Tiếng AnhLớp 12Phần 12. Unit 9: Career paths

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- Identify the main ideas of the text about choosing a career.
- Locate specific details that support each main idea.
- Make justified inferences from the text and separate stated facts from unsupported claims.
- Use the new vocabulary: career path, strength, mentor, transferable skill, qualification, curriculum vitae.

2. Competences

a) General competences

Self-control and independent learning: Ss read the text on their own first, underline evidence and check their answers against the sentences in the text without depending on the teacher.
Communication and collaboration: Ss work in pairs to compare answers and justify them with exact sentences, and share their ideas with the class.
Problem-solving and creativity: Ss decide which reasons, evidence or limits support a claim, and apply the four-step advice to their own career decision.

b) Specific competences

Communicative competence in English through reading: Ss understand the main ideas, details and inferences of an advice text on choosing a career and write a short summary using only information from the text.
Language knowledge (vocabulary, pronunciation): Ss use the six new words correctly in context and read a sentence aloud with correct sentence stress to show meaning (for example, 'Choose a career for YOUR reasons, not just for its TITLE.').

3. Personal qualities

Diligence: Ss read the text carefully, look for evidence in each paragraph and finish all tasks on time.
Responsibility: Ss take responsibility for their own career planning by writing a review date and a next step in their notebook.
Honesty: Ss admit when a claim in the text is not supported and do not give an answer that goes beyond the evidence.

II. Teaching aids and materials

1. Teacher

Textbook Tiếng Anh 12 (Global Success), Unit 9: Career paths, Reading page
Projector or interactive board showing the reading text, vocabulary list and answer key
Worksheet 1 and Worksheet 2 (printed for each pair)
Timer, sticky notes, marker
NeoEdu lesson page with interactive exercises: neoedu.vn/learn/12/english/unit-9-reading

2. Students

Textbook, notebook, pen, highlighter or pencil for underlining evidence
Individual vocabulary notebook

III. Procedures

Activity 1: Warm-up · 5 minutes

Thinking about my future career

a) Aims

Ss activate prior knowledge about choosing a career and get ready to read for the main question of the text.

b) Content

T asks Ss to think about a job they might like and the reasons for their choice. Ss answer the questions: 'What job would you like in the future?' and 'Why did you choose it: the title, the subject you like, or the daily tasks?'

c) Expected outcomes

Ss write down one job they like and one reason, for example: 'I want to be a teacher because I enjoy explaining things to people.' Ss then state the key question for the reading: 'How should I choose a career?'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the question 'What makes a good career choice?' on the board and asks Ss to think silently for 30 seconds. T says: 'Think about one job you would like and the reason for your choice.'
Students
Ss listen and think silently about a job they like and the reason.
Teacher
Step 2: Task performance
T asks Ss to share in pairs: 'What job do you like? Why do you like it?' T walks around and listens to pairs.
Students
Ss talk in pairs, for example: 'I like the job of a doctor because I want to help people.' Other Ss may answer: 'I like it because of the salary.'
Teacher
Step 3: Report and discussion
T invites 3 to 4 Ss to share with the class and writes the reasons on the board in two groups: 'personal interest' and 'title or salary'.
Students
Ss report their jobs and reasons. Expected answer: 'I want to be an engineer because I like solving problems.'
Teacher
Step 4: Conclusion and assessment
T says: 'Today we will read advice on choosing a career. The writer says a career choice involves more than matching a favourite subject to a job title.' T writes the new title 'Career paths' on the board and introduces the aim of the lesson.
Students
Ss note the lesson title and the key question in their notebooks.

Activity 2.1: Knowledge formation · 7 minutes

New vocabulary and sentence stress

a) Aims

Ss understand and pronounce six key words from the text and read a sentence with correct stress.

b) Content

Ss match the words career path, strength, mentor, transferable skill, qualification and curriculum vitae with their Vietnamese meanings, then complete the sentences with the words. Ss read the sentence 'Choose a career for YOUR reasons, not just for its TITLE.' and mark the stressed words in capital letters.

c) Expected outcomes

Ss write the following meanings in their vocabulary notebook: career path (lộ trình nghề nghiệp); strength (điểm mạnh); mentor (người hướng dẫn); transferable skill (kĩ năng chuyển đổi); qualification (trình độ, bằng cấp); curriculum vitae (bản lí lịch nghề nghiệp). Ss read the sentence aloud with stress on YOUR and TITLE to show contrast.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the six words on the board and asks Ss to match them with the meanings. T reads each word aloud and models the stress: 'mentor /ˈmentɔː/, transferable skill.' T gives the sentence 'Choose a career for YOUR reasons, not just for its TITLE.'
Students
Ss listen, repeat each word after T and attempt to match the words with the meanings in their notebooks.
Teacher
Step 2: Task performance
T asks Ss to work in pairs: one S reads a meaning, the other finds the word. Then T asks Ss to mark the stressed words in the sentence and read it aloud with a partner.
Students
Ss check their answers in pairs. Expected: 'A mentor is a person who guides you.' Ss mark YOUR and TITLE as the stressed words, then read the sentence aloud.
Teacher
Step 3: Report and discussion
T calls on 3 pairs to read one sentence each and checks pronunciation. T asks: 'Why do we stress YOUR and TITLE?'
Students
Ss read the sentence aloud. Expected answer: 'Because the stress shows the contrast between your reasons and the title.'
Teacher
Step 4: Conclusion and assessment
T confirms the meanings of the six words and reminds Ss that stressed words are information-bearing or contrastive words. T asks Ss to record the words in their notebooks.
Students
Ss record the words and the stress rule in their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Main ideas, details and inference

a) Aims

Ss identify the main ideas and the four steps of the advice, locate supporting details, and distinguish a stated fact, a reasonable inference and an unsupported claim.

b) Content

Ss read the text once for the central question: 'What advice does the writer give about choosing a career?' Then Ss complete Worksheet 1 by finding the sentence that supports each step (First, Second, Third, Finally) and classifying three statements as stated fact, reasonable inference or unsupported claim.

c) Expected outcomes

Ss complete Worksheet 1 with the following answers:

First: consider the tasks you enjoy and the conditions in which you work well.
Second: investigate qualifications, costs and realistic routes into the field.
Third: speak to people with relevant experience and ask about ordinary duties as well as attractive moments.
Finally: keep a review date.
Classification: 'A course advertisement is a starting point, not a guarantee of employment.' is a stated fact; 'Someone who likes science may prefer laboratory analysis, teaching or technical maintenance' is a reasonable inference from the text’s examples; 'Everyone who speaks to a worker will find the perfect job' is an unsupported claim because the text says one person’s route does not predict everyone’s future.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 1 and explains how to read for evidence: read once for the central question, then locate the exact sentence supporting each answer. T writes the key words First, Second, Third and Finally on the board.
Students
Ss read the text silently for 1 minute, then look at Worksheet 1 and listen to T’s instructions.
Teacher
Step 2: Task performance
T asks Ss to work in pairs to find the sentence for each step, and then decide which of the three statements in Worksheet 1 is a fact, an inference or an unsupported claim. T monitors and helps pairs with the word 'inference'.
Students
Ss underline the evidence sentences in the text and complete Worksheet 1 in pairs. Expected answer for the claim: 'It is unsupported because the text says one person’s route does not predict everyone’s future.'
Teacher
Step 3: Report and discussion
T invites one pair to present the four steps and one pair to explain the classification of the statements. T asks the class: 'Do you agree? Which sentence in the text is the evidence?'
Students
Ss present the answers and give the exact sentence as evidence. Other Ss agree or ask questions.
Teacher
Step 4: Conclusion and assessment
T confirms the four steps and the classification. T emphasises: 'Do not turn an illustrative example into a claimed observation.' T reminds Ss to write 'stated fact', 'inference' or 'unsupported claim' in the margin of their textbook.
Students
Ss correct their answers and note the rule about examples and claims in their notebooks.

Activity 3: Practice · 15 minutes

Reading comprehension questions

a) Aims

Ss answer multiple-choice comprehension questions and justify each answer with the text.

b) Content

Ss do Questions 2 to 5 from the textbook. Ss choose the correct answer and write one short reason based on the text.
Question 2: What is the first consideration? A. A guaranteed salary; B. Tasks and working conditions; C. Only a prestigious title; D. Only a friend’s choice.
Question 3: Why is an advertisement insufficient? A. It must be false; B. It replaces qualifications; C. It does not guarantee employment; D. It never names a course.
Question 4: How should one worker’s story be used? A. As proof no training matters; B. As everyone’s future; C. As a legal rule; D. As useful but limited evidence.
Question 5: What is the text’s structure? A. A sequence of decision considerations; B. A fixed ranking of jobs; C. A biography only; D. A single job vacancy.

c) Expected outcomes

Answers:

Question 2: B (The first section focuses on fit in daily work.)
Question 3: C (Claims need investigation.)
Question 4: D (Individual experience is not universal.)
Question 5: A (First, second, third and finally organise the advice.)
Ss also complete Worksheet 2 with the reason for each answer, quoting the key phrase from the text.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T displays Questions 2 to 5 and explains that each answer must have a reason from the text. T gives Worksheet 2 to each pair and sets a time limit of 8 minutes.
Students
Ss read the questions and the options carefully and look for the key words in the text.
Teacher
Step 2: Task performance
T asks Ss to answer individually first, then compare with a partner. T monitors and checks that Ss quote a phrase from the text.
Students
Ss answer individually and compare with a partner. Expected reasons: Question 3, 'The text says a course advertisement is a starting point, not a guarantee of employment.'
Teacher
Step 3: Report and discussion
T calls on Ss to read the answer and the reason for each question. T asks: 'Why are the other options wrong?'
Students
Ss give answers and reasons, for example: 'Option A is wrong because the text does not say the salary is guaranteed.'
Teacher
Step 4: Conclusion and assessment
T shows the answer key on the board and confirms the reasons. T says: 'In Question 4, the text says one person’s route does not predict everyone’s future, so option D is correct.'
Students
Ss check their answers and correct any mistakes in their notebooks.

Activity 4: Application · 8 minutes

Writing my own career-decision summary

a) Aims

Ss write a short summary of the text using only information from it and apply the four steps to their own career choice.

b) Content

Ss write a three-sentence summary of the text using only information in the text. The summary must keep the essential condition: 'The aim is not to choose a perfect lifelong label at seventeen.' Then Ss write one personal step from the four-step advice (for example, a review date).

c) Expected outcomes

A sample summary:
Choosing a career involves more than matching a favourite subject to a job title. First, consider the tasks you enjoy and the conditions in which you work well. The aim is not to choose a perfect lifelong label at seventeen; it is to make an informed next step while recognising uncertainty.
A sample personal step: 'I will talk to a teacher who works in engineering and ask about daily duties. I will keep a review date on 1 June.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the task on the board and reminds Ss to use only information from the text. T shows a model of a three-sentence summary.
Students
Ss read the model and think about which three ideas to include.
Teacher
Step 2: Task performance
T asks Ss to write the summary individually in 5 minutes. T walks around and checks that the summary keeps the condition 'at seventeen' and does not add new facts.
Students
Ss write three sentences and then write one personal step in their notebook.
Teacher
Step 3: Report and discussion
T asks 2 or 3 Ss to read their summaries. T asks the class: 'Is there any new information that is not in the text?'
Students
Ss read their summaries. Other Ss check whether each sentence is supported by the text.
Teacher
Step 4: Conclusion and assessment
T praises the summaries that keep the essential condition and corrects any unsupported claim. T says: 'A good summary keeps the main idea and the limit that is essential to its meaning.'
Students
Ss revise their summaries and note the feedback in their notebooks.

Worksheets

Worksheet 1: Evidence for the four steps

Read the text once for the central question. Then complete the table in list form.

First: the sentence that supports it: ____________________
Second: the sentence that supports it: ____________________
Third: the sentence that supports it: ____________________
Finally: the sentence that supports it: ____________________

Classify each statement as stated fact (SF), reasonable inference (RI) or unsupported claim (UC):

A course advertisement is a starting point, not a guarantee of employment. ______
Someone who likes science may prefer laboratory analysis, teaching or technical maintenance. ______
Everyone who speaks to a worker will find the perfect job. ______

Write the exact sentence from the text that proves your answer for the claim: ____________________

Worksheet 2: Reasons for the answers

Question 2: What is the first consideration?

Your answer: ______
Key phrase from the text: ____________________

Question 3: Why is an advertisement insufficient?

Your answer: ______
Key phrase from the text: ____________________

Question 4: How should one worker’s story be used?

Your answer: ______
Key phrase from the text: ____________________

Question 5: What is the text’s structure?

Your answer: ______
Key phrase from the text: ____________________

Homework

Answer Questions 6, 7 and 8 from the textbook in writing (about 60 to 80 words in total). Question 6: state the purpose and audience of the passage and support your answer with one detail. Question 7: identify the actual opening sentence and explain how it introduces the topic. Question 8: select two useful details from the text and explain why they are better than saying only that the topic is important.
Practise the stress of the sentence 'Choose a career for YOUR reasons, not just for its TITLE.' and record yourself reading it aloud. Listen to your recording and check whether the stressed words are clear.
Explore the interactive exercises on the NeoEdu lesson page: neoedu.vn/learn/12/english/unit-9-reading. Write down any new word you do not know and look it up in your vocabulary notebook.
Write a short personal career plan of three sentences using the four steps in the text. Include one review date.

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