The teacher shows a picture related to different jobs and asks: "What do you think today's lesson is about?" The teacher gives students 2 minutes to discuss the topic in pairs, then elicits their ideas.Students look at the picture, discuss the topic with their partners, and share their predictions with the class.

The teacher elicits the target vocabulary (career, decide, follow, history, lucky) by asking guiding questions, showing pictures, and giving simple examples. The teacher then models the pronunciation, marks the word stress, identifies the word class (noun, verb, adjective), writes each word on the board, and conducts choral and individual drilling. Students answer the teacher's questions, guess the target words, repeat the words chorally and individually, and copy the vocabulary into their notebooks.

The teacher asks students to complete the vocabulary activity in the Student's Book by filling in the blanks using the words in the box. The teacher monitors and provides support when needed.Students complete the activity individually, then compare their answers with a partner before checking with the class.

The teacher asks students to work in pairs and discuss their future careers using the target vocabulary. The teacher provides guiding questions such as: "What career would you like to have?" and "Why did you decide to choose it?" The teacher monitors without interrupting fluency.Students discuss their future careers with their partners using the new vocabulary.

The teacher asks students to write a short paragraph (5–7 sentences) about their future career using at least three of the target vocabulary items.

The teacher gives feedback on students' speaking and writing. The teacher highlights common mistakes, especially those related to the future tense (e.g., I will be..., I am going to be...), and elicits corrections from the class before providing the correct forms.Students listen to the feedback, correct their mistakes, and ask questions if needed.