Tác giả: Ngô Thị The
Chủ đề: Giáo dục
Loại tài liệu: Bài giảng; Giáo án; Kế hoạch lên lớp
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Nguồn: Sách Student's book, workbook i-learn Smart World 9
Mô tả: School: ……………………………………….. Date:…………………………………….. Class: ……………………………..................... Period: 93 UNIT 8: Jobs in the future Lesson 2.2: Grammar (Pages 79 & 80) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - Practice and use verbs + to-infinitives correctly. - Talk about jobs in the media business - Improve Grammar and Speaking. 1.2. Competences - improve Ss’ communication, collaboration, analytical, and critical thinking skills. 1.3. Attributes - cultivate a heightened curiosity for diverse learning methodologies. 2. Teaching aids and materials - Teacher’s aids: Student’s book and Teacher’s book, class CDs, DCR– Phần mềm tương tác trực quan, DHA – Ứng dụng trò chơi tương tác, projector / interactive whiteboard /TV (if any), PowerPoint slides. - Students’ aids: Student’s book, Workbook, Notebook. 3. Assessment Evidence Performance Tasks Performance Products Assessment Tools - Read about verbs + to-infinitives, then fill in the blank. - Ss’ answers. - Observation/feedback. - Listen, check, and repeat. - Ss’ answers. - Observation/feedback. - Underline the mistakes in the sentences below and write the correct words on the lines. - Ss’ answers. - Observation/feedback. - Complete the sentences using the phrases in the box. - Ss’ answers. - Observation/feedback. - Discuss what jobs they want to do if they work in the media business and what they expect to see in future media products. - Ss’ answers. - Observation/feedback. - Share the ideas with the class. - Ss’ answers. - Observation/feedback 4. Procedures A. Warm-up: 5 minutes a. Objectives: To introduce the grammar point “verbs + to-infinitives”. b. Content: Share the ideas with the class. c. Expected outcomes: Ss can unscramble the sentences with “verbs + to-infinitives”. d. Organization Teacher’s activities Students’ activities Warm-up activities: Competition time - Ask Ss to form groups of 5. - Form groups of 5. - Give Ss instructions - Follow the instructions. - Ask Ss to find verbs that go with “to-infinitives”. The team(s) with the most correct answers win (s). Time limit: 5 minutes - Unscramble the sentences in a team/group. - Check the answers. - Check the answers. Find verbs that go with “to-infinitives” 1. aim 2. enjoy 3. expect 4. consider 5. decide 6. imagine 7. hope 8. plan 9. avoid 10. deny 11. Admit 12. want Suggested answers Verbs that go with “to-infinitives 1. aim 2. expect 3. decide 4. hope 5. plan 6. want B. New Lesson (35’) 1. Presentation (15’) a. Objectives: To help Ss understand how to use “verbs + to-infinitives”. b. Content: Tasks a and b. c. Expected outcomes: Ss can make sentences using “verbs + to-infinitives”. d. Organization Teacher’s activities Students’ activities Task a: Read about verbs + to-infinitives, then fill in the blanks. - Ask Ss to work individually and complete the task (using the DCR/ PPTs slides). - Fill in the blanks. - Ask Ss to compare the answers with a partner. - Compare the answers with a partner. - Check Ss’ answers around the class. - Check the answers - Explain the use of “verbs + to-infinitives” (using the DCR/ PPTs slides. - Listen to the teacher’s instructions and take notes. Task b: Listen and check. Listen again and repeat. - Play audio. Ask students to listen and check their answers. - Listen and check. Answer Keys: - Play audio again. Ask students to listen again and repeat. SCRIPT- CD2-Track 33 M: People can expect to watch virtual reality TV soon. - Listen and repeat. 2. Practice (15’) a. Objectives: To help Ss practice the use of ““verbs + to-infinitives”. b. Content: Tasks c and d. c. Expected outcomes: Ss can practice the use of “verbs + to-infinitives”. d. Organization: Teacher’s activities Students’ activities Task c: Underline the mistakes in the sentences below and write the correct words on the lines. - Demonstrate the activity using the example. - Listen to the instructions - Ask Ss to underline the mistakes and write the correct words on the lines. - Complete the task. - Have pairs check each other's work. - Compare the answers with a partner. - Pick some Ss to share their answers with the class. - Read the sentences out loud. - Check and correct Ss’ answers. - Correct the answers Answer Keys: 1. see -> to see 2. working-> work 3. using-> to use 4. get-> to get 5. hiring-> to hire 6. complete-> to complete 7. seeing-> to see 8. being-> be Task d: Complete the sentences using the phrases in the box. - Demonstrate the activity using the example. - Listen to the instructions. - Ask Ss to complete the sentences using the phrases in the box. - Complete the sentences using the phrases in the box. - Have pairs check each other's work. - Check the answers with a partner. - Ask some Ss to share their answers with the class. - Read the sentences out loud. - Check Ss’ answers. - Correct the answers. Answer Keys: 1. expect to see 2. aim to reduce 3. want to attend 4. want to learn 5. expect to find 6. hope to attract 7. decide to make 8. plan to collect 3. Production (5’) a. Objectives: To help Ss produce sentences using “verbs + to-infinitives”. b. Content: Task e c. Expected outcomes: Ss can talk about what jobs they want to do if they work in the media business, using “verbs + to-infinitives”. d. Organization Teacher’s activities Students’ activities Task e. In pairs: If you work in the media business, what jobs do you want to do? What do you expect to see in future media products? Use the prompts or your own ideas. - Divide the class into pairs. - Work in pairs. - Have students discuss what jobs they want to do if they work in the media business and what they expect to see in future media products. - Ask and answer questions. - Have some students demonstrate the activity in front of the class. - Watch the demonstration. - Monitor the class and help them if necessary. - Work in pairs to share the ideas/ sentences. - Ask some Ss to share their ideas. - Share the ideas with the class. Suggested answers: 1. If I work in the media business, I want to work as a writer. 2. I expect to see more virtual reality movies in the future. 3. I want to be a data scientist if I work in the media business in the future. 4. I expect to see new kinds of technology in media in the future. 5. If I work in the media business, I want to be a producer and create my own TV shows. C. Consolidation and homework assignments (5’) - Speaking: Ask and answer the question below with your partner If you work in healthcare industry, what jobs do you want to do? Suggested answers: If I work in healthcare industry, I want to be a doctor.  Review verbs + to-infinitives  Make sentences using verbs + to-infinitives  Prepare for the next lesson (Pronunciation & Speaking - pages 20 & 21 - SB).  Play the consolidation games on www.eduhome.com.vn 5. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… b. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………… Period 100 CORECTION THE SECOND TERM EXAM UBND THÀNH PHỐ ĐÔNG TRIỀU PHÒNG GIÁO DỤC VÀ ĐÀO TẠO HƯỚNG DẪN CHẤM ĐỀ KIỂM TRA CUỐI HỌC KÌ II Năm học 2024 - 2025 Môn: TIẾNG ANH 9 SECTION A. LISTENING (2.0 points-0.2 / each correct answer) I. Listen and decide if the following statements are True or False. Tick (✓) T (True) or F(False). 1. T 2. T 3. T 4. F 5. T II. Listen and choose the correct answer 6. C 7. A 8. A 9. B 10. B SECTION B. GRAMMAR, LEXICO AND PRONUNCIATION (2.0 points-0.2 / each correct answer) I. Circle the letter A, B, C or D to indicate the word whose underlined part differs from the other three in pronunciation in each of the following question. 11. A. encourage II. Circle the letter A, B, C or D to indicate the word that differs from the other three in the position of primary stress in the following questions. 12. A. mechanic III. Circle the letter A, B, C or D to indicate the answer that best fits each gap in the following questions. 13. C 14. B 15. C 16. A 17. C 18. B 19. B 20. D SECTION C. READING (2.0 points-0.2 / each correct answer) I. Read the following passage and circle the letter A, B, C, or D to indicate the word or phrase that best fits each of the numbered blanks. 21. A 22. C 23. B 24. C 25. D II. Read the following passage and circle the letter A, B, C or D to indicate the correct answer to each of the questions. 26. B 27. C 28. A 29. D 30. C SECTION D. WRITING (2.0 points-0.2 / each correct answer) I. Finish each of the following sentences in such a way that it means exactly the same as the sentence printed before it. 31. Although students have access to healthy snacks, they still prefer junk food/ Although they have access to healthy snacks, students still prefer junk food. 32. It was such an exciting match that the fans couldn’t stop cheering. 33. If you don’t/ do not finish your homework, you can’t watch TV. If you finish your homework, you can watch TV. 34. Phú Quốc is not as/so scenic as Cô Tô 35. He took off his jacket as he entered the house. II. Use the words provided to write meaningful sentences 36.Water pollution is such a big problem that the fish population drops/will drop quickly. 37. I was waiting for the bus while my friend was complaining about the traffic. 38. My sister wants to be a psychologist because she loves helping people overcome their problems. 39. We might be able to help her if she needs more information. 40.The population is rising so fast that the government needs to attract more businesses to the area. ______ THE END ______ Period 100 UNIT 8: Jobs in the future Lesson 2.3: Pronunciation & Speaking (Pages 80 & 81) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - practice sound changes of ‘…can people...’ and ‘...in media...’ - practice discussing the future of jobs in entertainment and media. 1.2. Competences - improve Ss’ communication, collaboration, analytical, and critical thinking skills. 1.3. Attributes - cultivate a heightened curiosity for diverse learning methodologies. 2. Teaching aids and materials - Teacher’s aids: Student’s book and Teacher’s book, class CDs, DCR– Phần mềm tương tác trực quan, DHA – Ứng dụng trò chơi tương tác, projector / interactive whiteboard /TV (if any), PowerPoint slides. - Students’ aids: Student’s book, Workbook, Notebook. 3. Assessment Evidence Performance Tasks Performance Products Assessment Tools - Listen to the words and focus on the underlined letters. - Ss’ answers. - Observation/feedback. - Listen and cross out the option. - Ss’ answers. - Observation/feedback. - Read the sentences with the sound changes noted in Task a. to a partner. - Ss’ answers. - Observation/feedback. - Practice the conversation using the correct form of the verbs in brackets. Swap roles and repeat. - Ss’ answers. - Observation/feedback. - Make two more conversations using the ideas. - Ss’ answers. - Observation/feedback - Discuss and answer the questions about the future of jobs in entertainment and media - Ss’ answers. - Observation/feedback. 4. Procedures A. Warm-up: 5 minutes a. Objectives: to arouse the students’ interest in the topic the future of jobs in entertainment and media b. Content: practice talking about a memorable day. c. Expected outcomes: Ss can practice talking about the future of jobs in entertainment and media d. Organization Teacher’s activities Students’ activities Warm-up activities: Work in pairs and answer these questions. - Divide Ss into pairs. - Work in pairs. - Give Ss instructions and one example. - Follow the instructions. - Show questions for Ss to discuss. - Discuss the questions. - Call some pairs to give their answers. - Read the sentences out loud. - Give feedback. - Listen to some answers. Questions: 1. What types of movies will people want to see in the future? 2. What new TV shows will people be interested in? 3. How will social media platforms evolve in the coming years? 4. What new gadgets will become popular? Suggested answers 1. What types of movies will people want to see in the future? People will want to see more sci-fi, action, and fantasy movies. 2. What new TV shows will people be interested in? People will be interested in reality shows, dramas, and sci-fi series. 3. How will social media platforms evolve in the coming years? Social media platforms will become more interactive and personalized. 4. What new gadgets will become popular? Smart glasses and advanced VR headsets will become popular. B. New Lesson (35’) 1. Presentation (Pronunciation) (10’) a. Objectives: To help Ss practice sound changes of ‘…can people...’ and ‘...in media...’ b. Content: Tasks a, b, c and d. c. Expected outcomes: Ss can improve their pronunciation by practicing sound changes of ‘…can people...’ and ‘...in media...’ d. Organization Teacher’s activities Students’ activities Task a: Isolate. - Briefly explain the pronunciation feature and ask Ss to take notes NOTES: '...can people...' often sounds like /kæmpiːpl/. '...in media...' often sounds like /ɪmmiːdiə/. - Listen and take some notes. Task b: Listen. Notice the sound changes of the underlined letters. CD2-Track 34 - Ask students to listen and notice the pronunciation feature. - Notice the pronunciation feature. - Play audio and draw attention to the pronunciation feature. - Listen to the audio and repeat. SCRIPT CD2-Track 34 W: What jobs can people expect to do? W: The world of work in media will keep changing. Task c: Listen and cross out the sentence that doesn't follow the note in Task a CD2-Track 35 - Play audio. Have students listen and cross out the option that doesn't follow the note in Task a. - Listen and cross out the option that doesn't follow the note in Task a. - Play audio again and check answers as a whole class. - Listen to the audio and repeat. SCRIPT CD2-Track 35 W: In the future, what jobs can people expect to have? W: I want to be a boss so I can make lots of money. Answer key: In the future, what jobs can people expect to have? Task d: Read the sentences with the sound changes noted in Task a. to a partner. - Have students practice saying sentences with a partner using the pronunciation feature. - Say the sentences with a partner - Ask some students to read the sentences out loud - Read the sentences out loud. - Give some feedback or corrections. - Listen to feedback. 2. Practice (15’) a. Objectives: To help Ss practice talking about changes in media that they expect to see in the future. b. Content: Tasks a and b. c. Expected outcomes: Ss can talk about changes in media that they expect to see in the future. d. Organization: Teacher’s activities Students’ activities Task a: In pairs: Practice the conversation using the correct form of the verbs in brackets. Swap roles and repeat. -Demonstrate the activity by practicing with a student. -Watch the demonstration -Divide the class into pairs. - Work in pairs. -Have them practice the conversation using the correct form of the verbs in brackets. - Practice the conversations. -Have some pairs demonstrate the activity in front of the class. - Demonstrate the activity in front of the class. -Give some feedback or corrections. - Listen to feedback. CONVERSATION Interviewer: What changes in media do you expect to see in the future? Expert: I expect (see) more virtual reality media. Interviewer: Will some jobs change? Expert: Yes. Radio producers, for example, will become podcast producers. Interviewer: What jobs do you think will be popular? Expert: Virtual reality designers. Interviewer: Why? Expert: Because people will want (see) more beautiful virtual worlds. Suggested answer: Interviewer: What changes in media do you expect to see in the future? Expert: I expect to see more virtual reality media. Interviewer: Will some jobs change? Expert: Yes. Radio producers, for example will become podcast producers. Interviewer: What jobs do you think will be popular? Expert: Virtual reality designers. Interviewer: Why? Expert: Because people will want to see more beautiful virtual worlds. Task b: Make two more conversations using the ideas on the right. -Have students repeat the activity using the ideas on the right. - Repeat the activity using the ideas on the right. -Have some pairs demonstrate the activity in front of the class. - Demonstrate the activity in front of the class. -Give some feedback or corrections. - Listen to feedback. Suggested answer: Conversation 1: Interviewer: What changes in media do you expect to see in the future? Expert: I expect to see more personalized content. Interviewer: Will some jobs change? Expert: Yes. Journalists, for example, will need to produce videos, too. Interviewer: What jobs do you think will be popular? Expert: Data scientists. Interviewer: Why? Expert: Because producers will need to know what their audience likes. Conversation 2: Interviewer: What changes in media do you expect to see in the future? Expert: I expect to see more digital products. Interviewer: Will some jobs change? Expert: Yes. TV producers, for example, will need to create personalized content. Interviewer: What jobs do you think will be popular? Expert: Video producers. Interviewer: Why? Expert: Because everyone will be watching videos instead of reading articles. 3. Production (Speaking) (10’) a. Objectives: To help Ss practice talking about the future of jobs in entertainment and media b. Content: Tasks a and b. c. Expected outcomes: the future of jobs in entertainment and media d. Organization: Teacher’s activities Students’ activities Task a: You're doing a podcast on the future of jobs in entertainment and media. Your listeners sent you a list of questions. In pairs: Discuss and answer the questions. Explain your ideas and give examples. -Demonstrate the activity by practicing with a student. -Watch the demonstration. -Divide the class into pairs. - Work in pairs. -Ask student A to tell student B about memorable things using the photos and their own ideas. - Student A tells student B about memorable things using the photos and their own ideas. - Ask Student B to listen and ask questions. - Student B listens and asks questions -Have some pairs demonstrate the activity in front of the class. - Demonstrate the activity in front of the class. -Give some feedback or corrections. - Listen to feedback. Suggested answer: 1. What entertainment will people want to see in the future? People will want to see virtual reality entertainment such as VR movies and games in the future because it feels more real. 2. What content will people want to watch? People will want to watch personalized content because it matches their interests. For instance, they may want to watch videos and shows they like. 3. What innovations in technology do people expect to see? People expect to see innovations in technology like advanced virtual reality because they make experiences more immersive. For example, they expect to see more realistic VR headsets. 4. How will the demand for current media jobs change in the future? The demand for current media jobs will change because new technologies need new skills. For example, radio producers might become podcast producers. 5. What jobs do people expect to do? People expect to do jobs like data scientists and virtual reality designers because these roles are important for new media. For instance, they may like creating VR worlds or analyzing data for personalized content. Task b: Join another pair. Do you have the same ideas? - Have pairs swap roles and repeat. - Swap roles and repeat. -Ask some students to share their ideas with the class. - Share the ideas with the class. -Give some feedback or corrections. - Listen to feedback. Suggested answer: 1. We think online media and virtual reality jobs will be popular. 2. We think people will want to see more virtual reality entertainment because it feels more real. 3. We also think people will want to watch personalized content because it matches their interests. C. Consolidation and homework assignments (5’) - Speaking: Ask and answer the question below with your partner: How will education methods change with technology advancements? Suggested answers: I think education methods will become more interactive, personalized, and accessible through technology advancements.  Practice sound changes of ‘…can people...’ and ‘...in media...’  Prepare for the next lesson (Reading - page 82 - SB).  Play the consolidation games on www.eduhome.com.vn 5. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… b. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………… ------------------------------------------------------------------------------------------------------------------- School: ……………………………………….. Date:…………………………………….. Class: ……………………………..................... Period: 102 UNIT 8: Jobs in the future Lesson 3.1: Reading (Page 82) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - learn vocabulary related to jobs in the future. - practice reading for main ideas and specific information. 1.2. Competences - improve Ss’ communication, collaboration, analytical, and critical thinking skills. 1.3. Attributes - cultivate a heightened curiosity for diverse learning methodologies. 2. Teaching aids and materials - Teacher’s aids: Student’s book and Teacher’s book, class CDs, DCR– Phần mềm tương tác trực quan, DHA – Ứng dụng trò chơi tương tác, projector / interactive whiteboard /TV (if any), PowerPoint slides. - Students’ aids: Student’s book, Workbook, Notebook. 3. Assessment Evidence Performance Tasks Performance Products Assessment Tools - Read the article and choose the best title - Ss’ answers. - Observation/feedback. - Read and choose the correct answers. - Ss’ answers. - Observation/feedback. - Listen and read. - Ss’ answers. - Observation/feedback. - Talk about the most important job in the article. - Ss’ answers. - Observation/feedback. 4. Procedures A. Warm-up: 5 minutes a. Objectives: to introduce the topic. b. Content: Let’s talk. c. Expected outcomes: Ss can talk about what things robots will do in the future. d. Organization Teacher’s activities Students’ activities Let’s talk: Look at the title of the unit and the picture. Answer these questions: 1. What is the robot doing? 2. What things do you think robots will do in the future? 3. What won't they be able to do? - Ask Ss to work in pairs, look at the title and the picture, and answer the questions (using the DCR/ PPTs slides). - Work in pairs, look at the title and the picture and answer the questions - Call some pairs to give their answers. - Read the answers out loud. - Give feedback. - Share/exchange the answers with the class. Suggested answers 1. What is the robot doing? The robot is fixing the car. 2. What things do you think robots will do in the future? I think in the future, robots might do many tasks like cleaning, cooking, and helping with daily chores. 3. What won't they be able to do? I think they won’t be able to think creatively or feel emotions like humans do. B. New Lesson (35’) 1. Pre-reading (Vocabulary - 10’) a. Objectives: To help Ss improve their new words related to jobs in the future. b. Content: new words from the text c. Expected outcomes: Ss can learn some new words related to jobs in the future. d. Organization Teacher’s activities Students’ activities Task: In pairs: Use the new words to talk about jobs in the future. - Ask Ss to look at the new words on the slides. - Look at the new words on the slides. - Explain and model the activity. - Listen to the instructions. - Ask Ss to work in pairs, sharing their ideas about childhood memories - Work in pairs, sharing the ideas. - Check Ss’ answers around the class. - Listen to feedback. -Pick some Ss to share their ideas. - Share the ideas with the whole class. New words: 1. faraway (adj) 2. highlight (v) 3. manual (adj) 4. planet (n) 5. surgery (n) 6. vaccine (n) Suggested answers: 1. Some jobs in the future might involve traveling to faraway places, like exploring new planets. 2. Robots could highlight important information for doctors during surgeries. 3. Manual jobs, like assembling products, might be done by robots in the future. 4. Scientists might study distant planets for potential job opportunities. 5. Surgeons might use advanced technology to perform surgery more accurately. 6. Developing a vaccine for new diseases could become an essential job in the future 2. While - reading (Reading- 20) a. Objectives: To help Ss practice reading for main ideas and specific information. b. Content: Tasks a, b, and c. c. Expected outcomes: Ss can read for reading for main ideas and specific information. d. Organization: Teacher’s activities Students’ activities Task a: Read the article. What is the best title? 1. Future of Work: Three New Jobs You Need to Know 2. Top Jobs of the Future - Ask Ss to read the questions and underline the key words - Read the questions and underline the key words. - Ask Ss to read the text and choose the correct answer. - Read the text, underline the evidence, and circle the correct answer. - Ask Ss to compare the answer with a partner and show the evidence to justify the answer. - Compare the answer with a partner and show the evidence to justify the answer. -Check the answers. -Correct the answers. Answer Key: 2. Top Jobs of the Future Evidence: The most popular jobs around the world may not always be so popular. Some jobs will become very important in the future, while others may disappear all together. Here are three jobs that I think will be very popular in the future. Task b: Now, read and choose the correct answers. - Ask Ss to read the questions and underline the key words - Read the questions and underline the key words. -Ask students to read the article again and choose the correct answers. - Read the article again and choose the correct answers. - Ask Ss to check the answers with a partner. - Compare the answer with a partner and show the evidence to justify the answer. - Check Ss’ answers -Correct the answers. Answer Keys 1. B 2. D 3. A 4. C 5. B ANSWERS EVIDENCE 1. What will astronauts explore? A. the moon B. Mars C. space D. the sun One job that will become more popular is being an astronaut. I think we will want to travel to and explore faraway planets someday, in particular Mars. For this reason, we will need more astronauts. 2. Which of the following can you infer from paragraph 3? A. Scientists aren't very important now. B. We have cured most of the illnesses now. C. Medicines now won't be useful. D. There will be new illnesses in the future. Another job that I believe will become more important is being a scientist. In my opinion, we will need new kinds of medicines and vaccines to protect people from new illnesses 3. The word this in paragraph 3 refers to ____. A. the need for medicines B. old vaccines C. a medical scientist D. a new illness In my opinion, we will need new kinds of medicines and vaccines to protect people from new illnesses. Because of this, being a scientist, mainly a medical scientist, will become more popular. 4. Where will people spend a lot of time in the future? A. in university B. on Mars C. in virtual reality D. in meetings Virtual reality designers will also be a popular job. I believe we will spend a lot more time in virtual reality. We will do lots of things in it, especially practicing surgery, doing experiments, and having meetings. As a result, we will need more people to design these virtual spaces. 5. According to paragraph 5, what should young people do? A. become astronauts, scientists, or virtual reality designers B. think about the jobs we'll need in the future C. change jobs when we need people to do different things D. choose their future careers now The world is changing, and so are the jobs we need people to do. Young people should think about this when they plan their future careers. Teacher’s activities Students’ activities Task c: Listen and read. CD2- Track 36 - Play the CD and ask Ss to listen and read along. - Listen and read along. - Pick two students to read the reading passage and correct their pronunciation if necessary. - Practice reading the passage. 3. Post-reading (5’) a. Objectives: To help Ss practice talking about the most important job in the article. b. Content: Tasks d c. Expected outcomes: Ss can talk about the most important job in the article. d. Organization Teacher’s activities Students’ activities Task d: In pairs: Which do you think is the most important job in the article? Why? - Divide the class into pairs. - Work in pairs. - Ask Ss to discuss the questions. - Discuss the questions. - Check Ss’ answers and give feedback. - Listen to feedback. Suggested answer: The most important job in the article is a scientist. The author believes new medicines and vaccines will be needed to protect people from future illnesses, making scientists, especially medical scientists, crucial. C. Consolidation and homework assignments (5’) - Speaking: Ask and answer the question below with your partner about jobs in the future How will robots assist in healthcare jobs in the future? Suggested answers: I think robots will assist in healthcare by performing surgeries, automating routine tasks, and providing support in patient care. - Vocabulary: 1. faraway (adj) 2. highlight (v) 3. manual (adj) 4. planet (n) 5. surgery (n) 6. vaccine (n) HOMEWORK:  Learn vocabulary related to jobs in the future.  Make sentences using vocabulary in SB.  Prepare for the next lesson (Speaking & Writing - Page 83 - SB)  Play the consolidation games on www.eduhome.com.vn 5. Reflection a. What I liked most about this lesson today: ………………………………………………………………………………………… b. What I learned from this lesson today: ………………………………………………………………………………………… c. What I should improve for this lesson next time: ………………………………………………………………………………………. TỔ DUYỆT