UNIT 12: CAREER CHOICES

Lesson 4: COMMUNICATION
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Know how to express hope and respond.
- Talk about Jobs
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities
- Be ready and confident in real life conversations
- Know about means of transport.
- Actively join in class activities
II.MATERIALS/ INSTRUCTIONAL RESOURCES
- Grade 9 textbook, Unit 12, communication
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURE:
STAGE I. ASSESSMENT EVIDENCE
Performance Tasks Performance Products Assessment Tools
1. Listen & read the short - Whole class answers - Teacher’s observation
conversations - Pair oral answers

2. Work in pairs – Make - Pair oral dialogues - Teacher’s observation

similar conversations with (role-play) - Peer correction
given situations. - Teacher’s feedback
3. Read about the jobs of - Individual written - Teacher’s observation
Khang & An. Complete the answers - Teacher’s feedback
summary table (Training – - Pair checking
Skills – Personal qualities).
 4. Work in pairs – Decide - Pair oral answers - Teacher’s observation
which job might be - Peer correction
appropriate for each person. - Teacher’s feedback
Explain choice.
5. Group work – Choose a - Group written notes - Teacher’s observation
job you know/like → - Oral presentation - Peer correction
discuss training, skills, - Teacher’s feedback
personal qualities. Present, - Teacher’s correction
other groups guess.

STAGE II: TEACHING PROCEDURE/ LEARNING EXPERIENCES:

Steps + Content and Procedures Product

Aims
time

1. Warm- - To Option 1: Future Job Talk about future job.

up (5 introduce the
* T: Ask some Ss about the - Future Job
minutes) topic.
job they want to do in the
- Dream Job Wish Wall
- To enhance future. When Ss answer, say
students’ to them “I hope you will…”
skills of
* T: Tell Ss that in this
cooperating
lesson, they will learn to
with team
express hope and respond to
mates.
it, and they will talk about
their future jobs, too.
* T: Lead into the lesson.
Introduce the objectives of
the lesson. Write the
objectives in the left corner
of the board.
- Ss Listen and answer
Option 2: Dream Job Wish
Wall
* T: Create a vibrant
“Dream Job Wish Wall” in
the classroom. Decorate it
 with colorful paper ad
cutouts representing Example:
different professions. On
sticky notes, have students
write down their dream jobs, “I hope to someday become
using the phrase “I hope to a doctor who brings
someday…..” Encourage medical care to undeserved
them to be specific and communities”
creative.
“I hope to someday design
* T: Use the Wish Wall to educational video games
introduce relevant grammar. that make learning fun and
Ss Listen and follow engaging”
instructions

2. - To Task 1: Listen and read Audio script:

ACTIVIT introduce the conversations. Pay
1.
Y 1: ways how to attention to the highlighted
EVERYD express hope parts. (5 mins) Minh: I’ve filled in the
AY and respond. registration form.
* T: Tell Ss to open their
ENGLISH Hopefully, I’ll be a member
book on page 124. Point to
(15 mins) of the Science club.
the exchange between Mi
and Nick Duong: I hope so, too.

Nick: Yeah. My art teacher 2.

says I have such a good
Student: Here’s my
sense of style that I should
teacher’s reference letter. I
get formal training in
hope I’ll get the job.
fashion design after high
school. Staff: Thank you. Good
luck.
Mi: Hope you’ll achieve
your dream. Structures:

Ss- Listen and read Hopefully,…………..

* T: Tell them that this is I hope…………

one way to express hope. I hope so, too
* T: Tell Ss to look at the Thank you.
conversations between Minh
and Duong, and the student
and the staff on page 128.
Elicit from them other ways
to express hope and how to
respond to the expression.
-Ss Look at the highlighted
parts.
* T: Play the recording for
Ss to listen and read the
conversations. Ask Ss to pay
attention to the highlighted
language.
Ss- Act out
* T: Have Ss practise the
conversations in pairs. Call
on some pairs to practise the
conversations in front of the
class.
Task 2: Work in pairs.
Make similar
conversations with the
following situations. (7
mins)
* T: Ask Ss to work in pairs
to make similar dialogues,
using the language they have
learnt.
- Ss Work in pairs to do the
Suggested dialogues:
task
1. A: I’ve just taken part in
* T: Move around to
a design competition.
observe and provide help.
Hopefully, I’ll get a good
Call on some pairs to
result.
perform in front of the class.
Comment on their B: I hope so, too.
performance.
2. Teacher: Here’s the
invitation to the teacher-
parent conference. I hope
 your parents will come.
Student: Thank you. I
hope they will too.

Transition from Everyday

English to What’s your
future job?
* T: Write a common job in
the centre of a mind map
(e.g. teacher).
* T: Ask Ss to list some
characteristics of a teacher
(e.g. patient, persuasive).
Also ask them what skills Questions:
are necessary for a good - List some characteristics
teacher (e.g. teaching and of……….
explaining concepts,
persuading others, - What skills are necessary
managing time, etc.) and for ……………
what kind of training they - What kind of training they
may need (e.g. formal may need?
training at a teacher college
or university). Write their
ideas on the mind map.
Ss List characteristics
* T: Tell Ss that in the next
part, they will read Khang
and An’s descriptions of a
job they want to do
- Ss Answer questions.
3. - To helps Task 3: Work in pairs.
ACTIVIT student learn Read about the jobs that
Y 2: about some Khang and An want to do.
WHAT’S Jobs Then complete the
YOUR summary table. (5 mins)
FUTURE
* T: Tell Ss that now they
JOB? (20
will read Khang and An’s
mins)
descriptions of their
 favourite future job.
Challenge Ss to read in one
minute, then close their
books and try to recall as
much information as
- To practice
possible. Write what they
scanning
say on the board.
skills
- Ss Listen and follow
instructions
* T: Tell them to open the
book and read the
descriptions again and check Key:
if they remember the details 1. medical 2. calm
correctly.
3. hands-on 4. maths skill
* T: Ask Ss to circle the 5. Helpful
words/ phrases about the
skills, the kind of training,
and the personal qualities in
the text.
* T: Have Ss work in pairs,
read the text and fill in the
table that follows.
Ss Work in pairs to do the
task
Example:
“I think Khang wants to be
* T: Invite some pairs to a surgeon because he says
give their answers. Confirm that he’ll study at a
the correct answers. medical university. He also
- Ss Listen and check says he’ll lead a surgical
team. A nurse will not lead
Task 4: Work in pairs. this team”; “I think An’ll
Look at the jobs below. be a cashier because she
Which job might be says that she’ll use a
appropriate for ach person scanner and calculator,
in 3? Explain your choice. which are common at
(7 mins) supermarkets and stores.
* T: Tell Ss to work in She also says she needs
pairs. They look at four jobs basic math skills, and she
must be patient to
 and decide which one is customers. A mechanic will
appropriate for which person not need to use scanner or
in Activity 3. calculator.”
Ss- Choose the jobs Key:
* T: Ask them to explain Khang – surgeon
their choice to their partner. An – cashier
- Monitor and comment on
each pair’s explanation.
* T: Invite a pair to give
their choices and explanation
in front of class. Suggested answer
- To give Ss Ss Explain choice in pairs. This job requires informal
practice of training. You can take a
describing the short course to learn the
Job they like Task 5: Work in groups. basic skills. In order to do
or know well. Think about the job that the job well, you need to
you like or know well. have skilful hands and a
Discuss the type of creative mind. You need to
training, skill(s), and know the characteristics
personal qualities which and meaning of different
are necessary for it. Now flowers. You should be
present your group’s ideas patient and helpful to the
and have the class guess customers.
the job you are describing.
The job: Florist.
(8 mins)
* T: Remind Ss that to
describe a job, they can
mention three aspects: the
type of training, skill(s), and
personal qualities which are
necessary to do the job.
Elicit or provide them some
more words for each aspect
if needed.
* T: Have Ss work
individually. Tell them to
make note of a job that they
like or know well. They
need to note the type of
training, skill(s), and
personal qualities which are
necessary to do the job. If
time is limited or the class is
not a strong one, give each
student one of the jobs in
Getting Started and A closer
look 1, and have them make
note about that job.
- Ss Listen and follow
instructions
- Ss Work individually to
make note.
* T: Divide Ss into groups
of four or five. Ss use their
notes to describe the jobs to
other members and let them
guess.
* T: Ask some Ss to give
their talk in front of the class
and the class guesses the job
they are describing.
- Ss Describe the jobs to
other member in groups.
* T: Comment on Ss’ talks.
- Ss Report

Extra activity
* T: Write some common
jobs on the board and ask Ss
to choose one to write on a
piece of paper.
- Ss Choose the job and
write on a piece of paper
* T: Put Ss in groups. Tell
them to swap their pieces of
 paper among the group
members. They are not
allowed to see the job in the
paper.
* T: In groups, swap their
pieces of paper with other
members.
- Ss Cannot see the job in the
paper.

* T: Tell Ss to show the

paper they are having to
other members and ask
Yes/No questions about the
job. E.g. Do I need to have
skilful hands and a creative
mind? Do I work with
patients?
- Ss Show the paper to other
members and ask Yes/No
questions.
* T: Based on their friends’
answers, they guess the job
they are holding.
- Ss Guess the job.
6. To Teacher asks students to talk
Consolidat consolidate about what they have learnt
ion what students in the lesson.
have learnt in
( 2minutes - Teacher corrects students
the lesson.
) while going around to help
when students are practising.
- Teacher gives corrections
and feedback.
7. To revise -Write a paragraph to
Homewor what they describe a JOB you prefer
k have learnt in your notebook.
and prepare
(1 minute) for the next - Do exercises in the
lesson Skills workbook.
1.
-Prepare for the next lesson
(Skills 1).
Feedback:
...........................................................................................................................................
...........................................................................................................................................
........................................................................................................