LESSON PLAN ENGLISH 9

VO DOI SECONDARY SCHOOL TEACHER’S NAME : TRAN TO THUAN

SOCIAL GROUP

Week 33 - period : 97,98,99 SPEAKING TEST AND FINAL TEST

I. MA TRẬN
MẪU MA TRẬN ĐỀ KIỂM TRA GIỮA KỲ 2
MÔN: TIẾNG ANH LỚP 9 – THỜI GIAN LÀM BÀI: 90 PHÚT

Mức độ nhận thức

T
Kĩ năng Nhận biết Thông hiểu Vận dụng Vận dụng cao Tổng
T
Tỉ lệ % Thời gian Tỉ lệ % Thời gian Tỉ lệ % Thời gian Tỉ lệ % Thời gian Tỉ lệ % Thời gian
1 Listening 8 6 8 4 4 5 20 15
2 Language 8 5 8 8 4 2 20 15
3 Reading 12 5 4 5 4 6 20 16
4 Writing 4 5 4 4 2 5 10 15 20 29
5 Speaking 0 0 0 0 0 0 20 15 20 15
Tổng 32 30 20 10 100 90
Tỉ lệ % 40 30 20 10 100
Tỉ lệ chung % 70 30 100

II. ĐẶC TẢ

BẢNG ĐẶC TẢ KỸ THUẬT ĐỀ KIỂM TRA CUỐI KỲ 2

THỜI GIAN LÀM BÀI : 90

TT Kĩ năng Đơn vị kiến thức Mức độ kiến thức, kĩ Số câu hỏi theo mức độ nhận thức Tổng số câu
 năng cần kiểm tra, đánh Nhận Thông Vận Vận dụng hỏi
giá biết hiểu dụng cao
I LISTENING

1. Nghe một đoạn hội Nhận biết: - Nghe lấy

thoại/ độc thoại 160 - thông tin chi tiết
180 từ về các chủ đề
+ Recipes and eating 2 2
habits
+ Tourism
Thông hiểu:
+ English in the world
- Hiểu nội dung chính của
+ Space travel
đoạn hội thoại để tìm câu
+ changing roles in
trả lời đúng
society
+ My future career 2 2
Làm bài tập dạng chọn Vận dụng:
đáp án đúng A,B hoặc - Nắm được ý chính của
C bài nghe để đưa ra câu trả
lời phù hợp .
- Tổng hợp thông tin từ
nhiều chi tiết, loại trừ các
chi tiết sai để tìm câu trả
lời đúng. 1 1
2. Nghe một đoạn hội
thoại/ độc thoại 160 - 180
từ về các chủ đề Thông hiểu:
+ Recipes and eating - Hiểu nội dung chính của
habits đoạn hội thoại để tìm câu
+ Tourism trả lời đúng 2 2
+ English in the world
+ Space travel
+ changing roles in
society
+ My future career Vận dụng: 1 1
Làm bài tập dạng
- Nắm được ý chính của
bài nghe để đưa ra câu trả
 lời phù hợp .
- Tổng hợp thông tin từ
nhiều chi tiết, loại trừ các
chọn đáp án True (T)
chi tiết sai để tìm câu trả
hoặc False (F)
lời đúng.
II. Language Nhận biết:
- Nhận biết các âm và
1. Pronunciation trọng âm thông qua các từ
Các nguyên âm đơn, vựng theo chủ đề đã học 2 2
nguyên âm đôi, phụ Thông hiểu:
âm, tổ hợp phụ âm, - Phân biệt được các âm
trọng âm từ, trọng âm trong phần nghe
câu, nhịp điệu và ngữ
điệu Vận dụng:
- Hiểu và vận dụng vào bài
nghe/ nói
2. Vocabulary Nhận biết:
- Nhận ra, nhớ lại, liệt kê
được các từ vựng theo
chủ đề đã học 1 1
Thông hiểu
- Hiểu, phân biệt được các
từ vựng theo chủ đề đã
học
- Nắm được các mối liên
kết và kết hợp của từ
trong bối cảnh và ngữ
cảnh tương ứng 3 3
Vận dụng 2 2
- Hiểu và vận dụng được
từ vựng đã học trong văn
cảnh (danh từ, động từ,
tính từ và trạng từ)
 3. Grammar Nhận biết:
Các chủ điểm ngữ - Nhận ra các kiến thức
pháp: ngữ pháp đã học 1 1
+ Quantifiers
+ Conditonal sentences Thông hiểu:
type 1, Type 2 - Hiểu và phân biệt được
+ Articles các chủ điểm ngữ pháp đã
+ Relative clauses, Non học 1 1
–defining Relative
clauses
+ Tense : past simple
and past perfect Vận dụng
+ Passive - Hiểu và vận dụng các
+ Despite/ inspite of kiến thức ngữ pháp đã học
+ Verbs + to – vào bài nghe/ nói/ đọc/
infinitive/Verbs + V-ing viết
Nhận biết:
1. Cloze test - Nhận ra các thành tố
Hiểu được bài đọc có ngôn ngữ và liên kết về
độ dài khoảng 180 - văn bản 3 3
200 từ về các chủ điểm
đã học Thông hiểu:
+ Recipes and eating - Phân biệt được các đặc
habits trưng, đặc điểm các thành
+ Tourism tố về ngôn ngữ và liên kết
III Reading + English in the world về văn bản 1 1
+ Space travel
+ changing roles in Vận dụng:
society - Sử dụng các kiến thức
+ My future career ngôn ngữ và kĩ năng trong
tình huống mới 1 1
2. Reading
comprehension Hiểu
được bài đọc có độ dài Nhận biết:
khoảng 180 - 200 từ về - Thông tin chi tiết 3 3
 các chủ điểm đã học
+ Recipes and eating
habits
+ Tourism
+ English in the world
+ Space travel
+ changing roles in
society
+ My future career

Thông hiểu:
- Hiểu được ý chính của
bài đọc và chọn câu trả lời
phù hợp
- Hiểu được nghĩa tham
chiếu
- Loại trừ các chi tiết để
đưa ra câu trả lời phù hợp 1 1
Vận dụng
- Đoán được nghĩa của
từ trong văn cảnh
- Hiểu, phân tích, tổng hợp
ý chính của bài để chọn
câu trả lời phù hợp 1 1
Nhận biết:
- Nhận diện về lỗi ngữ
1. Error idenntification pháp và từ loại trong câu 2 2
IV WRITING
2. Sentence Thông hiểu
transformation - Sử dụng các từ đã cho để
sắp xếp thành câu 2 2
 Vận dụng :
- Hiểu được câu gốc và sử
dụng các từ gợi ý để viết
lại câu sao cho nghĩa
không đổi 1 1
3. Passage Vận dụng cao: 5 5
Viết đoạn văn theo chủ - Viết có hướng dẫn 1
đề: đoạn văn ngắn khoảng
+ Recipes and eating 100-120 từ về chủ đề
habits
+ Tourism
+ English in the world
+ Space travel
+ changing roles in
society
 + My future career

Phần speaking tổ chức

thi buổi thi riêng
+ Nội dung:
- Hỏi, đáp và trình bày
về các nội dung liên
quan đến các chủ
điểm :
+ Recipes and eating
habits
+ Tourism
+ English in the world
+ Space travel
+ changing roles in
society
+ My future career
- Sử dụng được một số
chức năng giao tiếp cơ
bản như hướng dẫn,
bày tỏ ý kiến, hỏi
đường, hỏi thông tin,
và cung cấp thông tin
- Kỹ năng : Kĩ năng trình
bày một vấn đề, sử
dụng ngôn ngữ cơ thể
và các biểu đạt trên
khuôn mặt phù hợp, kĩ
năng trình bày trước
đám đông
- Ngôn ngữ và cấu trúc:
Ưu tiên sử dụng các
cấu trúc đã học trong
V Speaking chương trình

1. Introduction Nhận biết:

 - Giới thiệu các thông tin
về bản thân, sở thích, về
thầy cô, mái trường, môn
học yêu thích
Thông hiểu
- Sử dụng kiến thức ngôn
ngữ đã học để nói theo
chủ đề
Vận dụng:
Sử dụng từ vựng và cấu
trúc linh hoạt, diễn tả
được nội dung cần nói
theo những cách khác
nhau. Phát âm tương đối
chuẩn
Vận dung cao:
- Hiểu và trả lời được câu
hỏi của giám khảo một
cách linh hoạt. Sử dụng
ngôn ngữ một cách tự
nhiên và thuần thục
Tổng 13 3 9 3 5 2 0 5 40

III. SPEAKING TEST

Question 1 WHAT SHOULD BE DONE TO PROMOTE TRADITIONAL CRARTS IN YOUR COMMUNITY?

You have 5 minutes to prepare for your talk and 2 minutes to speak.
Question 2 WHAT ARE THE MAIN PROBLEMS OF CITY LIFE IN VIETNAM?

You have 5 minutes to prepare for your talk and 2 minutes to speak.
Question 3 WHAT SHOULD TEENS DO TO REDUCE STRESS AND PRESSURE?

You have 5 minutes to prepare for your talk and 2 minutes to speak.

Question 4 WHY SHOULD PEOPLE PRESERVE PAST TRADITIONS OR CELEBRATIONS?

You have 5 minutes to prepare for your talk and 2 minutes to speak.
Question 5 WHAT ARE WAYS TO PRESERVE MAN-MADE WONDERS OF VIETNAM?

You have 5 minutes to prepare for your talk and 2 minutes to speak.

Question 6 WHY SHOULD THE AUTHORITY ENCOURAGE TOURISM IN YOUR COMMUNITY?

You have 5 minutes to prepare for your talk and 2 minutes to speak.
Question 7 WHAT ARE THE NEGATIVE EFFECTS OF READY MEALS IN MODERN DAYS?

You have 5 minutes to prepare for your talk and 2 minutes to speak.

Question 8 WHAT ARE THE NEGATIVE EFFECTS OF TOURISM ON AN AREA?

You have 5 minutes to prepare for your talk and 2 minutes to speak.
Question 9 WHAT ARE IMPORTANT QUALITIES OF A GOOD ENGLISH LEARNER?

You have 5 minutes to prepare for your talk and 2 minutes to speak.

Question 10 WHY SHOULD THE GOVERNMENT DEVELOP ALTERNATIVE ENERGY?

You have 5 minutes to prepare for your talk and 2 minutes to speak.

IV. WRITING TEST

TRƯỜNG THCS VỒ DƠI ĐỀ KIỂM TRA CUỐI KÌ 2-

NĂM HỌC 2023- 2024

 TỔ XÃ HỘI MÔN: TIẾNG ANH 9

THỜI GIAN LÀM BÀI: 90 PHÚT

(Học sinh làm bài ngay trên đề này)

Full name: ....................................... Marks Teacher’s comments

Class: 9A ……..

A. LISTENING
Listen to a conversation between a customs officer and choose A, B or C to best answer the questions.

1. What is the purpose of the woman's visit?

A. business B. pleasure C. business and pleasure

2. Where will the woman stay during her trip?

A. at a friend's home B. at a hotel C. at a university dormitory

3. About how long will the woman be in the country?

A. one or two days B. three or four days C. more than four days

4. What things are in the woman's luggage?

A. clothing, computer, and books B. CD player, clothing, and books C. books, gifts and computer

5. What other piece of information do we learn about the woman?

 A. Her parents are on the same trip.

B. She enjoys traveling to different countries.

C. She was born in that country.

Listen to a talk between Tom and Lena about having a native-like accent. Decide if the statements are true (T) or false (F). Circle T or F. You will listen
TWICE.
Statements T F
6. Lena is busy because she is trying to practise pronunciation. T F
7. Tom thinks pronunciation is important in communication. T F
8. Tom thinks a foreigner shouldn’t have British accent. T F
9. People from Singapore and Malaysia also have British accent. T F
10. Tom suggests Lena should practise the language skills and learn more vocabulary. T F

B. LANGUAGE

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.
11. COVID-19 is an infectious disease _______ is caused by the SARS-CoV-2 virus.
A. which B. who C. whom D. whose
12. She bought a _______ of bananas in the supermarket yesterday.
A. loaf B. bunch C. stick D. clove
13. The _______ of form makes English easy to learn.
A. simple B. simply C. simplicity D. simplify
14. You don’t have to go to a supermarket for that. Just wait for a street _______ to go past and buy it.
A. person B. vendor C. guider D. tourist
15. Today’s cities are _______ than cities in previous times.
A. lots larger B. as large C. the largest D. much larger
16. Neil Armstrong landed on _______ Moon in 1969.
A. a B. an C. the D. some
17. You can meet new people, learn new things, and take home some interesting _______.
A. luggage B. souvenirs C. destination D. resort
18. _______ is the period between childhood and young adulthood.
A. Adolescence B. Helpline C. Emergency D. Independence
Mark the letter A, B, C, or D on your answer sheet to indicate the word whose underlined part differs from the other three in pronunciation in each of the
following questions.
19. A. citadel B. confident C. contestant D. comedy
20. A. chopped B. treated C. whisked D. sliced
C. READING
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that best fits each of the
numbered blanks from 21 to 25.
Being able to speak English gives you a lot of advantages while you’re travelling to another country. English is the global (21) ______, which means it is
spoken in many countries by many people. Communicating (22) ______ local people will be easier when you speak English. Even though, not everyone can
(23) ______ English fluently, common phrases in English can be understood by most people. This will come in handy when you’re talking to drivers, hotel
staffs, asking for directions or haggling for better price. Speaking English will also enhance your travelling experience (24) ______ you can get a lot of
information about a country or a tourist attraction. Many interesting facts (25) ______ can be found on location or on websites are usually available in the
native tongue and English.
21. A. subject B. country C. language D. accent
22. A. in B. with C. for D. on
23. A. speak B. speaking C. to speak D. spoke
24. A. because B. but C. although D. so
25. A. who B. whom C. what D. which
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the questions from 28 to 32.
 The International Space Station (ISS) is the largest structure humans have ever put into space. This gigantic satellite is used both as a laboratory for new
technologies and an observation platform for astronomical, environmental and geological research. It is a permanently occupied outpost in outer space and it
is considered to be an important stepping-stone for further space exploration.

The space station flies at an average altitude of 400 kilometers above the Earth and it circles the globe every 90 minutes at a speed of about 28,000
kilometers per hour, which means that in just one day, the station travels about the distance it would take from Earth to the moon and back. It also means
that astronauts on board the ISS get to see a sunrise every one and a half hour.

Five different space agencies representing 15 countries built the International Space Station for no less than 100 billion dollars. The primary partners on
the project are NASA, Russia’s Roscosmos State Corporation for Space Activities, the European Space Agency, the Canadian Space Agency and the Japan
Aerospace Exploration Agency.

The International Space Station was taken into space piece-by-piece, which means that consists of modules and connecting nodes that contain living
quarters and laboratories powered by solar panels. The first module, the Russia Zarya, was launched in 1998. Since then, a number of different modules have
been added, extending the ISS one piece at a time. The space station spans the area of a U.S. football field, and weighs 391,000 kilograms. The complex now
has more living space than a conventional five-bedroom house, and has two bathrooms and gym facilities and a 360-degree bay window. Astronauts have
also compared the space station’s living space to the cabin of a Boeing 747 jumbo jet.

26. What does the passage mainly discuss?

A. The functions of the ISS B. The launch and structure of the ISS

C. The origin of the ISS D. General information about the ISS

27. In one day the station travels __________.

A. approximately the distance it would take from Earth to the moon

B. twice the distance it would take from Earth to the moon

C. exactly the distance it would take from Earth to the moon

D. less than the distance it would take from Earth to the moon

28. What does the phrase “stepping-stone” in the first paragraph mean?

A. piece of rock B. way of success C. means of progress D. step forward

29. According to the passage, the International Space Station _____________.

 A. is a joint project between five participating space agencies

B. is worth less than $100 billion

C. was built by astronauts from 15 different countries

D. is primarily operated by the United State (NASA)

30. All the following statements are true EXCEPT ___________.

A. The ISS was constructed and assembled module by module.

B. The construction of the ISS was started in 1998.

C. The ISS has the volume of a five-bedroom house.

D. The ISS is around the size of a Boeing 747 plane.

D. WRITING

Mark the letter A, B, C, or D on your answer sheet to indicate the underlined part that needs correction in each of the following questions.
31. I saw the men, the women and the cattle which went to the field
A B C D
32. The football match was very excited. I enjoyed it.
A B C D
Rewrite each of the following sentences so that it means the same
33. I'm not good at cooking, so I can't become a chef.
If I ______________________________________________________________.
34. Marie Curie was born in Warsaw. She won two Nobel prizes.
Marie Curie, who ________________________________________________.
35. “It wasn’t me who stole your jewels.” Peter said to Laura.
Peter denied ____________________________________________________.
Write a passage of about 100-120 words on the following topic:
“Why should you do to have a good future job?”
The following cues may help you:
- Learn a foreign language

- Build up necessary life skills

- Enrich experience

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VI. KEYS

ĐÁP ÁN VÀ HƯỚNG DẪN CHẤM

ĐÁP ÁN CHÍNH THỨC
 ĐỀ KIỂM TRA CUỐI HỌC KỲ II
Năm học: 2022-2023

Môn : Tiếng Anh – Lớp 9

0.2 point for each correct answer

A. LISTENING (1.0 POINT)
A. LISTENING
1. Listen to the recording twice then choose A, B or C to best answer the questions.

1. C 2. B 3. C 4. B 5. C
2. Listen to a talk between Tom and Lena about having a native-like accent. Decide if the statements are true (T) or false (F). Circle T or
F. You will listen TWICE.
6. T 7. T 8. F 9. F 10. T

B. USE OF ENGLISH

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.
11. A 12. B 13. C 14. B
15. D 16. C 17. B 18. A
Mark the letter A, B, C, or D on your answer sheet to indicate the word whose underlined part differs from the other three in
pronunciation in each of the following questions.
19. A 20. B
C. READING
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that best fits
each of the numbered blanks from 21 to 25.
21. C 22. B 23. A 24. A 25. D
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the
questions from 28 to 32.
 26. D 27. B 28. C 29. A 30. D
D. WRITING

Mark the letter A, B, C, or D on your answer sheet to indicate the underlined part that needs correction in each of the following
questions.
31. B 32. C
Rewrite each of the following sentences so that it means the same
1. If I was/ were good at cooking, I could become a chef.
2. She admires the teacher who initiated building the school library.
3. Peter denied stealing Laura’s jewels.

Write a passage of about 100-120 words on the following topic:

“What should you do to have a good future job?”
HƯỚNG DẪN ĐỀ XUẤT CHẤM BÀI VIẾT THEO CHỦ ĐỀ

Tổng:
Nhận biết Thông hiểu Vận dụng Vận dụng cao
1 điểm
(0,2đ)
- Trả lời được cơ bản (0,3đ) (0,4đ)
yêu cầu của - Trả lời khá đầy đủ - Trả lời đầy đủ
(0,1đ)
bài. Bài viết có câu chủ yêu cầu của yêu cầu của
- Trả lời ở mức tối thiếu yêu
đề. Các bài. Bài viết có câu bài. Bài viết có
cầu của bài. Bài viết có câu
thành phần cơ bản đều chủ đề. Các câu chủ đề.
chủ đề và các thành phần
được phát thành phần cơ bản Các thành phần
cơ
triển, đôi khi có chỗ được phát cơ bản được
bản.
Nội dung phát triển chưa triển tương đối kỹ, phát triển kỹ,
- Viết được một số ý chính
(0,4đ) cân xứng. logic và cân logic, cân xứng.
nhưng có chỗ diễn đạt
- Viết được cơ bản đủ ý xứng. - Đủ ý, các ý
không
chính. Có - Viết đủ ý chính, thống nhất, có
rõ, bị lặp ý, không liên
một vài ý không liên các ý có liên liên quan chặt
quan,
quan, gây khó quan đến chủ đề. chẽ.
gây khó hiểu cho người
hiểu cho người đọc. - Dẫn chứng phù - Dẫn chứng hay
đọc.
- Có đôi chỗ dẫn chứng hợp, khá thuyết và thuyết
còn chưa phục. phục.
phù hợp.
Tổ chức (0,05đ) (0,1đ) (0,15đ) (0,2đ)
 - Thông tin không
- Thông tin còn bị lặp.
bị lặp.
- Thông tin bị lặp và ảnh - Sắp xếp các ý có
- Thông tin ít khi bị - Sắp xếp ý logic,
hưởng đến diễn đạt. logic, có tính liên
lặp. mạch lạc
- Sắp xếp ý thiếu logic, kết, mặc dù tính mạch
- Sắp xếp ý logic, cao. Bài viết có
thiếu lạc giữa các
thông tin và mạch lạc, dễ tổng thể hài
tính liên kết. câu còn thấp hoặc máy
tính liên kết đọc, dễ hiểu. hòa, trôi chảy,
- Ít sử dụng hoặc sử dụng móc.
(0,2đ) - Sử dụng khá đa uyển chuyển,
lặp - Sử dụng các phương
dạng và chính tự nhiên.
các phương tiện kết nối, tiện kết nối
xác các phương - Sử dụng đa
hoặc sử dụng các phương tuy còn đơn giản nhưng
tiên kết nối. dạng và chính
tiện kết nối chưa chính xác. đúng
xác các phương
nghĩa.
tiện kết nối.
(0,2đ)
- Từ vựng phong
(0.15đ)
(0,1đ) phú liên
- Từ vựng đa dạng
- Từ vựng tạm đủ để quan đến chủ đề,
có liên quan
(0,05đ) diễn đạt thông diễn đạt tự
đến chủ đề. Đôi
- Từ vựng liên quan đến tin liên quan đến chủ nhiên. Dùng từ
chỗ còn mắc lỗi
chủ đề. Một số phù hợp,
dùng từ chưa phù
đề hạn chế, lặp, hoặc chỗ dùng từ chưa phù chính xác.
Từ vựng hợp hoặc sai
không hợp hoặc - Sử dụng đa
(0,2đ) dạng từ.
phù hợp. viết sai dạng từ. dạng các từ
- Có sử dụng từ
- Dạng từ, chính tả còn viết - Còn mắc một số lỗi đồng nghĩa, trái
đồng nghĩa, trái
sai, gây hiểu lầm hoặc khó sai về dạng từ nghĩa, kết
nghĩa, kết hợp từ,
chịu cho người đọc. và chính tả gây khó hợp từ, thành
thành ngữ...
khăn cho người ngữ…
- Ít lỗi sai về chính
đọc. - Rất ít lỗi về
tả.
dạng từ, và
chính tả.
(0,1đ) (0,15đ) (0,2đ)
- Sử dụng các cấu trúc - Sử dụng đa dạng - Sử dụng đa
(0,05đ)
câu khác cấu trúc câu. dạng, linh hoạt
- Sử dụng cấu trúc câu đơn
nhau. - Thi thoảng còn cấu trúc câu.
Ngữ pháp giản.
- Có khá nhiều lỗi sai mắc lỗi về ngữ - Còn một vài lỗi
(0,2đ) - Mắc nhiều lỗi sai về ngữ
về ngữ pháp pháp và chấm câu, nhỏ về ngữ
pháp và chấm câu, gây khó
và chấm câu, đôi chỗ nhưng người pháp và chấm
hiểu cho người đọc.
gây khó hiểu đọc vẫn có thể cấu, người đọc
cho người đọc. hiểu. vẫn thấy dễ hiểu.

HƯỚNG DẪN ĐỀ XUẤT CHẤM KỸ NĂNG NÓI

Tổng: Nhận biết Thông hiểu Vận dụng Vận dụng cao
2 điểm
(0,4đ) (0,6đ)
- Trả lời được cơ bản - Trả lời khá đầy đủ (0,8đ)
yêu cầu yêu cầu của bài: đủ - Trả lời đầy đủ
(0,2đ)
của bài: có khá đầy đủ ý chính, các ý yêu cầu của
- Trả lời ở mức độ tối thiểu
ý chính thông nhất, có liên bài: đủ ý chính,
yêu cầu của bài: có một số
nhưng triển khai ý còn quan, các ý thống
Nội dung ý
rời rạc được triển khai nhất, được triển
(0,8đ) chính nhưng ý có thể chưa
hoặc có ý không liên nhưng có chỗ chưa khai cân
được triển khai.
quan. cân xứng,
- Không có dẫn chứng hoặc
- Có dẫn chứng, nhưng xứng. - Dẫn chứng phù
dẫn chứng không phù hợp.
đôi chỗ - Dẫn chứng khá hợp và
dẫn chứng chưa phù phù hợp và thuyết thuyết phục.
hợp. phục.
(0,3đ)
- Có khả năng duy
trì nói khá dài dù
đôi
(0,4đ)
(0,2đ) chỗ lặp, sửa lại,
- Nói lưu loát, trôi
- Cơ bản duy trì được phân vân… và độ
chảy
tốc độ nói lưu
trong hầu hết thời
nhưng còn nói vấp, lặp, loát chưa cao.
gian.
chậm. - Biết cách sử dụng
(0,1đ) Diễn đạt mạch
- Có sử dụng phương các phương tiện
- Gặp khó khăn trong việc lạc, rõ ràng.
tiện kết kết
Độ lưu duy trì tốc độ nói. Nói vấp, - Sử dụng các
nối, tuy nhiên còn đơn nối khá hiệu quả
loát, liên lặp lại hoặc nói chậm. phương tiện
giản, máy nhưng đôi chỗ
kết và phát - Không có hoặc hạn chế kết nối linh hoạt,
móc hoặc không phù dùng
âm phương tiện kết nối. phù hợp
hợp. phương tiện kết nối
(0,4đ) - Phát âm hạn chế, còn và hiệu quả.
- Biết phát âm cơ bản chưa phù hợp.
nhiều lỗi sai phát âm, gây - Phát âm tốt, dễ
nhưng độ - Phát âm khá tốt,
khó hiểu cho người nghe. nghe, dễ
chính xác chưa cao, khá dễ nghe,
hiểu, có rất ít chỗ
phát âm sai nhưng
bỏ sót âm
một số âm tiết gây khó chưa hoàn toàn
hoặc phát âm
hiểu cho chính xác, đôi khi
không rõ
người nghe. bỏ
ràng.
sót âm hoặc phát
âm không rõ ràng
nhưng người nghe
vẫn có thể hiểu.
Từ vựng (0,1đ) (0,2đ) (0,3đ) (0,4đ)
(0,4đ) - Từ vựng liên quan đến - Từ vựng liên quan - Từ vựng liên - Từ vựng có
chủ đến chủ đề quan đến chủ đề liên quan đến
đề còn hạn chế, lặp hoặc cơ bản đủ để diễn khá đa chủ đề phong
 dạng để diễn đạt
ý. Đôi chỗ dùng
từ
chưa phù hợp phú, tự
nhưng người nhiên.
đạt ý. Một số
nghe vẫn - Sử dụng đa
từ dùng không phù
có thể hiểu. dạng từ đồng
hợp, gây khó
không phù hợp, gây khó - Biết cách sử nghĩa, trái
hiểu cho người nghe.
hiểu cho người nghe. dụng từ đồng nghĩa, kết hợp
- Biết cách sử dụng
nghĩa, trái từ, cụm động
cách nói khác
nghĩa, kết hợp từ, từ, thành
để diễn đạt ý.
cụm động từ, ngữ…với rất ít
thành lỗi.
ngữ…tuy nhiên
đôi chỗ còn mắc
lỗi.
(0,3đ)
(0,4đ)
(0,1đ) - Sử dụng đa
(0,2đ) - Sử dụng đa
- Sử dụng hầu hết các dạng cấu trúc
- Sử dụng được cả dạng, linh hoạt
cấu câu, tuy
câu đơn, câu cấu trúc câu.
trúc câu đơn giản. nhiên còn lỗi,
Ngữ pháp ghép, câu phức. - Còn một vài
- Có nhiều lỗi ngữ pháp, nhất là câu phức.
(0,4đ) - Còn lỗi sai về ngữ lỗi ngữ pháp,
ảnh - Có rất ít lỗi về
pháp, ảnh nhưng hầu như
hưởng lớn đến ý cần ngữ pháp, đôi
hưởng đến ý cần diễn không ảnh
diễn chỗ ảnh
đạt. hưởng đến ý
đạt. hưởng đến ý cần
cần diễn đạt.
diễn đạt.

The end./.
WEEK 34 – PERIOD 100
 UNIT 12: MY FUTURE CAREER
Lesson 02: A closer look 1

I. OBJECTIVES:
1. Knowledge: By the end of the lesson students will be able to:
- Use the lexical items related to jobs and careers.
- Identify in which situations to use high tones and say sentences with the correct high tone.
a. Vocabulary: related to jobs and careers.
b. Grammar: review
c. Pronunciation: High tones
d. Skills: Put one word/phrase under each picture, sentences completion, matching words with definitions, fill each gap
with word, listening and reading, listening and drawing and repeating
2. Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative
learning and communicative competence.
3. Behavior : Ss will be more responsible for and be more aware of studying hard to have a good job in the future.
II. TEACHING AIDS
1. Teacher: Textbooks, computer, projector, plan.
2. Students: Textbooks.
III. PROCEDURE
1. Checking: During the lesson
2. New lesson

Teacher’s and students’ activities The main contents

1. Warm up (3’)
a, Aims: To warm up the class and introduce the lesson.
b, Contents: Ss answer the teacher’s questions.
c, Outcome: Ss can remember any new words they learn in Getting Started. Categorize them as positive (peaceful,
wealthy…) and negative (poor, slums…).
d, Organization:
- Start by reviewing the previous lesson. *Game.
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.

2. Presentation – 17MS
Aim: Help Ss Use the lexical items related to jobs and careers
- Now have Ss turn to the book and work in 1. Put one word/phrase under each picture. There is one extra word.
pairs to identify the pictures. Ask them to Key:
briefly describe the pictures. Then let them 1. craftsman
do the matching exercise. Check the answers 2. physicist
as a class. Then ask Ss: 3. opera singer
Which of these jobs would you like to do in 4. fashion designer
the future? 5. pharmacist
Why would you like to do it? 6. architect
Ask some Ss to answer the questions. 7. businesswoman
8. mechanic

2. Fill each blank with a suitable job from 1, adapting them where
- Have Ss work individually to fill the necessary.
blanks. Remind Ss that the form of the word Key:
may need to be changed to fit the sentence. 1. physicist
Allow them to share their answers with a 2. mechanic
partner before checking as a class. 3. pharmacist
4. fashion designer
5. opera singer
6. architects
7. businesswomen and businessmen
 8. craftsmen and craftswomen
- Give Ss a couple of minutes to work in 3 a. Match each word/phrase in the left column with its definition in
pairs to do the matching. Then check the the right one.
answers as a class. Key: 1. D 2. B 3. A 4. C

b. Fill each gap with a word/phrase in3a.

- Have Ss work individually to complete Key:
the sentences. Have them compare their 1. career
answers in pairs. 2. job
Afterwards, check Ss’ answers as a class. 3. profession
4. career path

3. Practice – 18MS
Aim: Help Ss identify in which situations to use high tones and say sentences with the correct high tone
Have Ss silently read the information and High tones
examples in the box. Ask some Ss to - We use high tones for adjectives like
summarise the rules and read out the excellent, gorgeous, brilliant, superb,
examples in the box or to give their own absolutely amazing, etc., to show strong feelings. If we use weaker
examples. Ensure that Ss have understood adjectives like nice, quite pleasant, quite pretty, etc., our voice does not
the ideas before proceeding. Inform Ss that usually go high.
negative adjectives (awful, terrible) can be Example:
affected by tone in the same way as positive A: So, how was your trip?
ones (excellent, brilliant). B: Excellent!
A: Good food?
B: Quite pleasant.
- When people use excellent, gorgeous,
brilliant, superb, absolutely amazing, etc., with a flat voice, they mean the
opposite.
Example:
A: The flight is delayed again.
B: Brilliant.
4. Listen to the conversations between Jenny and Tom. Notice how

- 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 4. Tom: OK? They are absolutely ↷ fantastic ↷!
the tones. Call on some pairs to act out the
short dialogues.
- 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 5.5a: • How awful. ↷ 5b: • How awful.➙
showing the tones. Confirm the correct
answers. Ask some pairs to practise saying
the pairs of dialogues. Correct them if
necessary.
Tom uses the tones in his replies. Then practise the conversation with
a partner
1. Tom: Pretty? It’s amazing ↷!
2. Tom: OK? It’s fantastic ↷!
3. Tom: Good? It’s wonderful ↷!
5. Tom: Pleasant? It’s superb ↷!
6. Tom: Nice? It’s gorgeous ↷!
5. The responses to the pairs of sentences are the same but the
speakers have opposite attitudes. Listen, draw arrows to show the
tones, then repeat.
1. 1a: • Brilliant. ↷ 1b: • Brilliant.➙
2. 2a: • Well done. ➙ 2b: • Well done. ↷
3. 3a: • Excellent. ↷ 3b: • Excellent. ➙
4.4a: • Amazing. ➙ 4b: • Amazing. ↷

4.Further practice – 4MS

Aim: Ss can find more words about job and make sentences
T asks Ss to find more words about job and
make sentences in groups
Ss find more words about job and make
sentences in groups
T corrects and comments

3. Guides for homework – 3MS

Retell the main contents of the lesson
 - Practice vocabulary and pronunciation again.
- Prepare: A closer look 2
------------------------------------------------------/
Week 34 – Period 101 UNIT 12: MY FUTURE CAREER
Lesson 03: A closer look 2

I. OBJECTIVES:
1. Knowledge: By the end of the lesson students will be able to:
- Use the lexical items related to jobs and careers.
- Use the structures Verb + to-infinitive/Verb + V-ing correctly.
- Review Despite/In spite of.
a. Vocabulary: related to jobs and careers.
b. Grammar: Verb + to-infinitive/Verb + V-ing, Despite/In spite of.
c. Skills: sentences completion, circle the correct words, choosing the best answers, sentences completion, writing
sentences
2. Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative
learning and communicative competence.
3. Behavior : Ss will be more responsible for and be more aware of studying hard to have a good job in the future
II. TEACHING AIDS
1. Teacher: Textbooks, computer, projector, plan.
2. Students: Textbooks.
III. PROCEDURE
1. Checking: During the lesson
2. New lesson
Teacher’s and students’ activities The main contents
1.Warm up: - 5MS
Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
- Start by reviewing the previous lesson. Begin *Game.
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.

1. Presentation – 15MS
Aim: Help Ss review Despite/In spite of and do exercise
1. Review.
- Have Ss read the REMEMBER! box, then
ask one or two Ss to summarise the rules. T
can write the example sentences on the board.
Ask Ss to give further examples. Make it clear
to Ss that these expressions can be used
interchangeably. They both work with all the
forms: before a noun, a noun phrase, or an -
ing form.

1. Complete each second sentence so that it has a similar

- Ask Ss to work individually to fill in the meaning to the first. Write no more than THREE words.
gaps. Check the answers as a class. Key:
1. loving maths
2. studying hard
3. laziness
4. being short
5. poor health

2. Practice – 18MS
Aim: Help Ss use the structures Verb + to-infinitive/Verb + V-ing correctly
- Ask Ss to read the bubble quoted from the *Verb + to-infinitive/Verb + V-ing.
GETTING STARTED conversation, then have There are 4 types:
them read the structures and examples in the Verb + to-infinitive, Verb + V-ing, Verb + to-infinitive/V-ing with
grammar box carefully. Help them with the no change in meaning in each column, and a column for Verb +
meanings of the verbs if necessary. to-infinitive/V-ing with change
in meaning.

2. Circle the correct words or phrases in bold. Sometimes both

- Have Ss work individually. Allow Ss to share options are correct
their answers with a partner. Then check their Key:
answers as a class. T can remind Ss that in 1. to give
both these exercises more than one of the 2. to pass
options may be correct. 3. choosing
4. taking
5. to employ
6. to talk/talking
- Firstly, have Ss work in pairs to describe 3. Choose the correct answer(s).
what is happening in the pictures. Then Ss can Key:
attempt to complete the sentences using the 1. A 2. A 3. C 4. C 5. A & C 6. B
ideas and actions from the pictures. Check the
answers as a class.

- Have Ss work individually to finish the 4. Complete the sentences using the ideas in the pictures and
sentences. Allow them to share their answers the correct form of the verbs in brackets.
with a partner. Call on some Ss to write theirKey:
answers on the board. Correct their answers if1. to lock
necessary. 2. meeting
3. to contact
4. to send
5. working
6. talking
7. posting
8. To answer
4.Further practice – 4MS
Aim: Ss can make sentences, concluded despite/ in spite of, Verb + to-infinitive, Verb + V-ing
5. Complete each second sentence using the right form of the
 word given so that it has a similar meaning to the first. Write
- Ask Ss to make sentences, concluded despite/ between two and five words.
in spite of, Verb + to-infinitive, Verb + V-ing. Key:
1. The boy finally managed to deal with his peers at the vocational
school.
2. She attempted to cooperate with the others in the team to finish
the work.
3. He wasn’t promoted in spite of his efforts.
4. The boss denied bullying the new employee.
5. Despite being qualified for the job, he wasn’t accepted./Despite
qualifying for the job, he wasn’t accepted
Ex:
Despite tiredness, I try to reach the top of the mountain.

3. Guides for homework – 3MS

Retell the main contents of the lesson
- Review structures.
- Prepare: Communication
Week 34 – Period 102 UNIT 12: MY FUTURE CAREER
Lesson 4: COMMUNICATION

I. OBJECTIVES:
1. Knowledge: By the end of the lesson students will be able to:
- Talking about choosing future jobs and reasons for the choices.
a. Vocabulary: Vocabulary about jobs and careers
b. Grammar: review
c. Skills: Read these posts and underline the reasons for their choices, Reading and discussing, interaction, reporting
2. Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative
learning and communicative competence.
3. Behavior : Ss will be more responsible for and be more aware of studying hard to have a good job in the future
II. TEACHING AIDS
1. Teacher: Textbooks, computer, projector, plan.
2. Students: Textbooks.
III. PROCEDURE
1. Checking: During the lesson
2. New lesson

Teacher’s and students’ activities The main contents

1. Warm up:- 3’
a. Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
b, Contents: Ss answer teacher’s questions.
c, Outcome: Ss can discuss what places they are and how they are different correctly.
d, Organization:
- Ask Ss: Which jobs will you want to *Chatting.
choose in the future? Why?

2. Presentation- 12’
a. Aim: Help Ss know some vocabularies related to the topic my future career
b, Contents:
+ Ss learn some extra vocabulary.
+ Ss work in pair to discuss their career paths. Read these posts and underline the reasons for their choices.
c, Outcome: Ss can know some vocabularies related to the topic my future career to do exercise correctly.
d, Organization:
- Check if Ss understand the meanings of *Extra vocabulary.
the words in the Extra vocabulary box. If •can’t stand + V-ing: used to describe an activity or situation that you
they do not, quickly teach the words by really don’t like, or find
using definitions, synonyms, or the extremely unpleasant
equivalent phrases in Vietnamese. • make a bundle: earn a lot of money
• burn the midnight oil: work very hard; work through the night
1. The 4Teen website has launched a forum for teens to discuss
- Have Ss skim-read the posts their career paths. Read these posts and underline the reasons for
individually and try to remember the their choices.
reasons each teen gives for their choice of
career. Then, in pairs, Ss compare the
reasons that each of them gives. Then Ss
can read the posts a
second time more slowly for details.

3.Practice- 17’
a.Aim: Help Ss talk about choosing future jobs and reasons for the choices.
b, Contents: Ss work in groups of four then look back at the posts and choose one post to discuss.
c, Outcome: Ss can talk about choosing future jobs and reasons for the choices.
d, Organization:

- Put Ss in groups of four. Tell them that choosing/not choosing the job you
they can look back at the posts and
choose one post to discuss.
- Remind them that they can use the
phrases to express agreeing or disagreeing Post from Tu:
in the box.
- Move around to observe and provide
help.
3.Read the posts again. In groups, discuss and decide whose reasons for
agree with and whose you disagree with. Say why.
You can start with the phases below:
Sample comments on:
- I agree that if Tu can sing, he should enroll in a school for performing
arts.
- Tu is right. A singer can make a bundle.
- I can’t agree with Tu’s reason. Not every singer becomes famous.
- I don’t think every singer can travel all over the world.
Post from Anh:
- I totally agree with Anh that it is a meaningful job, because architects can
help improve people’s lives.
- I can’t agree with Anh that architects work flextime. My dad is also an
architect and he has to be at work at 8 a.m. every day.
Post from Duong:
- Duong is absolutely right. If he is curious about the natural world, that
job can satisfy him in many ways.
- I’m sorry, I can’t agree with Duong. He wants to become a physicist
 because he is curious about the world, but can he be sure that he is able to
do the job? Is he good at physics?
Post from Dung:
- Exactly. What Dung says is true. Student doctors do have to burn the
midnight oil. They have to learn about everything related to their patients
because their advice affects the patients’ lives.
- I totally agree with Dung because it is very hard to work in hospitals. All
around you are patients waiting for your help.
- Hold on… If everyone only thinks about the hardships, who will become
doctors? Who will treat the patients, then?

4.Application (12’)
a, Aims: Ss can talk about a job they want/don’t want to do in the future
b, Contents: Ss work in pairs then tell their partner about a job they want/don’t want to do in the future.
c, Outcome: Ss can talk about a job they want/don’t want to do in the future well.
d, Organization:
3 Tell your partner about a job you want/don’t want to do in the
- Have Ss work in pairs. Ask them to future. Remember to say why or why not.
choose a couple of example careers, And report your decisions to another pair or to the class.
 either from elsewhere in the unit or from
ideas of their own. Ss should then figure
out their own reasons why they do or do
not want the chosen careers. Set a time
limit of ten minutes. Tell them that they
can also note down several key
words/phrases related to their reasons.
- Ask several pairs to report their
decisions and reasons to the whole class.
Have other Ss give comments.

- Say about whose jobs are the most

suitable, why you think so.
2. Guides for homework-1’
Retell the main contents of the lesson
- Write about the changing roles of schools.
- Prepare next lesson: Skills 1.
-------------------------------------------------------/
Week 35 – Period 103 UNIT 12: MY FUTURE CAREER
Lesson 5: SKILLS 1

I. OBJECTIVES:
1. Knowledge: By the end of the lesson students will be able to:
- Read for general and specific information about choosing a career.
- Talk about choosing future jobs and reasons for these choices.
a. Vocabulary: Vocabulary about jobs and careers
b. Grammar: review
c. Skills: Discussing the questions, Reading the article and checking your answers; matching words with meanings,
Deciding if the statements are true (T) or false (F), talking, presenting
 2. Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative
learning and communicative competence.
3. Behavior : Ss will be more responsible for and be more aware of studying hard to have a good job in the future
II. TEACHING AIDS
1. Teacher: Textbooks, computer, projector, plan.
2. Students: Textbooks.
III. PROCEDURE
1. Checking: During the lesson
2. New lesson

Teacher’s and students’ activities The main contents

1. Warm up (4’)
a, Aims: To warm up the class and introduce the lesson.
b, Contents: Ss answer teacher’s questions.
c, Outcome: Ss can discuss young people should choose the subject that they love or find a job easily? Why?
d, Organization:
- Ask Ss: Do you think young people *Chatting.
should choose the subject that they love or
find a job easily? Why?

2.Presentation- 15’
a, Aims: Help Ss read for general and specific information about choosing a career.
b, Contents:
+ Ss work in pair to discuss the questions. Read the article from a career guide website and check their answers.
+ SS work in pair to match the highlighted words/phrases in the article with their meanings.
+ Ss work individually to decide if the statements are true (T) or false (F).
c, Outcome: Ss can study some new words related to the topic and read for specific information choosing a career well.
d, Organization:
1. Pre – Reading. 1. Discuss the questions. Read the article from a career guide website
- Ask Ss to work in pairs to discuss the and check your answers.
questions. Elicit the answers from Ss. Give Suggested answers:
Ss three minutes to skim the article and 1. A job is something people do to earn money.
compare their answers with the information 2. A career is more than a job. It is an ongoing process of learning and
from the article. development of skills and
experience.
3. Very different. (A job describes what you are doing now, a career
describes your job choices over your working life, with the aim of
improving your quality of life.)

2. Match the highlighted words/phrases in the article with their

meanings.
Key:
2. While – reading. 1. career path
- Have Ss read the article to do the exercise 2. peers
in pairs. Ask some Ss to share their 3. ongoing
answers. 4. alternatively
5. take into account
3. Decide if the statements are true (T) or false (F).
- Ask Ss to work individually. Remind Key:
them to pay attention to key words in 1. T 2. F 3. F 4. T 5. T 6. T
each statement. Then allow them to share
their answers before checking as a class.
To check their understanding, ask some
Ss to
explain their answers.
3.Practice- 10’
a.Aim: Help Ss talk about choosing future jobs and reasons for these choices
b, Contents:
+ Ss work in group to think about the skills and abilities to do the jobs below then work together to make notes.
c, Outcome: Ss can make a list and talk about choosing future jobs and reasons for these choices.
d, Organization:
- Have Ss work in groups. Each group
should choose one job to discuss. Ideally 4. Think about the skills and abilities to do the jobs below. Work
each group would have a different job. If together to make notes.
 you have more groups than jobs on the list,
Ss can contribute more jobs. Ask them to
make notes on a small poster, using the
example as a guide. Set a time limit.

4.Application (15’)
a, Aims: Help Ss can choose one job and present your group’s ideas
b, Contents: Ss choose one job from 4 and present their group’s ideas
c, Outcome: Ss can present their group’s ideas confidently and fluently.
d, Organization:
- Have each group present their ideas and
opinions on their chosen job to the class. 5. Choose one job from 4 and present your group’s ideas
Once they have finished, ask the rest of the
class to say whether they agree with the
points or not and whether they should add
some other points.
- As an extension activity, ask groups to
choose another job that they didn’t work
on. Have Ss read the notes from the group
who chose this job in 4. Tell them to add
any extra ideas their group may have. Ss
report their ideas to the class.

3. Guides for homework-1’

Retell the main contents of the lesson
- Think about your job in the future.
- Prepare next lesson: Skills 2
--------------------------------------------------------/
Week 35 – Period 104 UNIT 12: MY FUTURE CAREER
Lesson 6: SKILLS 2
I. OBJECTIVES:
1. Knowledge: By the end of the lesson students will be able to:
- Listen for general and specific information about choosing future jobs and reasons for these choices.
- Write about the qualities one needs to be able to do a certain job.
a. Vocabulary: Vocabulary about jobs and careers
b. Grammar: review
c. Skills: answering the questions, listening and completing, Listening and decide if the following statements are true
(T) or false (F), discussing, supporting your opinion
2. Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative
learning and communicative competence.
3. Behavior: Ss will be more responsible for and be more aware of studying hard to have a good job in the future
II. TEACHING AIDS
1. Teacher: Textbooks, computer, projector, plan.
2. Students: Textbooks.
III. PROCEDURE
1. Checking: During the lesson
2. New lesson

Teacher’s and students’ activities The main contents

1.Warm up: 5’
a. Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
b, Contents: Ss work individually to say what jobs their parents do.
c, Outcome: Ss can talk what jobs their parents do fluently and correctly.
d, Organization:
- Ask Ss to say what jobs their parents do. *Chatting.
Ask them if they are aware of any
difficulties which their parents face when
doing those jobs.

2.Presentation-15’
a.Aim: Help Ss listen for general and specific information about choosing future jobs and reasons for these
choices
b, Contents:
+ Ss work in pairs and answer the questions below.
+ Ss work individually to listen to the conversation and fill in the blanks with no more than THREE words.
+ Ss work individually to listen again and decide if the following statements are true (T) or false (F).
c, Outcome: Ss can Listen to get specific information about choosing future jobs and reasons for these choices
and do listening exercises correctly.
d, Organization:
- Ask Ss to work in pairs to answer the 1. Work in pairs and answer the questions below.
questions. Ask a pair to share their ideas 1. What job do you want to do in the future?
with the class. 2. What qualities do you think you need to do that job?
2. Phong is talking to Mrs. Warner, Nick’s mother, about future
jobs he and his friends want to do. Listen to the conversation and
fill in the blanks with no more than THREE words.
Key:
- Tell Ss that they are going to listen to a 1. mountains of work
conversation between Phong and Mrs. 2. work overtime
Warner, Nick’s mother, about jobs that he 3. Rewarding
and his friends want to do in the future. 4. sociable
Ask them to read the information in 2 5. applied skills
carefully. 6. good with his
- Tell them to listen carefully to find out
the words/phrases from the recording
needed to fill in the blanks. 3. Listen again and decide if the following statements are true (T)
- T can play the recording twice if or false (F).
necessary. Have two Ss write their Key:
answers on the board. Confirm the correct 1. T 2. T 3. T 4. F 5. F 6. T
answers.

- Have Ss work individually to underline

the key words in the statements and
predict the answers. Write their answers
on the board without confirming the
correct answers. Play the recording again
for Ss to check. T may pause at the
sentences that include the information Ss
need for their answers. Confirm the
correct answers.

3. Practice-14’
a. Aim: Help Ss write about the qualities one needs to be able to do a certain job
b, Contents:
+ Ss work in pairs. Choose a job that you like. Discuss which three qualities would be necessary for people doing
that job. You can use some of the ideas below. Remember to give reasons.
+ Ss work individually to write a paragraph about the three most important qualities a person needs to be able to do
a job well.
c, Outcome: Ss can know how to write a short passage about the three most important qualities a person needs to be
able to do a job well.
d, Organization:
- First check that everybody understands the
meaning of the adjectives in the box. If not, 4. Work in pairs. Choose a job that you like. Discuss which three
T can spend some time explaining them. Set qualities would be necessary for people doing that job. You can
a time limit for pairs to brainstorm the ideas use some of the ideas below. Remember to give reasons.
and do the discussion. Ask them to refer
back to2 and3 as examples for useful
language and ideas. Ask some pairs to
present their ideas to
the whole class. Remind Ss that they should
give examples and reasons to support their
main points. 5. Based on your discussion in 4, write a paragraph about the
three most important qualities a person needs to be able to do a
- Have Ss work individually to get their job well. Remember to give reasons and examples to support
ideas down on paper and check the your opinion.
 accuracy of what they have written. Give
them ten minutes to write and edit their
work. Swap their writing with a partner for
peer review, comments, and corrections.
Then ask Ss to write the second draft as
homework.

4.Application (10’)
a, Aims: Ss can talk about the three most important qualities a person needs to be able to do a job well.
b, Contents: Ss work individually to talk about the three most important qualities a person needs to be able to do a
job well.
c, Outcome: Ss can talk about the three most important qualities a person needs to be able to do a job well fluently.
d, Organization:

T asks Ss to talk about the three most

important qualities a person needs to be
able to do a job well
Ss talk about the three most important
qualities a person needs to be able to do a
job well
T observes and corrects

3. Guides for homework- 1’

Retell the main contents of the lesson
- Revise the writing.
- Prepare next lesson: Looking back - Project.
Week 35 – Period 105 UNIT 12: MY FUTURE CAREER
Lesson 7: LOOKING BACK - PROJECT

I. OBJECTIVES:
1. Knowledge: By the end of the lesson students will be able to:
 - Practice vocabulary and grammar points they have learnt in this unit.
- Practice making communication, project.
a. Vocabulary: Vocabulary about jobs and careers
b. Grammar: review
c. Skills: Matching each job with its description, Matching fragments with fragments to make sentences, sentences
completion, Correct the italicized phrases, interaction, asking and answering
2. Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative
learning and communicative competence.
3. Behavior: Ss will be more responsible for and be more aware of studying hard to have a good job in the future
II. TEACHING AIDS
1. Teacher: Textbooks, computer, projector, plan.
2. Students: Textbooks.
III. PROCEDURE
1. Checking: During the lesson
2. New lesson

Teacher’s and students’ activities The main contents

1. Warm up-3’
a, Aims: To warm up the class and introduce the lesson.
b, Contents: Ss answer some questions
c, Outcome: Ss can answer some questions well.
d, Organization:
Chatting
T asks Ss some questions
Ss answer the questions
2. Vocabulary (10’)
a, Aims: Help Ss review some vocabularies they have learnt this lesson and do exercise.
b, Contents:
+ Ss work individually to match each job with its description.
+ Ss work individually to match fragments 1-8 with fragments A-H to make sentences.
+ Fill each blank with one suitable word/phrase from the box.
Remember to change the form of the word/phrase where necessary.
c, Outcome: Ss can review some vocabularies and do vocabulary exercises well.
d, Organization:
- Have Ss work independently. Then they 1. Match each job with its description.
can check their answers with a partner Key:
before discussing the answers as a class. 1. C 2. D 3. E 4. F 5. A 6. B
However, tell Ss to keep a record of their 2. Match fragments 1-8 with fragments A-H to make sentences.
original answers so that they can use that Key:
information in their self-assessment. 1. H 2. E 3. F 4. A
5. D 6. G 7. C 8. B
3. Fill each blank with one suitable word/phrase from the box.
Remember to change the form of the word/phrase where
necessary.
Key:
1. vocational
2. dynamic
3. empathetic
4. academic subjects
5. took into account
6. professional
7. burnt the midnight oil
8. make a bundle
3. Grammar (15’)
a, Aims: Help Ss review V -ing form or to -infinitive and do exercises.
b, Contents:
+ Ss work individually to complete the sentences using the correct form (V -ing form or to -infinitive) of the verb
in brackets.
+ Ss work individually to correct the italicised phrases where necessary.
c, Outcome: Ss can review V -ing form or to -infinitive and do grammar exercises correctly.
d, Organization:
- Have Ss work independently. Then they 4. Complete the sentences using the correct form (V -ing form or
can check their answers with a partner to -infinitive) of the verb in brackets.
before discussing the answers as a class. Key:
 1. to lock
2. working
3. treating
4. to get
5. to finish
6. reading
5. Correct the italicised phrases where necessary.
- Have Ss work independently. 1. working hard → to work hard
- Check their answers with a partner 2. promised to make → no change
before discussing the answers as a class. 3. to be → being
4. refused to attend → no change
5. mind to burn → mind burning
6. managed getting → managed to get
7. admitted to study → no change
8. offer working → offer to work
9. prefer working → preferring to work
10. agreed to take → no change
4. Communication (8’)
a, Aims: Help Ss practice making communication, project
b, Contents: Ss work in pair to play a game.
c, Outcome: Ss can practice making communication, project correctly.
d, Organization:
- Have Ss work in pairs to think of two 6. GAME: TRUE OR UNTRUE
things that are true of the job they are Example:
assigned, and one thing that is not true - We are farmers. It’s a nine-to-five job. We grow vegetables and we
about the job. Give them seven minutes to know a lot about cultivation.
work together. When the pairs have - No... you are farmers so you grow vegetables and you know a lot
finished preparing, ask them to take turns about cultivation. But you don’t do a nine-to-five job!
to come to the front to introduce
themselves and repeat the three ‘facts’.
The class will together decide which
‘facts’ are true, and which is untrue.
 - Finally ask Ss to complete the self-
assessment. Identify any difficulties and
weak areas and provide further practice.
3. Guides for homework- 9’
Do the project: My future career path
- The aim of this project is to encourage Ss to think about possible career paths they may want to follow, and to do some
more research about the factors they have to consider if they are going to follow that
pathway. This is a topic that is of immediate importance to the Ss’ futures.
Divide Ss into groups of four or five and instruct them on what they have to do. Encourage them to think of a real path they
might want to follow. Tell them to:
• give reasons for the choice
•consider factors like qualifications, skills, hobbies, personalities, practical issues, and even the employment market
• think about who can give them good advice, and why
- Ask Ss to draw a picture of their career path. Have them present their posters in the next lesson. When all the groups have
given their presentations, let the whole class vote for the best one.

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