Tác giả: Tràn Thị Chiến
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Mô tả: Date of planning 5.04.2025 Period 88 UNIT 7: URBAN LIFE Review: Grammar, Pronunciation, Speaking & Writing (Pages 109 & 110) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - use adverbial clauses/phrases of reason and result in speaking and writing. - improve word stress and /æ/ & /dʒ/ sounds. - talk about problems in a city, future results, and solutions. - write problem and solution paragraphs. 1.2. Competences - improve Ss’ communication, collaboration, analytical, creativity, and critical thinking skills. 1.3. Attributes - nurture Ss’ patience and attention to detail for consistent practice and repetition to reinforce learning and build fluency. - foster empathy and social awareness among Ss and inspire them to become active and responsible citizens. 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 - Finish each of the sentences so they have the same meaning as the sentence before it. - Choose the correct answer (A, B, C, or D). - Circle the word that differs from the other three in the position of primary stress in each of the following questions. - Circle the word that has the underlined part pronounced differently from the others. - Look at the signs. Choose the best answers. - In pairs: Talk about some problems in your town/city, the results and solutions to each problem. - Write about two problems your town or city has and suggest potential solutions. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ answers. - Ss’ performance /presentation. - Ss’ answers. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. 4. Procedures -Organization (1’) Class Date of teaching Absent students 9A 9C A. Warm-up: 5 minutes a. Objectives: To review vocabulary to talk about city problems. b. Content: ‘Pass The Ball’ game c. Expected outcomes: Ss can name some problems in a city. d. Organization Teacher’s activities Students’ activities Game: Pass The Ball - Instruct Ss to play the game. - Time limit: 5 minutes https://eduhome.com.vn/ (DHA phần mềm trò chơi tương tác) - Listen to the instructions. - Pass the ball and name a problem when the music stops. B. New Lesson (35’) 1. Grammar (10’) a. Objectives: To review adverbial clauses of result and adverbial clauses/phrases of reason. b. Content: Listen twice and fill in the blanks. c. Expected outcomes: Ss can listen and fill in the blanks. d. Organization Teacher’s activities Students’ activities Review: Adverbial clauses of result and adverbial clauses/phrases of reason. - Use questions to gauge Ss’ prior knowledge of adverbial clauses of result and reason. Suggested Questions: 1. What can we use ‘adverbial clauses of result’ for? 2. Can you identify common structures within adverbial clauses of result? 3. Can you provide an example of a sentence that contains an adverbial clause of result? 3. How do adverbial clauses of result differ from adverbial clause of reason? 4. Does a phrase or clause follow ‘Because of’? 5. Can you create one sentence that includes an adverbial clause of reason, and then rewrite that sentence using an adverbial phrase of reason? - Show the use and structures of adverbial clauses of result and reason. - Give illustrative examples and help Ss convert an adverbial clause of result into an adverbial clause of reason within a sentence, and vice versa. - Listen to the questions and answer. Answer Keys: 1. to show the result of an action or a situation. 2. S + V + SO + adj/adv + THAT + S + V (+ Object) S + V + SUCH + noun/noun phrase + THAT + S + V (+ Object) 3. Function/Use: Adverbial clauses of result focus on the consequence, while adverbial clauses of reason focus on the cause. Structure: Adverbial clauses of result commonly use words like "so that," "such...that," to indicate result, whereas adverbial clauses of reason use words like "because," "since," or "as" to indicate reason. 4. a noun/noun phrase follows ‘because of’ 5. Ss’ answers. - Observe and take notes. Finish each of the sentences so they have the same meaning as the sentence before it. - Demonstrate the activity using the example. - Have Ss complete the work. - Have Ss check their answers with a partner. - Invite 4 Ss, each completes each sentence and reads the sentence aloud. - Check the answers and feedback. - Listen to the instructions. - Complete the work. - Check their answers with a partner. - Read the answers aloud. Answer Keys: 1. any fish left in ten years because we're polluting so many rivers. 2. a new bridge because the old one was causing so many traffic jams. 3. making so much noise that the government banned it after 10 p.m. 4. build 50 new apartment buildings by 2030 because the population is rising so quickly. 5. getting so bad that there won't be any tourists in ten years. 6. so many pedestrians that the city built lots of new crosswalks. 7. banned plastic bags because people were throwing away so much trash. 8. so quickly that people had a hard time finding houses. Conversation: Choose the correct answer (A, B, C, or D). - Demonstrate the activity using the example. - Have Ss choose the correct answer and justify the answer. - Check around the class. - Elicit answers from some Ss. - Listen to the instructions. - Choose and justify the answer. - Share the answers. Answer Keys: 1. D 2. C 3. C 4. B 2. Pronunciation (8’) a. Objectives: To improve word stress and /æ/ & /dʒ/ sounds. b. Content: Tasks a, b, and in the real world. c. Expected outcomes: Ss can improve their word stress and /æ/ & /dʒ/ sounds. d. Organization Teacher’s activities Students’ activities a. Circle the word that differs from the other three in the position of primary stress in each of the following questions. - Have Ss say the words and choose the correct answer. - Have Ss check their answers with a partner. - Check Ss’ answers around the class. - Have Ss read the words aloud. - Complete the task. - Check the answers with a partner. Answer Keys: 1. C 2. B - Read the sentences aloud. b. Circle the word that has the underlined part pronounced differently from the others. - Have Ss say the words and choose the correct answer. - Have Ss check their answers with their partner. - Check Ss’ answers around the class. - Have Ss read the words aloud as the whole class or individually. - Complete the task. - Check the answers with their partner. Answer Keys: 1. A 2. B - Read the sentences aloud. In the real world: Look at the signs. Choose the best answers. - Have Ss look at the signs and choose the best answers. - Have Ss check their answers with their partner. - Check Ss’ answers around the class. - Have Ss read the sentences aloud. - Complete the task. - Check the answers with their partner. Answer Keys: 1.D 2. A - Read the sentences aloud. 3. Speaking (10’) a. Objectives: To talk about problems in a city, future results, and solutions. b. Content: Talk about some problems in your town/city and the result of each problem. What are some solutions for each problem? c. Expected outcomes: Ss can talk about problems in a city, future results, and solutions. d. Organization Teacher’s activities Students’ activities In pairs: Talk about some problems in your town/city and the result of each problem. What are some solutions for each problem? - Have Ss work in pairs and talk about some problems in a city, future results, and solutions to them. - Go around the class and support those in need. - Invite 1-2 pairs of students to perform in front of the class. - Talk in pairs. - Perform in front of the class. Suggested answer: A: Okay, let’s start. One of the biggest problems in our town is traffic jams. It causes delays and accidents. B: Definitely. Pollution levels have increased too because of all the vehicles stuck in traffic. A: That’s true. So, what do you think could be a solution to this problem? B: Well, encouraging people to use public transportation could help. It could reduce the number of cars on the road. A: I agree. More people riding bikes could help too. However, there should be bike lanes to ensure the safety of cyclists. B: That’s right. 4. Writing (7’) a. Objectives: To review writing skills about a problem and solution paragraph. b. Content: Write about two problems your town or city has and suggest potential solutions. Write 100 to 120 words. c. Expected outcomes: Ss can write a problem and solution paragraph. d. Organization Teacher’s activities Students’ activities Write about two problems your town or city has and suggest potential solutions. Write 100 to 120 words. - Ask some questions to review how to write a problem and solution paragraph. - Show the writing skills box: How to write a problem and solution paragraph. - Have Ss use the speaking ideas to write. - Have Ss exchange their writing with a partner and give feedback to one another. - Answer the questions. - Listen and take notes. - Write a problem and solution paragraph. - Exchange the writing with a partner and give feedback to one another. C. Consolidation and homework assignments (4’) - Review Grammar points and writing skills. - Prepare for the next lesson (Unit 8: Vocabulary & Listening – pages 74 & 75 - 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 5.04.2025 Period 89 UNIT 8: Jobs in the future Lesson 1.1: Vocabulary and Listening (Pages 74 & 75) 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 listening for specific information. - Practice functional English – Showing thanks. 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 words and definitions, then fill in the blanks. - Ss’ answers. - Observation/feedback. - Listen and repeat. - Ss’ answers. - Observation/feedback. - Talk about which jobs you think are interesting and why. - Ss’ answers. - Observation/feedback. - Listen to a teacher and a student talking about future jobs and choose the correct answers - Ss’ answers. - Observation/feedback. - Listen and answer the questions. - Ss’ answers. - Observation/feedback - Read the Conversation Skill box, then listen and repeat. - Ss’ answers. - Observation/feedback. - Listen to the conversation again and number the phrases in the correct order. - 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. b. Content: Let’s talk. c. Expected outcomes: Ss can talk about skills they need to be good at to get the jobs in the picture. 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 jobs can you see? 2. Which skills do you need to be good at to get these jobs? - 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 jobs can you see? I can see a dentist, a construction worker and a reporter. 2. Which skills do you need to be good at to get these jobs? • To be a dentist, you need skills in dental care, precision, communication, and patience. • To be a construction worker, you need skills in physical strength, teamwork, problem-solving, and safety awareness. • To be a reporter, you need skills in writing, research, interviewing, and communication. B. New Lesson (35’) 1. Pre-listening (Vocabulary - 15’) a. Objectives: To help Ss improve their collocations/ new words related to jobs in the future. b. Content: tasks a and b. c. Expected outcomes: Ss can learn some new collocations/ new words related to jobs in the future. d. Organization Teacher’s activities Students’ activities Task a: Read the words and definitions, then fill in the blanks. Listen and repeat. CD2-Track 25 - Demonstrate the activity using the example. -Watch the demonstration. - Ask Ss to read the words and definitions, then fill in the blanks. - Read the words and definitions, then fill in the blanks. - Divide the class into pairs and ask Ss to compare the answers with a partner. - Work in pairs to check their answers with their partners. - Check Ss’ answers around the class. - Listen to feedback. - Play audio. Ask Ss to listen and repeat. - Listen and repeat. CD2-Track 25 SCRIPT 1. M: psychologist 2. M: skincare specialist 3. M: mechanic 4. M: tutor 5. M: research 6. M: apprenticeship 7. M: plumber Answer Keys: 1. psychologist 2. skincare specialist 3. mechanic 4. tutor 5. research 6. apprenticeship 7. plumber Task b: In pairs: Use the new words to talk about which jobs you think are interesting and why. - Explain and model the activity. - Listen to the instructions. - Ask Ss to work in pairs, sharing their ideas about family or people they know - 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. psychologist 2. skincare specialist 3. mechanic 4. tutor 5. research 6. apprenticeship 7. plumber Suggested answers: 1. Being a psychologist would be great. I think helping people feel better would be great. 2. Being a skincare specialist would be interesting. I love making my face and skin look nice. 3. Being a mechanic would be interesting. I like fixing cars and making them run well. 4. I think I'd find being a tutor interesting. I like helping people understand things better. 5. Doing research would be interesting. I like finding out new things and learning more. 6. Doing an apprenticeship would be interesting. I can learn a job by working with someone skilled. 7. Being a plumber would be interesting. I enjoy solving problems and fixing things in houses. 2. While - listening (Listening- 15’) a. Objectives: To help Ss listen for specific information. b. Content: Tasks a, b, c and d. c. Expected outcomes: Ss can listen for specific information. d. Organization: Teacher’s activities Students’ activities Task a: Listen to a teacher and a student talking about future jobs. What job does the teacher imply would be a better choice for the student? CD2- Track 26 1. a psychologist 2. a mechanic 3. both jobs equally - Ask Ss to read the questions and underline the key words - Read the questions and 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 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. a mechanic Evidence: W: You could also start researching mental illnesses. There's a lot to learn. B: That's a really good idea. Thanks. How about being a mechanic? W: If you want to be a mechanic, you should find a good apprenticeship. I think you'll find that quite easy. B: Yeah, OK. Task b: Now, listen and answer the questions. CD2- Track 26 - Ask Ss to read the questions, and underline the key words. - Read the questions, and underline the key words. - Demonstrate the activity using the example. - Watch the demonstration. - Play audio. Have students listen and fill in the blanks. - listen and fill in the blanks. - 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. CD2- Track 26- SCRIPT W: Hello, Paul. B: Hi, Miss White. Thanks for helping me. I appreciate it. W: You're welcome. So, what jobs are you interested in? B: I think a psychologist and maybe a mechanic. I love cars and motorbikes, and mental health is interesting. W: OK. Do you know what you need to do to get those jobs? B: No, not really. W: Well, if you want to be a psychologist, you should start to study harder. B: I see. W: You have to get really good grades. I think it will be difficult. B: Yeah, I know that. Is there anything I can do? W: Well, if you want to get better grades, you should get a tutor. And you can't keep staying up all night playing video games. B: I know. I know. W: You could also start researching mental illnesses. There's a lot to learn. B: That's a really good idea. Thanks. How about being a mechanic? W: If you want to be a mechanic, you should find a good apprenticeship. I think you'll find that quite easy. B: Yeah, OK. W: You could also go to car shows and meet other mechanics. You could learn a lot about cars and motorbikes there. B: OK. W: You should also start researching apprenticeships and the different tools you might use. B: Great. Thank you so much, Miss White. Answer key: 1. He loves cars and motorbikes. 2. start to study harder 3. get a tutor 4. a good apprenticeship 5. apprenticeships and the different tools he might use ANSWERS EVIDENCE 1. Why does Paul want to be a mechanic? - He loves cars and motorbikes. W: Hello, Paul. B: Hi, Miss White. Thanks for helping me. I appreciate it. W: You're welcome. So, what jobs are you interested in? B: I think a psychologist and maybe a mechanic. I love cars and motorbikes, and mental health is interesting. 2. What should Paul do if he wants to be a psychologist? - start to study harder W: OK. Do you know what you need to do to get those jobs? B: No, not really. W: Well, if you want to be a psychologist, you should start to study harder. B: I see. 3. What does the teacher suggest Paul do to improve his grades? - get a tutor W: You have to get really good grades. I think it will be difficult. B: Yeah, I know that. Is there anything I can do? W: Well, if you want to get better grades, you should get a tutor. And you can't keep staying up all night playing video games. B: I know. I know. 4. What should Paul find if he wants to be a mechanic? - a good apprenticeship W: You could also start researching mental illnesses. There's a lot to learn. B: That's a really good idea. Thanks. How about being a mechanic? W: If you want to be a mechanic, you should find a good apprenticeship. I think you'll find that quite easy. B: Yeah, OK. 5. What should he start researching about? - apprenticeships and the different tools he might use W: You could also go to car shows and meet other mechanics. You could learn a lot about cars and motorbikes there. B: OK. W: You should also start researching apprenticeships and the different tools you might use. B: Great. Thank you so much, Miss White. Teacher’s activities Students’ activities Task c. Read the Conversation Skill box, then listen and repeat. CD2- Track 27 - Have students read the Conversation Skill box. - Read the Conversation Skill box - Clarify the use of the conversation skill. - Listen to instructions. - Play audio. Have students listen and repeat. CD2-Track 27- SCRIPT M: Thanks for helping me. M: I appreciate it. M: Thank you so much. - Listen and repeat. Task d. Now, listen to the conversation again and number the phrases in the correct order. CD2- Track 26 -Play audio. Have students listen and number the phrases in the correct order. - Listen and number the phrases in the correct order. - Check answers as a whole class. - Correct answers. Answer key: 1. Thanks for helping me. 2. I appreciate it. 3. Thank you so much. Evidence: W: Hello, Paul. B: Hi, Miss White. Thanks for helping me. I appreciate it. …… W: You should also start researching apprenticeships and the different tools you might use. B: Great. Thank you so much, Miss White. 3. Post - listening (5’) a. Objectives: To help Ss practice talking about jobs they think they would be better at. b. Content: Tasks e c. Expected outcomes: Ss can talk about jobs they think they would be better at. d. Organization Teacher’s activities Students’ activities Task e: In pairs: Which job do you think you would be better at? Which sounds more interesting? 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: - I think I would be better at being a mechanic because I love cars and motorbikes. Being a mechanic sounds more interesting because I enjoy fixing things and working with my hands. C. Consolidation and homework assignments (5’) - Speaking: Ask and answer the question below with your partner : What resources are you using to learn about your future job? Suggested answers: I am using books and online courses to learn about my future job. - Vocabulary: 1. plumber (n) 2. mechanic (n) 3. psychologist (n) 4. skincare specialist (n) 5. tutor (n) 6. apprenticeship (n) 7. research (v) HOMEWORK:  Learn vocabulary related to jobs in the future.  Make sentences using vocabularies in SB.  Prepare for the next lesson (Grammar - pages 75 & 76 - 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 5.04.2025 Period 90 UNIT 8: Jobs in the future Lesson 1.2: Grammar (Pages 75 & 76) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - Practice and use the first conditional with modals correctly. - Talk about different jobs. - 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 the First Conditional with modals, then fill in the blanks. - Ss’ answers. - Observation. - Listen, check, and repeat. - Ss’ answers. - Observation/feedback. - Unscramble the sentences. - Ss’ answers. - Observation/feedback. - Read the sentences and write the correct modals in the gaps. - Ss’ answers. - Observation/feedback. - Discuss the different jobs below using modals with if. - 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 grammar point: “First Conditional with modals”. b. Content: Grammar point: “First Conditional with modals”. c. Expected outcomes: Ss can get to know about “First Conditional with modals”. d. Organization Teacher’s activities Students’ activities Warm-up activities: Competition time: - Create groups/teams of 5 students. - Form groups/teams of 5 students. - Give Ss instructions and one example. - Follow the instructions. - Give Ss incomplete sentences. - Work in groups - Ask students to complete the sentences with their ideas. The team(s) with the most correct answers win(s). - Complete the sentences. - Check the answers. - Check the answers. Example: Complete the sentences If you feel sick, you should ..……. Suggested answer: If you feel sick, you should see a doctor Sentences: 1. If you study hard, you can ..…… 2. If you practice more, you could ..…… 3. If it rains tomorrow, we might …….. 4. If you have time, you may ..…… 5. If the weather is nice, we can ..…… 6. If you save enough money, you might ..…… Suggested answers 1. If you study hard, you can achieve your goals. 2. If you practice more, you could become an expert. 3. If it rains tomorrow, we might stay indoors. 4. If you have time, you may want to visit the museum. 5. If the weather is nice, we can go for a walk in the park. 6. If you save enough money, you might go on a vacation. B. New Lesson (35’) 1. Presentation (15’) a. Objectives: To help Ss understand how to use First Conditional with modals b. Content: Tasks a and b. c. Expected outcomes: Ss can make sentences using the First Conditional with modals d. Organization Teacher’s activities Students’ activities Task a: Read about First Conditional with modals with modals, 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 “First Conditional with modals with modals” (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. - Listen and repeat. Script-CD2-Track 28 W: If you want to get better grades, you should get a tutor. 2. Practice (15’) a. Objectives: To help Ss practice the use of “First Conditional with modals”. b. Content: Tasks c and d. c. Expected outcomes: Ss can practice the use of “First Conditional with modals” d. Organization: Teacher’s activities Students’ activities Task c: Unscramble the 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 Answer Keys: 1. You could start going to the gym if you want to get stronger. 2. If she wants to be an astronaut, she should find training programs. 3. If they want to be skincare specialists, they should learn about face wash. 4. You shouldn't play video games too much if you want to do well in school. 5. You must get good grades in school if you want to be a doctor. 6. If he wants to be a good mechanic, he could find an apprenticeship. 7. You might find some useful books if you look for them at the library. Task d: Read the sentences and write the correct modals in the gaps. - Demonstrate the activity using the example. - Listen to the instructions. - Ask students to read the sentences and write the correct modal verbs in the gaps. - Complete the exercise and write full sentences. - Have pairs check each other's work. - Check the answers with a partner. - Ask some students to share their answers with the class. - Read the sentences out loud. - Check Ss’ answers - Correct the answers. . Answer Keys: 1. could 2. shouldn't 3. should 4. can/may/might 5. must 6. can/may/might 3. Production (5’) a. Objectives: To help Ss produce sentences using “First Conditional with modals”. b. Content: Different jobs c. Expected outcomes: Ss can discuss the different jobs, using “First Conditional with modals”. d. Organization Teacher’s activities Students’ activities Task e. In pairs: Discuss the different jobs below using modals with if and the prompts. - Divide the class into pairs. - Work in pairs - Have students discuss the jobs using modals with if and the prompts. - Discuss the jobs using modals with if and the prompts. - 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 you want to be a doctor, you might need a biology tutor. 2. You should practice singing if you want to be a singer. 3. If you want to be a soccer player, you could join a club. 4. You could take part in a contest if you want to be a director. 5. If you want to be a fashion designer, you should practice drawing. 6. You could get a science tutor if you look for them at the library. C. Consolidation and homework assignments (5’) - Speaking: Ask and answer the question below with your partner, using the first conditional with modals. What should I do if I want to get good grades? Suggested answers: If you want to get good grades, you should study regularly, pay attention in class and complete assignments on time.  Review the first conditional with modals  Make sentences using the first conditional with modals correctly in SB.  Prepare for the next lesson (Pronunciation & Speaking - pages 76 & 77 - 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: …………………………………………………………………………………………