Giáo án Tiếng Anh 9 Unit 12: My future career mới nhất

T’s & Ss’ Activities

CONTENT

*Warm –up

Before Ss open their books, review the previous unit by asking them to play a game. First, divide Ss into two equal teams. Write the phrase ‘The roles of teachers and schools in the future’on theboard.Ask the two teams to write down as many words/phrases relating to the roles of teachers and schools in the future as possible. Set a time limit of three minutes. The team with more correct words/phrases wins.

*Activity 1

Ask Ss what job or career they want to do in the future. Then ask them another question:

Elicit answers fromSs. Now, tell them to look at the picture and the heading

Have Ss answer as a class.

Play there cording and have Ss follow along.

After that, Ss can compare their answers with the information in the conversation.

a./ Ss work in pairs to label the pictures with the words/phrases given. Allow pairs to share their answers before asking them to discuss as a class. Then ask some Ss to read the words/phrases aloud and correct

their pronunciation if necessary.

b./ Have Ss work in dividually. Ss­ the words/phrases with the given meaning in the conversation. Then have Ss share their answers with a partner before asking them to discuss as a class.

c./ Have Ss read the conversation again to tick true (T), false (F), ornotgiven (NG).Remind Ss that they can answer NG (not given) if they don’t think the information was given as part of the conversation. Ss exchange their answers with a classmate. Ask for Ss’ answers as well as their explanation for their choices.

Write the correct answers on the board.

2 a./ Have Ss work in pairs to read the phrases and complete the task. Check the answers as a class

b./Ask Ss to work individually to complete the sentences with the right collocations. Then ask them to share their answers with a partner. Finally, check the answers as a class

3./Ask Ss to work in groups of four. Ss take turns thinking of a job. The others ask Yes/No questions to ­ nd out information, and guess what the job is. The aim is to have Ss ask as many questions as possible. T can tell

them that they may ask questions about necessary quali­fications, skills, likes, dislikes, working conditions, salary, colleagues, or people they are working with.

Do you have to choose some speci­al subjects to focus on if you want to do that job in the future?

‘What subjects will you choose?’and ask them these questions:

Who can you see in the picture?

Where do you think they are?

What do you think they are talking about?

Key:1.lodging manager

2. event planner

3.customer service staff

4.housekeeper

5. tour guide

6.biologist

Key:1. GCSE

2.vocational subjects

3. academic subjects

4.applied approach

5.tourism

6. Leisure

Key:1. T   2. F   3. F   4.NG   5.T   6. F

Key:1.a job   2.leisure time   3.a job        4.a living

Key:1. take/do (an English) course

2. doing a nine-to-­ ve job

3. Work flexitime

4.earns money/earns a living

5.did a course/took a course

6. work overtime

T’s & Ss’ Activities

CONTENT

Start by reviewing the previous lesson. Begin by asking two pairs of Ss to come to the front to play a quick game. Ask them to write as many jobs and collocations (or phrases) used to describe those jobs as possible. Set a time limit of three minutes. The pair with the most correct words and collocations wins.

Vocabulary

1./Now have Ss turn to the book and work in pairs to identify the pictures. Ask them to briefly describe the

pictures. Then let them do the matching exercise. Check the answers as a class. Then ask Ss:

Which of these jobs would you like to do in the future?

Why would you like to do it?

Ask some Ss to answer the questions.

2./ Have Ss work individually to ­ ll the blanks. Remind Ss that the form of the word may need to be changed to ­ t the sentence. Allow them to share their answers with a partner before checking as a class.

3 a./ Give Ss a couple of minutes to work in pairs to do the matching. Then check the answers as a class

b./ HaveSsworkindividuallytocompletethesentences.Havethemcomparetheiranswersinpairs.

Afterwards, check Ss’ answers as a class.

Pronunciation

High tones

Have Ss silently read the information and examples in the box. Ask some Ss to summarise the rules and read out the examples in the box or to give their own examples. Ensure that Ss have understood the ideas before proceeding. Inform Ss that negative adjectives (awful, terrible) can be a‑ ected by tone in the same way as positive ones (excellent, brilliant).

4./ Play the recording for Ss to listen. Ask them to draw arrows to illustrate Tom’s tones. Play the recording again for Ss to repeat the short dialogues paying attention to the tones. Call on some pairs to act out the short dialogues.

5./ Have Ss work in pairs to drawar rows to show the tones before reading out. Then play there cording.

Ask the pairs to listen and check their lines showing the tones. Con­ rm the correct answers. Ask some pairs to practise saying the pairs of dialogues. Correct them if necessary.

Key: 1. craftsman

2.physicist

3. opera singer

4. fashion designer

5. pharmacist

6. architect

7. businesswoman

8. mechanic

Key:

1. physicist

2.mechanic

3. pharmacist

4.fashion designer

5. opera singer

6.architects

7. businesswomen and businessmen

8.craftsmen and craftswomen

Key:1. D2. B3. A4. C

Key:1. career

2. job

3. profession

4. career path

T’s & Ss’ Activities

CONTENTS

Grammar

Despite/In spite of: review

Have Ss read the REMEMBER!box, then ask one or two Ss to summarise the rules. T can write the example sentences on the board. Ask Ss to give further examples. Make it clear to Ss that these expressions can be used interchangeably. They both work with all the forms: before a noun, a noun phrase, or an -ingform.

1./Ask Ss to work individually to ­ ll in the gaps. Check the answers as a class.

Verb + to-in‑ nitive/Verb + V-ing

Ask Ss to read the bubble quoted from the GETTING STARTED conversation, then have them read the structure sand examples in the grammar box carefully. Help them with the meaning softh ever necessary.

Divide the board into four columns. Write Verb + to-in‑ nitive, Verb + V-ing, Verb + to-in‑ nitive/V-ing with no change in meaning in each column,and a column for Verb+ to infinitive/V-ing with change in meaning. Ask four Ss to come to the board to write the verbs mentioned in the grammar box in the appropriate column. Ask other Ss to give examples with these verbs.

2&3 Have Ss work individually. Allow Ss to share their answers with a partner. Then check their answers as a class. T can remind Ss that in both these exercises more than one of the options may be correct.

4./ Firstly, have Ss work in pairs to describe what is happening in the pictures. Then Ss can attempt to complete the sentences using the ideas and actions from the pictures. Check the answers as a class.

5./ Have Ss work individually to ­ finish the sentences. Allow them to share their answers with a partner. Call on some Ss to write their answers on the board. Correct their answers if necessary.

Key: 1. loving maths

2. studying hard

3.laziness

4. being short

5. poor health

Key:

2 1. to give

2.to pass

3. choosing

4.taking

5.to employ

6. to talk/talking

3 1. A  2. A  3. C  4. C  5. A& C  6. B

Key:

1.to lock   2.meeting   3.to contact   4. to send

5.working  6.talking   7. posting    8.to answer

Key:

1.The boy ­ nally managed to deal with his peers at the vocational school.

2.She attempted to cooperate with the others in the team to ­ nish the work.

3.He wasn’t promoted in spite of his efforts.

4.The boss denied bullying the new employee.

5.Despite being quali­ed for the job, hewasn’t accepted./Despite qualifying for thej ob, he wasn’t accepted.

T’s & Ss’ Activities

CONTENT

Before Ss open their books, ask them to work in groups to discuss the jobs they want to do in the future. Then tell Ss that they are going to read posts on the 4Teenwebsite from several teenagers who are talking about their future career paths.

Check if Ss understand the meanings of the words in the Extra vocabularybox. If they do not, quickly

teach the words by using de­ nitions, synonyms, or the equivalent phrases in Vietnamese.

•can’tstand+ V-ing:usedtodescribeanactivityorsituationthatyoureallydon’tlike,orfind

extremely unpleasant

•make a bundle: earn a lot of money

•burn the midnight oil: work very hard; work through the night

1./ Have Ss skim-read the posts individually and try to remember the reasons each teen gives for their choice of career. Then, in pairs, Ss compare the reasons that each of them gives. Then Ss can read the posts a

second time more slowly for details.

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. Move around

to observe and provide help.

3 a./ 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. Ss should then ­ gure 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.

b./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.

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?

T’s & Ss’ Activities

CONTENT

Reading

1./ Ask Ss to work in pairs to discuss the questions. Elicit the answers from Ss. Give Ss three minutes to skim the article and compare their answers with the information from the article

2./Have Ss read the article to do the exercise in pairs. Ask some Ss to share their answers

3./Ask Ss to work individually. Remind them to pay attention to key words in each statement. Then allow them toshare their answers before checking as a class. To check their understanding, ask some Ss to explain their answers.

Speaking

4 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. Ask them to make notes on a small poster, using the example as a guide. Set a time limit.

5 Have each group present their ideas and opinions on their chosen job to the class. Once they have ­ nished, ask the rest of the class to 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.

Suggested answers:

1. A job is something people do to earn money.

2. A career is more than a job.It is an on going process of learning and development of skill sand experience.

3.Very di‑ erent. (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.)

Key:

1.career path     2.peers    3. ongoing

4. alternatively    5.take into account

Key: 1.T   2. F   3. F   4. T   5.T   6. T

T’s & Ss’ Activities

CONTENT

Introduction

Ask Ss to say what jobs their parents do. Ask them if they are aware of any difficulties which their parents face when doing those jobs.

Listening

1Ask Ss to work in pairs to answer the questions. Ask a pair to share their ideas with the class.

2 Tell Ss that they are going to listen to a conversation between Phong and Mrs. Warner, Nick’s mother, about jobs that he and his friends want to do in the future. Ask them to read the information in 2 carefully.

Tell them to listen carefully to ­find out the words/phrases from the recording needed to ­ fill in the blanks.

T can play the recording twice if necessary. Have two Ss write their answers on the board. Con­firm the

correct answers.

3 Have Ss work individually to underline the key words in the statements and predict the answers. Write their answers on the board 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 rm the correct answers.

Writing

4 First check that everybody understands the meaning of the adjectives in the box. If not, T can spend some time explaining them. Set a time limit for pairs to brainstorm the ideas and do the discussion. Ask them to refer back to 2 and 3 as examples for useful language and 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.

5./ Have Ss work individually to get their ideas down on paper and check the accuracy of what they have written. Give them ten minutes to write and edit their work. Swap their writing with a partner for peer review, comments, and corrections. Then ask Ss to write the second draft as homework.

Key:1. mountains of work

2.work overtime    3. Rewarding

4. sociable      5.applied skills

6. good with his

Key: 1. T   2.T   3. T   4. F   5. F   6.T

T’s & Ss’ Activities

CONTENT

Encourage Ss not to refer back to the unit pages. Instead, they can use what they have learnt during the unit to help them do the exercises.

Ss should record their results for each exercise to complete the self-assessment box at the end of the unit and identify areas to review.

Vocabulary & Grammar

For 1, 2, 3, 4, and 5, ­ rst have Ss work independently. Then they can check their answers with a partner before discussing the answers as a class. However, tell Ss to keep a record of their original answers so that they can use that information in their self-assessment.

Communication

6./ Have Ss work in pairs to think of two things that are true of the job they are assigned, and one thing that is not true about the job. Give them seven minutes to work together. When the pairs have ­ finished preparing, ask them to take turns to come to the front to introduce themselve sand repeat the three ‘facts’. The class will together decide which ‘facts’are true, and which is untrue.

Finished!

Finally ask Ss to complete the self-assessment. Identify any difficulties and weak areas and provide further

practice.

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 ­ ve 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 quali­ cations, 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.

Key:

1  1. C   2. D   3. E   4. F   5. A   6. B

2  1. H   2. E    3. F   4. A

5. D     6. G    7. C    8. B

3  1. vocational   2. dynamic     3. empathetic

4. academic subjects

5.took into account

6. professional

7.burnt the midnight oil

8. make a bundle

4   1. to lock     2. working      3. treating

4.to get     5. to ­ nish     6. reading

5 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.o‑ er working→o‑ er to work

9.prefer working→preferring to work

10.agreed to take →no change