TRƯỜNG THCS YÊN DƯƠNG – TỔ KHXH – GIÁO ÁN TIẾNG ANH 9 – NĂM HỌC: 2024-2025
Planning date: ……../……../2025 Teaching date: ……../……../2025
TIẾT 91.
UNIT 12: CAREER CHOICES
Lesson 1: Getting started – What will you do in the future?
I. OBJECTIVES: By the end of this lesson, Ss will be able to:
1. Knowledge:
- Use the words related to Jobs;
- Gain vocabulary to talk about Future Jobs
2. Competences:
- Develop communication skills
- Be collaborative and supportive in pair work and team work
3. Personal qualities: - Actively participate in class
- Develop self-study skills
II. MATERIALS:
- Grade 9 textbook, UNIT 12.
- Computer connected to the Internet/ Projector / TV/ hoclieu.vn
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives: - To activate students' knowledge on the topic of the unit.
- To lead in to the unit.
b. Content: - Think!
- Future Vision
c. Expected outcomes: Students can have some ideas about Natural Wonders.
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Option 1: Think!
Questions:
- Show Ss pictures of some
Which jobs do you think will
common jobs (teacher, banker,
still be popular in the future?
police, hairdresser, IT engineer,
Pictures:
etc.). Tell them to name these
jobs.
- Answer questions
- Introduce the new Unit “Career
Choice.” Write the unit title on
the board. Ask Ss to open their
books and start the lesson.
- Share with Ss the objectives of
the lesson by showing them on a
projector. Alternatively, write
the objectives in a corner of the
board and leave them there and
tick the objective off when the
class finish with them.
Option 2: Future Vision
Questions:
- Have Ss imagine themselves ten - Listen and follow direction - What does your daily
years from now in their ideal job.
routine look like?
- Ask Ss some questions.
- Answer
- What skills do you need to
- Encourage them to describe
get there?
their future job in detail.
- What challenges and
rewards do you face?
e. Assessment: T checks ss' answers and gives feedback.
2. ACTIVITY 1: PRESENTATION (7 mins)
a. Objectives: - To provide students with vocabulary.
- To help students be well-prepared for the listening and reading tasks.  
b. Content: Vocabulary pre-teaching
c. Expected outcomes: Students can identify some new words related Future Jobs
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS'
CONTENTS
ACTIVITIES
Vocabulary pre-teaching
New words:
New words:
- Teacher introduces the vocabulary.
career (n)
garment worker
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TRƯỜNG THCS YÊN DƯƠNG – TỔ KHXH – GIÁO ÁN TIẾNG ANH 9 – NĂM HỌC: 2024-2025
- Teacher explains the meaning of the new orientation (n)
bartender (n)
vocabulary by showing pictures or giving vocational (adj)
theoretical (adj)
explanations
e. Assessment: Teacher checks students' pronunciation and gives feedback.
3. ACTIVITY 2: PRACTICE (30 mins)
a. Objectives: - To help Ss read for specific information about Future Jobs
- To help Ss learn words and phrases related to Future Jobs
- To help students use the words in context.
b. Content: - Task 1: Listen and read.
- Task 2: Read the conversation again and answer the questions.
- Task 3: Match the words and phrases in the conversation with their pictures.
- Task 4: Choose the correct answer A, B, C, or D to complete each sentence.
c. Expected outcomes: Topic of the lesson and can complete the tasks successfully
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS'
CONTENTS
ACTIVITIES
Task 1: Listen and read. (7 mins)
- Point to the pictures on page 124. Tell Ss that - Look at the Questions:
the girls and the boys are thinking about their pictures and 1/ Who can provide the girl
career.
listen
with advice?
- Ask Ss who can provide the girl with advice.
- Listen to the 2/ What did they do
- Introduces the two characters: Mi and Nick. recording.
yesterday?
Ask Ss to scan the dialogue quickly to find out Read the Suggested answers:
what they did yesterday.
conversation
1/ parents, teachers at their
- Play the recording twice for Ss to listen and aloud.
school, brothers/ sisters,
read along. Have Ss underline the words that
friends,
consultants,
are related to the unit's topic while they are - Find the teachers
at
vocational
listening and reading.
words in the schools, etc.
- Invite some pairs of Ss to read the text that are 2/ Mi attended a career
conversation aloud.
related to the orientation session and Nick
- If time permits, initiate a quick discussion topic.
did his project.
with Ss on what is important to them when
Picture:
choosing a career, their passion, abilities, or
any other practical considerations.
The dialogue on page 124
Task 2: Read the conversation again and answer the questions. (7 mins)
- Ask Ss to read the questions and answer them Work Answer key:
from what they remember after their listening independently 1. vocational colleges
and reading.
to do the 2. students who don't like
- Elicit the answers from Ss. Write their activity.
academic subjects
answers on the board.
- Listen and 3. learnt bartending
- Have them read the conversation again to check.
4. a good sense of style
check their answers.
5. our passions and abilities
Task 3: Match the words and phrases in the conversation with their pictures. (7 mins)
- Ask Ss to name the jobs they can see in each - Listen and Answer key:
picture (a-e). With a less strong class, allow answers
1b
2c 3a 4e
5d
them to name the jobs in Vietnamese and then Work
tell them the name of the jobs in English.
individually to
- Have Ss work individually to match the jobs do the task.
(1-5) with the appropriate pictures.
Compare
- Check answers as a class. Confirm the correct answers
in
answers.
pairs.
- Have Ss say the jobs aloud. Correct their - Listen and
pronunciation if needed.
check
- Read aloud
Task 4: Choose the correct answer A, B, C, or D to complete each sentence. (7 mins)
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- Tell Ss to work in pairs and complete Activity - Work in Answer key:
4. Set a time limit for them.
pairs to do the 1C
2B
3C 4B 5A
- Ask some pairs to share their answers and task
provide explanations. Check and confirm the - Check
answers.
- Find the
- Tell Ss to find the following phrases in the phrases.
dialogue: academic subjects, earn a living, - Work in
formal training, career orientation, teaching job. groups
to
Check their comprehension to make sure they make
understand these phrases.
sentences.
- For a stronger class, have Ss work in groups
to make sentences with these phrases.
e. Assessment: Teacher checks students' answers and gives feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives: To help Ss know more about some Jobs
b. Content: Task 5: Game: Guess My Jobs
c. Expected outcomes: Ss can describe and guess about the jobs.
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS'
CONTENTS
ACTIVITIES
Task 5: Game: Guess My Jobs (10 mins)
- Have Ss work in two big groups A and B.
- Work in groups E.g:
- Ask each group to send a person to the board.
to play games.
Group members: This
- Show the picture or the name of a job. The group - Listen and person works in a
explains the job to their member.
follow
garage. He repairs cars
- The person who can guess the job correctly and instructions.
or motorbike.
most quickly gains a point for their group.
- Play games
Student A: mechanic.
- Play as many rounds of the game as you want.
Finally, count the points and announce the
winner. Have the class read aloud the jobs.
e. Assessment: T and other Ss listen to the answers and comment. 
5. CONSOLIDATION
a. Wrap-up: - Ask one or two Ss to tell the class what they have learnt. Draw Ss' attention to the
objectives on the board or show them the slide with the objectives. Tick the
objectives that have been learnt.
- Ask Ss to say aloud some words they remember from the lesson.
b. Homework:
- Do exercises in the workbook.
- Start preparing for the Project of the unit:
Planning date: ……../……../2025 Teaching date: ……../……../2025
UNIT 12: CAREER CHOICES
Lesson 2: A closer look 1
I. OBJECTIVES: By the end of this lesson, Ss will be able to:
1. Knowledge:
- Use the lexical items related to the topic CAREER CHOICES
- Say statements used as questions with correct intonation.
2. Competences:
- Be collaborative and supportive in pair work and teamwork
- Access and consolidate information from a variety of sources
3. Personal qualities: - Actively participate in class and school activities
- Develop self-study skills
II. MATERIALS:
- Grade 9 textbook, UNIT 12.
- Computer connected to the Internet/ Projector / TV/ hoclieu.vn
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives: - To activate students' prior knowledge and vocabulary related to the topic.
- To enhance students' skills of cooperating with teammates.
TIẾT 92.

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b. Content: - Jumple words
- One-sentence Job stories
c. Expected outcomes: Students can recall some phrases about Jobs
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS'
CONTENTS
ACTIVITIES
Option 1: Jumple words
Jumple
Answers:
- Choose 5-6 words about jobs that Ss have learnt. T can words:
- police
use the jobs in Activity 3 – Getting started lesson. Jumble - pclioe
- teacher
the letters in the words and have Ss quickly unscramble - achtere
- engineer
them. Lead in to the lesson. Tell Ss that this lesson is about - nreenige
- cashier
vocabulary and pronunciation, and Ss will learn more - sihecar
- fashion designer
words to describe jobs.
seengid - garment worker
- Share with Ss the objectives of the lesson by showing asonihf
them on a projector.
mnterag
korwre
Option 2: One-sentence Job stories
Example:
- Ask Ss to write down a one-sentence story about a
- As a baker, I wake
specific job.
- Listen and up to the sweet
- Read out or have volunteers share their sentences, and follow
smell
of
fresh
try to guess the jobs based on the clues.
instruction
bread.
e. Assessment: Teacher's feedback.
2. ACTIVITY 1: VOCABULARY (20 mins)
a. Objectives: - To provide students new vocabulary.
- To revise some vocabulary related to Jobs
b. Content: - Vocabulary pre-teaching
- Task 1: Match the words in A with their definitions/explanations in B.
- Task 2: Choose the correct answer A, B, C, or D to complete each sentence.
- Task 3: Complete the texts, using the words from the box.
c. Expected outcomes: Identify some vocabulary about Jobs and use them in different contexts
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS'
CONTENTS
ACTIVITIES
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary by:
New words:
New words:
+ providing explanations of the words
tailor (n)
decisive (adj)
+ showing pictures illustrating the word.
surgeon (n)
well-paid (adj)
assembly
rewarding (adj)
cashier (n)
demanding (adj)
software
repetitive (adj)
engineer (n)
worker (n)
Task 1: Match the words in A with their definitions/explanations in B. (5 mins)
- Ask Ss which job(s) in column A that they know. Read
the Answer key:
Encourage them to describe what a person who does words
1. E 2. D
such a job would do. Alternatively, ask Ss to use actions
3. C 4. A
to demonstrate these jobs.
- Work in pairs 5. B
- Tell Ss to work individually, read the descriptions in to do task 1
column B and match them with the jobs.
- Listen and
- Check answers as a class.
check
- With a stronger class, ask Ss if they like/dislike each - Read aloud.
job and why.
EXTRA ACTIVITY:
Write six jobs on the board. Put Ss in teams and let each
team choose 4 members to join the game. The members - Work in teams
of each team stand in a line. Each team takes turn to to play games.
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TRƯỜNG THCS YÊN DƯƠNG – TỔ KHXH – GIÁO ÁN TIẾNG ANH 9 – NĂM HỌC: 2024-2025
describe a job without mentioning its name. Members
of the teams run quickly to the board and slap the
correct job.
Task 2: Choose the correct answer A, B, C, or D to complete each sentence. (5 mins)
- Go over the options in each sentence. Check Ss' - Listen.
Answer key:
understanding and/or give meanings of the words. T Work A
2. C
can also use pictures to illustrate them.
individually to 3. A 4. C
- Invite some Ss to give the answers. Confirm and do the task.
5. B
explain the options that might be challenging to Ss.
- Share answers
- With a stronger class, ask Ss to make true sentences in pairs.
about themselves with some of these words/phrases.
- Check
Task 3: c. (5 mins)
- Go over the words/phrases in the box and check Ss' Answer key:
Example answer:
understanding.
Software
+ I prefer the job
- Have Ss read the text in pairs and choose the engineer
of a software
appropriate words to complete the gaps. If there is not 2. demanding 3. engineer. It is a
enough time, assign pairs to work on either Mr Lam's or well-paid
difficult but wellMs Nga's part.
4.
assembly paid
job.
- Invite one or two Ss to write their answers on the worker
Moreover, I like
board. Then, confirm the correct answers.
5. repetitive
working
with
- Draw Ss' attention to adjectives that describe jobs and
computer, so I
tell them to add more to the list (repetitive, well-paid,
think I can do the
demanding, stressful, challenging, rewarding, etc.).
job well.
- With a stronger class, ask Ss which job they prefer and
+ I prefer the job
why.
of an assembly
worker. I only
need a short time
to train for the
job, so I can start
making a living
soon.)
e. Assessment: Teacher's observation and feedback
3. ACTIVITY 2: PRONUNCIATION (15 mins)
a. Objectives: - To help students identify intonation in statements used as questions
- To help students build statement questions and say them with the correct intonation.
b. Content: - Task 4: Listen to the conversations. Pay attention the tone of statement questions.
Then practise the conversations with a partner.
- Task 5: Complete each conversation with a statement question. Then practice with
a partner. Pay attention the intonation of each sentence.
c. Expected outcomes: Students can say the statements used as questions with correct intotation.
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS'
CONTENTS
ACTIVITIES
Task 4: Listen to the conversations. Pay attention the tone of statement questions. Then practise
the conversations with a partner. (7 mins)
- Point to the example in the Remember box. Tell - Listen and
Ss that these are both statements but the second look
statement with a question mark serves as a
question.
- Model reading the example conversation with - Listen
the correct intonation. Ask Ss to identify when
the intonation falls (in statement) and when it
rises (in statement question).
- Have Ss read aloud the example conversation
Script:
with the teacher. Then ask them to look at the - Listen and 1. Conversation 1:
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Remember box for the use and the intonation of mark
Minh: It's 4:20 now. I must
statement questions.
intonation.
go.
- Tell Ss to listen to the conversations in Activity
Hoa: It's 4:20? Oh dear, I
4 and mark the intonation of the sentences as - Read aloud
must go, too!
they listen. Play the recording. Then check the
2. Conversation 2:
answers.
Mai: Mum, Ms Lan has
invited you to a party.
Mother: She invited me to a
party?
Task 5: Complete each conversation with a statement question. Then practice with a partner. Pay
attention the intonation of each sentence. (7 mins)
- Tell Ss to work in pairs and complete the - Work in Suggested answers:
conversations with appropriate statement pairs
to Minh is very happy with the
questions. Accept all answers that are complete the vocational test?
appropriate.
conversation. You want to become a
- Have Ss perform the conversation in pairs.
- Perform the surgeon?
- Invite some pairs to perform their conversation
conversations in front of class. T and other Ss in pairs.
listen and provide comments, especially on - Listen
whether they say the statement questions with
correct pronunciation or not.
e. Assessment: Teacher's observation and feedback on student's pronunciation.
4. CONSOLIDATION (5 mins)
a. Wrap-up: - Ask the class what words, phrases and sounds they have learnt.
- Tell them the grammar points that they will learn in the next lesson.
b. Homework: Do exercises in the workbook.
Planning date: ……../……../2025 Teaching date: ……../……../2025
TIẾT 93.
UNIT 12: CAREER CHOICES
Lesson 3: A closer look 2
I. OBJECTIVES: By the end of this lesson, Ss will be able to:
1. Knowledge:
Use adverbial clauses of result, reasons, and concession.
2. Competences:
- Develop communication skills
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities: - Compare living place
- Develop self-study skills
- Actively join in class activities
II. MATERIALS:
- Grade 9 textbook, UNIT 12.
- Computer connected to the Internet/ Projector / TV/ hoclieu.vn
III. PROCEDURES
1. WARM-UP (7 mins)
a. Objectives: - To create an active atmosphere in the class before the lesson
– To lead Ss into the new unit.
b. Content: - Think!
- Conjunction Catch
c. Expected outcomes: Answer teacher's question using the structure of present simple
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS'
CONTENTS
ACTIVITIES
Option 1: Think!
Example:
- Write a sentence on the board “________ the sun was shining, - Look and “________ the
it was very cold.” Ask Ss to complete the sentence with one of answer.
sun
was
the following words: “Although, Because, So.”
shining, it was
- Tell Ss that this lesson helps them review “although” and
very cold.”
learn two more types of adverb clauses.
- Introduce the objectives of the lesson. Write the objectives
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TRƯỜNG THCS YÊN DƯƠNG – TỔ KHXH – GIÁO ÁN TIẾNG ANH 9 – NĂM HỌC: 2024-2025
in the left corner of the board.
Option 2: Conjunction Catch
- Prepare slips of paper with individual conjunctions for each - Listen and
adverb clause type (although, so, because)
follow
- Throw the slips of paper around the class while students instructions.
stand and move around.
- Award points for creativity, accuracy, and humor in the
sentence.
- Repeat.
e. Assessment: Teacher corrects for students (if needed)
2. PRESENTATION (7 mins)
a. Objectives: To focus on the use the adverbial clause of concession, result and reason.
b. Content: - Grammar Explanation
- Task 1: Choose the correct word to complete each sentence.
- Grammar Explanation
- Task 2: Complete the sentences with so or such
- Task 3: Join the sentences, using the given word in brackets.
c. Expected outcomes: How to use the adverbial clause of concession, result and reason.
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Grammar Explanation
- Go through the Remember box
on the adverbial clause of - Follow instructions
concession. - Elicit from Ss the
form: Though/ Although + Clause, - Read the Remember box
Main clause. Give one or two carefully and listen to the
examples if needed. Also, remind teacher.
them that the adverb clause can
stand after the main clause.
Task 1: Choose the correct word to complete each sentence. (7 mins)
- Tell Ss to do the Activity in pairs. - Work in pairs to do the Answer key:
Then, they check their answers task.
Although
2. though
with another pair.
Although
4. but
- Ask Ss to explain their choices
5. Though
and provide explanations when
needed. Point out the differences
between although/ though and - Listen and check.
but, however.
Grammar Explanation
- Write examples of adverbial - Similarly, underline such
clause of result in the Remember a skilful tailor that and tell
box on the board. Explain the Ss that this structure also
meaning of the sentences to Ss shows results. Give one or
(The box was very heavy, so the two more examples to
worker couldn't lift it up, etc.).
illustrate. Elicit from Ss the
- Underline so heavy that and tell form: such + a/an adj +
Ss that this structure shows noun + that. Also remind
results. Give one or two more them if the noun is plural,
examples to illustrate. Elicit from don't add a/an.
Ss the form: so + adj + that… and - Have Ss read the
write it on the board. Keep it there explanation
in
the
throughout the lesson.
Remember box, and then
encourage them to give
their own examples.
Task 2: Complete the sentences with so or such. (7 mins)
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TRƯỜNG THCS YÊN DƯƠNG – TỔ KHXH – GIÁO ÁN TIẾNG ANH 9 – NĂM HỌC: 2024-2025
- Ask some Ss to share their - Work in pairs to do the Answer key:
answers.
task.
1. so 2. such
3. such
- Ask them to explain their - Listen and check.
4. so 5. such
answers and reinforce the forms.
Task 3: Join the sentences, using the given word in brackets. (7 mins)
- Go through a similar process as Answer key:
Answer key:
when introducing the adverbial 1. Jenny didn't attend the 4. Since Ms Nga is away this
clause of reason with because and job fair because she was ill. week, we'll put off the next
since. Get Ss to notice that Since is / Because she was ill, class meeting.
often placed at the beginning of a Jenny didn't attend the job 5. I couldn't get to the office
sentence, but it is not a must.
fair.
on time because there was a
- Tell Ss to do Activity 3 2. Since Henry is excellent traffic jam. / Because there
individually and then compare in maths, everyone thinks was a traffic jam, I couldn't
their answers with a partner.
he
will
become
a get to the office on time.
- Ask some Ss to read aloud their mathematician.
new sentences. Confirm the 3. Mai practised speaking
correct answers.
English a lot because she
wanted to get a high score
on the speaking test. /
Because she wanted to get
a high score on the
speaking
test,
Mai
practised speaking English
a lot.
e. Assessment: Teacher checks students' understanding by asking some questions.
3. PRACTICE (24 mins)
a. Objectives: To write sentences with correct adverbials clauses of concession, result and reason.
b. Content: Task 4: Rewrite each sentence. Use the given word in brackets.
c. Expected outcomes: Write sentences with correct adverbials clauses of concession, result
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS'
CONTENTS
ACTIVITIES
Task 4: Rewrite each sentence. Use the given word in brackets. (6 mins)
- Have Ss work in pairs and complete Answer key:
Answer key:
Activity 4.
1. I couldn't buy 3. Since there was a power
- Invite some Ss to write the new sentences the
career cut, Sally couldn't use the
on the board.
guidebook
computer.
- Check the answers with the whole class. because I forgot to 4. Although she had a
Provide correction and explanation.
bring money. / university
degree,
she
- Reinforce the form, meaning and usage of Because I forgot to couldn't find a good job. /
these clauses.
bring money, I She couldn't find a good job
- With a stronger class, have each student couldn't buy the although she had a university
write two sentences with either although/ career guidebook. degree.
though, because/ since, or so/ such. Let Ss 2. I'm so bad at 5. She was such a skillful
exchange their sentences with a classmate navigation that I florist that her flower shop
and do peer-check for each other.
could never work attracted many customers.
as a taxi driver.
e. Assessment: Teacher corrects the students as a whole class.
4. PRODUCTION (10 mins)
a. Objectives: To produce sentences with correct adverbial clauses of concession, result, reason.
b. Content: Task 5: Complete the sentences with your own ideas.
c. Expected outcomes: Sentences with correct adverbial clauses of concession, result and reason.
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Task 5: Complete the sentences with your own ideas. Then exchange them with a partner. (10
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TRƯỜNG THCS YÊN DƯƠNG – TỔ KHXH – GIÁO ÁN TIẾNG ANH 9 – NĂM HỌC: 2024-2025
mins)
- Have Ss complete the sentences EXTRA ACTIVITY
Suggested answers:
with their own ideas. Then put - Divide the class into two 1. Although my sister is a
them into pairs so that they can big groups, A and B. Each fashion designer, she often
read aloud the sentences to each person in Group A writes wears very simple clothes.
other.
an adverbial clause (e.g. 2. I want to become a pilot
- If time is limited, put Ss into pairs Although she wants to because I like travelling in the
and assign each person three become a doctor) and sky.
sentences to write, and then have each person in Group B 3. My father has such a hard
them exchange their sentences writes a clause (e.g. I like job that he always feels
with each other.
travelling.) on their own exhausted when coming home.
- Let Ss go around the class and piece of paper. They can't 4. Since most vocational
share their sentences with at least let others see what they courses take a short time to
three friends. They need to note are writing.
finish, students can start
down at least three sentences - Ask a student from each working soon.
from their friends.
group to help the teacher 5. The garment worker felt so
- Ask some Ss to read aloud their collect the pieces of bored that she started to find
friends' sentences. T and other Ss paper in their group and another job.
listen and provide feedback.
put them into a box.
5. CONSOLIDATION (5 mins)
a. Wrap-up: Summarise the main points of the lesson.
b. Homework: Do exercises in the Workbook.
Planning date: ……../……../2025 Teaching date: ……../……../2025
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:
- Grade 9 textbook, UNIT 12.
- Computer connected to the Internet/ Projector / TV/ hoclieu.vn
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives: - To introduce the topic.
- To enhance students' skills of cooperating with team mates.
b. Content: - Future Job
- Dream Job Wish Wall
c. Expected outcomes: Students can use their background knowledge to answer the questions.
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS'
CONTENTS
ACTIVITIES
Option 1: Future Job
- Listen and
Talk about
- Ask some Ss about the job they want to do in the future.
answer
future job.
When Ss answer, say to them “I hope you will…”
- Lead into the lesson. Introduce the objectives of the
lesson. Write the objectives in the left corner of the board.
Option 2: Dream Job Wish Wall
Example:
Example:
- Create a vibrant “Dream Job Wish Wall” in the classroom. “I
hope
to
“I hope to
Decorate it with colorful paper ad cutouts representing someday
someday design
different professions. On sticky notes, have students write become
a educational
down their dream jobs, using the phrase “I hope to doctor
who video
games
TIẾT 94.

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TRƯỜNG THCS YÊN DƯƠNG – TỔ KHXH – GIÁO ÁN TIẾNG ANH 9 – NĂM HỌC: 2024-2025
someday…..” Encourage them to be specific and creative.
brings medical that
make
- Use the Wish Wall to introduce relevant grammar.
care
to learning
fun
undeserved
and engaging”
communities”
e. Assessment: Teacher corrects students (if needed).
2. ACTIVITY 1: EVERYDAY ENGLISH (15 mins)
a. Objectives: To introduce ways how to express hope and respond.
b. Content: - Task 1: Listen and read the conversations. Pay attention to the highlighted parts.
- Task 2: Work in pairs. Make similar conversations with the following situations.
c. Expected outcomes: Students can use the structures to express hope and respond.
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS'
CONTENTS
ACTIVITIES
Task 1: Listen and read the conversations. Pay attention to the highlighted parts. (5 mins)
- Tell Ss to open their book on page 124. Audio script:
Audio script:
Point to the exchange between Mi and Nick
1.
2.
Nick: Yeah. My art teacher says I have such a Minh: I've filled Student: Here's my teacher's
good sense of style that I should get formal in
the reference letter. I hope I'll get
training in fashion design after high school.
registration
the job.
Mi: Hope you'll achieve your dream.
form.
Staff: Thank you. Good luck.
- Tell them that this is one way to express Hopefully, I'll Structures:
hope.
be a member of Hopefully,…………..
- Play the recording for Ss to listen and read the
Science I hope…………
the conversations. Ask Ss to pay attention to club.
I hope so, too
the highlighted language.
Duong: I hope Thank you.
- Have Ss practise the conversations in pairs. so, too.
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)
- Ask Ss to work in pairs to make similar Questions:
Suggested dialogues:
dialogues, using the language they have - List some 1. A: I've just taken part in a
learnt.
characteristics
design
competition.
Transition from Everyday English to What's of……….
Hopefully, I'll get a good
your future job?
- What skills result.
- Write a common job in the centre of a mind are necessary B: I hope so, too.
map (e.g. teacher).
for ……………
2. Teacher: Here's the
- Ask Ss to list some characteristics of a - What kind of invitation to the teacherteacher (e.g. patient, persuasive). Also ask training
they parent conference. I hope
them what skills are necessary for a good may need?
your parents will come.
teacher (e.g. teaching and explaining
Student: Thank you. I hope
concepts, persuading others, managing time,
they will too.
etc.) and what kind of training they may
need (e.g. formal training at a teacher
college or university). Write their ideas on
the mind map.
e. Assessment: Teacher checks students' understanding by asking s...