NeoEdu
Giáo án Tiếng Anh 9
Tiếng AnhLớp 9Phần 15. Unit 12: Career choices

Giáo án Skills 1

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • identify the central activity of a reading text and separate actions from reasons;
  • use evidence from the text to answer questions and reject an inaccurate option;
  • use concession clauses (although/even though + subject + verb), despite/in spite of + noun or V-ing, and reason and result connectors (because + clause, so + clause) correctly;
  • give a one-minute supported talk about a possible job, with real tasks, two skills and a next step.

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the passage on their own, underline evidence and check their answers against the text before sharing.
  • Communication and collaboration: Ss work in pairs and groups to compare evidence, peer-check their talks and give constructive feedback.
  • Problem-solving and creativity: Ss choose a job of their own, plan supported details and reason about a possible next step while staying open to change.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read for evidence, use notes to speak for one minute and write short notes for a talk.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the vocabulary career path, qualification, responsibility, practical skill and the connectors although, despite, because and so correctly in sentences.

3. Personal qualities

  • Diligence: Ss complete the reading, grammar and speaking tasks on time and revise their notes until each detail answers the task.
  • Responsibility: Ss take responsibility for their own career plan by listing a realistic next step, such as asking a professional or observing work with permission.
  • Honesty: Ss support every factual claim with evidence from the text and admit that their interests and job choices may change.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive board with the reading passage, the grammar table and the speaking rubric
  • Printed Worksheet 1 and Worksheet 2 for each pair
  • NeoEdu online lesson page for Unit 12, Skills 1 (neoedu.vn/learn/9/english/unit-12-skills-1): lecture, examples and interactive exercises, used in the Explore and Practice activities
  • Timer and small cards with job names (civil engineer, nurse, electrician)

2. Students

  • Student's Book Tiếng Anh 9 (Global Success), Unit 12, Skills 1
  • Notebook, pen, pencil and highlighters or coloured pencils for underlining actions and reasons
  • Short note cards for the one-minute talk

III. Procedures

Activity 1: Warm-up · 5 minutes

Jobs and what they require

a) Aims

Ss activate prior knowledge about jobs, responsibilities and practical skills, and get ready to read for evidence.

b) Content

T writes three job names on the board: civil engineer, nurse, electrician. T asks Ss: 'What responsibilities does each job have? What practical skills or qualifications does each job need?' Ss work in pairs and write one responsibility and one skill for each job. Key words introduced: career path (lộ trình nghề nghiệp), qualification (bằng cấp hoặc năng lực được chứng nhận), responsibility (trách nhiệm), practical skill (kĩ năng thực hành).

c) Expected outcomes

A pair-work list on the board, for example: civil engineer – responsibility: designing structures safely; practical skill: understanding structures and teamwork. Nurse – responsibility: caring for patients; practical skill: clear communication with patients and colleagues. Electrician – responsibility: keeping electrical systems safe; practical skill: wiring and testing circuits. Ss state that a career path can change over time and that many jobs need a qualification.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the three job names on the board and asks: 'What do these people do at work? What do they need to know or be able to do?' T gives a model: 'A nurse has important responsibilities, such as caring for patients.'

    Students

    Ss listen and look at the board. They understand the task: work in pairs to write one responsibility and one practical skill for each job.

  2. Teacher

    Step 2: Task performance

    T monitors pairs for two minutes and helps Ss with vocabulary, prompting: 'Does this job need a qualification?'

    Students

    Ss discuss in pairs and write their ideas on mini-whiteboards or in notebooks. Expected answer: 'An electrician needs practical skills, such as wiring and testing.'

  3. Teacher

    Step 3: Report and discussion

    T asks one pair to read their list aloud and invites other pairs to add ideas. T asks: 'Can a career path change over time?'

    Students

    Pairs share their lists. Expected answer: 'Yes, a career path can change over time, so people may need new qualifications.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct ideas and writes the four new words on the board with meanings. T links the warm-up to the reading: 'Today we will read about a student who explores careers. Watch for evidence in the text.'

    Students

    Ss copy the four words and their meanings into their notebooks and say the words aloud after T.

Activity 2.1: Knowledge formation · 12 minutes

Reading for evidence: Thao's career exploration

a) Aims

Ss identify the central activity of the text and separate actions from reasons, using evidence to answer questions and reject an inaccurate option.

b) Content

Ss read the passage 'Thao attended a career event at school...' silently, then complete Worksheet 1. Steps: (1) find the central activity; (2) underline actions in one colour and reasons in another; (3) answer the questions with evidence; (4) identify the negative detail that rejects an attractive but inaccurate option. Key questions: 1. What is the central activity of the passage? 2. What did the civil engineer describe? 3. Why did Thao not choose a career only from her interest in drawing? 4. What did the school adviser suggest? 5. Which negative detail shows that a straight career path is not always the case?

c) Expected outcomes

Answers with evidence from the text:

  • Central activity: Thao attended a career event at school.
  • Civil engineer: described designing structures with a team.
  • Why not drawing alone: Although Thao enjoyed drawing, she did not choose a career only from that interest (reason: she wanted to explore tasks, skills and questions).
  • Adviser's suggestion: short, safe opportunities to observe work with permission.
  • Negative detail: neither speaker had followed a perfectly straight path; both had continued learning after their first qualification.
    Key idea: an action tells what happened, a reason tells why, and a negative detail helps reject an inaccurate option (for example, 'a career always follows one straight path').

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the passage and says: 'First identify the central activity. Then underline actions and reasons in different colours. A negative detail can help you reject an option.' T distributes Worksheet 1 and models the first question with the class.

    Students

    Ss look at the instructions and the worksheet. They ask questions about any unclear words, such as adviser or permission.

  2. Teacher

    Step 2: Task performance

    T gives Ss four minutes to read silently and two minutes to work in pairs. T monitors and asks: 'Which sentence tells you the reason?'

    Students

    Ss read the passage, underline actions (for example, attended, described, listed) and reasons (for example, to explore, because the adviser suggested safe opportunities). Pairs compare answers and find the evidence sentence for each question.

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to report answers and asks: 'Where is the evidence for that answer?' T asks the class: 'Does the text say Thao will never change her mind?'

    Students

    Ss read their answers and the evidence sentences aloud. Expected answer: 'No, the text says her plan is a starting point for learning, not a promise that her interests or the job market would never change.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers on the board and highlights the key idea: an action tells what happened, a reason tells why, and a negative detail helps reject an attractive but inaccurate option. T reminds Ss to support every claim with evidence.

    Students

    Ss correct their worksheets and write the key idea in their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Concession, reason and result connectors

a) Aims

Ss recognise and use concession clauses, despite/in spite of, because and so correctly, and avoid pairing although with but or because with so.

b) Content

T presents the language focus from the NeoEdu lecture and the grammar table. Structures: although/even though + subject + verb; despite/in spite of + noun or V-ing (not a complete clause, unless with 'the fact that'); because + clause (reason); so + clause (result). Ss complete Worksheet 2 by sorting sentences from the reading into the correct structures. Example: '___ the work is demanding, she enjoys it.' Ss choose the correct connector and rewrite the sentence.

c) Expected outcomes

Grammar table completed by Ss:

  • Concession: although/even though + S + V (Although Thao enjoyed drawing, she did not choose a career only from that interest). Despite/in spite of + noun or V-ing (Despite her interest in drawing, Thao explored other careers). Despite the fact that + S + V.
  • Reason: because + clause (She listed the tasks because she wanted to explore them.)
  • Result: so + clause (The adviser suggested safe opportunities, so Thao could observe real work.)
    Rule check: do not write 'Although ..., but ...' or 'Because ..., so ...' in the same sentence.
    Answer to the example: 'Although the work is demanding, she enjoys it.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the four structures on the board and asks Ss to predict the meaning of although, despite, because and so. T shows the example: '___ the work is demanding, she enjoys it.'

    Students

    Ss predict the meaning of each connector and try to complete the example in their notebooks.

  2. Teacher

    Step 2: Task performance

    T plays the NeoEdu lecture (or reads the examples) and asks pairs to complete Worksheet 2, sorting sentences into concession, reason and result.

    Students

    Pairs listen or read the explanation, complete the grammar table and rewrite the example sentence. Expected answer: 'Although the work is demanding, she enjoys it.'

  3. Teacher

    Step 3: Report and discussion

    T asks one pair to share the completed table and asks: 'Why can't we say Although ..., but ...?' T listens for the rule.

    Students

    A pair reports: 'Although is a concession connector, so we don't need but in the same sentence.' Other pairs add examples.

  4. Teacher

    Step 4: Conclusion and assessment

    T projects the completed table, checks the rule about despite and in spite of (noun or V-ing, not a clause), and states the key point: avoid pairing although with but and because with so.

    Students

    Ss correct their tables and copy the grammar summary into their notebooks.

Activity 3: Practice · 10 minutes

Evidence questions and connector drill

a) Aims

Ss consolidate the reading-for-evidence skill and the concession, reason and result connectors through guided exercises.

b) Content

Part A (reading exercises 1–7, based on the passage): Ss answer evidence questions in full sentences, with the evidence sentence in brackets. Part B (connector drill): Ss choose or write the correct connector. Items:

  1. ___ the work is demanding, she enjoys it. (although)
  2. ___ being tired, he finished the project. (despite)
  3. He studied hard, ___ he passed the exam. (so)
  4. She stayed at home ___ she was sick. (because)
  5. ___ the fact that the job is difficult, many people apply for it. (despite the fact that / even though)
    Part C: Ss rewrite one sentence from the passage using although and despite.

c) Expected outcomes

Part A answers:

  1. Thao attended a career event at school. (The first sentence of the passage)
  2. A civil engineer described designing structures with a team. (A civil engineer described designing structures with a team.)
  3. She did not choose a career only from drawing. (Although Thao enjoyed drawing, she did not choose a career only from that interest.)
  4. Short, safe opportunities to observe work with permission.
  5. Neither speaker followed a perfectly straight path; both continued learning after their first qualification.
    Part B answers:
  6. Although (complete clause: although the work is demanding + she enjoys it)
  7. Despite (noun/V-ing: being tired)
  8. so (result clause)
  9. because (reason clause)
  10. Despite the fact that / Even though (both are acceptable; the fact that is needed after despite)
    Part C sample: Although Thao enjoyed drawing, she did not choose a career only from that interest.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the Part A and Part B items and explains the task. T reminds Ss: 'Use the evidence sentence, and do not pair although with but.'

    Students

    Ss look at the exercises and confirm the task with a partner.

  2. Teacher

    Step 2: Task performance

    T gives Ss four minutes to complete Part A and Part B individually, then two minutes to check with a partner. T walks around and checks for the correct connector.

    Students

    Ss write answers in full sentences and underline the evidence. They choose connectors and check that each sentence has only one connector pattern.

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to read answers aloud. T asks: 'Which word is the evidence for this answer?'

    Students

    Ss read answers aloud. Expected response: 'Although Thao enjoyed drawing' is the evidence for question 3.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives the correct key on the board and stresses the common error: despite cannot be followed by a complete clause without the fact that. T praises accurate evidence-based answers.

    Students

    Ss self-check, correct their mistakes and record the key in their notebooks.

Activity 4: Application · 10 minutes

One-minute talk about a possible job

a) Aims

Ss give a supported one-minute talk about a job they might like, with real tasks, two skills and a next step, and treat their choice as open to change.

b) Content

Ss prepare short notes in the structure: introduction (the job I am interested in and why) → specific details (real tasks, two skills, a next step) → reasoned conclusion (my choice is open to change). Ss use the original model as a guide: 'I am interested in civil engineering because I enjoy understanding structures.' Ss then speak in pairs for one minute each, and peers check the talk with the speaking rubric: content and required details 0.5; evidence and honesty about uncertainty 0.2; connected English 0.2; clear delivery 0.1.

c) Expected outcomes

Each S produces a one-minute talk with notes such as:

  • Introduction: I am interested in nursing because I want to help people.
  • Details: Real tasks include caring for patients and explaining treatment. Skills: clear communication and practical skills. Next step: I will ask a nurse about training and observe work with permission.
  • Conclusion: My choice may change, but this is a starting point for learning.
    Peer feedback records one strength and one suggestion for each speaker.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T reads the task aloud and displays the structure: introduction → specific details → reasoned conclusion. T says: 'Each detail must answer the task. Your choice is open to change, not a guarantee.'

    Students

    Ss read the task and the original model. They ask questions about the structure or any unclear words.

  2. Teacher

    Step 2: Task performance

    T gives Ss four minutes to write short notes, then asks pairs to practise. T monitors and helps with sentence stress and connectors.

    Students

    Ss write notes on cards, then practise speaking in pairs. Each S speaks for one minute while the partner listens and ticks the required details: tasks, two skills, next step.

  3. Teacher

    Step 3: Report and discussion

    T invites three volunteers to give their talks to the class. T asks the class to use the rubric to give feedback: 'Did the speaker give evidence or a reason for each detail?'

    Students

    Volunteers speak for one minute. Classmates give feedback, for example: 'You explained two skills clearly. Next time, say why you want to ask an engineer.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the strengths and points out the key language: although/even though, despite, because and so. T reminds Ss that a fluent opinion still needs evidence when it makes a factual claim, and that choices can change.

    Students

    Ss note one improvement for their own talk and write it on their cards.

Worksheets

Worksheet 1: Reading for evidence

Read the passage about Thao. Then answer the questions with evidence.

    1. What is the central activity of the passage?
    1. What did the civil engineer describe?
    1. Why did Thao not choose a career only from her interest in drawing? (Write the evidence sentence.)
    1. What did the school adviser suggest?
    1. Which negative detail helps you reject the idea that a career always follows one straight path? (Write the sentence.)
      Task: Underline actions in one colour and reasons in another colour in the passage.

Worksheet 2: Concession, reason and result

Complete the grammar table.

  • Concession: although/even though + ___ + ___ (example from the passage)
  • Concession: despite/in spite of + ___ (noun or V-ing) (example)
  • Concession: despite the fact that + ___ + ___ (example)
  • Reason: because + ___ (example)
  • Result: so + ___ (example)
    Choose the correct connector and rewrite the sentence: '___ the work is demanding, she enjoys it.'
    Rule check: Write one sentence that is wrong (Although ..., but ...) and correct it.

Homework

  • Write a full one-minute talk (about 100–120 words) about a job you might like to do, using the structure introduction → specific details → reasoned conclusion. Include real tasks, two skills and a next step.
  • Read the passage again and write three sentences using although, despite and so, each with a correct structure.
  • Ask one adult about a job they do. Write two questions you would like to ask about training and everyday tasks, and bring them to the next lesson.

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.