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: 91 UNIT 8: Jobs in the future Lesson 1.3: Pronunciation & Speaking (Pages 76 & 77) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - Focus on the final /r/ sound. - Talk about the future job using the first conditional with modals. 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 circle the words. - Ss’ answers. - Observation/feedback. -Take turns saying the words in Task c while your partner points to them. (Pair work) - Ss’ answers. - Observation/feedback. - Give advice and suggestions using the pictures and prompts. - Ss’ answers. - Observation/feedback. - Discuss future jobs at school - Ss’ answers. - Observation/feedback - Listen and give advice and suggestions. - Ss’ answers. - Observation/feedback. - Discuss the best piece of advice - Ss’ answers. - Observation/feedback 4. Procedures A. Warm-up: 5 minutes a. Objectives: to introduce the final /r/ sound. b. Content: Pronunciation game: the final /r/ sound. c. Expected outcomes: Ss can identify the final /r/ sound. d. Organization Teacher’s activities Students’ activities Warm-up activities: COMPETITION TIME: - Create groups/teams of 5 students. - Work in groups. - Ask students to find the words with the final /r/ sound. The team(s) with the most correct answers win(s). - Follow the instructions. - Check Ss’ answers and give feedback. - Correct the answers. QUESTION: Find the word with the final /r/ sound. 1. Cat 2. Bear 3. Dog 4. Star 5. House 6. Hear 7. Book 8. Deer 9. Garden 10. Writer 11. Love 12. Dancer Suggested answers 1. Bear /ber/ 2. Star /stɑːr/ 3. Hear /hɪr/ 4. Deer /dɪr/ 5.Writer /ˈraɪtər/ 6. Dancer /ˈdænsər/ B. New Lesson (35’) 1. Presentation (Pronunciation) (15’) a. Objectives: To help Ss practice saying the final /r/ sound. b. Content: Tasks a, b, c and d. c. Expected outcomes: Ss can improve their pronunciation by saying the final /r/ sound. d. Organization Teacher’s activities Students’ activities Task a: Focus on the final /r/ sound. Briefly explain the pronunciation feature Notes: The tip of the tongue is raised and curled back behind the tooth ridge while the back of the tongue stays low. - Ask Ss to take notes. - Listen and take some notes. Task b: Listen. Notice the sounds of the underlined letters. CD2-Track 29 - 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 29 W: plumber, tutor, doctor Task c: Listen and circle the words you hear. CD2-Track 30 -Play audio. Have students listen and circle the words they hear. -Listen and circle the words they hear. -Play audio again and check answers as a whole class. -Listen to the audio and repeat. SCRIPT CD2-Track 30 1. W: hear 2. W: ill 3. W: singer Answer key: 1. hear 2. ill 3. singer 1. hear he'll /hɪr/ /hiːl/ 2. ear ill /ɪr/ /ɪl/ 3. singer single /ˈsɪŋər/ /ˈsɪŋɡl/ Task d: Take turns saying the words in Task c. while your partner points to them. -Have students practice saying the words in Task c. while their partner points to them. - Say the words in Task c. while their partner points to them -Ask some students to read the words out loud - Read the words out loud. -Give some feedback or correction - Listen to feedback 2. Practice (10’) a. Objectives: To help Ss practice giving advice and suggestions b. Content: Tasks a and b. c. Expected outcomes: Ss can give advice and suggestions d. Organization: Teacher’s activities Students’ activities Task a: In pairs: Take turns giving advice and suggestions using the pictures and prompts. - Demonstrate the activity by practicing with a student. - Watch the demonstration - Divide the class into pairs. - Work in pairs. - Have students take turns giving advice and suggestions using the pictures and prompts. - Practice speaking. - Have some pairs demonstrate the activity in front of the class. - Demonstrate the activity in front of the class. - Give some feedback or correction - Listen to feedback Suggested answer: 1.1 Fashion designer A: I want to be a fashion designer. Do you have any advice? B: Sure. You should start a blog if you want to be a fashion designer. A: That's a good idea. I appreciate it. 1.2 Fashion Designer A: I want to be a fashion designer. Do you have any advice? B: If you want to be a fashion designer, you could design a new dress each month. A: That's a great idea. Thanks for the tip! 2.1. Doctor A: I want to be a doctor. Do you have any advice? B: Sure. If you want to be a doctor, you should study hard. A: I'll make sure to do that. Thanks for the advice! 2.2. Doctor A: I'm considering becoming a doctor. What should I do now? B: You could research good universities now if you want to be a doctor. A: That's a good plan. I appreciate the suggestion! 3.1. Skincare Specialist A: I'm interested in becoming a skincare specialist. Do you have any advice? B: Sure. You could take a short skincare course if you want to be a skincare specialist. A: That sounds perfect. Thank you for the advice! 3.2. Skincare Specialist A: I'm aiming to become a skincare specialist. What else should I do? B: If you want to be a skincare specialist, you should read about soap and face wash. A: I'll start reading up on that. Thanks for the suggestion! 4.1. Plumber A: I'm interested in becoming a plumber. What should I do? B: Sure. You should find an apprenticeship if you want to be a plumber. A: That's a great plan. I appreciate it! 4.2. Plumber A: I want to be a plumber. Do you have any advice? B: If you want to be a plumber, you could try a training program. A: That sounds like a good idea. Thanks for the advice! 5.1. Soccer Player A: I want to be a soccer player. Do you have any advice? B: Sure. You should practice a lot if you want to be a soccer player A: I'll definitely do that. Thanks for the tip! 5.2. Soccer Player A: I want to be a soccer player. What should I do? B: If you want to be a soccer player, you could join a new team. A: That's a great suggestion. Thank you! 6.1. Veterinarian A: I'm interested in becoming a veterinarian. Do you have any advice? B: Sure. You could get a tutor if you want to be a veterinarian. A: That’s a good idea. I’ll look into it. Thanks! 6.2. Veterinarian A: I want to be a veterinarian. What else should I do? B: If you want to be a veterinarian, you should start learning about animals. A: That's a good idea. I appreciate it. Task b: Practice with your own ideas. -Have students practice the activity with their own ideas. - Share the ideas with a partner. -Have some pairs demonstrate the activity in front of the class. - Demonstrate the activity in front of the class. -Give some feedback or correction. - Listen to feedback. Suggested answer: A: I'm thinking about becoming a travel writer. Do you have any advice? B: Of course. You should start a blog to document your travels and share your stories. A: That's a great idea. Thanks for the advice! 3. Production (Speaking) (10’) a. Objectives: To help Ss discuss future jobs at school. b. Content: Tasks a and b. c. Expected outcomes: Ss can talk about future jobs at school. d. Organization Teacher’s activities Students’ activities Task a: You're discussing future jobs at school. In pairs: Student A, you're a student. You're interested in the jobs in the box. Discuss them with your teacher. Student B, you're a teacher. Listen and give advice and suggestions. -Demonstrate the activity by practicing with a student. -Watch the demonstration -Divide the class into pairs. - Work in pairs. - Have Student A discuss the jobs. Have Student B listen and give advice and suggestions about the jobs. - Share the ideas with a partner. -Have some pairs demonstrate the activity in front of the class. - Demonstrate the activity in front of the class. -Give some feedback or correction - Listen to feedback Suggested answer: 1. Astronaut Student A: I want to be an astronaut. Teacher: If you want to be an astronaut, you should get fit. Student A: What can I do? Teacher: You could join a sports team if you want to get fit. 2. Plumber Student A: I want to be a plumber. Teacher: If you want to be a plumber, you should get hands-on experience. Student A: What can I do? Teacher: You could start an apprenticeship if you want to get hands-on experience. 3. Engineer Student A: I want to be an engineer. Teacher: If you want to be an engineer, you should focus on your math and science skills. Student A: What can I do? Teacher: You could join a robotics club if you want to improve your skills. 4. Tutor Student A: I want to be a tutor. Teacher: If you want to be a tutor, you should gain expertise in a subject. Student A: What can I do? Teacher: You could volunteer to help your classmates if you want to gain expertise. Task b: Student A, now you're the teacher. Listen and give advice and suggestions. Student B, discuss the jobs in the box with your teacher. - Have Student B discuss the jobs. Have Student A listen and give advice and suggestions about the jobs. - Practice speaking with a partner. -Have some pairs demonstrate the activity in front of the class. - Demonstrate the activity in front of the class. -Give some feedback or correction - Listen to feedback Suggested answers 5. Dancer Student B: I want to be a dancer. Teacher: If you want to be a dancer, you should practice regularly. Student B: What can I do? Teacher: You could join a dance class if you want to practice regularly. 6. Mechanic Student B: I want to be a mechanic. Teacher: If you want to be a mechanic, you should learn about cars. Student B: What can I do? Teacher: You could take an auto repair course if you want to learn about cars. 7. Business Person Student B: I want to be a business person. Teacher: If you want to be a business person, you should develop your leadership skills. Student B: What can I do? Teacher: You could take a public speaking course if you want to develop your leadership skills. 8. Psychologist. Student B: I want to be a psychologist. Teacher: If you want to be a psychologist, you should understand human behavior. Student B: What can I do? Teacher: You could volunteer at a counseling center if you want to understand human behavior. Task c: What's the best piece of advice your partner gave you? Why? -Ask students to discuss the questions. - Share the ideas with a partner. -Ask some students to share their ideas with the class. - Share the ideas with the class. -Give some feedback or correction. - Listen to feedback. Suggested answer: He suggested I should take a public speaking course to be a business person. I think it's a great idea because effective communication is essential in business. It helps build confidence, establish connections, and improve leadership skills. C. Consolidation and homework assignments (5’) - Speaking: Ask and answer the question below with your partner about the future job What should I do if I want to become a chef? Suggested answers: If you want to become a chef, you should attend culinary school, gain kitchen experience, and develop your cooking skills.  Focus on the final /r/ sound.  Prepare for the next lesson (Vocabulary & Listening - pages 78 & 79 - 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: 92 UNIT 8: Jobs in the future Lesson 2.1: Vocabulary and Reading (Pages 78 & 79) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - Learn and use 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 - Match the underlined words to the definitions. - Ss’ answers. - Observation/feedback. - Read the article about entertainment and media. - Ss’ answers. - Observation/feedback. - Read and answer the questions. - Ss’ answers. - Observation/feedback. - Listen and read. - Ss’ answers. - Observation/feedback. - Discuss if they agree with the writer's opinions about the future of entertainment and media - 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 different kinds of entertainment and media jobs 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 are the people in the picture doing? 2. What jobs can create an experience like in the picture above? - 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. - Listen to feedback. Suggested answers 1. What are the people in the picture doing? They are watching a virtual reality film about astronauts. 2. What jobs can create an experience like in the picture above? Jobs that can create a similar experience include virtual reality developers, filmmakers, astronauts, or educators in space science. B. New Lesson (35’) 1. Pre-reading (Vocabulary - 15’) a. Objectives: To help Ss improve their new words related to jobs in the future. b. Content: tasks a and b. c. Expected outcomes: Ss can learn some new words related to jobs in the future. d. Organization Teacher’s activities Students’ activities Task a: Read the sentences, then match the underlined words to the definitions. Listen and repeat. CD2-Track 31 - Demonstrate the activity using the example. -Watch the demonstration. - Ask Ss to work by themselves and match the underlined words to the definitions. (using the DCR/ PPTs slides). - Match the words to the definitions. - Ask Ss to compare the answers with a partner. - Check the answers with a partner. - Check Ss’ answers around the class. - Listen to feedback. - Play audio. Ask Ss to listen and repeat. - Listen and repeat. CD2-Track 31- SCRIPT 1. M: innovation 2. M: media 3. M: producer 4. M: audience 5. M: personalized 6. M: virtual reality 7. M: podcast 8. M: demand Answer Keys: 1. innovation 2. media 3. producer 4. Audience 5. personalized 6. virtual reality 7. podcast 8. demand Task b. In pairs: Use the new words to talk about digital media you read, watch, or listen to, and jobs related to media. - Explain and model the activity. - Listen to the instructions. - Ask pairs to discuss digital media they read, watch, or listen to, and jobs related to media using the new words. - Work in pairs and share 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. innovation 2. media 3. producer 4. audience 5. personalized 6. virtual reality 7. podcast 8. demand Suggested answers: 1. New technology brings innovation to how we watch shows. 2. Book writers and journalists are jobs related to media. 3. A producer pays for movies and TV shows to be made. 4. The audience eagerly waits for new episodes of their favorite series. 5. I like to watch virtual reality movies. 6. Streaming services offer personalized recommendations. 7. Many people enjoy listening to podcasts about different topics on their way to work. 8. There is high demand for new and exciting media content 2. While - reading (Reading – 15’) 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 main ideas and specific information. d. Organization: Teacher’s activities Students’ activities Task a: Read the article about entertainment and media. What's it mainly about? 1. why the media business will be very different 2. how technology will affect jobs in the media - Ask Ss to read the questions and underline the key words - Read the questions and underline the key words. - Ask Ss to read the article and choose the correct answer. - Read the article, 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. how technology will affect jobs in the media Evidence: If you read articles about popular jobs in the future, you will see that new innovations will play an important role in almost every field, including the media business. Here is what we think you can expect to see in the future of entertainment and media jobs. Task b: Now, read and answer the questions. - 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 answer the questions. - Read the article again and answer the questions. - 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 (using the DCR). - Correct the answers. Answer Keys 1. new innovations 2. VR content 3. exactly what their audience wants 4. job opportunities in media 5. podcasts and videos ANSWERS EVIDENCE 1. What will play an important role in most businesses in the future? - new innovations If you read articles about popular jobs in the future, you will see that new innovations will play an important role in almost every field, including the media business. Here is what we think you can expect to see in the future of entertainment and media jobs. 2. What content will there be high demand for? - VR content Virtual reality (VR) will be everywhere. It is already common in video games, and some museums and amusement parks have virtual experiences. 3. What will newer technology let producers know? - exactly what their audience wants Personalized content will be the new normal. Newer technology will let producers know exactly what their audience wants. 4. What do we expect data scientists to have more of in the future? - job opportunities in media To do that, companies and producers will need lots of data. We expect to see more job opportunities in media for data scientists. 5. Which two types of content are mentioned to attract an audience? - podcasts and videos Everyone will be a producer. We are already seeing it today: anyone can put content online, whether it is a podcast or video, and attract an audience. Technology will make this even easier Teacher’s activities Students’ activities Task c: Listen and read. CD2- Track 32 - Play the CD and ask Ss to listen and read along. - Listen and read along. - Pick some students to read some parts of the article and correct their pronunciation if necessary. CD2- Track 32- SCRIPT If you read articles about popular jobs in the future, you will see that new innovations will play an important role in almost every field, including the media business. Here is what we think you can expect to see in the future of entertainment and media jobs. Virtual reality (VR) will be everywhere. It is already common in video games, and some museums and amusement parks have virtual experiences. In the future, you can expect to attend a virtual concert or play virtual soccer. This means virtual reality designers will be a job of the future. Personalized content will be the new normal. Newer technology will let producers know exactly what their audience wants. To do that, companies and producers will need lots of data. We expect to see more job opportunities in media for data scientists. Everyone will be a producer. We are already seeing it today: anyone can put content online, whether it is a podcast or video, and attract an audience. Technology will make this even easier. And as people start creating more professional content, the demand for good content writers and producers will rise. The world of work in media will keep changing. Can you keep up? - Read some parts of the article and listen to some feedback. 3. Post-reading (5’) a. Objectives: To help Ss discuss the future of entertainment and media b. Content: Tasks d c. Expected outcomes: Ss can talk about the future of entertainment and media d. Organization Teacher’s activities Students’ activities Task d: In pairs: Do you agree with the writer's opinions about the future of entertainment and media? What changes do you think we will see? - 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: Yes, I agree with the writer. We will see more virtual reality experiences, personalized content, and more jobs for data scientists. More people will create their own content, increasing the demand for writers and producers C. Consolidation and homework assignments (5’) - Speaking: Ask and answer the question below with your partner about the future of entertainment and media : What are some examples of virtual reality experiences you have heard about? Suggested answers: Some examples of virtual reality experiences are virtual concerts, virtual museums, and virtual sports games. Vocabulary 1. Innovation 2. Personalized 3. Producer 4. Podcast 5. Demand 6. Virtual reality 7. Media 8. Audience HOMEWORK:  Learn vocabulary related to jobs in the future.  Make sentences using vocabularies in SB.  Prepare for the next lesson (Grammar - pages 79 & 80 - 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: 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: ………………………………………………………………………………………… TỔ DUYỆT