Date of preparation: 15th November, 2024 Date of teaching: 18th December, 2024

Class: 12
Level: B1+ Lesson duration: 45 minutes

Teacher’s name: Trần Hoàng Trọng

UNIT 9: CAREER PATH
Lesson 4: SPEAKING
DISCUSSION ON DIFFERENT CAREERS

I. Lesson objectives

By the end of the lesson, students will be able to:

1. Knowledge

- Analyze the characteristics of popular job roles.

- Articulate their career aspirations and the skills needed to achieve them.
2. Skills

- Develop communication skills

- Be collaborative and supportive in pair work and team work;
- Develop presentation skills;
- Actively join in class activities;
- Apply critical thinking.
3. Attitudes

- Be ready for their future career.

II. Teaching aids

1. Textbook:
- Global success 12
2. Materials:
- Computer connected to the Internet
- Projector
- PowerPoint

- Handouts

III. Teaching Methods/Approaches

CLT, DM, ALM, TBLTD

 IV. Previous knowledge/skills

1. Previous knowledge:

- Vocabulary related to career: job titles, automate, adapt, pursue, applicant, specialty, take into account,
obsolete.
2. Previous skills:

- Discussion skill
- Reading for specific information

V. Lesson contents

I. Vocabulary:
1. apprenticeship
2. diploma
3. architecture
4. combine​
5. natural sites
III. Speaking Activities:
- Opinion Sharing
- Conversation Practice
- Discussion Task

VI. Evaluation

Rubric: Create a rubric that assesses individual contributions to the discussion, such as participation, critical thinking,
problem-solving, and communication skills.
Peer Evaluation: Have students evaluate each other's contributions using a peer evaluation form.
Self-Reflection: Ask students to write a reflection on their own performance in the discussion, including their
strengths and weaknesses.

VII. Procedures (45 mins) :

Step / Time / T’s & SS’ activities Content Interaction
Aim mode

WARM-UP Job Title Challenge

(5 minutes) T: divide the class into

three groups.
- To stir up
the T: explain the challenge
atmosphere in "In two minutes, each group will write
the classroom down as many job titles as possible. At
the end of two minutes, we'll count the
and lead in T: start a timer for two words. The group with the most words
the lesson. minutes wins!"

-To activate Ss: each group writes T-Ss

students' their job titles on the
vocabulary board.
related to jobs
T: after two minutes, Example Job Titles:
and
professions. stop the timer and
Teacher, doctor, lawyer, engineer, nurse,
count the words.
pilot, firefighter, police officer, chef,
waiter, waitress, cashier, accountant,
programmer, designer, artist, musician,
actor, actress, writer, journalist, and so
on.

Pre-Speaking

(20 mins)

- To introduce
more ideas
for the
speaking
tasks and get
Ss involved in
the lesson.

Vocabulary
Pre-Speaking New words:
- Teacher introduces the
(5 minutes)
vocabulary. 1. apprenticeship
- To get
students to - Teacher explains the 2. diploma
learn meaning of the new
vocabulary vocabulary with 3. architecture
T-Ss
related to the different techniques
topic. 4. combine
(pictures, actions,
synonyms …) 5. natural sites
 - Teacher asks Ss to take “Now, let’s look at the picture and guess
notes in their notebooks. what the job is?”

“Tour guide.”

Task 1: Work
in pairs. Use
the given T: ask Ss to look at the
ideas to photo and guess the job. “Tour guides show tourists around
complete the museums and historic sites, travel with
information Ss: look at the photo and them to landmarks and organise trips.”
about the job guess the job.
T-Ss
of tour guide.
T: elicit what they know
- To show
about the job.
students an
overview of
T: have Ss read through
the speech.
the table and phrases in
the box, and check
understanding.

T: complete the task

with the class .

Task 2: Idea
Brain
T: Explain the task. “Work in pairs. Choose one of these jobs.
-storming
Discuss and complete information about
- To help Ss T: Brainstorm the ideas. the job you choose.”
personalise
the topic. T: Have two Ss read the
example.
-To provide
the structure T: deliver handouts.
of the speech.
T-Ss
Ss: complete the task.

T: invite 2 pairs to
present their table.
While-
speaking

(15 minutes) Let’s talk: What is your

“Now, let’s talk about the job you want to
dream job?
- To give Ss an do in the future.”
opportunity “Take a look at the given structure.”
T: Explain the task.
to talk about
T: Provide the structure What is your dream job? T-Ss
their dream
and useful phrases.
job in front of
I've always dreamed of being a... /My
the class.
dream job is to be a...

-What do you do?

As a ..., I would.../My main responsibilities

would be...

- Which personalities and interests are

suitable for the job?

To be a successful ..., you need to be...

-What are the education requirements?

I'll need to study... / I'll need to get a

degree in...

-What are the employment

opportunities?

There are many opportunities for... I could

work in...

Conclusion: In conclusion, I believe that

being a ... is the perfect job for me.

T: show the model text

and invite Ss to read
aloud.
T: let’s Ss prepare for
their speech, then invite
some Ss to present in
front of class.
T: Give feedback.
 T: Ask the Ss to predict
Post- the most popular dream “Now, let’s guess what is the most
speaking job in the class, and let popular dream job in the class.”
(5 minutes) them do a survey at
“What do you think?”
home to find out.
“Here’s your homework, conduct a survey
to find out the most popular dream job in
the class.”

T-Ss

Criteria Excellent (4) Proficient (3) Developing (2) Beginning (1)

Speech is
Speech is mostly
well-organized, Speech is somewhat
organized and Speech lacks
informative, and organized, but main
Content informative. Main organization and clear
engaging. Main points points are unclear
points are clear but main points.
are clear and or unsupported.
may lack support.
well-supported.

Speaks clearly but

Speaks clearly and
Speaks clearly and may lack
confidently most of Speaks unclearly and
confidently. Uses confidence. Uses
the time. Uses lacks confidence. Uses
Delivery appropriate pace, appropriate pace
appropriate pace, inappropriate pace,
volume, and and volume, but
volume, and volume, and intonation.
intonation. intonation may be
intonation.
inconsistent.

Uses a good range of Uses a limited

Uses a wide range of Uses limited vocabulary
vocabulary and range of vocabulary
Language Use vocabulary and and grammar with
grammar with few and grammar with
grammar accurately. many errors.
errors. some errors.

Uses some effective

Uses effective body Uses limited body
body language, but
language, including language and may Uses little or no body
Body Language may lack eye contact
eye contact, gestures, appear nervous or language.
or use repetitive
and posture. distracted.
gestures.
 Speech is highly Speech is somewhat
Speech is engaging Speech is not engaging
engaging and engaging but lacks
and informative. The and lacks depth. The
Overall informative. The depth. The speaker
speaker is somewhat speaker seems
Impression speaker is clearly seems less
passionate about the uninterested in the
passionate about the interested in the
topic. topic.
topic. topic.

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