Giáo án Project

Ss recall vocabulary about careers (career path, qualification, responsibility, practical skill) and understand that a current interest can change.

Ss look at four pictures of jobs (nurse, electrician, graphic designer, farmer) shown on the projector. In pairs, Ss answer three questions: 1) What are the daily tasks of this job? 2) What practical skill does it need? 3) Is this an interest you might change in the future? Ss use the four key words in short sentences.

Each pair writes four short sentences using the key words, for example: 'A nurse has important responsibilities.' and 'An electrician needs practical skills.' Ss agree that 'A career path can change over time.' This is the class's first statement of the project's core idea: a current interest is open to revision.

Ss identify the required features of the portfolio and the ethical rules for using facts, sources, names and personal information.

Ss read the model planning paragraph (printed copy) in groups of four and complete Worksheet 1: Evidence Table, Part A (Project features and ethical checks). In each group, Ss use a jigsaw: each member reads one of four sentences (1 features, 2 evidence and checking, 3 ethics, 4 limitations) and reports to the group. Ss then decide which sentence shows a factual claim that needs a source.

Groups produce a completed Part A with the following content:

• Required features: daily tasks, two relevant skills, one qualification route, two questions for an adviser.
• Ethical rules: avoid stereotypes about gender and family background; label the source of each non-original fact; ask permission before using a person's name, photograph or words; never invent survey results.
• Example of a claim that must be checked: 'A job requires a particular qualification.' Source: a current official training or professional entry source, with the date recorded.
• Limitation to acknowledge: 'Our interest may change, and our information is only as current as the source.'

Ss understand and use although/even though + clause, despite/in spite of + noun or V-ing, because + clause and so + clause correctly in project sentences.

T presents the language focus using the NeoEdu lesson page (neoedu.vn/learn/9/english/unit-12-project). T models the difference: 'Although the work is demanding, she enjoys it.' (concession: complete clause), 'She enjoys the work because it helps people.' (reason), 'The work is demanding, so she needs good time management.' (result), 'Despite the long hours, she enjoys it.' (noun phrase). Ss then work in pairs on Worksheet 2: Concession, Reason and Result, Part A: Choose the correct connector. Ss notice the common error: 'Although the work is demanding, but she enjoys it.' is wrong, and 'because ... so' in the same sentence is wrong.

Ss complete Worksheet 2, Part A with these answers: 1. Although 2. because 3. so 4. Even though (or Although) 5. Despite. Ss also write one correct sentence about their own project, for example: 'Although our research is limited, we have checked two official sources.' Ss rule: do not pair although with but; do not pair because with so in the same two-clause construction; despite and in spite of take a noun or V-ing, not a complete clause, unless 'the fact that' is added.

Ss build a small evidence table with sources and dates, and draft an accurate heading and caption for their display.

Ss complete Worksheet 1, Part B (Evidence Table): columns are claim or observation / evidence / source and date. Ss enter only facts they have genuinely checked; if they cannot find a source, they write 'Not yet checked' and state the gap. Ss then draft a heading for their one-page display. Possible heading: 'Exploring a Career: Tasks, Skills and Questions'. Ss use this heading only if their display actually contains tasks, skills and questions.

Each group produces:

• An evidence table with at least two rows, each with a claim, evidence, and source and date. Example row: Claim: 'A nurse has important responsibilities.' Evidence: 'Nurses check patients and record their condition.' Source and date: a named official or school website, with the date checked.
• One honest gap: 'We have not interviewed a professional; our information comes from desk research.'
• A display heading that matches the content.

Ss practise choosing and using the correct concession, reason and result connectors in sentences about careers.

Ss complete Worksheet 2, Part B individually, then check with a partner. Part B: Combine the two ideas in each item using the connector given in brackets. Ss use the vocabulary: career path, qualification, responsibility, practical skill.

Answer key for Part B (Ss may vary wording but must keep the correct connector and a complete clause):

• 1. (although) Although a nurse has important responsibilities, the job is very rewarding.
• 2. (because) He is learning practical skills because he wants to work as an electrician.
• 3. (so) The qualification takes three years, so we must plan our career path early.
• 4. (despite) Despite the long training, she still wants to become a nurse.
• 5. (even though) Even though our interest may change, we will check each source carefully.
     Common errors to avoid: 'Although ... but' and 'because ... so'; 'despite the long training she still wants' (missing 'the fact that' or a noun phrase).

Ss give constructive feedback on a peer's display and revise one part of their own work based on feedback.

Groups exchange their display draft with another group. Each group uses the feedback checklist: 1) one specific success; 2) one concrete change that improves accuracy or clarity; 3) one respectful reason for the change. Example feedback: 'Your heading clearly identifies the project. Please add the source and date beside the main fact.' Each group then makes one revision on their own draft.

Each group writes three feedback lines on the checklist and records one revision. Example revision: 'This is true for everyone' becomes 'This account describes one example from our source.' The change removes an overgeneralisation and states the source.

Ss present their portfolio to another class with a clear question, two checked details, one conclusion and one limitation, then reflect on their learning.

Each group prepares a two-minute talk using the display, the short written explanation (90–110 words) and the roles agreed in advance: presenter 1 (question and daily tasks), presenter 2 (skills and qualification route), presenter 3 (two questions for an adviser and limitation). Each group invites one question from the audience. After the talk, each S writes a short reflection: 'One thing I learned about careers is ... Our interest may change because ... My next question for an adviser is ...'

Each group delivers a two-minute talk that includes:

• The focused project question: 'What should our career portfolio investigate before we choose a qualification route?'
• Two checked details, each with source.
• One conclusion: 'Our current interest is in a career that requires practical skills and a clear qualification route, but it is open to revision.'
• One limitation: 'We used desk research and did not interview a professional.'
• A 90–110-word written explanation that labels sources.
  Each S writes one reflection sentence and one improvement recorded after feedback.