TRƯỜNG THCS NGÔ QUYỀN
TỔ ANH-NGHỆ THUẬT- GDTC

Họ và tên giáo viên:
Nguyễn Thị Duy Phương

UNIT 4: FUTURE JOBS
Môn học: Tiếng Anh

Lớp: 9B

Thời gian thực hiện: 14 tiết
Period 55: Overview (Page 54)
1. OBJECTIVES
By the end of this lesson, students will be able to…
1.1. Language knowledge & skills
- learn some new words about jobs: drone pilot, robotic surgeon, vertical farmer, 3D
printing technician, cyber security manager, virtual security guard.
- learn how to pronounce /ə/ and /�:/
- practise listening to a dialogue about jobs in the future.
1.2. Competences
- improve students' communication, collaboration, analytical, and critical thinking skills.
1.3. Attributes
- be self-oriented by thinking about their interests and career path.
2. TEACHING AIDS AND MATERIALS
- Teacher's aids: Student's Book and Teacher's Book, Class CDs, projector / interactive
whiteboard / TV (if any), IWB (Phần mềm tương tác trực quan), PowerPoint slides
- Students' aids: Student's Book, notebook
3. ASSESSMENT EVIDENCE
Performance Tasks
Guessing Jobs

Performance Products
- Students' answers

Assessment Tools
- Teacher's feedback

Listen and repeat

- Students' performance

- Teacher's feedback

Match the words to
form the names of jobs.

- Students' answers

- Teacher's feedback

Listen and put the
words into the correct
columns.
Practise saying them
with a partner.

- Students' answers

- Teacher's feedback

- Students' answers

- Teacher's feedback

- Students' answers

- Teacher's feedback

Choose the word that
has the underlined part
pronounced differently
from the others. Listen
and check, then repeat.
Listen to a dialogue
about holidays to some

natural wonders and
complete the gaps (1–5).

- Students' performance

- Teacher's observation &
feedback

Which of the jobs in
Exercise 1 do you think
will be more popular in
fifteen years? Why? Tell
your partner.
4. PROCEDURES
A. Warm-up: (5')
a) Objective: To introduce the new lesson and set the scene for students to acquire the
new language; get students' attention at the beginning of the class with enjoyable and
short activities and engage them in the follow-up steps.
b) Content: Introducing some words about jobs.
c) Expected outcomes: Students have general ideas about the topic of the new lesson.
d) Organisation of the activity:
Teacher's activities
GUESSING JOBS
Show some pictures of some jobs and ask
students:
“What are these occupations?”

Students' activities
Look at the pictures to get the idea
and answer the question:
Suggested Answer Key:
Doctor
Nurse
Director
Office worker
Businessman
Secretary
Construction worker

B. New lessons (35 minutes)
1. Presentation: 10 minutes
Vocabulary
a. Objectives: To present some vocabulary about jobs.
b. Content: Task 1 (SB) and Task 1 (WB)
c. Expected outcomes: Ss can remember words related to jobs.
d. Organisation:
Teacher's activities
Students' activities
Task 1. Listen and repeat.
- Direct students' attention to the pictures and
- Look at the pictures and the words.
ask them to look at the words under the
pictures.
- Play the recording with pauses for students to - Listen and repeat chorally and/or
listen and repeat chorally and/or individually.
individually.
- Check students' pronunciation.

- Explain the meaning of the words.
Task 1, WB, p.30. Match the words to form
the names of jobs.
- Explain the task.
- Ask students to work in pairs to complete the
task.
- Check students' answers.

- Listen to the teacher.
- Listen and take notes.
- Listen to the teacher.
- Work in pairs to label the pictures.
- Listen and take notes.
Suggested Answer Key:
3D printing technician
Drone pilot
Robotic surgeon
Vertical farmer
Virtual security guard
Cyber security manager

2. Practice: 20 minutes
2.1. Pronunciation: 8 minutes
a. Objectives: To help students notice the pronunciation of /ə/ and /�:/
b. Content: Task 2 (SB) and Task 4 (WB)
c. Expected outcomes: Students can pronounce /ə/ and /�:/ correctly.
d. Organisation:
Teacher's activities
Students' activities
2. Listen and put the words into the correct
columns. Practise saying them with a
partner.
- Explain the task.
- Listen to the teacher.
- Play the recording for students to complete the - Listen and complete the task.
task.
- Check students' answers.
- Check their answers.
Answer Key
words with /ə/: pilot, cyber, security,
future,
camera
words with /�:/: surgeon, vertical,
search,
- Play the recording with pauses for students to virtual, work
listen and repeat chorally and/or individually.
- Ask students to practise saying the words in
- Repeat after the recording chorally
pairs. Monitor the activity around the class.
and/or individually.
Pay attention to students' pronunciation and
- Practise saying the words in pairs.
make corrections if necessary.
Task 4, WB, p.30. Choose the word that has
the underlined part pronounced differently
from the others. Listen and check, then
repeat.
- Explain the task.

- Play the recording for Ss to complete the task.
- Check Ss' answers.
- Play the recording with pauses for Ss to listen
and repeat chorally and/or individually.

- Listen to T.
- Listen and complete the task.
- Check their answers.
Answer Key
1B – 2C – 3A – 4A
- Repeat after the recording chorally
and/or individually.

2.2 Listening: 12 minutes
a. Objectives: To practise the learned vocabulary with listening inputs and
improve students' listening skills (listening for specific information).
b. Content: Task 3
c. Expected outcomes: Students can listen for specific information and do the
matching.
d. Organisation:
Teacher's activities
Students' activities
3. Listen to a dialogue about holidays to some
natural wonders and complete the gaps (1–5).
Write ONE WORD AND/ OR A NUMBER
for each gap.
Pre-listening
- Explain the task and ask students to read the
- Read the jobs and predict the key
instructions and the statements, then answer the words.
Suggested keywords:
following questions:
1. What are you going to listen to?
A. 3D printing technician: printing
machines, computers, 3D objects…
2. What are you going to do?
B. Vertical farmer: crop, plants,
farming …
3. What could be the keywords for each job?
C. Drone pilot: fly, control, remote,
navigate…
D. Robotic surgeon: surgery, robot,
patient…
While-listening
- Play the recording for students to complete the
task.
- Check students' answers. Play the recording
with pauses for Ss to check their answers.
Audio script
Speaker 1
Working with technology is challenging, but
it's also very interesting. To work with a 3D
printer, I need to know a lot about computers,
but I also need to know how to repair and
maintain the machines.
Speaker 2

- Listen and complete the task.
- Check their answers.
Answer Key
Speaker1  A. 3D printing technician
Speaker 2  D. robotic surgeon
Speaker 3  B. vertical farmer
Speaker 4  C drone pilot

I started working as a surgeon a long time ago,
but now I use robots in my work. High-tech
machines help me do surgeries more accurately.
Speaker 3
My parents used to be farmers. I want to
continue our family tradition of farming even
though I live in the city. In the future, I will be
a vertical farmer. I will grow crops in a tall
building, and provide fresh food for our
community.
Speaker 4
I started flying drones when I was just 10
years old, and now it's one of my favourite
hobbies. I hope to have a job as a drone pilot
one day; it's my dream job.
Post-listening
- Ask students to use the prompts to talk about
- Use the prompts to talk about the
jobs that they like and dislike with reasons.
places.
- Ask some students to speak in front of the class.
- Speak in front of the class when
invited.
Suggested Answer Key
I like to be a 3D printing technician
because I enjoy using 3D printers to
make cool stuff.
I dislike being a robotic surgeon
because it feels like machines are doing
too much and could make mistakes.
I think vertical farming seems to be
disconnected from traditional farming
and it doesn't appeal to me.
Flying drones is exciting to me because
I get to explore the sky and take
awesome pictures and videos.
3. Production: 5 minutes
a. Objectives: To help students use the learned vocabulary in a real situation.
b. Content: Task 4 (SB)
c. Expected outcomes: Ss can use the learned vocabulary to talk about some
upcoming popular jobs.
d. Organisation:
Teacher's activities
Students' activities
4. Which of the jobs in Exercise 1 do you
think will be more popular in fifteen years?
Why? Tell your partner.
- Revisit the jobs in Exercise 1.
- Work in pairs and complete the task;
refer to the examples.
- Let students discuss in pairs

- Ask some students to speak in front of the - Speak in front of the class when
class.
invited.
Suggested Answers
Model:
In fifteen years, more people will want to
I think the job of a cyber security manager will be drone pilots because drones will be
be more popular in fifteen years because the used a lot in different jobs like taking
Internet is becoming an important part of our pictures, delivering things, and checking
things like buildings and roads.
lives
Vertical farming might not become as
popular
as
drone
piloting
or
cybersecurity manager jobs in fifteen
years because it needs a lot of money and
might not be used everywhere.
C. Consolidation and homework assignment: 5 minutes
1. Consolidation
- Vocabulary: drone pilot, robotic surgeon, vertical farmer, 3D printing
technician, cyber security manager, virtual security guard.
2. Homework assignment
- Learn by heart the words learned and make sentences using them.
- Do the exercises on page 30, WB.
- Prepare for the next lesson (page 55, SB).
5. REFLECTION
a. What I liked most about this lesson today:
…………………………………………………………………………………
b. What I learned from this lesson today:
…………………………………………………………………………………
c. What I should improve for this lesson next time:
…………………………………………………………………………………
*************************************************
Period 56
Unit 4A Reading (Page 55)
1. OBJECTIVES
By the end of this lesson, students will be able to…
1.1. Language knowledge & skills
- talk about future jobs using the vocabulary: career, in demand, management, keep an
eye on, steal, attack, property, motion sensor, break-in, thief, layer, take up.
- practise reading for specific information.
1.2. Competences
- improve students' communication, collaboration, analytical, and critical thinking skills.
1.3. Attributes
- be self-oriented by thinking about their interests and career path.
2. TEACHING AIDS AND MATERIALS
- Teacher's aids: Student's Book and Teacher's Book, Class CDs, projector / interactive
whiteboard / TV (if any), IWB (Phần mềm tương tác trực quan), PowerPoint slides
- Students' aids: Student's Book, notebook

3. ASSESSMENT EVIDENCE
Performance Tasks

Performance
Products

Assessment Tools

Guessing jobs.

- Students' answers

- Teacher's feedback

Guessing the content of the
text.

- Students' answers

- Teacher's feedback

- Students' answers

- Teacher's feedback

- Students' answers

- Teacher's feedback

- Students' answers

- Teacher's feedback

- Students'
performance

- Teacher's observation &
feedback

Read the text and choose the
correct answer.
Read the text and answer the
questions.
Read the text and decide if
the sentence is True, False or
Not Given.
Talking about interesting
jobs.

4. PROCEDURES
A. Warm-up: (5')
a) Objective: to introduce the new lesson and set the scene for students to acquire the
new language knowledge and skills; get students' attention at the beginning of the class
with enjoyable and short activities and engage them in the follow-up steps.
b) Content: Reviewing some words related to future jobs that they have learned.
c) Expected outcomes: Students have general ideas about the topic of the new lesson.
d) Organisation of the activity:
Teacher's activities
Students' activities
GUESSING JOBS
- List down the names of jobs.
- Ask students to list down the names of
jobs from the hints.
Suggested Answer Key:

B. New lessons (35 minutes)
1. Pre-reading: 10 minutes
a. Objectives: to introduce the topic and predict the content of the text.
b. Content: Task 5 (SB)
c. Expected outcomes: Students can have some general ideas about the text.
d. Organisation:
Teacher's activities
Students' activities
1. Guessing the content of the text
- Ask students to look at the pictures,
- Look at the pictures, read the title of the text,
read the title of the text, and guess what and guess what the text is about.
it is about.
- Elicit the students' answers.
- Present their ideas in front of the class when
invited.
Suggested Answer Key
The text is about three top jobs that will be in
demand over the next fifteen years.
2. Pre-teaching vocabulary
- Teach students new words:
• career
• in demand
• management
• keep an eye on
• steal
• attack
• property
• motion sensor
• break-in
• thief
• layer
• take up
- Ask students to read the text and
underline the words above.
- Get students to try guessing their
meanings in the context first.
- Explain the meanings of the words.

- Listen to the teacher and take notes.

- Read the text and underline the words.
- Try guessing their meanings in the context.
- Listen to the teacher and take notes on the
meanings of those words.
• career /kə�r�ər/ (n) sự nghiệp
• in demand /�n d��mænd/ (phr) cần
thiết
• management /�mæn�d�mənt/ (n) quản
lý
• keep an eye on /ki�p ən �a� �n/ (phr)
giám sát
• steal /sti�l/ (v) ăn cắp
• attack /ə�tæk/ (n) vụ tấn công
• property /�pr�pəti/ (n) tài sản

- Ask students to listen and repeat
chorally and individually.
- Check if students remember the
words.
3. Explaining the task
- Ask students to read the instructions,
and the statements and guess the type
of word for each gap.
1. What are you going to read?
2. What are you going to do?

• motion sensor /�mə��ən �s�nsər/ (n)
bộ cảm biến chuyển động
• break-in /�bre�k �n/ (n) sự đột nhập
• thief /θi�f/ (n) kẻ trộm
• layer /�le�ər/ (n) lớp
• take up /te�k �p/ (phr.v) chiếm
- Listen and repeat chorally and individually.
- Answer the teacher.
- Read the sentences and guess the type of word
for each gap.
Answer Key
1. The text is about three top jobs that will be in
demand over the next fifteen years.
2. Read the text and complete the gaps (1–5).
Guess the type of each gap:
1 – a noun; 2 – a verb; 3 – a preposition; 4 – a
verb; 5 – an adverb

2. While – reading: 20 minutes
a. Objectives: to help students to read specific information.
b. Content: Task 6 (SB), Task 7 (SB), Extra practice
c. Expected outcomes: Students can read for detailed information.
Teacher's activities
Task 6. Read the text. For questions (15), choose the correct option (A, B, C or
D). Listen and check.
- Give students time to read the text and
complete the task.
- Elicit students' answers.
- Check students' answers.

Students' activities

- Listen and complete the task.
- Give their answers when invited.
- Check their answers.
Answer Key
1 – B; 2 – D; 3 – C; 4 – D; 5 – A

Task 7. Read the text again and answer
the questions (1–4) in your notebook.
- Explain the task to students.
- Ask them to underline the key words.
- Let them do the task.

- Listen to the teacher.
- Underline the key words.
- Answer the questions.
- Give their answers when invited.
- Check their answers.

- Elicit students' answers.
- Check students' answers.

Answer Key
1 – They protect online systems for
companies.
2 – They are security cameras and motion
sensors.
3 – They will call the police or send someone
to the site to stop the thieves.
4 – They grow their crops inside buildings.

Extra Practice. Read the text again and
decide if the sentences (1-4) are True
- Listen to the teacher.
(T), False (F) or Not Given (NG).
- Explain the task to students.
_____1. Companies need cyber security
managers to fix their computers.
_____2. Virtual security guard will be
the most common among three jobs in
the future.
_____3. Cameras and motion sensors are
used to recognize thieves.
_____4. Vertical farming requires larger
space than traditional farming methods.
- Underline the key words.
- Ask them to underline the key words.
- Do the task.
- Let them do the task.
- Give their answers when invited.
- Check their answers.
- Elicit students' answers.
- Check students' answers.
Answer Key
1 – F; 2 – NG; 3 – T; 4 – F

3. Post-reading: 5 minutes
a. Objectives: To help students expand the topic, use the language and information in
the real situation, and develop critical thinking.
b. Content: Task 8 (SB)
c. Expected outcomes: Students can use the learned vocabulary to talk about three
future jobs from the lesson.
d. Organisation:
Teacher's activities
Students' activities
Task 8. Which of the three jobs in the
text are you interested in? Why? Tell
your partner.
- Explain the task.
- Listen to the teacher.
- Ask students to work individually.
- Work in pairs to complete the task.

- Ask some students to present their ideas. - Speak in front of the class when invited.
Suggested Answer Key
Vertical farming is like growing plants
indoors in tall buildings or stacked layers. It's
cool because it saves space and doesn't need
much land. I'm really interested in it because
it can help make sure people in cities have
fresh food all the time.
C. Consolidation and homework assignment: 5 minutes
1.
Consolidation
Vocabulary: career, in demand, management, keep an eye on, steal, attack,
property, motion sensor, break-in, thief, layer, take up.
2. Homework assignment
Learn by heart the words learned and make sentences using them.
Prepare for the next lesson (page 56, SB).
5. REFLECTION
a. What I liked most about this lesson today:
…………………………………………………………………………………………
b. What I learned from this lesson today:
…………………………………………………………………………………………
c. What I should improve for this lesson next time:
…………………………………………………………………………………………
***********************************************************
Period 57
Lesson 4b - Grammar (Page 56)
1. OBJECTIVES
By the end of this lesson, students will be able to…
1.1. Language knowledge & skills
- learn and practise will – be going to – Present Simple – Present Continuous (future
meaning).
1.2. Competences
- improve students' communication, collaboration, analytical, and critical thinking skills.
1.3. Attributes
- be engaged in plans.
2. TEACHING AIDS AND MATERIALS
- Teacher's aids: Student's Book and Teacher's Book, Class CDs, projector / interactive
whiteboard / TV (if any), IWB (Phần mềm tương tác trực quan), PowerPoint slides.
- Students' aids: Student's Book, notebook.
3. ASSESSMENT EVIDENCE
Performance Tasks

Performance Products

Assessment Tools

Wonderful Sunday!

- Students' performance

Put the verbs into the correct
forms.
Rearrange the words to
make complete sentences in
your notebook.
Choose the correct options.
Put the verbs in brackets into
the correct tenses.

- Students' answers

- Teacher's observation
& feedback
- Teacher's feedback

- Students' answers

- Teacher's feedback

- Students' answers

- Teacher's feedback

- Students' answers

- Teacher's feedback

What jobs do you think will
be popular in your country in - Students' performance
the future? What job are you
going to do in the future?
Why? Tell your partner.

- Teacher's observation
& feedback

4. PROCEDURES
C. Warm-up: (5')
a) Objectives: to check students' homework; get students' attention at the beginning of
the class with enjoyable and short activities and engage them in the follow-up steps.
b) Content: Ask students about plans for the next Sunday.
c) Expected outcomes: Students can give some ideas about their plans for the weekend.
d) Organisation of the activity:
Teacher's activities
Students' activities
Wonderful Sunday!
- Explain the task to students.
- Listen to the teacher.
- Ask students to plan for the next Sunday.
- Choose the activities for the next
- Ask them the guided questions:
Sunday.
- Answer the questions.
1. Where are you going to visit?
Answer Key:
2. What are you going to eat?
1. I'm going to visit the zoo.
3. Who are you going to meet?
2. I'm going to eat some ice cream.
3. I'm going to meet my cousin.
D. New lessons (35 minutes)
2. Presentation: 5 minutes
a. Objectives: to present will – be going to – Present Simple – Present Continuous
(future meaning).
b. Content: Language box.
c. Expected outcomes: Students can understand and use will – be going to – Present
Simple – Present Continuous (future meaning) correctly.
d. Organisation:
Teacher's activities
will – be going to – Present Simple –
Present Continuous (future meaning)

Students' activities

- Ask students to work in pairs, read the
theory in the language box and the example - Work in pairs to do the task.
to work out the usage of will – be going to –
Present Simple – Present Continuous
(future meaning)
- Elicit students' ideas.

- Present their ideas when invited.

- Give feedback and further explanation of
will – be going to – Present Simple –
Present Continuous (future meaning)

- Listen to the teacher's explanation and
take notes.

2. Practice: 25 minutes
a. Objectives: To help students practice using the correct will – be going to –
Present Simple –
Present Continuous (future meaning) in the sentences.
b. Content: Task 1 (SB), Task 2 (SB), Task 1 (WB), Task 2 (WB),
c. Expected outcomes: Students can use will – be going to – Present Simple –
Present Continuous (future meaning) correctly.
d. Organisation:
Teacher's activities
Students' activities
Task 1. Put the verbs into the correct
forms. Use will, be going to, the Present
Simple or the Present Continuous
- Do the task individually.
- Ask students to do the task on their own.
- Listen to the teacher and give their
answers when invited.
- Elicit and check students' answers.
- Check their answers.
Answer Key
1. does the office open
2. is attending
3. will contact
4. are going to spill
5. am going to take
6. am meeting
Task 2. Rearrange the words to make
complete sentences in your notebook.
- Ask students to do the task in pairs.
- Elicit and check students' answers.

7. will do – will learn
8. will help
- Do the task in pairs.

- Listen to the teacher and give their
answers when invited.
- Check their answers.
Answer Key

Task 1, WB, Choose the correct options.
- Explain the task to students.
- Ask students to do the task on their own.
- Elicit and check students' answers.

1. Vertical farming will be more popular
in big cities.
2. The school bus departs at 2 o'clock in
the afternoon.
3. She is starting her new job at a
technology company tomorrow.
4. I'm sure that Mark will pass his
geography exam.
5. He is going to apply for a part-time job
as a drone pilot.
- Listen to the teacher.
- Do the task individually.
- Listen to the teacher and give their
answers when invited.
- Check their answers.
Answer Key
1. B
2. C
3. A

Task 2, WB, Put the verbs in brackets
into the correct tenses.
- Explain the task to students.
- Ask students to do the task in groups of
three.
- Elicit and check students' answers.

4. B
5. D
6. D
7. B
8. C
9. B
10. C
- Listen to the teacher.
- Do the task in groups
Answer Key
1. Is Annie coming – will finish
2. is picking
3. Are you going to go – am going to work
4. does the bus leave

3. Production: 5 minutes
a. Objectives: To help students practise speaking about their plans.
b. Content: Task 3 (SB)
c. Expected outcomes: Students can make sentences about themselves using will –
be going to – Present Simple – Present Continuous (future meaning)

d. Organisation:
Teacher's activities
Task 3. What jobs do you think will be
popular in your country in the future?
What job are you going to do in the
future? Why? Tell your partner.
- Explain the task to students.
- Give some hints about potential jobs in the
future.
- Ask students to work in pairs and make
sentences about themselves using will – be
going to – Present Simple – Present
Continuous (future meaning)
- Ask some students to share their answers
with the class.
- Give feedback.

Students' activities

- Listen to the teacher.

- Work in pairs to complete the task.
- Speak in front of the class when
invited.
- Listen to the teacher.
Suggested Answer Key
In the future, jobs like software
developers, renewable energy engineers,
healthcare
professionals,
and
cybersecurity experts will be popular in
my country.
As for me, I'm going to be a data
scientist when I grow up. That means I'll
use math and computers to understand
big sets of information. I like the idea of
solving problems and using data to help
people and make the world better.

D. Consolidation and homework assignment: 5 minutes
1. Consolidation
Grammar point: will – be going to – Present Simple – Present Continuous (future
meaning).
2. Homework assignment
- Review will – be going to – Present Simple – Present Continuous (future meaning).
- Prepare for the next lesson: Lesson 4b – Grammar – That-clause (page 57, SB).
5. REFLECTION
a.What I liked most about this lesson today:
…………………………………………………………………………………
c. What I learned from this lesson today:
…………………………………………………………………………………
c. What I should improve for this lesson next time:
…………………………………………………………………………………
******************************************************

Period 58
Lesson 4b - Grammar (Page 57)
1. OBJECTIVES
By the end of this lesson, students will be able to…
1.1. Language knowledge & skills
- learn and practise using That-clause.
1.2. Competences
- improve students' communication, collaboration, analytical, and critical thinking skills.
1.3. Attributes
- be engaged in expressing opinions and feelings.
2. TEACHING AIDS AND MATERIALS
- Teacher's aids: Student's Book and Teacher's Book, Class CDs, projector / interactive
whiteboard / TV (if any), IWB (Phần mềm tương tác trực quan), PowerPoint slides.
- Students' aids: Student's Book, notebook.
3. ASSESSMENT EVIDENCE
Performance Tasks
Performance Products
Facebook: Good or bad? - Students' performance
Task 4. Combine the
sentences using that
clause.
Task 3. WB page 31
Combine sentences
using that clause.
Task 3, GB, p.67.
Combine the sentences
using that clause.
Task 2, GR, p.131.
Combine the sentences
using that clause.
Task 6. Write sentences
about yourself, then
practise saying them
with your partner.

- Students' answers

Assessment Tools
- Teacher's observation &
feedback
- Teacher's feedback

- Students' answers

- Teacher's feedback

- Students' answers

- Teacher's feedback

- Students' answers

- Teacher's feedback

- Students' answers &
performance.

- Teacher's observation &
feedback

4. PROCEDURES
E. Warm-up: (5')
a) Objectives: to check students' homework; get students' attention at the
beginning of the class with enjoyable and short activities and engage them in the
follow-up steps.

b) Content: Ask students about using social media.
c) Expected outcomes: Students can give some ideas about their use of social
media.
d) Organisation of the activity:
Teacher's activities
Facebook: Good or bad?
- Explain the task to students.
- Ask students to talk about using Facebook.
- Ask them the guided questions:
4. Do you think that Facebook is good for
your study?
5. Are you happy that your posts receive
many likes?

Students' activities
- Listen to the teacher.
- Talk about using Facebook.
- Answer the questions.
Answer Key:
4. Sure, I think that Facebook pages
about learning English can help me
improve my vocabulary and grammar.
5. Of course, I'm happy that my posts
attract many people even someone I
don't talk much to.

F. New lessons (35 minutes)
3. Presentation: 5 minutes
a. Objectives: to present That-clause.
b. Content: Language box.
c. Expected outcomes: Students can understand and use the That-clause correctly.
d. Organisation:
Teacher's activities

Students' activities

That-clause

- Work in pairs to do the task.
- Ask students to work in pairs, read the
theory in the language box and the example
to work out the usage of That-clause.
- Elicit students' ideas.
- Give feedback and further explanation of
the That-clause.

- Present their ideas when invited.
- Listen to the teacher's explanation and
take notes.

2. Practice: 25 minutes
a. Objectives: To help students practice using That-clause in the sentences.
b. Content: Task 4 (SB), Task 3 (WB), Task 3 (GB), Task 2 (GR)
c. Expected outcomes: Students can use That-clause correctly.
d. Organisation:
Teacher's activities
Students' activities

Task 4. Combine the sentences using
that clause.
- Ask students to do the task on their own. - Do the task individually.
- Elicit and check students' answers.
- Listen to the teacher and give their answers
when invited.
- Check their answers.
Answer Key
2. It's a fact that drone pilots will become
more popular in 20 years.
3. We are happy that more students are
interested in environmental jobs.
4. It's my suggestion that you should study
hard to get your future job.
5. You are right that technolo