check the sentences as a class
Activity 7: Choose the most suitable expression to complete each of the short dialogues
- Have Ss read the phrases and sentences carefully. 
- Check that Ss understand the meaning of the phrases before moving on. Then Ss do this exercise in pairs. 
- Correct their answers and ask some pairs to act out the short dialogues.
C. Grammar
Activity 5: Put the verbs in brackets into the infinitive or -ing form
Key: 
1.eating 2.to play 3.to work/working 
4.to be 5.doing 6.to share 7.floating 8.checking
Activity 6: Choose the correct voice to complete the sentences
Suggested answers: 
1. My grandfather, who has been retired for ten years now, used to be an astronaut. 
2. The spacecraft which/that took Yuri Gagarin into space is called Vostok 3KA. 
3.She likes the career which/that her father pursued all his life.
4. He admires the teacher who initiated building the school library.
5.I work for a man whose farm covers thousands of acres.
6.Students will have to make their own learning decisions, which will be hard for many of them.
D. Everyday English
Activity 7: Choose the most suitable expression to complete each of the short dialogues
Key:
1. No worries 
2.I am not so sure about that 
3.That’s not entirely true 
4.Cool 
5.Sounds interesting
*Homework:
- Practice reading the dialogue.
- Write new words then learn them by heart.
- Do the exercise into notebooks. 
- Prepare. Review 04 ( Skills )
Week 
Period 101
Planning:
Teaching:
REVIEW 04 (cont)
Lesson 2. Skills
I. OBJECTIVES.
1. Knowledge: By the end of the lesson Ss will be able to practice 4 skills with the knowledge they have learnt in unit 10, 11, 12. 
- Vocabulary: Review 
- Grammar: Review
2. Competence: self-studying, creative and communicating. using language correctly.
3. Quality: Students are hard-working and attentive.
II. TEACHNG AIDS.
Teacher: Textbooks, teaching plan, teacher’s book 
Students: Textbooks, notebooks 
III. PROCEDURE
1. Warm up: (5’) 
a. Goal: To warm up the class and introduce the lesson.
b. Content: the exercises in Workbook 
c. Expected result: Ss can dothe exercises in Wb correctly.
d. Performance:
Teacher's & Ss' activities
Contents
 - T checks Ss’ homework.
- Ask if Ss have any questions or not.
 Exercises in Wb
2. Practice (40’)
2.1. Reading (10’ )
a. Goal: Ss know how to do the reading comprehesion.
b. Content: Ss work in pairs to read the following passage and march the heading the correct paraghraphs and decide the statements T or F.
c. Expected result: Ss can understand the passage and do reading exercises correctly.
d. Performance: 
Teacher's & Ss' activities
Contents
Reading 
Activity 1a
- Have Ss work individually to skim-read the text to match the headings with the correct paragraphs. They can compare their answers with a partner. - Check answers as a class
Activity 1b
- Ask Ss to work individually. Have Ss compare their answers with a partner. Check the answers as a class. Ask Ss to explain the reasons why an answer is false 
A. Reading 
Activity 1a
Key: 1.C 2.A 3.D 4. B
Activity 1b: T/F
Key: 1.T 2.F 3.F 4. F 5. T
2.2. Speaking (10’ )
a. Goal: help SS to practice speaking about a dream job 
b. Content: Ss work individually to say their dream job 
c. Expected result: Ss can practice speaking about the topic well.
d. Performance: 
Teacher's & Ss' activities
Contents
- Allow Ss time to get some ideas from Unit 10 to 12, or to come up with some ideas of their own. 
- Ss can work in groups. 
- Have some Ss/groups come to the front to present their own choice and their reasons for the choice.
 Choose a dream job you would like to do. Say why you dream of doing the job
2.3. Listening (10’ )
a. Goal: Help Ss know how to do the listening comprehesion.
b. Content: Ss work individually to listen and answer two quetions
c. Expected result: Ss can do listening exercises well.
d. Performance: 
Teacher's & Ss' activities
Contents
3a.Answer the questions
 Firstly, ask Ss to read the questions carefully. Then play the recording. Ss listen and answer the questions.
Ask some Ss to give their answers. Write Ss’ answers on the board.
3b. Complete the sentences
- Have Ss read the sentences carefully and try to complete them without listening to the recording again.
- Do not confirm any answers at this stage. 
- Tell Ss that they are going to listen a second time to check the
answers for the questions in 3a and b. 
- Play the recording. 
- Ask some Ss to give answers. 
-Let Ss listen a
third time if necessary to check their answers.
- Confirm the correct answers as a class.
3a.Answer the questions
1. a hotel receptionist 
2. two weeks
3b. Complete the sentences
1. sociable 
2. dealing with 
3. telephone manner 
4. experience 
5. night shifts
2.4. Writing (10’ )
a. Goal: Guide Ss to write a paragraph of about 120 words to express your opinion about jobs
b. Contents: Ss work in pairs to discuss the question “In your opinion, what job will be the most popular in the next 10 years?”
 c. Expected result: Ss can write the paragraphs well.
 d. Performance:
Teacher's & Ss' activities
Contents
- Have Ss work in pairs to discuss the question. 
- Ask the pairs to brainstorm an outline of the main reasons why they think their chosen job will be the most popular. 
- Have pairs do the writing together. T may read aloud one piece of writing and ask other Ss to comment. 
- T may also collect some of the Ss’ paragraphs to correct at home.
 Over time, the popularity of different jobs may change. In your opinion, what job will be the most popular in the next 10 years?
 Write a paragraph of about 120 words to express your opinion. Remember to discuss why you think so.
Sample writing: 
I think one of the most popupar jobs in the future can be astronaut, the ‘driver’of expensive spacecrafts. The  rst reason is many people are dreaming of  ying into the space and are willing to pay for such ‘trips’ if the costs are not as high as they are now. In fact, this kind of space travel has attracted many world’s travel agencies to exploit, so hopefully it will be much cheaper to follow such journeys. This also means the demand for spacecraft drivers will be increasing. Secondly, astronauts will certainly be able to make a bundle and the opportunities for this job will be much higher. Moreover, those astronauts will also have many chances to travel between planets, and enjoy the spectacular views from outside the Earth. In short, because of the increasing demand for space travelling, the opportunities to earn money, and the interesting nature of the job, this job will likely be a favourite job for many people in very near future.
*Homework:
- Retell the contents of the lesson
- Review all knowledge for the test.
- Prepare for Unit 12 . Skills 2 
.
Week 
Period 103
Planning:
Teaching:
UNIT 12: MY FUTURE CAREER
Lesson 6: Skills 2
I. OBJECTIVES.
1. Knowledge: By the end of the lesson, students will be able to listen for specific information about the career in the future.
+ Vocabulary: behind the scenes, acquire, professional, adaptable. 
2. Competences:
- Co-operation
- Self- study
- Creativeness: write an advertisement
3. Qualitiy. Students are interested in career .
II. Teaching aids
T : Textbook, lesson plan, computer, projector.
Ss : Textbook, workbook, notebook, pen....
III. Procedure
1. Warm – up (5’)
a. Goal: Check the old lesson and lead to the new lesson. 
b. Contents:
- Ask Ss to talk about another job that they want or don’t want to do in the future with skills and abilities.
c. Expected result: - Talk freely and no wrong ideas. 
d. Performance: 
Teacher & Ss' activities
Contents
- Ask Ss to talk before class about another job that they want or don’t want to do in the future with skills and abilities which they prepared at home. 
- Ask other Ss to add their ideas if they have. 
- Give comment.
- Lead to new lesson.
Ss’ presentation
Talk before the class.
2. Pre – listening (12’)
a. Goal: - Help Ss know more words related to jobs and careers. 
 - Know the topic of the listening task. 
b. Contents:
- New words.
- Task 1: Work in pairs and answer the questions below.
 c. Expected result: Ss can do the task well.
 d. Performance: 
Teacher & Ss' activities
Contents
* Vocabulary
- Use different techniques to teach some new words.
- Check the words. 
- Ask Ss to work in pairs to answer the questions. 
- Ask some pairs to share their ideas with the class.
- Get feedback 
- Set the scene: Phong is talking to Mrs. Warner, Nick’s mother, about future jobs he and his friends want to do
* Vocabulary
+ behind the scenes (adj) 
+ acquire (v)
+ professional (adj)
+ adaptable (adj)
+ emphathetic ( adj) 
+ adaptable ( adj)
+dynamic ( adj)
3. While – listening (15’)
a. Goal: Help Ss to understand the conversation between Phong and Mrs. Warner, Nick’s mother about future jobs. 
b. Contents:
- Task 2: Phong is talking to Mrs. Warner, Nick’s mother, about future jobs he and his friends want to do. Listen to the conversation and fill in the blanks with no more than THREE words.
- Task 3: Listen again and decide if the following statements are true (T) or false (F).
c. Expected result: Ss can do exercises: 2 and 3 well
d. Performance: 
Teacher & Ss' activities
Contents
Task 2: Listen and fill in the blanks with no more than THREE words.
- Ask Ss to read the information in part 2 carefully.
-Tell Ss to listen carefully to find out the words/phrases from the recording needed to fill in the blanks.
- Play the record twice. 
- Call some Ss to write their answer on the board. 
- Call other Ss to comment.
- Confirm the correct answers by asking Ss to listen sentence by sentence. 
Task 3:T/ F statements
- Run through the sentences
- Have Ss work individually to underline the key words in the statements.
 - Play the recording again for Ss to check. 
- Pause at the sentences that include the information Ss need for the answer.
- Confirm the correct answers.
Task 2. Listen and fill in the blanks with no more than THREE words.
1. mountains of work 
2. work overtime 
3. rewarding 
4. sociable 
5. applied skills 
6. good with his
Task 3: T/ F statements
1. T 2. T 3. T 
4. F 5. F 6. T
4. Post – listening (13’)
a. Goal: - Help SS to write a paragraph about three most important qualities a person need to be able to do a job
b. Contents:
- Task4: 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.
- Task5: Based on your discus