Kế hoạch bài dạy Tiếng Anh Lớp 1 (CV2345) - Tuần 19 - Unit 7: Numbers, Lesson 2 - Năm học 2021-2022 - Phan Thị Phương Thanh

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh Lớp 1 (CV2345) - Tuần 19 - Unit 7: Numbers, Lesson 2 - Năm học 2021-2022 - Phan Thị Phương Thanh

1. WEEK 19 GRADE 1 Teaching date: 21/1/2022 Preiod 21.UNIT 7: NUMBERS Lesson 2: A,B, E,F STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Talk about numbers 4,5,6 2. Talk about the age using I’m six .. Hung’s four 4. show their numbering abilities and great respect for other age by using appropriate gestures and intonation when talking about numbers B. LANGUAGE FOCUS - Vocabulary : four, five , six - Sentence patterns: I’m six .. Hung’s four C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 2- Student’s book, Eduhome.vn, Teacher’s guide. - Flashcards for Unit 7, poster for Unit 7. - Computer, projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Observation 1. Listen and point correct Point and read Questions & answers picture.Repeat Key 2. Listen to the ages of Students' listen and point Observation othe people and talk
2. Observation 3. Listen and repeat. Student’s talking Questions & answers 4. play game: “guess the Observation Student play numbers”. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and watching - Greet the students. Then get the class to watch a video “number song” from youtube Elicit the abilities which are mentioned in the video (one, two, three,etc) - Tell students that they are going to read a dialogue in which students talk about numbers and lead students to the new lesson. Activity 1: Language input (Activity A: Listen and point. Repeat) - mime some actions to elecit the words: four,five,six - Have students listen to each new word. - Have students listen to each new word and repeat all together and individually. Correct student’s pronunciation if necessary. - Arrange the flashcards on the board. Play audio and have students listen and point at the pictures in their books. - Play audio again and have students listen, repeat several times. - Change the order of the flashcards, point at them individually and have students say the words, correct pronunciation when needed. - Have students work in pairs, one points at the picture in the book and the other says the word Activity 1: Language input (Activity B: Listen and point.) - Ask students to look at the three pictures (page 48) and answer questions to identify the situation for the conversation. 1. Who are they? (They are Binh, Phuong, Bao) 2. Where are they? (in the park, at home ) 3. What are they doing?( talking about ages.) - Ask students to look at the pictures(Activity 2) (page 44) and answer the following questions: 4. What does Vinh say? (I’m six) 5. What is Binh’s age (four) - Elicit the sentences: I’m six , Binh’s four
3. - Tell students that they are going to practise talking about what someone can do. - Play the recording more than once, if necessary, ask students to listen and repeat the dialogue - Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for students to listen and repeat. Activity 2: Full Controlled & less controlled Task 1: Controlled practice (Flash card cue drill.) - hang the flash card on the bb - ask Ss to talk about numbers - Point to the first picture and get one St say ( one) - Ask students to say the numbers chorally and individually. Repeat the same procedure with the rest of the pictures. - Ask students to say the ages using the numbers chorally and individually. Repeat the same procedure with the rest of the pictures. - Call on some Ss to talk in front of the class. Monitor the activity and offer help, if necessary. Activity 3: C-Play "Guess the numbers." - Have students look at the numbers. - Divide the class into two teams. - Have a student stand facing away from the board and stick a flashcard on the board behind them. - Have the student try to guess the number without looking at the flashcard. - Give that team one point if it's a correct guess. - Have teams take turns. Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (learn the numbers and say the ages) 2. What’re the core values of the lesson? (Have a sense of the importance of the ages). - Remind students to study P4 at home.
4. - Prepare for the next lesson Unit 7- Lesson 3 D. ADJUSTMENT. GRADE 2 Teaching date: 17/1/2022 Preiod 22.UNIT 7: CLOTHES Lesson 2: A,B, E,F STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Pronounce the sounds of the letters Vv, Ww correctly; 2. Demonstrate the sounds of the letters Vv, Ww in the words violin, vest, watch, window through listening and singing. 3. Perform the song in interesting ways by using appropriate tone and meaningful gestures 4. Have a sense of keeping objects carefully and the importance of pronounciation. B. LANGUAGE FOCUS - Letters : Vv, Ww - Vocabulary : violin, vest, watch, window . C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 2- Student’s book, Eduhome.vn, Teacher’s guide. - Flashcards for Unit 7, poster for Unit 7. - Computer, projector.
5. STAGE 2: ASSESSMENT EVIDENCE Performance Performance Tasks Assessment tools products 1.Listen and repeat. Trace the sounds of Observation Student's speech the letters V/v, W/w. 2. Listen and repeat. Write the sounds of Student’s speech Observation the letters V/v, W/w. 3. Perform a song using appropriate tone Student’s Observation and gestures performance 4. Show positive attitudes and appropriate gestures to pronounce the sounds of the Student’s Observation letters V/v, W/wcorrectly; interaction and performance STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1: Greeting and singing - Ask pupils to sing the Alphabet song. - Tell students that they are going to pronounce the sounds of the letters V/v, W/w. Activity 2: Language input 1. Listen and repeat. Trace - Use the “Finger air” technique to present the letters V/v, W/w and Their sounds. - Have students look at the pictures. - Point to the pictures and say the letters’ sounds. - Play audio. Have students listen and repeat all together and individually. Correct student’s pronunciation if necessary. - Have some students demonstrate the activity in front of the class. 2. Listen and repeat. Write - Have students look at the pictures. - Demonstrate the activity. - Play audio. Have students point to the letter as they hear it. - Play audio again. Have students listen and repeat.
6. - Have students trace and write the letters. - Correct student’s pronunciation if necessary. - Have some students demonstrate the activity in front of the class. Activity 3: Practice. 1. Sing - Play audio and have students listen. - Have students look at the lyrics. - Read the lyrics and do actions following them. - Play audio and have students listen, sing along, and do the actions. - Have students make a new verse with the word "window" and sing along the same melody as the first one. Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (learn the sounds of the letters V/v, W/w in some words) 2. What’re the core values of the lesson? (Have a sense of keeping objects carefully and the importance of pronounciation). - Remind students to study D, H at home. - Prepare for the next lesson Unit 7- Lesson 3 D. ADJUSTMENT. GRADE 3 WEEK 19 Teaching date: 17/01/2022 Period 95 UNIT 15: Do you have any toys?
7. LESSON 1: (1, 2, 3) STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. identify the situation for the conversation between Linda and Mai (setting, participants, topics). 2. talk about whether the other speaker has a toy using: Do you have ..? ̶ Yes, I do. / No, I don’t 3. show love others by using appropriate gestures and intonation when asking and answering about whether the other speaker has a toy. B. LANGUAGE FOCUS Key terms/ Vocabulary Teddy bear, doll, car, robot, puzzle, toys. Key grammatical structure The sentence patterns: “Do you have ..? ̶ Yes, I do. / No, I don’t “ C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3, Student’s book page 30 - 4 pictures of location of things in the room (Activity 2 – page 30) - Situational pictures and character cards - a computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Answer the questions about the Observation situation for the conversation Questions & answers between Mai and Linda such as Students’ answers Key setting, participant, topics. 2. Practice a role-play conversation Students' talks and with classmates, using the picture Observation interaction prompts. 3. Ask and answer about whether Student’s talks, and Observation the other speaker has a toy., using interaction Questions & answers the sentence patterns. 4. Use positive attitudes and Student’s interaction and Observation appropriate gestures about the
8. things in the room. performance Questions& answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and chatting. - Greet the students. - Have ss annswers questions about quantity -Monitor the activity. - Give comments - Tell students that they are going to listen to the dialogue in which Mai and Linda are talking about whether the other speaker has a toy. Activity 1: Language input (Activity 1: Look, listen and repeat.) - Ask students to look at the two pictures (page 30) and answer questions to identify the situation for the conversation. 1. Who are they? (Linda and Mai ) 2. Where are they? (in the living room) 3. What are they doing?( talking about toys) - Ask students to look at picture a (Activity 1) (page 30) and answer the following questions: 4. What does Mai ask? (Do you have a teddy bear?) 5. What does Linda answer? (Yes, I do) - Elicit the sentence patterns “ Do you have ..? ̶ Yes, I do. / No, I don’t ” - Tell students that they are going to practise asking and answering questions about whether the other speaker has a toy. - Play the recording more than once, if necessary, ask students to listen and repeat the dialogue - Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for students to listen and repeat. Activity 2: full controlled & less controlled Task 1: Controlled practice (Activity 2: Point and say.) - Use pictures to elicit: doll, car, robot, puzzle, toys. - Point to the first picture and model the task with one student, using the expressions in the bubbles and the word under the picture. Teacher: Do you have a doll ? Student: Yes, I do. - Ask students to say the phrases chorally and individually. Repeat the same procedure with the rest of the pictures.
9. - Ask students to practice in pairs, using the prompts in the bubbles and the pictures. - Call on some pairs to role-play the dialogue in front of the class. Monitor the activity and offer help, if necessary. Task 2: less controlled. Ask and answer questions about things in the room. Show some pictures about the toys. - Have students choose the picture that they can tell about whether the other speaker has a toy. using ““ Do you have ..? ̶ Yes, I do. / No, I don’t ” - Ask them to interview 3 or 4 friends: one student asks the question and the other answers and then exchange the roles. - Monitor the activity and offer help if necessary. - Call on some groups of students to role-play in front of the class. . Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (talk about whether the other speaker has a toy and use the sentence pattern “Do you have a ? – Yes, I do/ No, I don’t 2. What’re the core values of the lesson? - Keep the toy clean and tidy. - Share the toys with their friends. - Remind students to prepare for the next lesson D. ADJUSTMENT .............................................................................................................................................. .............................................................................................................................................. ....................................................................................................... ______________________________ Teaching date: 21/01/2022 Period 97 UNIT 15: Do you have any toys? LESSON 2: 1,2,3 A. OBJECTIVES By the end of the lesson, students will be able to: 1. identify the situation for the conversation. 2. Ask and answer questions about whether someone has a toy using Sentence Patterns: Does he/ she have _____? Yes, he /she does. / No, he / she doesn’t. 3. Show respect and love toys by using appropriate gestures and intonation when asking and answering questions about whether the other speaker has a toy .
10. B. LANGUAGE FOCUS. Sentence Patterns: Does he/ she have _____? Yes, he /she does. / No, he / she doesn’t. - Vocabulary: a yo-yo, yes / a ship, yes / a plane, no / a kite, no Key grammatical structure : Revision C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3, sachmem.vn. Student’s book page 31 - 4 pictures of activities (Activity 2 – page 31) -Computer and projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment products tools 1. Answer the questions about the situation Students' for the conversation such as setting, interaction Observation/ participant, topics. key Students' 2. Ask and answer about whether she/he interaction Observation/ has a toy., using the sentence patterns. key And writing 3.Use positive attitudes and appropriate Student’s Observation gestures to talk about whether the other interaction and Questions& speaker has a toy performance answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN *Warmer: - Have ss play a game of Bingo. - Monitor the activity. Task 1: Look, listen and repeat. - Have Ss open their books page 32. - Tell ss that they are going to asking and answering questions about someone’s toys.
11. - Draw ss’ attention to the first picture and elicit the name of the character and explain what they say. - Use 2 puppets to present the situation. - Play the tape. - Play the tape again. - Ask ss work in pairs to practice the dialogues. - Teach new words and structures: + a yo yo, a ship, a plane, a kite +Does he/ she have? Yes, he/she does No, she doesn’t. - Monitor the activity. Task 2: Point and say - Have pupils look at each the picture. - Ask pupils to identify the things. - Use the first picture as an example and put the question and answer on the board. - Have Ss repeat the phrases a few times. - Ask Ss to practice in pairs. - Monitor the activity. - Call on some pairs (4-5 pairs) to perform the task at the front of the class. - Observe and give comments. - Have the whole class repeat all the dialogue. Task 3: Let’s talk - Have Ss look at the pictures on page 32. - Tell ss that they are going to practice more with their friends. - Point to the first picture and ask Ss to guess what they say. - Ask Ss fill the speech bubbles. - Have Ss repeat the sentences in the bubbles.
12. - Ask ss to work in pairs. - Monitor the activity. - Call a few pairs to the front of the class to act out the dialogue. Task 4: Walk and talk. - Ask Ss walk around the class to talk about the things in their classroom. - Monitor the activity. Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? - Ask and answer questions about whether the other speaker has a toy , using : Does he/ she have _____? Yes, he /she does. / No, he / she doesn’t. 2. What’re the core values of the lesson? - Show respect and love toys by using appropriate gestures and intonation when asking and answering questions about whether the other speaker has a toy. - Keep their toys tidy. - Love toys and share your toys. - Remind students to learn new words, story and structure by heart. - Prepare for the next lesson (Unit 15, Lesson2. on pages 32). D. ADJUSTMENT ............................................................................................................................................... ........................................................................................................................................... ------------------------------------------------------------------------------------------------ --- GRADE 4 Teaching date: 17/01/2022 Period 95: Unit 15: WHEN’S CHILDREN’S DAY? Lesson 1(1,2,3) STAGE 1: DESIRED OBJECTIVES A. Objectives:
13. By the end of the lesson, Students will be able to: - identify situation for conversation. - ask and answer questions about when a festival is, using structure:When is .? − It’s on _______. - regconize the meaning of some especial Days - Express pride and dignity about special holidays B. LANGUAGE FOCUS 1. Vocab: New Year, the first of January; Children’s Day, the first of June; Teachers’ Day, the twentieth of November; Christmas, the twenty-fifth of December 2. Key grammartical structure: “When is .? − It’s on _______. C. RECOURCE Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IW software, projector . Students’ aids: Student books, notebooks, workbooks. STAGE 2: ASSESSMENT EVIDENCE (Assessment tasks) (Assessement (Assessment tools) products) 1. Look and recognize the Ss’ answers Questions and situation for a conversation answers. 2. Ask and answer about when a Ss’ interactions Observation festival is 3. Use positive attitudes and Ss’ talk and Observation appropriate gesture and interaction. Question and answer intonation in conversation. Regconize the meaning of some especial Days - Express pride and dignity about special holidays
14. STAGE 3: LEARNING EXPERIENCES Warmer: - Get some Ss to go to the front of the class to talk about their family members. Task 1. Look, listen and repeat. *Use the pictures about some festivals to teach the new words: New Year, Children’s Day, Teacher’ Day, Christmas, party - Whole class. Have pupils turn their books to page 30 and look at picture. - Ask Ss to answer the questions “who are they? Where are they? What are they talking about? What is the date? What’s it about? - Play the recording all the way through for pupils to listen and point to the appropriate line in their books. - Open one by one sentence for Ss to listen and repeat. - Divide the class into 2 groups. Ask the groups to repeat Tom’s part and Mai’s part. - Ask SS to work in pairs, practice speaking the conversation. - Invite some pairs to demonstrate the dialogue. Task 2. Point and say. - Ask Pupils to look at Picture a, b, c, d, e. Tell them that they are going to practice asking and answering questions about the popular festivals. - Model with a Student the first picture - Ask Pupils to practice in pairs ask and answer the questions: When’s New Year?- It’s on . - Monitor the activity, check the pronunciation (stress, assimilation of sounds and intonation), and offer help when necessary. - Call on some pairs to perform the task in front of the class. Task 3. Revision - Ask Ss to work in groups, asking and answering questions about holidays and festivals in Viet Nam and other countries. - Asking Ps to focus on the structure once again. - Retell the content of the lesson.
15. - Do exercises in the workbook. Learn by heart the new words and structures * Activity 4: Wrap- up and assignment - Ask Ss to answer the following questions: 1. What have you learnt from the lesson today? (ask and answer questions about when a festival is, using structure:When is .? − It’s on _______..) 2. What’re the core values of the lesson? (Express pride and dignity about special holidays ) * Homelink - Remind Ss to do exercises in the workbook and learn lesson 1 part 3,4,5. FEEDBACK: . GRADE 4 Teaching date: 21/01/2022 Period 91: Unit 15: WHEN’S CHILDREN’S DAY? Lesson 2( 1,2,3) STAGE 1: DESIRED OBJECTIVES A. Objectives: By the end of the lesson, Students will be able to: - identify situation for conversation. - Ask and answer questions about what people do at a festival using Sentence Patterns: What do you do at Tet? ̶ I _________. - regconize the meaning of Tet - Know how to show useful work on Tet holiday B. LANGUAGE FOCUS 1. Vocab: : make banh chung, decorate the house, watch firework 2. Key grammartical structure: What do you do at Tet? ̶ I _________. C. RECOURCE Teacher’s aids: student book and teacher’s book, flashcards, projector .
16. Students’ aids: Student books, notebooks, workbooks. STAGE 2: ASSESSMENT EVIDENCE (Assessment tasks) (Assessement (Assessment tools) products) 1. Look and recognize the Ss’ answers Questions and situation for a conversation answers. 2. Ask and answer about what Ss’ interactions Observation people do at a festival using Sentence Patterns: What do you do at Tet? ̶ I _________. 3. Use positive attitudes and Ss’ talk and Observation appropriate gesture and interaction. Question and answer intonation in conversation. Know how to show useful work on Tet holiday STAGE 3: LEARNING EXPERIENCES Warmer: - Call some Ss to sing the song Happy New Year in front of the class. - Ask Ps to ask and answer the questions about the festivals. Task 1. Look, listen and repeat. * Use pictures to teach some new words about activities at/ on a festival: make banh chung, decorate the house, firework displays, get lucky money. - Have pupils look at pictures in part 1 and answer the questions: “Who are they? Where are they? What are they doing? Picture a: Mai is decorating the house; P b: Mai is wearing new clothes; ”. - Tell them that they are going to look at the dialogue in their student’s book, listen to the recording and repeat the dialogue. - Play the recording all the way through for pupils to listen and point to the appropriate line in their books. - Play the recording again for pupils to repeat line by line.
17. - Divide the class into 2 groups. Ask the groups to repeat Linda’s part and Mai’s part. Task 2. Point and say. - Have Pupils look at Picture a, b, c. Tell them that they are going to practice asking and answering questions about some activities on Tet. - Model with a Student the first picture. - Ask Pupils to practise in pairs asking and answering questions about some activities on Tet, using the prompts in the bubbles and words under the pictures. Monitor the activity, check the pronunciation (stress, assimilation of sounds and intonation), and offer help when necessary. - Call on some pairs to perform the task in front of the class. Task 3. Let’s talk. - Ask them to work in groups to ask answer questions about some activities on/ at a festival, using What do you do at/ on +(a festival)? I ? - Go around offering help and correcting pronunciation, if necessary. - Select some groups to role-play in front of the class. - Ask pupils to ask and answer questions about some activities on/ at a festival. - Asking Ps to focus on the structure once again. - Retell the content of the lesson. - Do exercises in the workbook. Learn by heart the new words and structures * Activity 4: Wrap- up and assignment - Ask Ss to answer the following questions: 1. What have you learnt from the lesson today? (Ask and answer questions about what people do at a festival using Sentence Patterns: What do you do at Tet? ̶ I _________. .) 2. What’re the core values of the lesson? (Know how to show useful work on Tet holiday) * Homelink - Guide Ss to learn lesson 2 part 3,4,5, lesson 3. FEEDBACK: . GRADE 5
18. Teaching date: 17/1/2022 Period 95 UNIT 15: What would you like tobe in the future LESSON 1- Part 1,2,3 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1.identify the situation for the conversation between Mai and Tony (setting, participants, topics); 2. ask and answer questions about what someone would like tobe in the future, using “What would you like tobe in the future? I’d like tobe a/an ” 3. show pride in their future jobs and great respect for other’s future jobs by using appropriate gestures and intonation when asking and answering about future jobs. B. LANGUAGE FOCUS Key terms/ Vocabulary “pilot, architect, writer, height, scared of.” Key grammatical structure “What would you like tobe in the future? I’d like tobe a/an ” C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 5- Student’s book, page 30,31, Sachmem.vn, Teacher’s guide. - Flashcards for Unit 15, poster for Unit 15. - Computer, projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1.Answer the questions about the Observation situation for the conversation Questions & Students’ answers between Mai and Tony such as answers setting, participant, topics. Key
19. 2.Practice a role-play conversation Students’t alks and with classmates, using sentence interaction Observation patterns. 3.Ask and answer questions about Student’s talks, and Observation what someone would like tobe in the interaction Questions & future, using the sentence patterns. answers 4.Use positive attitudes and Observation Student’s interaction appropriate gestures to talk about and performance Questions & future jobs. answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and playing a game. - Greeting class and guide them to play the game: Brainstorms. jobs - Tell students that they are going to read a dialogue in which students ask and answer questions about future jobs and lead students to the new lesson. Activity 1: Language input (Activity 1: Look, listen and repeat.) - Ask students to look at the four pictures (page 30) and answer questions to identify the situation for the conversation. 1. Who are they? (They are Mai and Tony) 2. Where are they? (At the gym) 3. What are they doing? (talking about future jobs.) - Ask students to look at picture a (Activity 1) (page 30) and answer the following questions: 4. What does Mai ask? (What would you like tobe in the future?) 5. What does Tony answer? (I’d like to be a pilot.)
20. - Elicit the sentence patterns: What would you like tobe in the future?-I’d like to be a/an - Tell students that they are going to practise asking and answering questions about future jobs. - Play the recording more than once, if necessary, ask students to listen and repeat the dialogue. - Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for students to listen and repeat. Activity 2: Controlled & guided practice Task 1: Controlled practice (Activity 2: Point and say.) - Have ss look at the pictures in their books on page 30 elicit the name of jobs: a. pilot b. doctor c.architect d. writer. - Tell Ss that they are going to practise asking and answering question about about future jobs, using the sentence patterns: What would you like tobe in the future?- I’d like to be a/an - Point to the first picture and model the task with one student, using the expressions in the bubbles and the word under the picture. Teacher: What would you like tobe in the future? Student: I’d like to be a pilot - Ask students to say the phrases chorally and individually. Repeat the same procedure with the rest of the pictures. - Ask students to practice in pairs, using the prompts in the bubbles and the pictures. - Call on some pairs to role - play the dialogue in front of the class. Monitor the activity and offer help, if necessary. Task 2: Guided practice.(information gap activity) Tell your partners about your dream jobs - Have students think about their future jobs and tell their classmates using “What would you like tobe in the future?- I’d like to be a/an ” - Ask them to interview 3 or 4 friends: one student asks the question and the other answers with facts about themselves and then exchange the roles. - Monitor the activity and offer help if necessary. - Ask students give their feedback. Name Future jobs