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Mô tả: Date of planning: 08.05.2025 Period 103 UNIT 8: Jobs in the future Lesson 3.2: Speaking and Writing (Page 83) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - Learn how to highlight important ideas and information - Talk and write about the most popular jobs in the future. 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 underline the different phrases used to highlight information. - Ss’ answers. - Observation/feedback. - Rewrite the sentences to highlight the important idea and information before the sentence using the prompts. - Ss’ answers. - Observation/feedback. - Discuss what jobs will be the most popular in the future and say why. - Ss’ answers. - Observation/feedback. - Write an article about the most popular jobs in the future. - Ss’ answers. - Observation/feedback. 4. Procedures -Organization (1’) Class Date of teaching Absent students 9A 9C A. Warm-up: 5 minutes a. Objectives: to introduce the topic about popular jobs in the future b. Content: Share the ideas with the class. c. Expected outcomes: Ss can talk about jobs that will be popular in the future d. Organization Teacher’s activities Students’ activities Warm-up activities: Work in pairs and answer these questions. - Divide Ss into pairs. - Give Ss instructions and one example. - Show questions for Ss to discuss. - Call some pairs to give their answers. - Give feedback. Questions: 1. What jobs do you think will be popular in the future? 2. Do you think technology will affect the types of jobs in the future? 3. What skills will be important for future jobs? 4. Which job will be needed to help people in the future? - Work in pairs. - Follow the instructions. - Discuss the questions. - Read the sentences out loud. - Listen to some answers. Suggested answers 1. I think jobs in technology like software developers, computer programmers, and cybersecurity experts will be very popular in the future 2. Yes, technology will change popular jobs because many jobs will be automated. For example, cashiers and factory workers may be replaced by machines and robots. 3. Skills like critical thinking, problem-solving, and communication will be important. 4. I think healthcare jobs like nurses, doctors, and medical technicians will be in high demand in the future. B. New Lesson (35’) 1. Pre-writing (20’) 1.1.Writing: (10’) a. Objectives: To help Ss learn how to highlight important ideas and information. b. Content: tasks a and b c. Expected outcomes: Ss can learn how to highlight important ideas and information. d. Organization Teacher’s activities Students’ activities Task a. Read about highlighting important ideas and information, then read the article again and underline the different phrases used to highlight information. - Ask students to read the Writing Skill box and the article again and underline the phrases used to highlight information. - Read the Writing Skill box and the article again and underline the phrases used to highlight information. - Ask students to check their answers with a partner. - Check their answers with a partner. - Check answers as a whole class. - Correct the answers. Answer key: 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 stop altogether. Here are three jobs that I think will be very popular in the future. 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. 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. Because of this, being a scientist, mainly a medical scientist, will become more popular. 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. 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. Task b. Rewrite the sentences to highlight the important ideas and information before the sentence using the prompts. - Ask students to look at the prompts and sentences. - Look at the prompts and sentences. - Ask students to rewrite the sentences using the prompts. - Rewrite the sentences using the prompts. - Ask students to check their answers with a partner. - Check their answers with a partner. - Check answers as a whole class. - Correct answers. Suggested answers: 1. I think robots will do lots of jobs, especially factory jobs, sooner or later. 2. I want to perform surgeries, in particular heart surgery, when I grow up. 3. People, mainly young people, should think about what jobs we need them to do in the future. 4. I want to design houses, in particular expensive houses, in my future career. 5. Technology, especially robots, will become very important in our lives. 1.2.Speaking: (10’) a. Objectives: To help Ss talk about what jobs will be the most popular in the future. b. Content: Tasks a and b c. Expected outcomes: Ss can talk about what jobs will be the most popular in the future. d. Organization Task a. In pairs: Discuss what jobs will be the most popular in the future and say why. Highlight specific examples for each of the reasons. - Demonstrate the activity by practicing with a student. - Watch the demonstration. - Divide the class into pairs. - Work in pairs. - Have students discuss what the most popular jobs in the future will be. - Discuss what the most popular jobs in the future will be. - Have students discuss the different reasons for those jobs being popular and highlight specific examples for each reason. - Practice speaking - Have some students share their ideas with the class. - Listen to other students’ ideas. Suggested answer: 1. A: I think being a musician will be very popular in the future. B: Really? Why? A: Robots will do many jobs, especially manual jobs. People will have more time for fun jobs. B: Ah, I see. Good idea. 2. A: I think being a chef will be very popular in the future. B: Really? Why? A: Robots will take over many tasks, especially repetitive ones. People will want unique, creative dining experiences. B: Ah, I see. That makes sense. 3. A: I think being a space tourism guide will be very popular in the future. B: Really? Why? A: Space travel will become more accessible, especially for wealthy tourists, and they’ll need guides to help them navigate and enjoy their trips. B: Ah, I see. That sounds amazing. Task b. Choose the two jobs that you think will be most popular and complete the table. Note what point you think you should highlight. -Have students choose the two jobs that they think will be most popular and complete the table. - Complete the task -Have students note the piece of information that they want to highlight on the table. - Note the piece of information that they want to highlight on the table. -Have some students share their ideas with the class. - Listen to other students’ ideas. Suggested answer: Jobs Reasons for being popular in the future Points to highlight Video game designer Robots will do many household tasks, giving people more free time to relax and play video games. especially around the house Engineer Technology will become increasingly important, requiring many engineers to design and fix new technology and equipment. especially engineers for designing and fixing 2. While-writing (10’) a. Objectives: To help Ss write an article about the most popular jobs in the future. b. Content: Let’s write c. Expected outcomes: Ss can an article about the most popular jobs in the future. d. Organization: Let’s write: Now, write an article about the most popular jobs in the future. Use the Writing Skill box, the reading model, and your speaking notes to help you. Write 100 to 120 words. - Ask Ss to brainstorm the ideas in pairs. - Brainstorm the ideas in pairs. - Ask Ss to make an outline and make notes. - Make an outline and make notes. - Give feedback. - Listen to feedback. - Ask Ss to use their notes to write about the most popular jobs in the future. - Practice writing. Sample answer: The world is changing, and so are the most popular jobs. Some jobs will be very popular in the future. A job that will be popular in the future is being a video game designer. I believe that robots will do many things, especially around the house. People will have much more free time to relax and play video games, so designing games will be a popular job. The next job is being an engineer. Technology will become more and more important in our lives. We will need lots of people, especially engineers, to help design and fix new technology and equipment. The world will be different in the future, and so will the jobs we need people to do. 120 words 3. Post-writing (5’) a. Objectives: To help Ss check the writing text and correct mistakes. b. Content: Tasks d c. Expected outcomes: Ss can check the writing text and correct mistakes. d. Organization Teacher’s activities Students’ activities Finalize and student-check the writing task - Draw students' attention to the Feedback form. - Look at the Feedback form. - Ask Ss to count the number of words in the writing text. - Count the number of words in the writing text. - Ask Ss to check the paragraph. - Check the paragraph. - Ask Ss to swap the writing texts in pairs and check each other’s work. - Swap the writing texts in pairs and check each other’s work. -Choose some students’ paragraphs and correct them in front of the class. - Listen to feedback. C. Consolidation and homework assignments (5’) - Speaking: Ask and answer the question below with your partner about popular jobs in the future How can people prepare for jobs in the future? Suggested answers: To prepare for future jobs, people should focus on learning new skills, staying updated on industry trends, and being adaptable to changes in technology and work environments. HOMEWORK:  Learn vocabulary related to life in the past.  Make sentences using vocabularies in SB.  Prepare for the next lesson (Review 1 - pages 111 & 112 - 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: ………………………………………………………………………………………… ******************** Date of planning: 08.05.2025 Period 104 UNIT 8: Jobs in the future Lesson: Review 1 - Listening, Reading & Vocabulary (Pages 111 & 112) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - Review the target language learned in the unit - Practice test-taking skills (Listening, Reading & Vocabulary) 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 and choose the correct answer - Ss’ answers. - Observation/feedback. - Read and circle True or False - Ss’ answers. - Observation/feedback. - Circle the correct words. - Ss’ answers. - Observation/feedback. - Share the ideas with the class. - Ss’ answers. - Observation/feedback 4. Procedures -Organization (1’) Class Date of teaching Absent students 9A 9C A. Warm-up: 5 minutes a. Objectives: To review the vocabularies related to jobs b. Content: Review the vocabularies c. Expected outcomes: Ss can review the vocabularies related to jobs d. Organization Teacher’s activities Students’ activities Competition time: - Ask Ss to form groups of 5. - Work in groups. - Give Ss instructions and one example. - Follow the instructions. - Ask Ss to match the words with the correct definitions in 5 minutes. The team(s) with the most correct answers win (s). - Match the words with the definitions in a team/group. - Give feedback. - Listen to feedback. Match the words with the definitions Words Definitions 1. plumber a. a person who fixes vehicles 2. psychologist b. a person trained in the medical treatment of animals 3. mechanic c. a person who installs and fixes toilets, showers, etc 4. skincare specialist d. a person who studies the human mind, feelings, and behavior 5. veterinarian e. a person who helps keep your skin healthy Suggested answers Words Definitions 1. plumber c. a person who installs and fixes toilets, showers, etc. 2. psychologist d. a person who studies the human mind, feelings, and behavior 3. mechanic a. a person who fixes vehicles 4. skincare specialist e. a person who helps keep your skin healthy 5. veterinarian b. a person trained in the medical treatment of animals B. New Lesson (35’) 1. Listening skill (15’) a. Objectives: Review the target language learned in the unit b. Content: Listening c. Expected outcomes: Ss can practice test-taking skills. d. Organization: Teacher’s activities Students’ activities SB - p. 111. You will hear five short conversations. You will hear each conversation twice. There is one question for each conversation. For each question, choose the correct answer (A, B, or C). CD2 track 44 - Ask Ss to read the questions. - Read the questions. - Ask Ss to underline the key words - Underline the key words - Play audio. Ask students to listen and circle the correct answer. - Listen and circle the correct answer. - Ask Ss to compare the answers with a partner. - Compare the answers with a partner and show the evidence to justify the answer. - Check the answers as a whole class. - Correct the answers SCRIPT CD2 track 44 Narrator: You will hear five short conversations. You will hear each conversation twice. There is one question for each conversation. For each question, choose the correct answer (A, B, or C). Here is an example: You will hear two friends talking about future jobs. What job does the boy want? Mia: What job do you want? Skincare specialist? Ethan: I like helping people...but, no. Mia: A psychologist? Ethan: No, I like fixing things... Mia: A mechanic! Ethan: Correct! Narrator: The answer is "mechanic", so there is a tick in Box A. Now, we are ready to start. Look at question one. 1. Narrator: You will hear two friends talking about how to find the right job. What is their conclusion? Paul: I don't know what job I want, Mark. How can I find out? Mark: You need to do some research, then you'll know what job is right for you. Paul: Good idea! Narrator: Now, listen again. 2. Narrator: You will hear a student asking a teacher about an apprenticeship. How long is a part-time apprenticeship? James: Mr. Roberts, how long is a plumber apprenticeship? Mr. Roberts: A full-time apprenticeship takes two years. James: I want to do a part-time one. Is it four years? Mr. Roberts: Actually, it takes five years. Narrator: Now, listen again. 3. Narrator: You will hear a father talking to his son. Which job does the son think is the most difficult? Father: Do you still want to be an astronaut? Son: No. It's too difficult. Father: And a doctor? Son: That's even harder! Father: What about a vet? That's hard, too. Son: Not for me. I love animals. Narrator: Now, listen again. 4. Narrator: You will hear two parents talking about one of their daughters. What does she need? Lisa: My daughter wants to be a psychologist, but her grades aren't great. Sarah: Well, to study at a good university, she'll need good grades. Lisa: You're right. I think I'll find her a tutor. Narrator: Now, listen again. 5. Narrator: You will hear a teacher talking to a student about jobs. What advice does the teacher give? Mrs. Bentley: What do you want to be, Kevin? Kevin: I want to be a psychologist. Mrs. Bentley: You need to get better grades. You could get a tutor or do extra work after school. Narrator: Now, listen again. Answer Key 0. A 1. C 2. C 3. B 4. A 5. B Answer Key Evidence 0. You will hear two friends talking about future jobs. What job does the boy want? A. mechanic B. skincare specialist C. psychologist Mia: What job do you want? Skincare specialist? Ethan: I like helping people...but, no. Mia: A psychologist? Ethan: No, I like fixing things... Mia: A mechanic! Ethan: Correct! Narrator: The answer is "mechanic", so there is a tick in Box A. 1. You will hear two friends talking about how to find the right job. What is their conclusion? A. choose any job B. ask parents C. need to do research 1. Narrator: You will hear two friends talking about how to find the right job. What is their conclusion? Paul: I don't know what job I want, Mark. How can I find out? Mark: You need to do some research, then you'll know what job is right for you. Paul: Good idea! 2. You will hear a student asking a teacher about an apprenticeship. How long is a part-time apprenticeship? A. two years B. four years C. five years 2. Narrator: You will hear a student asking a teacher about an apprenticeship. How long is a part-time apprenticeship? James: Mr. Roberts, how long is a plumber apprenticeship? Mr. Roberts: A full-time apprenticeship takes two years. James: I want to do a part-time one. Is it four years? Mr. Roberts: Actually, it takes five years. 3. You will hear a father talking to his son. Which job does the son think is the most difficult? A. astronaut B. doctor C. veterinarian 3. Narrator: You will hear a father talking to his son. Which job does the son think is the most difficult? Father: Do you still want to be an astronaut? Son: No. It's too difficult. Father: And a doctor? Son: That's even harder! Father: What about a vet? That's hard, too. Son: Not for me. I love animals. 4. You will hear two parents talking about one of their daughters. What does she need? A. a tutor B. a psychologist C. a university 4. Narrator: You will hear two parents talking about one of their daughters. What does she need? Lisa: My daughter wants to be a psychologist, but her grades aren't great. Sarah: Well, to study at a good university, she'll need good grades. Lisa: You're right. I think I'll find her a tutor. 5. You will hear a teacher talking to a student about jobs. What advice does the teacher give? A. get a part-time job B. do extra work after school C. get a job as a tutor 5. Narrator: You will hear a teacher talking to a student about jobs. What advice does the teacher give? Mrs. Bentley: What do you want to be, Kevin? Kevin: I want to be a psychologist. Mrs. Bentley: You need to get better grades. You could get a tutor or do extra work after school. 2. Reading skill (15’) a. Objectives: Review the target language learned in the unit b. Content: Reading c. Expected outcomes: Ss can practice test-taking skills. d. Organization: Teacher’s activities Students’ activities SB - p. 111. Read and circle True or False. - Ask Ss to read the questions and underline the key words - Read the questions and underline the key words. - Ask Ss to read the passage again and choose the correct answer. - Read the passage, underline the evidence, and circle the correct answer. - Ask Ss to compare the answers with a partner. - Compare the answers with a partner and show the evidence to justify the answer. - Check the answers - Correct the answers Answer Key 0. True 1. True 2. False 3. False 4. True 5. True Answer Key Evidence 0. many young people don't know what job they want in the future. True You shouldn't worry if you don't know what job you want to have. Most young people feel the same way. 1. people need jobs to take care of their families and to buy things. True However, we have to get a job if we want to have enough money to buy things and support a family. 2. making money is more important than being happy at work. False • Personality – Being happy in your job is very important. If you know what you like (or don't like), you can understand which jobs are right for you. Don't choose a job just because of the money. 3. people need to learn how to work on a team and by themselves. False • Working style – You might enjoy working on a large team or alone. If you know the way you like to work, it could help you decide which type of job will suit you. 4. understanding where you work best will help you choose the correct job for yourself. True • Working environment – Maybe you work best in an office, or maybe outside. If you have an understanding of where you work best, you can expect to find jobs with the right working environment for you. 5. there are online tests that help give you an idea of the type of jobs you should do in the future. True Career test – If you like the idea of someone giving you career advice, you could always take an online career test. These tests are free, convenient, and widely available. When you complete the test, a report tells you the most suitable jobs for you. 3. Vocabulary (5’) a. Objectives: Review the target language learned in the unit b. Content: Vocabulary c. Expected outcomes: Ss can practice test-taking skills. d. Organization: Teacher’s activities Students’ activities SB - p.112: Circle the correct answers. - Ask Ss to read the sentences - Read the sentences. - Ask Ss to choose the correct answers - Circle the correct answers. - Ask Ss to compare the answers with a partner. - Compare the answers with a partner and show the evidence to justify the answer. - Check the answers - Correct the answers Answer Key 1. A 2.D 3. B 4. A 5. B 6. C 7. A 8. D C. Consolidation and homework assignments (5’) - Speaking: Ask and answer the question below with your partner How does understanding your personality help in choosing the right job? Suggested answers: I think knowing my personality can help me pick a job that suits me, making work more enjoyable and successful.  Review the target language learned in the unit.  Practice test-taking skills.  Prepare for the next lesson (Review 2 - Pages 112 & 113 - 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: ……………………………………………………………………………… ******************** Date of planning: 08.05.2025 Period 105 UNIT 8: Jobs in the future Lesson: Review 2 - Grammar, Pronunciation, In the Real World, Conversation, Speaking & Writing (Pages 112 & 113) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - Review the target language learned in the unit - Practice test-taking skills (Grammar, Pronunciation, In the Real World, Conversation, Speaking & Writing) 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 - Rearrange the groups of words in the correct order to make complete sentences - Ss’ answers. - Observation/feedback. - Circle the word that differs from the other three in the position of primary stress - Ss’ answers. - Observation/feedback. - Circle the word that has the underlined part pronounced differently from the others. - Ss’ answers. - Observation/feedback. - Look at the signs. Choose the best answers. - Ss’ answers. - Observation/feedback. - Choose the correct answer. - Ss’ answers. - Observation/feedback - Discuss what jobs you want to have in the future and take turns giving advice about how to get these jobs. - Ss’ answers. - Observation/feedback - Write about the things you want and expect to experience from media and entertainment companies in the future. - Ss’ answers. - Observation/feedback 4. Procedures -Organization (1’) Class Date of teaching Absent students 9A 9C A. Warm-up: 5 minutes a. Objectives: To review the grammar points “verbs + to-infinitives” b. Content: review the grammar points c. Expected outcomes: Ss can review the grammar points “verbs + to-infinitives” d. Organization Teacher’s activities Students’ activities Warm-up activities: - Divide Ss into groups. - Work in groups. - Give Ss instructions and one example. - Ask students to make six sentences using these verbs with “to infinitives” in 5 minutes. The team(s) with the most correct mistakes win(s). 1. aim 2. expect 3. decide 4. hope 5. plan 6. want - Work in groups and create a short story - Call some groups to read their stories - Read their stories - Give feedback. - Listen to some answers. Suggested answers Example: Jack aimed to climb the highest mountain in his country. 1. Lily aimed to finish her novel by the end of the month. 2. She expected to face many distractions but remained determined. 3. After considering her schedule, she decided to write every morning. 4. She hoped to complete a chapter each day. 5. To stay focused, she planned to minimize social activities. 6. Ultimately, she wanted to see her book published. B. New Lesson (35’) 1. Grammar (5’) a. Objectives: Review the target language learned in the unit b. Content: Grammar c. Expected outcomes: Ss can practice test-taking skills. d. Organization: Teacher’s activities Students’ activities Rearrange the groups of words in the correct order to make complete sentences. -Demonstrate the activity using the example. - Listen to the instructions. - Ask students to unscramble the sentences. - Complete the task. - Have pairs check each other's work. - Compare the answers with a partner. - Pick some Ss to read the sentence(s) out loud. - Read the sentences out loud. - Check and correct Ss’ answers. - Correct the answers Answers 1. I expect to see more personalized content in the future. 2. If you want to be a doctor, you could get a tutor. 3. People will want to see more beautiful virtual worlds. 4. Producers will want to know what their audience likes the most. 5. If you want to be a skincare specialist, you could take a course. 6. You should design something new every week if you want to be a fashion designer. 7. More people will want to attend virtual events. 8. You should find a good apprenticeship if you want to be a plumber or a mechanic. 2. Pronunciation (5’) a. Objectives: Review the target language learned in the unit b. Content: Pronunciation c. Expected outcomes: Ss can practice test-taking skills. d. Organization: Teacher’s activities Students’ activities Task a. Circle the word that differs from the other three in the position of primary stress in each of the following questions. - Ask Ss to notice the pronunciation feature. - Notice the pronunciation feature - Ask Ss to circle the correct answer - Circle the correct answer - Ask Ss to compare the answers with a partner. - Compare the answers with a partner and show the evidence to justify the answer. - Check the answers as a whole class. - Correct the answers Answer Key 1. A2. D Task b. Circle the word that has the underlined part pronounced differently from the others. - Ask Ss to notice the pronunciation feature. - Notice the pronunciation feature. - Ask Ss to circle the correct answer. - Circle the correct answer. - Ask Ss to compare the answers with a partner. - Compare the answers with a partner and show the evidence to justify the answer. - Check the answers as a whole class. - Correct the answers. Answer Key 1. C 2. B Evidence: Task a: 1.A. mechanic B. media C. virtual D. specialist /məˈkænɪk/ /ˈmiːdiə/ /ˈvɜːrtʃuəl/ /ˈspeʃəlɪst/ 2.A. plumber B. tutor C. podcast D. demand /ˈplʌmər/ /ˈtuːtər/ /ˈpɑːdkæst/ /dɪˈmænd/ Task b: 1. A. media B. field C. demand D. meetings /ˈmiːdiə/ /fiːld/ /dɪˈmænd/ /ˈmiːtɪŋ/ 2. A. producer B. podcast C. personalized D. innovation /prəˈduːsər/ /ˈpɑːdkæst/ /ˈpɜːrsənəlaɪzd/ /ˌɪnəˈveɪʃn/ 3. In the Real World (5’) a. Objectives: Review the target language learned in the unit b. Content: In the Real World c. Expected outcomes: Ss can practice test-taking skills. d. Organization: Teacher’s activities Students’ activities Look at the signs. Choose the best answers. - Ask Ss to read the questions. - Read the questions. - Ask Ss to underline the key words - Underline the key words - Ask students to read and circle the correct answer. - Read and circle the correct answer. - Ask Ss to compare the answers with a partner. - Compare the answers with a partner and show the evidence to justify the answer. - Check the answers as a whole class. - Correct the answers Answer Key 1. C 2. B Answer key Evidence 1. How can the website help you? A. find a university B. meet other people looking for apprenticeships C. find an apprenticeship D. fill out application forms Want to be a plumber? A builder? A mechanic? Don't know how to find a good apprenticeship? Go to www.wefindapprenticeships.com and complete the simple form. We'll help you find the right people to teach you the skills you need to get your dream job. 2. What can you do at the fair? A. learn about what audiences want to see B. find jobs in media C. listen to podcasts about the media D. learn about Fargate Media Career Fair Join us in Fargate Town Hall to learn about current media career opportunities as well as how media might change. Meet experts and hear about what people should expect from the future of media and how to prepare for a career in it. 4. Conversation (5’) a. Objectives: Review the target language learned in the unit b. Content: Conversation c. Expected outcomes: Ss can practice test-taking skills. d. Organization: Teacher’s activities Students’ activities Choose the correct answer (A, B, C, or D). - Ask Ss to read the questions. - Read the questions. - Ask Ss to underline the key words - Underline the key words - Ask students to read and circle the correct answer. - Read and circle the correct answer. - Ask Ss to compare the answers with a partner. - Compare the answers with a partner and show the evidence to justify the answer. - Check the answers as a whole class. - Correct the answers Answer Key 1. B 2. B 3. C 4. A 5. Speaking (5’) a. Objectives: Review the target language learned in the unit b. Content: Speaking c. Expected outcomes: Ss can practice test-taking skills. d. Organization: Teacher’s activities Students’ activities In pairs: Discuss what jobs you want to have in the future. Take turns giving advice about how to get these jobs. - Ask Ss to work in pairs. - Work in pairs. - Ask Ss to discuss what jobs you want to have in the future - Practice speaking - Ask Ss to take turns giving advice about how to get these jobs. - Take turns giving advice about how to get these jobs. -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. - Ask some Ss to share their ideas. - Share the ideas with the class. Suggested Answers 1. A: I want to be a chef. B: If you want to be a chef, you should learn to cook a variety of dishes. A: What can I do? B: You could take cooking classes if you want to learn to cook different dishes. A: Thanks. 2. A: I want to be a flight attendant. B: If you want to be a flight attendant, you should improve your communication skills. A: What can I do? B: You could take language and communication courses if you want to enhance your skills. A: Thanks. 6. Writing (10’) a. Objectives: Review the target language learned in the unit b. Content: Writing c. Expected outcomes: Ss can practice test-taking skills. d. Organization: Teacher’s activities Students’ activities Write about the things you want and expect to experience from media and entertainment companies in the future. Write 100 to 120 words. - Ask Ss to brainstorm the ideas in pairs. - Brainstorm the ideas in pairs. - Ask Ss to make an outline and make notes. - Make an outline and make notes. - Give feedback. - Listen to feedback. - Ask Ss to use their notes to write about the things they want and expect to experience from media and entertainment companies in the future. - Practice writing. - Ask Ss to count the number of words - Count the number of words - Ask Ss to check the paragraph - Check the paragraph -Choose some students’ paragraphs and correct them in front of the class - Listen to feedback. Sample answer: I hope entertainment and media will be very different in the future. I expect to see more personalized content because I don't want to just watch the same things as everyone else. I also expect to see more virtual reality media. I expect to be able to watch and learn about the world in a virtual reality world. I also expect to play more games and meet with friends in this world. I really want to be able to listen to more podcasts about things I'm interested in, too. I want to listen to podcasts about the natural world and different interesting cultures around the world. 106 words C. Consolidation and homework assignments (5’) - Speaking: Ask and answer the question below with your partner How do you prepare for future jobs? Suggested answers: I can prepare for the future job by staying updated on industry trends, acquiring relevant skills, networking, and being adaptable to change.  Review the target language learned in the unit.  Practice test-taking skills.  Prepare for the next lesson (Revision for the final test).  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: ………………………………………………………………………………