Giáo án NLS Tiếng Anh 9 Global Success Unit 12 Getting started: What will you do in the future?

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 12: CAREER CHOICES

GETTING STARTED

I. OBJECTIVES

1. Knowledge and skills

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

• Set the context for the introductory conversation. 

• Introduce the topic of the unit, the vocabulary, the intonation, and the grammar points to be learnt.

2. Competences

General competences: 

• Self-control and independent learning: listen and share personal opinions with partners and teacher. 

• Communication and collaboration: work in pairs or groups to complete the learning tasks. 

Specific competences: 

• Read and listen for specific information about career choices and future paths. 

• Identify and use vocabulary related to jobs, career orientations, and education paths.

Digital competences:

• [1.1.TC2b]: Organize searches for data, information, and content in digital environments.

• [2.1.TC2a]: Choose simple digital technologies for interaction.

• [2.2.TC2a]: Use appropriate digital technologies to share data, information, and digital content.

• [3.1.TC2a]: Identify ways to create and edit content in different formats.

• [6.1.TC2a]: Apply basic AI principles to solve simple problems.

• [6.2.TC2a]: Optimize the use of AI tools to achieve greater efficiency.

3. Attributes

• Hard work: Be ready to think about their future careers and educational paths actively. 

• Responsibility: Understand their passions and abilities to make a good career choice. 

II. RESOURCES AND MATERIALS

1. Teacher's aids 

• Textbook Global Success 9, Teacher's Book, Lesson Plan. 

• Computer, projector/smart TV, audio speakers. 

• Pictures of some common jobs (teacher, banker, police, hairdresser, IT engineer, ticket seller, etc.).

• Online learning platform (e.g., Quizizz/Google Forms), cloud platform (e.g., Google Drive).

2. Students' aids 

• Textbook, notebooks, pens. 

• Smartphones or tablets with internet access.

• AI Chatbot (e.g., ChatGPT/Gemini), online dictionaries (e.g., Cambridge, Oxford,...), video editing software (e.g., CapCut/InShot).

III. PROCEDURES

1. WARM-UP 

a. Objective: To create an active atmosphere in the class before the lesson and lead into the new unit. 

b. Content: Teacher organizes a discussion activity called "Future Paths" using job pictures. 

c. Product: Students' correct vocabulary for jobs and sharing of their future path choices. 

d. Organization: 

Step 1: Teacher assigns learning tasks

- Teacher asks the students to watch an AI-generated video designed to support the lesson and answer the questions that appear in the video.

- Teacher shows students pictures of some common jobs (teacher, banker, police, hairdresser, IT engineer, ticket seller, etc.).

- Teacher tells them to name these jobs. 

- Teacher asks students to use an AI Chatbot (e.g., ChatGPT/Gemini) on their devices to find out and predict which of these jobs will still be popular in the future.

Step 2: Students perform learning tasks

- Students watch the AI-generated video and answer the questions about it. 

- Students look at the pictures and call out the names of the jobs.

- Students input a prompt into the AI tool (e.g., "Analyze the future demand for jobs like IT engineer, banker, and ticket seller") and read the generated response.

- The teacher observes and supports the students. 

Step 3: Reporting and Discussion

- Teacher asks students which job(s) they think will still be popular in the future.

- Teacher asks them if any jobs on this list appeal to them.

- Teacher tells them that they are now ninth graders, and it's time they started thinking about their future career.

- Teacher writes on the board: enter an upper secondary school; go to a vocational college; go to work.

- Teacher asks students which path they would choose. 

Step 4: Evaluation

- Teacher introduces the new unit Career Choices and writes the unit title on the board.

- Teacher asks students to open their books on page 124 and start the lesson.

- Teacher shares with students the objectives of the lesson by showing them on a projector or writing them in a corner of the board.

[2.1.TC2a]: Choose simple digital technologies for interaction.

[6.2.TC2a]: Students optimize the use of AI chatbots to quickly analyze and predict future job trends, which helps provide detailed and logical arguments for their class discussion.

2. PRESENTATION 

WHAT WILL YOU DO IN THE FUTURE?

Activity 1: Listen and read.

a. Objective: To set the context for the introductory conversation and introduce the topic, vocabulary, intonation, and grammar points. 

b. Content: Students look at the pictures, listen to the recording, and read the conversation between Mi and Nick. 

c. Product: Students understand the context, find out what Mi and Nick did yesterday, and identify topic-related vocabulary. 

d. Organization:

Activity 2: Read the conversation again and answer the following questions.

a. Objective: To help students understand the conversation.

b. Content: Students read 5 comprehension questions and find answers from the conversation.

c. Product: Students' correct answers to the questions.

d. Organization: