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

*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 the board. 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 from Ss. Now, tell them to look at the picture and the heading

Have Ss answer as a class.

Play the recording and have Ss follow along.

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

Do you have to choose some speci c 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?

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.

Key:

1.lodging manager

2. event planner

3.customer service staff

4.housekeeper

5. tour guide

6.biologist

b./ Have Ss work individually. Ss nd 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.

Key:

1. GCSE

2.vocational subjects

3. academic subjects

4.applied approach

5.tourism

6. Leisure

c./ Have Ss read the conversation again to tick true (T), false (F), or not given (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.

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

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

Key:

1.a job

2.leisure time

3.a job

4.a living

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

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

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 quali¬fications, skills, likes, dislikes, working conditions, salary, colleagues, or people they are working with.

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.

Key:

1. craftsman

2.physicist

3. opera singer

4. fashion designer

5. pharmacist

6. architect

7. businesswoman

8. mechanic

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.

Key:

1. physicist

2.mechanic

3. pharmacist

4.fashion designer

5. opera singer

6.architects

7. businesswomen and businessmen

8.craftsmen and craftswomen

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

Key: 1. D     2. B     3. A     4. C

b./ Have Ss work individually to complete the sentences. Have them compare their answers in pairs. Afterwards, check Ss’ answers as a class.

Key: 1. career     2. job     3. profession     4. career path

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 draw arrows to show the tones before reading out. Then play the recording.

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.