GIAO AN TIENG ANH 12 HK2 (Đầy đủ và chi tiết, cực hay)

Giáo án Tiếng Anh 12 HK2 (Unit 6: Endangered species, Unit 7 : Artificial intelligence, Unit 8: The world of work, Unit 9: Choosing a career, Unti 10: Lifelong learning; Giáo án Tiếng Anh 12 HK2 (Unit 6: Endangered species, Unit 7 : Artificial intelligence, Unit 8: The world of work, Unit 9: Choosing a career, Unti 10: Lifelong learning; Giáo án Tiếng Anh 12 HK2 (Unit 6: Endangered species, Unit 7 : Artificial intelligence, Unit 8: The world of work, Unit 9: Choosing a career, Unti 10: Lifelong learning; Giáo án Tiếng Anh 12 HK2 (Unit 6: Endangered species, Unit 7 : Artificial intelligence, Unit 8: The world of work, Unit 9: Choosing a career, Unti 10: Lifelong learning; Giáo án Tiếng Anh 12 HK2 (Unit 6: Endangered species, Unit 7 : Artificial intelligence, Unit 8: The world of work, Unit 9: Choosing a career, Unti 10: Lifelong learning

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LESSON 1 - GETTING STARTED

A OBJECTIVES

By the end of the lesson, Ss will be able to:

1 Knowledge

+ Use some lexical items related to the topic Endangered Species

+ Know how to use the future perfect and double comparatives

+ Check students’ comprehension through True / False exercise

2 Skills

+ improve the skill of working by individual and in pairs or in groups

+ develop Ss’ listening skill and reading skill

3 Attitudes

+ raise Ss’ awareness of protecting endangered species

4 Competence

+ develop Ss’ competence of language fluency, creativity, collaboration and responsibility through

group/ pair activities

* Aims: To raise Ss’ interest and to lead to the topic

- T asks Ss to look at the picture and and answer the question

+ What are the three people are talking about?

Suggested answers: They are talking about wild animals such as rhinos, tigers and bears

- T leads Ss to the lesson to introduce the topic of the unit, vocabulary about the generation gap and the grammar point taught in the unit

Task 1: Listen and read (Whole class) (7 mins)

* Aims: To introduce the overall topic of the unit, topic-related vocabulary and the main grammar points through listen and read a conversation

- Tell Ss that they are going to listen to a conversation between Mr Willis, Simon and Lisa

- Play the recording

- Ask Ss listen to the recording and read the conversation

Task 2 Work in pairs Decide whether the sentences are true, false or not given (7 mins)

* Aims: To help Ss understand the conversation through true/false statements

- T asks Ss to read the conversation again and get information to do Task 2

- Ask Ss to work and finish the task

- Ask them to exchange their answers with a partner

Keys:

Task 3: Find a word in the conversation to complete each of the following phrases/ expressions (7 mins)

* Aims: To help Ss to learn word collocations

- Ask Ss to work in pairs

- Ask them to read the incomplete phrases, and then read the conversation to pick out the words that can go with them

Keys:

1 Extinct 2 Extinction 3 Endangered 4 Build

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Task 4: Read the conversation again and write the correct forms of the verbs in brackets (10 mins)

* Aims: To help Ss to recognize the verb form used in the future perfect tense

- Ask Ss to this exercise individually and then compare their answers with their partners

- Ask Ss to read the conversation again and write the correct form for the given verbs in the space provided

- Gives feedback and introduces the Future Perfect

Keys: 1 Will have gathered 2 Will have walked

 Homework

- T asks Ss to learn by heart the words and phrases related to to endangered species

- Prepare for the next lesson

* Notes:

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LESSON 2 - LANGUAGE

A OBJECTIVES

1 Knowledge

+ Use words and phrases related to endangered species

+ Know linking vowel to vowel

+ Use the future perfect

+ Use double comparatives

2 Skills

+ develop Ss’ listening skill

3 Attitudes

+ Know how to use the future perfect correctly

+ Know how to use double comparatives accurately

4 Competence

B PREPARATION

- Teacher: Textbook, chalks, handouts, lesson plan

- Students: textbook

C PROCEDURE

 Warm- up (5 mins) Checking

* Aims: To check what Ss have just learnt in the previous lesson, raise Ss’ interest and to lead to the topic

- T asks Ss to make sentences using some words or phrases:

1 Extinct 2 Danger 3 Survive 4 Diverse

- T corrects Ss’ answers and gives mark

A VOCABULARY (10 mins)

Task 1: Complete the following word diagrams

* Aims: To help Ss understand word formation by adding prefixes or suffixes before or after the base of a

word

- Asks Ss to work in pairs and complete the word diagrams

- T checks answers as a class

- Ss work individually

- T asks students to compare the answers with a partner

- T asks some students to read the answers

- Checks and gives the correct answers:

* Key: 1 Extinction 2 Dangerous, endanger 3 Survival

4 Diversity, diversify 5 Evolution

Task 2: Complete the following sentences with the words in the box

* Aims: To focus on the use of compound nouns in appropriate contexts

- Ask Ss to do as required, bearing in mind a verb or a noun must be used its suitable form (e,g verb tense, singular or plural form of nouns)

- Ask Ss to complete the sentences individually Alternatively, in a weaker class, T has Ss work on the sentences in pairs and find the suitable words to fill in the gaps

- Check answers as a class

Key: 1 Evolution, survival 2 Endangered 3 Habitat

4 vulnerable 5 Extinct 6 Biodiversity 7 Conservation

B PRONUNCIATION (10 mins)

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Task 1: The following phrases are spoken in low, careful speech and in fast, connected speech Listen and repeat Pay attention to the pronunciation of the linked sounds

* Aims: To facilitate Ss’s listening in real life, when native speakers use linking in their fast speech

- T tells students that they are going to listen to six phrases spoken in two different ways: slow, careful speech (with no linking) and fast, connected speech (with linking)

- T asks students to listen and repeat

- Ss repeat chorally and individually

Task 2: Listen and repeat the following sentences spoken in fast, connected speech

* Aims: To help Ss to practice using linking in their speech

- T plays the recording for Ss to repeat chorally and individually

- Ss listen and repeat the following sentences, paying attention to the linking

C GRAMMAR (15 mins)

FUTURE PERFECT

I Presentation

* Aims: To present the main grammar points in the unit (the future perfect)

Form: S + will + have + Vpp

Use & Meanings:

The future perfect used to say that something will be finished or completed by a certain time in the future

Ex: I’ll have finished cooking dinner by the them you come home

The present perfect or the present simple is used instead of the future perfect to express the ideas of

completion after some conjunctions of time: when, as soon as, after, before

Ex: I’’ phone you when I’ve finished my homework

I’ll phone you when I finish my homework

II Practice

Task 1 Circle the correct verb form in each sentence

* Aims: To help Ss to review the use of the present perfect and the future continuous, and to learn the new verb

tense: the future perfect

-T has students review the uses of the future perfect

-T asks students to study the remember box and draw their attention to the rules and examples

-T asks students to read each sentence carefully

Key: 1 Will have released 2 Has lived 3 Will have finished

4 will be watching / will have finished 5 Won’t have completed

Task 2 Complete the sentences using the Present Perfect or the Future Perfect

* Aims: To focus on the present perfect and the future perfect tense

- Ask Ss to read each sentence carefully, paying attention to the context and the time expressions

- T has students do the activity individually first, and then compare the answers in pains T checks answers as

a class

Key: 1 Will have saved and taken in 2 Has lived

3 will have finished 4 Will have visited 5 Have collected

DOUBLE COMPARATIVES

I Presentation

Ex: The better your education is, the greater your opportunities are

The more you give, the more you will receive

1 The + comparative adj/adv + S +V, The+ comparative adj/adv+ S +V

2 The + more/less+ (noun) + S +V, The + more/less+ (noun) + S +V

Uses: Double comparatives describe a cause-and-effect process The first half expresses a cause, and the

second half expresses an effect

II Practice

Task 3: Discuss which words in the box can be used in each gap

* Aim: to involve Ss in discussing the new grammar point

- T Ask Ss to work in pairs and to suggest which word can be used in each gap

Key: 1 more/ longer, better/ higher 2 more, better

Task 4: Complete the sentences with the words from the box One word can be used more than once

- T asks Ss to work in pairs and to suggest which word can be used in each gap

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Task 5: Write 4 sentences using the future perfect and double comparatives

*Aim: To give Ss chance to practice how to use the future perfect and double comparatives

- Ask Ss to write in groups

- Go around, help

- Have Ss rewrite their sentences on the board

- Check Ss’ answers as a class and feedback

 Homework

- T asks Ss to learn by heart the words and phrases related to the compound noun

* Notes:

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LESSON 3 - READING

A OBJECTIVES

1 Knowledge

- Know more about endangered species and how to protect them

- Enlarge Ss’ vocabulary related to the reading topic

2 Skills

- Skim and scan a text for general ideas and specific information about wildlife protection

- Identify the main ideas for each paragraph and detailed information for each question

- Use words and phrases related to endangered species

3 Attitudes

- Have right attitudes towards protecting endangered species

4 Competence

- Develop Ss’ competence of reading comprehension

- Develop Ss’ competence of expressing their own information by using words, phrases related to the reading topic

- Develop Ss’ competence of communication, collaboration and responsibility through pair/ group activities

- Ask Ss to watch a video clip about animals and try to remember their names

Dolphins, giant panda, tiger, saola, penguin, elephant, rhino, hippo, lion, sea turtle

- Lead Ss in the lesson

I Pre-reading (10 mins)

 Look at the pictures again and discuss the two questions

* Aims: To focus on Ss’ attention on the reading text

- T has Ss discuss the questions in pairs

- T elicits the new lesson

Key:

1 Tigers, saolas, elephants, sea turtles, and giant pandas on the list of endangered species

2 Tigers, saolas, elephants and sea turtles are still found in Viet Nam, but each with a small population

 Vocabulary

* Aims: to provide Ss with phrases and expressions given in the reading text to aid reading comprehension

Match the phrases/ expressions in A with their correct meanings in B

1 to put oneself in someone’s shoes

2 to attribute something to something else

b to prevent something from being alone

c be in another person’s situation

d harm something

e be free from anxiety or distress

Key: 1 C 2 A 3 D 4 B 5 E

II While-reading (15 mins)

 Read the passage again and find out what they are talking about

* Aims: To focus on skimming

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-T tells students that they are going to read three people’s opinions posted on a website

-T asks students to read the opinions and decide what the writers are discussing

-T checks answers as a class

Key: c

 Whose opinions are these? Write the correct name in the space before each statement * Aims: To focus on reading for specific information - Provide guidance on how to approach this kind of activity: Ss should underline the key words and phrases in the six statements, then read through each person’s opinion, and find ideas, words or phrases that match the key words in the statements - T has students work in pairs and compare the answers Key: 1 Yoshiko 2 Ai Lien 3 Simon 4 Yoshiko 5 Simon 6 Ai Lien III Post-reading (10 mins) Discuss with a partner Which of the three people above do you are with? Why? * Aims: To enable Ss reflect on their experience and express their opinions - Tell Ss to work in pairs - Have Ss read the questions and practice asking and answering them - Encourage Ss to give reason to support their opinions - Ask several Ss to report what they learn about their partners from their discussion in pairs  Homework - Do all the exercises again - Prepare for the next lesson * Notes:

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LESSON 4 - SPEAKING

A OBJECTIVES

By the end of this lesson, Ss will be able to:

1 Knowledge

- Know more about how to protect endangered species

- Enlarge Ss’ vocabulary related to the speaking topic

2 Skills

- Develop speaking and listening skills

- Talk about the facts and the problems endangered animals and plants face

- Improve Ss’ speaking skills by using Ss’ own information and language

- Collaborate with others when working in pairs and in groups

3 Attitudes

- Have an overview of endangered species

- Have right attitudes towards current problems of endangered species

- Raise Ss’ awareness of protecting endangered species

4 Competence

- Develop Ss’ competence of talking about facts and current problems

- Develop Ss’ competence of expressing their own information by using words, phrases related to the speaking topic

- Ask Ss to discuss the situations in the pictures and say what conflicts each one may lead to

- Discuss the reasons

+ Are soot emissions a problem in your community or in Vietnam in general? Explain

+ Do you have a green lifestyle?

- Give comments and lead in the lesson

* Checking vocabulary: ROR

2 Put the following ways of protecting rhinos and coral reefs in the correct boxes

* Aims: To help Ss to get some ideas about how to protect rhinos and coral reefs

-T asks students to work individually

- Ask Ss to read through eight ways of protecting the two endangered species and put them in the correct boxes

-T encourages students to add more activities

- Explain the new words if necessary

*Key: How to protect rhinos

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- ban transportation of and trading in rhinos in horns

- donate to rhino conservation

- launch anti-poaching campaigns

- stop using rhino products

II While-speaking (15 mins)

3 Work in pairs Use the information in 1 or your own ideas to prepare a talk about how to protect rhinos or coral reefs

* Aims: To help Ss to prepare their talk and structure it in a logical way

-T has students work with a partner Start the activity by giving students enough time to read the information -T asks students to pay attention to phrases and expressions

-T encourages them to talk about how to protect rhinos or coral reefs

- Have Ss practice giving their talk in pairs

4 Present your talk to the class

-T asks students to present their talk in front of the class

-Give feedback Praise Ss who can give a smooth talk and use the appropriate phrases and expressions

III Post-speaking (10 mins)

5 Write it up

* Aims: To enable Ss to think about their own experiences in relation to the issues in the dialogue with their

partners above

- Ask Ss to summarize their conversations into their notebooks after being presented in front of the class and corrected by the teacher

 Homework

- Write the dialogue in the notebook and practise in pairs at home

* Notes:

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LESSON 5 - LISTENING

A OBJECTIVES

1 Knowledge

- Enlarge Ss’ vocabulary related to the listening topic

2 Skills

- Listen for general ideas and specific information about wildlife protection

- Identify the specific ideas for each question

3 Attitudes

4 Competence

- Develop Ss’ competence of listening comprehension

- Develop Ss’ competence of expressing their own information by using words, phrases related to the listening topic

- Introduce the content of the listening that they are going to listen

I Pre-listening (10 mins)

1 Vcabulary

* Aims: To introduce new words

- vulnerable (a): dễ bị tổn thương

- critically endangered: bị đe dọa nghiêm trọng

- endangered (a): bị đe dọa

- extinct (a): tuyệt chủng

*Checking vocabulary: ROR

Suggested key: They may talk about conflicts of watching TV/playing computer games too much; hairstyle;

clothes and not helping with the housework

2 Below is the conservation status scale which indicates whether a species still exists and how likely it is

to become extinct in the near future Match the three phrases indicating three “threatened” levels with the numbers 1,2 and 3

* Aims: To introduce the topic of the listening lesson

- T helps Ss to understand how endangered species are classified

- T asks Ss which “threatened” level (1, 2, or 3) in the scale goes with the phrases VU, CR or EN

II While-listening (15 mins)

3 Listen and check the answers in 2

* Aims: To check their guess

- Play the tape twice

- Ask Ss to share their prediction in pairs

- Elicit Ss’ predictions

- Let Ss listen to the recording, do the task then compare the answer with their partner

- Elicit Ss’ answers and give them the correct ones

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Key: 1 CR 2 EN 3 VU

4 Listen to the second part and choose the best option

* Aims: To focus on listening for specific information and inference

- Ask Ss to listen again and do the task then compare the answer with their partner

- Ask some of them to tell the answer

- Give comments

Key: 1.B 2 C 3 A 4.C

III Post-listening (10 mins)

Discuss the following question with your groups

Do you agree with Peter Shawl that humans are responsible for the loss of biodiversity?

* Aims: To focus on some of the ideas from the listening conversation

- Ask Ss to work in pairs, ask and answer the questions

- Go around, help and feedback

 Homework

- Write a paragraph (30 words) about your opinions on the above question

* Notes:

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LESSON 6 - WRITING

A OBJECTIVES

1 Knowledge

2 Skills

- Write a report about an endangered species

- Identify the main ideas for each paragraph and detailed information for each question

3 Attitudes

4 Competence

- Develop Ss’ competence of writing a report

- Develop Ss’ competence of expressing their own information by using words, phrases related to the writing topic

B PREPARATION

- Teacher: Computer, textbook, handouts, blackboard, chalk

- Students: Textbook

C PROCEDURE

 Warm- up (5 mins) Matching

Match the pictures with the animals’ names, Then discuss the questions with a partner

- T tells students to match the pictures with the animals’ names

- Have Ss discuss the three questions with a partner

- Allow all wild guesses at this stage

- Feedback

Key: 1.b (Komodo dragon: not found in Viet Nam; eat meat; classified as vulnerable)

2 a (blue whale: sometimes found stranded on Viet Nam’s coastal areas; eat small shellfish; classified as endangered)

I Pre-writing (10 mins)

1 Vocabulary

- diet (n): chế độ ăn uống

- habitat and location (n): môi trường sống và cư trú

- physical feature (n): dặc điểm nhận dạng

- conservation status (n): tình trạng bảo tồn

2 Read the facts about the Komodo dragon and the blue whale Write a, b, c, d or e in the space provided

to match the title with the correct section

* Aims: To provide Ss with some facts about the two endangered or vulnerable species, which they may use

in their writing later

- T tells students that they are going to read the facts about the Komodo dragon and the blue whale Allow enough time for them to read through the facts

-T asks students to match the subheadings with the five parts

Key: 1 c 2.e 3 a 4 d 5 b

II While-writing

3 Choose one of the two species in 2 and write a report of 150 – 200 words to describe it

*Aims: To focus on developing Ss’ writing skills

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- Ask Ss to do the task

- Draw Ss’ attention to the instructions

- Point out to Ss how to write a letter

- T goes around and gives help, collects common mistakes for later correction

- Collect 5 reports to mark in class so that all Ss feel the need to do the task

- Walk around and offer help if necessary

III Post-writing (10 mins)

4 CORRECTION

* Aims: To correct and feedback to Ss’ reports

- Call him/her write the writing on the board, and the rest of students write in their notebook (Time limited

is 10 minutes)

- Check the writing on the board

- Collect the writing to give marks

Sample

Komodo dragons are found in the wild on only five islands in Indonesia: Komodo, Rinca, Gili Montang, Gili Dasami and Flores, where they roam freely They live mainly in forests, but can be seen scattered widely over the islands from beaches to hilltops

Though they are called dragons, they look like a big lizard A male adult can measure three metres in length and weighs 90 kilos Komodo dragons eat meat They are also fierce hunters and an eat very large prey, such

as large water buffaloes, deer and pigs They will even eat smaller Komodo dragons

There are about 6,000 Komodo dragons in Indonesia Humans are not a great danger to them However, their population is slightly declining because there are more males than females According to the IUCN Red List, Komodo dragons are not endangered, but are considered vulnerable About 30 zoos outside Indonesia Tave been trying to protect the Komodo There are also plans to hald more wildlife parks around the world, which will help to rcrease the population of this fascinating species

 Homework

- Complete your paragraph at home

* Notes:

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LESSON 7 – COMMUNICATION AND CULTURE

A OBJECTIVES

1 Knowledge

2 Skills

3 Attitudes

4 Competence

- Collect some homework books to mark writing

- Give marks

I COMMUNICATION (20 mins)

Bringing extinct species back to life?

1 Task 1 Listen to two exchanges

* Aims: To give Ss further listening practice

- Tell students that they are going to listen to two exchanges and will have to understand the speakers’ opinions

- Ask students to read the questions and underline the key words so they can get a general idea of the talk

- Play the recording once or twice for students to take notes of their answers

Key: Van: Yes (Well, why not?)

Nam: No (I’d say no to this idea)

Mary: Yes ( So I agree with them, not with you)

Paul: No ( What a silly idea!)

2 Task 2 Are you for a against the revival of extinct species?

* Aims: To provide further speaking practice on the topic

- Ask students to work with a partner to compare their answers

- Ask some pairs to report their opinions to the class

- Check answers as a class

II CULTURE (20 mins)

Let’s save the sea turtles!

Task 1 Read the text about how sea turtles are protected and complete the notes

* Aims: To provide Ss with interesting information about how sea turtles are protected in Malaysia

- T has students read the text quickly and complete the notes

- Ask Ss to work in pairs and discuss the information they should look for in the text in order to complete the

notes

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Key: 1 endangered, critically endangered

2 loss of nesting habitat

3 climate change 4 warm

5 the beach/ beaches 6 breeding ground

7 turtle eggs 8 raise public awareness 2 Discuss with a partner * Aims: To provide opportunities for Ss to relate the text content to the situation in Vietnam - Assign this activity as homework of the previous lesson - T asks students to work in groups - After their discuss, T asks some groups to report their experiences and opinions to the class  Homework - Lean the vocabulary at home - Prepare for the next lesson * Notes:

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LESSON 8 – LOOKING BACK & PROJECT

A OBJECTIVES

1 Knowledge

- Revise all the grammar points, vocabulary, sounds related to the topic

2 Skills

3 Attitudes

4 Competence

- Develop Ss’ competence of listening comprehension, reading comprehension

- Develop Ss’ competence of expressing their own information by using words, phrases related to the lesson topic

- Collect some Ss and ask them to recall what they have learnt in this unit

- Have them point out the language items

- Give marks

A LOOKING BACK (30 mins)

I Pronunciation

1 Read the following exchanges Decide where the linking /r/ is likely to happen in fast, fluent speech

* Aims: To revise help Ss to review the pronunciation topic in this unit

- T helps students to review the linking /r/

- T has students read the sentences and underline the sounds that can be affected by assimilation

- T asks students to work with a partner to compare their answers

2 Listen and repeat the exchanges in 1

* Aims: To revise help Ss to review the pronunciation topic in this unit

-T plays the recording and has students listen and repeat

-T asks some students to say these sentences aloud

II Vocabulary

Complete the sentences with the correct forms of the words in brackets

* Aims: To revise some of the vocabulary used in the unit

-T gives comments and praises students who can say the sentences naturally and fluently, and try to blend the final and initial sounds

-T has students read the instructions and do the activity individually Then ask them to compare their answers in pains

Key: 1 survival 2 extinct 3 endangered

4 conservation 5 poaching 5 evolution

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III Grammar

1 Practise asking questions and giving answers, using the prompts

* Aims: To revise the verb forms and usage of the future perfect and provide opportunities to use the tense in

speaking practice

-T asks students to read through the prompts and the form of the future perfect tense

-T has students do the activity individually first, and then compare their answers in pains

Key:

1 How long will you have studied English in this school by the time you graduate in June?

2 How long will you have lived in you present home by next year?

3 How many new English words will you have learnt by the end of this unit?

2 Rewrite these sentences, using double comparatives

* Aims: To revise the verb forms and usage of the future perfect and provide opportunities to use the tense in

speaking practice

-T tells students that they are going to write sentences about someone called Andy

-T asks students to read the situation and the example first T asks comprehension questions to check if they understand the activity context

-T has students complete the sentences, using the words in brackets to form double comparatives

-T allows students to do the activity individually first, and then compare their sentences in pains

Key:

1 The more land people need to build houses, the more forests they cut down

2 The higher the unemployment rate gets, the higher the crime rate becomes

3 The better education you get, the more opportunities for a job there will be

4 The heavier the rain gets, the worse the flooding will become

5 The more cars our city has, the more we will have suffer from polluted air

B PROJECT (12 mins)

Work in groups of four to six Look for information about one endangered species and design a poster to introduce this species

- Facts about the species (habitat and location, physical features, diet, population)

- Conservation status, why it is endangered and how to protect it

Suggested endangered species:

- the saola (Viet Nam)

- the sea turtle (Viet Nam)

- the Californian condor (USA)

* Aims: To provide additional speaking practice and help Ss to consolidate the language they have learnt

throughout the unit

- Ask Ss to interview as directed and report to the class

- Have Ss use the information to write a report

- T goes around and helps Ss with the new words or structures

- Call some groups to report the results to the class

- T listens and makes comments

 Homework

- Do exercise in your workbooks

* Notes:

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LESSON 1 - GETTING STARTED

A OBJECTIVES

1 Knowledge

+ Use some lexical items related to the topic Artificial Intelligence

+ Know how to use the active and passive causatives

+ Check students’ comprehension through answering the questions

2 Skills

+ develop Ss’ listening skill and reading skill

3 Attitudes

+ have the right attitude towards artificial intelligence,

4 Competence

- T asks Ss to look at the picture and brainstorm what they know about the abbreviation

- T leads Ss to the lesson to introduce the topic of the unit, vocabulary about the topic and the grammar

points taught in the unit

Task 1: Nam and Mai are talking about a film Listen and read (Whole class) (7 mins)

* Aims: To introduce the overall topic of the unit, topic-related vocabulary and the main grammar points through listen and read a conversation

- T plays the recording, asks Ss to listen and read silently

- Ss listen and read silently

- T tells Ss that they are going to listen to a conversation between Nam and Mai talking about a film

2 Work in pairs Answer the following questions (7 mins)

* Aims: To focus on reading comprehension

- Ask Ss to work individually and finish the task

- Ask them to exchange their answers with a partner

- Check their answer; ask them to give evidences for the answer

Keys:

1 The coastal cities are flooded due to the melting of polar ice caps

2 Because she had the only son whose life is threatened by a very dangerous disease

3 Because he wanted her to help him become a real boy

4 It was dangerous and incredible

5 They become extinct

6 She thinks it’s interesting and she will watch it soon

7 Students’ answers

Task 3: Work in pairs Find a word or phrase in the dialogue that means the following (7 mins)

* Aims: To help Ss understand the conversation through comprehension reading

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- T asks Ss to read the phrases (1-7) for comprehension, then refer back to the conversation for the words

or phrases having similar meanings

- T tells Ss to work individually before comparing their answers in pairs

Keys: 1 science fiction 2 Threatening 3 destroyed 4 in vain Task 4: Work in groups of three Discuss the underlined grammar points (10 mins) * Aims: To provide SS with opportunities to talk about their experience and points of view - This activity checks Ss’ knowledge of the causatives: active and passive - T Has Ss work in pairs, asks them to read the two sentences carefully and discuss their structures, has Ss analyse the underlined structures and focus on the verb forms Keys: … they are going to get the robotic boy destroyed → causative passive … she has someone take him to a faraway forest and leave him there → causative active  Homework - T asks Ss to learn by heart the words and phrases related to further education - Prepare for the next lesson * Notes:

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LESSON 2 - LANGUAGE

A OBJECTIVES

1 Knowledge

+ Use words and phrases related to endangered species

+ Know linking vowel to vowel

+ Use the future perfect

+ Use double comparatives

2 Skills

+ develop Ss’ listening skill

3 Attitudes

+ Know how to use the future perfect correctly

+ Know how to use double comparatives accurately

4 Competence

B PREPARATION

- Teacher: Textbook, chalks, handouts, lesson plan

- Students: textbook

C PROCEDURE

 Warm- up (5 mins) Checking

* Aims: To check what Ss have just learnt in the previous lesson, raise Ss’ interest and to lead to the topic

- Asks Ss some questions about the previous lesson

- Asks some questions about the education system in Viet Nam and in England

A VOCABULARY (10 mins)

Task 1: Match the words and phrases with their meanings

* Aims: To help Ss to understand the meaning of some new words by matching the vocabulary items with

their meanings

- Ss work individually, read each word or phrase and match it with the definitions

If necessary, ask a few Ss to say the equivalent meaning of these words and phrase in Vietnamese

* Key: 1.e 2.c 3.g 4.b 5.f 6.a 7.d

Task 2: Complete the sentences with the correct forms of the words in 1

* Aims: To practice using the words in sentences

- Ss do as required, bearing in mind a verb or a noun must be used its suitable form (e,g verb tense, singular or plural form of nouns)

- T asks Ss to complete the sentences individually Alternatively, in a weaker class, T has Ss work on the sentences in pairs

- Ss find the suitable words to fill in the gaps

Key: 1 emotion 2 capable 3 resurrected

4 activate 5 Incredible

B PRONUNCIATION (10 mins)

Listen and repeat, paying attention to the stressed words

* Aims: To focus on practicing stressed words in utterances

- T asks Ss to listen and repeat, paying attention to the stressed words

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- After that, has them identify the word class of the stressed words This will help them to understand that only the words mentioned in the Do you know…? box are stressed

- T plays the recording for Ss to listen and repeat all the sentences chorally

- Ss recognise and practise the sentence stress

- Ss repeat chorally and individually

C GRAMMAR (15 mins)

I Presentation

* Aims: To present the main grammar points in the unit (the active and passive causatives)

Form: Have + someone + bare infinitive

Have + something + past participle

Get + something + past participle

Use & Meanings:

* The active causatives is used when the subject causes the object to do something

Ex: The A.I expert had his assistant activate the newly made robot

* The verb have and get are also used in the passive causative There is usually no agent in this structure

Ex: The A.I expert had the newly made robot activated

II Practice

Task 1 Rewrite the sentences, using have + object + bare infinitive

* Aims: To focus on the use of the active and passive causatives

- T asks Ss to study the Do you know…? box and check their understanding

- T tells Ss what they are going to change the sentences (1-6) into causative structures

- T has Ss read and analyse the structure of the example; gives feedback and explain that in the causative example the action is in the past and Monica (the subject) arranged for someone (the object – Jimmy) to do the action

- T asks Ss to work individually, and then has them compare their answers in pairs

Key:

1 The A I expert had his assistant activate the newly made robot

2 The computer corporation had their workers eliminate malfunctioning products

3 The robot manufacturer had his customers exchange their outdated robots for the next generation robots

4 The company had someone clear out all the junk in the store

5 The manager had the workers move the machine to a new station

6 The owner of the palace had a construction company remodel his estate

Task 2 Rewrite the sentences in 1, using get + object + past participle

* Aims: To focus on the use of the active and passive causatives

- T asks Ss to read the example carefully, paying attention to the structure of passive causative with get

- T allows enough time for Ss to do the activity individually first, and then has them compare their

answers in pairs

- Correct and feedback

Key:

1 The A I expert got the newly made robot activated

2 The computer corporation got mafunctioning products eliminated

3 The robot manufacturer got the outdated robots exchanged for the next generation robots

4 The company got all the junk in the store cleared out

5 The manager got the machine moved to a new station

6 The owner of the palace got his estate remodeled

III Production

Write 4 sentences using the active and passive causatives

*Aim: To give Ss chance to practice how to use the active and passive causatives

- Ask Ss to write in groups

- Go around, help

- Have Ss rewrite their sentences on the board

- Check Ss’ answers as a class and feedback

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* Notes:

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LESSON 3 - READING

A OBJECTIVES

1 Knowledge

- Know more about A.I applications

2 Skills

- Skim and scan a text for general ideas and specific information about A.I

- Identify and detailed information for each question

- Use words and phrases related to A.I

3 Attitudes

- Have right attitudes towards artificial intelligence

4 Competence

- Develop Ss’ competence of reading comprehension

- Ask Ss to answer the question:

(?) Do you know anything about A.I?

- Lead Ss in the lesson

- assembly line (n): dây chuyền lắp ráp

 Discuss what the pictures below show and where you might see these things

* Aims: To focus on Ss’ predictions about the reading text

- T asks Ss to work in pairs, look at the pictures, discuss what the images illustrate, and guess where they might see these things

Key:

a a voice recognition application which can be seen in smartphones, tablets and other electronic devices

b a device using the GPS (Global Positioning System): a space-based navigation system that provides location information in all weather conditions, anywhere on or near the Earth, and can be seen in advanced means of transport

c a medical robot which can be seen in technologically advanced hospitals

d an automated bomb disposal robot which is used by the military

II While-reading (15 mins)

 Read the following text about some A.I applications Circle the answers to the questions

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* Aims: To focus on comprehension and reading for specific information

- T asks them to make predictions about the reading text, and then skim the text quickly to check their guesses

- T asks Ss to read the questions (1-6) and underline the key words which will help them to identify the information which may lead to the answers; explains that there may be more than one correct answer to each question

- T has Ss scan the text carefully and find the answers to the questions

- T has Ss compare their answers in pairs

Key: 1.B, D 2.C, D 3.B, C 4A 5.A, D 6.D

 Form a verb from each noun in the table Then make a sentence with each verb

* Aims: To focus on building Ss’s vocabulary through word formation

- T asks Ss to work individually to complete the table, has them use the dictionary, if necessary

- T has them compare their answers in pairs, checks answers as a class

- T shows enough time for Ss to make their sentences individually, has Ss swap their sentences with a partner and read them

- T asks some Ss to read aloud their sentences

III Post-reading (10 mins)

Discuss with a partner

Work in groups Name some robots which you have seen Tell your partners where you saw them and their function

* Aims: To enable Ss reflect on their experience and express their opinions

- In groups, decide what type of robot you wish to act out Do not tell the other group members The rest of the group takes turns to ask questions in order to find out what type of robot you are (e.g an industrial robot, a medical robot, a military robot, an entertainment robot, etc.)

- T explains the game to the class and demonstrates how to play it, checks Ss’ understanding by having a group

of five Ss model the game, writes the questions that the player ask on the board as example

- T sets a time limit for Ss to play the game

The robot can only answer “yes” or “no” The objective of the game is to guess the type of robot by asking no

more than 10 questions, for example: Can you join together car parts? Can you play music? Can you cook? Can you detect explosive materials? Can you detect illnesses? Do you work in a factory / hospital / restaurant / in space?

 Homework

- Ask Ss to write their answers for task 5 page 11 at home

* Notes:

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- Develop speaking and listening skills

- Talk about the risks of A.I applications

- Improve Ss’ speaking skills by using Ss’ own information and language

- Collaborate with others when working in pairs and in groups

3 Attitudes

- Have an overview of A.I applications

- Have right attitudes towards the risks of A.I applications

- Raise Ss’ awareness of solving current problems to make a better life in the future

4 Competence

- Develop Ss’ competence of talking about the risks of A.I applications

- Develop Ss’ competence of expressing their own information by using words, phrases related to the speaking topic

- Ask Ss to discuss different types of A.I applications that they know and discuss the following questions

Picture a Do you know the name of this person?

Picture b What do you think this image illustrates?

- Give comments and lead in the lesson

Suggested answers:

- Picture a is Professor (Prof.) Stephen Hawking One of his books A Brief History of Time was an international best seller In 1963, Prof Hawking contracted a life-threatening disease and was given two years to live, however he went on to become a brilliant researcher and a ground-breaking (making new discoveries; using new methods) cosmologist (nhà vũ trụ học), in spite of being wheelchair-bound and depending on a computerised voice system for communication From 1979 to 2009 he held the post of Lucasian Professor at Cambridge*, the chair previously held by people such as Isaac Newton and Charles Babbage Professor Hawking has over a dozen honorary degrees and was awarded the CBE* in 1982 He is a fellow of the Royal Society and a member of the United States’ National Academy of Sciences Stephen Hawking is regarded as one of the most brilliant theoretical physicists since Albert Einstein

I Pre-speaking (10 mins)

 Vocabulary

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- intervention (n): sự can thiệp

- interaction (n): sự tương tác

- recognition (n): sự nhận dạng

-navigation (n): sự định vị

- evolution (n): sự tiến hóa

 Read and complete the following news item

* Aims: To help Ss expand their vocabulary and provide them with ideas for the speaking activity in this

section

- T asks Ss to read the text and guess the words that can be used to fill in each gap

II While-speaking (15 mins)

 Work in pairs Complete the conversation using the information in 2 and practise it

* Aims: To focus on the context and phrases expressing preferences in the box

- T asks Ss to work in pairs to read the news item, complete the conversation, and then practise it, encourages Ss to add their own ideas to the conversation

- T sets a time limit for Ss to do the activity, then invites a few pairs to role play the conversation

Keys:

1 Who interviewed him

2 the threat of creating thinking machines and the development of full artificial intelligence

3 it can lead to the destruction of humanity

4 their slow bioloical evolution Creating intelligence machines that could match or surpass humans could lead to the destruction of people

 Work in pairs Read the second news item Make a similar conversation Practise it with a partner

* Aims: To help Ss to transfer ideas from a news item into conversation

- T asks Ss to read the news item individually first, checks their comprehension and help with the pronunciation

of any names

- T has Ss complete the conversation with information from the news item, encourages them to write the completed answers on a piece of paper

- T has Ss compare their answers in pairs and agree on the best ones before they practise the conversation

- T asks a few pairs to role play the conversation

Nam: Did you read (1) …?

Mai: No, I didn’t Who has signed (2) …?

Nam: 1,000 people from (3) …

Mai: What does the letter call for?

Nam: It calls for (4) …

Mai: Why have they called for the ban?

Nam: Because (5) …

Suggested answers:

1 about the open letter singed by many famous people

2 the letter

3 the worlds of technology, space travel, computing and mathematics

4 a ban on offensive autonomous weapons

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Works in groups Prepare a talk about the risks of artificial intelligence tp present to the class using the ideas above Add you own ideas if there are any

* Aims: To enable Ss to think about their own experiences in relation to the issues in the dialogue above

- T asks Ss to reread two activities above for the risks of artificial intelligence before they brainstorm as many ideas as possible

- T goes around and observes

- T calls some Ss to present and feedbacks

 Homework

- Write the dialogue in the notebook and practise in groups at home

* Notes:

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- Listen for general ideas and specific information about the future of A.I

3 Attitudes

- Have right attitudes towards the future of A.I

4 Competence

- Develop Ss’ competence of expressing their own information by using words, phrases related to the listening topic

- Ask some Ss to answer the question:

What will you do after you graduate from high school?

- Introduce the content of the listening that they are going to listen

I Pre-listening (10 mins)

 Vocabulary

* Aims: To provide Ss with words used in the listening text

- malfunction (n): hoạt động không đúng

- implant (v): cấy ghép

- futurist (n): người dự báo

- complicated (a): phức tạp

- cyber-attack (n): sự tấn công mạng

* Checking vocabulary: Match each word in column A with its meaning in column B

- The aim of this activity is to provide Ss with the key vocabulary that will help them to understand the conversation they are going to listen to

- T asks Ss to work in pairs to match the words and phrases with their meanings

Keys: 1.c 2.d 3.a 4.f 5.b 6.e

 True/ False predictions

* Aims: To involve Ss into the listening text

- T asks Ss to read through the statements and guess whether they are true of false

- T calls some Ss to give their ideas and ask them to listen to the conversation

II While-listening (15 mins)

 Listen to the conversation between Nam and Mai Decide whether the following statements are true (T), false (F), or not given (NG) and tick the correct box

* Aims: To focus on listening for specific information

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- T tells Ss that they are going to listen to a conversation between Nam and Mai Ss have to decide if the sentences provided are true (T), false (F), or not given (NG)

- T asks Ss to read the sentences and underline the key words when they are listening

- T plays the recording twice: the first time all the way through, and the second time pausing at appropriate places for Ss to tick the correct boxes

Key 1 NG 2 F 3 F 4 T 5 T 6 T 7 T

 Listen again Answer the following questions

* Aims: To focus on listening for specific information and inference

- T tells Ss to read through the questions and underline the key words, asks them to pay attention to these words when they listen

- T plays the recording without pausing, has Ss answer the questions individually and then compare their answers in pairs

Key:

1 It is about artificial intelligence

2 He is an author, computer scientist, inventor, and futurist

3 He’s very talented

4 They will think quicker than humans

5 He called them nanrobots

6 Because she thinks of the tasks of the scientists: careful developing A I programs while also detecting any malfunctions and preventing cyber-attacks

III Post-listening (10 mins)

Work in groups to get more information about Ray Kurzweil’s ideas and report to the class

* Aims: To focus on some of the ideas from the listening conversation

- Ask Ss to work in pairs, ask and answer the questions

- Go around, help and feedback

Resource for ref https://en.wikipedia.org/wiki/Ray_Kurzweil

 Homework

- Write a paragraph (30 words) about your opinions on the above question

* Notes:

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LESSON 6 - WRITING

A OBJECTIVES

1 Knowledge

- Know more about the advantages and disadvantages of intelligent machines

- Enlarge Ss’ vocabulary related to the writing topic

2 Skills

- Write an essay about the advantages and disadvantages of intelligent machines

- Use words and phrases related to intelligent machines

3 Attitudes

- Have right attitudes towards the advantages and disadvantages of intelligent machines

4 Competence

- Develop Ss’ competence of writing a report

- Develop Ss’ competence of expressing their own information by using words, phrases related to the writing topic

B PREPARATION

- Teacher: Computer, textbook, handouts, blackboard, chalk

- Students: Textbook

C PROCEDURE

 Warm- up (5 mins) Brainstorming

What are the advantages and disadvantages of intelligent machines?

- Ask Ss to work in pairs to discuss the questions

- Call some of them to tell the answers

- Ss present the answer

- Inform the class of the lesson objectives: Writing an essay about advantages and disadvantages of intelligent machines

I Pre-writing (10 mins)

 Put the following phrases about intelligent robots in the appropriate columns

* Aims: To provide Ss with some useful ideas that they can use to describe the advantages and disadvantages

of intelligent machines

- Ask Ss to work in pairs and do the task

- Set a time limit for this activity and assist Ss if necessary

Keys: Advantages: 2, 3, 6

Disadvantages: 1, 4, 5

 Read and combine the sentence halves

* Aims: To focus on giving reasons and explanations

- Ask Ss to do the task, then compare the result with their partner

- Draw Ss’ attention to the instructions and questions

- Get Ss to work individually to find the answer

- Ask them to practice in pairs

- Call on a few Ss to report the answers

Keys: 1.d 2.g 3.e 4.f 5.c 6.a 7.b

II While-writing (15 mins)

Write an essay of about 220-260 words to discuss the advantages and disadvantages of intelligent robots

in industries and medicine

* Aims: To develop Ss’writing skills

- T asks Ss to study the suggested plan and prompts, and write their drafts individually

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- T asks them to compare their writing in pairs and obtain peer feedback T encourages them to make

revisions when reworking and finalising their drafts

- T Collects some final drafts and give feedback

Helpful ideas:

1 Introduction

- robots are widely used in the food industry and medicine

- they have advantages and disadvantages

2 Body

- advantages: fewer human workers, errors, and defects

- disadvantages: power failure, malfunction, hackers

3 Conclusion

- help humans improve their lives

- a threat to humans or not?

III Post-writing (10 mins)

CORRECTION

* Aims: To correct and feedback to Ss’ essay

- Call him/her write the writing on the board, and the rest of students write in their notebook (Time limited

is 10 minutes)

- Check the writing on the board

- Collect the writing to give marks

In hospitals, A I robots can operate on patients, and help doctors to discover damaged organs in patients They also help experts to do research on any serious side effects caused by the interactions of different medications

on patients that can lead to complications in treatment

The disadvantages of A I are undeniable Robots and other robotic machines are designed and programmed by humans Therefore, they can be attacked by malware or viruses or disabled due to power failure In such cases, the computer systems will crash and A I devices will become useless machines Another disadvantage is that the computer operating systems could be taken control of by hackers, causing misuse of robotic devices This could potentially be dangerous to human lives

In conclusion, robots benefit humanity because the aim of their creation is replace people in stressful and dangerous jobs, and make their lives better But relying on them completely is dangerous, because so much can go wrong with them In the end, the advantages outweigh the disadvantages

 Homework

- Complete your paragraph at home

* Notes:

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LESSON 7 – COMMUNICATION AND CULTURE

A OBJECTIVES

1 Knowledge

2 Skills

3 Attitudes

4 Competence

- Collect some homework books to mark writing

* Aims: To give Ss further listening practice related to the unit topic

- T tells Ss that they are going to listen to a conversation between Linh and Nam about artificial intelligence in science-fiction films

- T asks Ss to read the statements and guess the answers before they listen to the recording, plays the

recording twice for Ss to do the activity, gives brief explanations of how films are rated (Ref

https://en.wikipedia.org/wiki/Motion_Picture_Association_of_America_film_rating_system)

- T asks Ss to compare their answers in pairs

Key: 1B 2.C 3.C 4.B 5.B

2 Task 2 Discuss and recommend an interesting film about A I

* Aims: To give Ss further speaking practice related to the unit topic

- T tells Ss to discuss the questions in groups T can also suggest some social media sites on the Internet where Ss can do some research or watch science-fiction (sci-fi) films about the rise of intelligent machines (Zing TV, YouTube, PhimMoi.net, etc.)

- T asks some pairs to present their recommendations to the class

II CULTURE (20 mins)

People’s attitudes towards intelligent machines Read a text about people’s attitudes towards intelligent machines Answer the questions that follow

* Aims: To enrich Ss; knowledge by reading about the different attitudes of people in developed countries

towards intelligent machines

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- T informs Ss of the objective of the activity: enriching Ss’ knowledge by reading about the different

attitudes of people in developed countries towards intelligent machines

- T has Ss brainstorm what they know about popular domestic robots in use today, then asks them to give their opinions about these automated machines, writes Ss’ opinions on the board and ask them to compare theirs with those expressed by the people in the reading text

- T asks Ss to read the questions and underline the key words before scanning the text for answers

- T tells them to compare their answers in pairs

- T informs Ss of the objective of the activity: enriching Ss’ knowledge by reading about the different

attitudes of people in developed countries towards intelligent machines

- T has Ss brainstorm what they know about popular domestic robots in use today, then asks them to give their opinions about these automated machines, writes Ss’ opinions on the board and ask them to compare theirs with those expressed by the people in the reading text

- T asks Ss to read the questions and underline the key words before scanning the text for answers

- T tells them to compare their answers in pairs

Key:

1 To help robot designers and developers to visualise / envision the roadmap for their future development

2 They focus on the domestic use of robots

3 A lot of people think they are small domestic machines that can be controlled A few want robots to be friends that can speak and communicate with them

4 People don’t want robots to llok after children or animals

5 Because they fear that malfunctioning robots could be harmful and dangerous, and humans might lose control over them

 Homework

- Lean the vocabulary at home

* Notes:

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LESSON 8 – LOOKING BACK & PROJECT

A OBJECTIVES

1 Knowledge

- Revise all the grammar points, vocabulary, sounds related to the topic

2 Skills

3 Attitudes

4 Competence

- Develop Ss’ competence of listening comprehension, reading comprehension

- Develop Ss’ competence of expressing their own information by using words, phrases related to the lesson topic

- Collect some Ss and ask them to recall what they have learnt in this unit

- Have them point out the language items

- Give marks

A LOOKING BACK (30 mins)

I Pronunciation

Listen and mark the stressed syllable

* Aims: To revise sentence stress in speech

-T asks Ss to listen to the recoding and mark the stressed syllables

and put the words in the correct box

- Ss compare their answers in pairs or groups

- T plays the recording again and have Ss repeat the sentences

Keys:

1 In '1'8'8'4, 'G'M'T was a'dapted inter'nationally as a 'standard 'time 'zone

2 The 'U'S'A is 'one of the 'largest and 'most 'powerful 'countries in the 'world

3 The 'A 'I 'robots will 'help 'humans to de'velop a 'more 'powerful 'memory in the 'future

4 'U'F'O is the 'acronym for Uni'dentified 'Flying 'Object

5 I 'sent the 'package 'right 'away because I 'read the 'acronym 'A'S'A'P on its 'cover

6 'Thanks to the 'G'P'S I could dis'cover 'where my 'missing 'car was

7 'Let’s 'get to'gether 'next 'Sunday at '7 in the 'evening

8 'F'M is a 'method of trans'mitting 'signals, e'specially in 'radio 'broadcasting

9 I 'could 'not 'get 'money from the 'A'T'M be'cause it was 'broken

II Vocabulary

Complete the sentences with the correct words / phrases in the box

* Aims: To revise some of the vocabulary used in the unit

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Key: 1 malfunction 2 futurists 3 life-threatening

4 exterminated 5 operating 6 reduce 7 Leading

III Grammar

1 Circle the correct answers

* Aims: To revise the active and passive causatives

- T asks Ss to read each sentence carefully and select the appropriate option to complete it

- T has ss compare their answers in pairs

Key: 1.C 2.C 3.B 4.D 5.A 6.D 7.C

2 Complete the sentences, using the causatives

* Aims: To revise the active and passive causatives

- T tells Ss to read the sentences and underline the agents and objects, explains that this will help them to use the appropriate structure when rewriting the sentences

- T asks Ss to work individually, and then compare their answers in pairs

Key:

1 I’ll have a friend cut it

I’ll have my hair cut

I’ll get my hair cut

2 I’ll have a worker paint it

I’ll have it painted

I’ll get it painted

3 Why don’t you have the computer technician repair it?

Why don’t you have it repaired?

Why don’t you get it repaired?

4 Yesterday I had my brother fix it

I had it fixed yesterday

I got it fixed yesterday

5 I’ll have a repairman update I

’ll have it updated

I’ll get it updated

6 I’ll have the porter bring my suitcase

I’ll have my suitcase brought by the porter

B PROJECT (12 mins)

Work in groups of four Do some research on one of the following topics Make a poster and give a presentation about your poster

- a kind of robot that is in use in the world today e.g industrial, medical, military

- a popular science-fiction film about artificial intelligence

* Aims: To provide additional speaking practice and help Ss to consolidate the language they have learnt

throughout the unit

- Ask Ss to interview as directed and report to the class

- Have Ss use the information to write a report

- T goes around and helps Ss with the new words or structures

- Call some groups to report the results to the class

- T listens and makes comments

 Homework

- Do exercise in your workbooks

* Notes:

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A OBJECTIVES

+ Review what Ss have just learn in Units 6, 7

B PREPARATION

- Handouts, textbook, pieces of papers

PROCEDURE Choose the word whose underlined part is pronounced differently from that of the others

2 A survive B diversity C interfere D activate

3 A endangered B gorilla C global D dragon

4 A incredible B resurrect C exterminate D recommendation

6 A snorkelling B sensitive C diversity D reserve

7 A application B combustion C navigation D recognition

8 A advanced B automated C constructed D reunited

Choose the word or phrase that best completes the sentences or substitutes for the underlined words or phrases

9 By December next year, we in this house for twenty years

A will have lived B have lived C will live D had lived

10 GPS system help a lot of people ……… on land, on the sea, and in the air

11 I don’t think people should be allowed to ………… experiments on animals

12 A.I robots are ……… of having human emotions

13 I’m tired I the house since 10 this morning

A am cleaning B will have cleaned C had been cleaning D have been cleaning

14 The teachers are having had their pupils _ at Christmas last year

15 Janet: "Do you feel like going to the cinema this evening?"

Susan: " ."

A I feel very bored B That would be great

C You're welcome D I don't agree, I'm afraid

16 Maria: “Would you mind lending me your dictionary?” - Sarah: “ !”

A Not at all B Yes, let’s C Great D Yes Here it is

17 Nam: Shall I ring you later?- Lan: ………

A No, you won’t B Yes, but I may be out

C Sorry, I’m busy now D I couldn’t agree more

18 GPS systems help a lot of people to on land, on the sea, and in the air

A navigate B navigation C navigability D navigational

19 Researchers have ……… to the conclusion that your personality is affected by your genes

20 Next December, they ……… for twenty years

A will have been married B have been married

21 Komodo dragons are listed as because human activity and natural disasters reduced their number significantly in the past century

22 Liz: "Thanks for the nice gift you brought to us!" - Jennifer: " "

A Welcome! It's very nice of you B All right Do you know how much it costs?

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C Not at all Don't mention it D Actually speaking, I myself don't like it

23 High intelligent machines can be automated to operate without human ………

A intervene B intervening C intervention D interventionist

24 Why don’t you ……… why you install this new electric gadget?

A get Aaron help B have Aaron help C have Aaron helped D have got Aaron help

25 As soon as Dad ………, we can leave

A got the car to start B has got the car started C got started the car D was got starting the car

26 Samsung ……… by those who have bought them for technical stuffs

A has all Galaxy Note 7 returned B has all Galaxy Note 7 to returned

C made all Galaxy Note 7 return D made all Galaxy Note 7 returned

Choose the letter (A, B, C or D) to indicate the word (s) OPPOSITE in meaning to the underlined

word(s) in each of the following questions

27 In this writing test, candidates will not be penalized for minor mechanical mistakes

28 Smart robots have replaced humans in stressful and hazardous jobs in assembly lines

29 Do you really think humans will be exterminated when more and more intelligent machines are

invented in the future?

A killed B restored C resurrected D wiped out

Choose the letter (A, B, C or D) to indicate the word (s) CLOSEST in meaning to the underlined

word(s) in each of the following questions

30 After the Ice Age, many species of animals died out

31 A.I algorithms can also help to defect faces and other features in photo sent to social networking sites

and automatically organize them

A categorize B connect C recognize D remind

32 Internet search engines can help to predict the weather as well as traffic jams in a city

Choose the word which has a stress pattern different from that of the others

33 A medication B complication C automated D intervention

36 A pollution B collision C protection D valuable

37 A assembly B interfere C reunite D resurrect

Choose the underlined part that needs correcting

38 The (A) better the weather (B) is, the (C) most crowded the beaches (D) get

39 The (A) more (B) older you are, the (C) more worried you may (D) become

40 Thanks to the first lawn mower which (A) was invented in 1830, we don’t have to (B) pay for

someone (C) to have our grass (D) to be cut any more

41 An (A) endangerment species (B) is a population of (C) an organism which is at risk of becoming (D) extinct

42 The owners of modern (A) manufacturing plants had workers (B) doing heavy and (C) repetitive

tasks (D) replacing by robots

43 (A) As soon as we (B) will arrive, we (C) will unpack (D) the car

44 We (A) had the computer technician (B) installed (C) the new software (D) for us

45 Do (A) you realize that (B) by this time next week (C) we (D) have been in Paris?

46 Our (A) rescue center (B) has released 150 monkeys, deer and bears back (C) into the forests by the end (D) of this week

Choose the best option to complete the following passage

Robots are being (26) in many hospitals around the world They have already been used for a variety (27) operations including heart surgery According to surgeons, the work robots can do is more (28) than the work humans can do Robots also help people with disabilities For example, robotic arms have been used by people with missing limbs for many years Now a new robotic arm has been (29) _ which is controlled by thought For the first time ever, somebody with a false robotic arm just needs to think about a movement like picking (30) a book, and the Neuro-Controlled Bionic Arm will

Tiêu đề	Endangered Species
Trường học	Unknown University
Chuyên ngành	English 12
Thể loại	Lesson plan
Năm xuất bản	2023
Thành phố	Unknown City

Định dạng
Số trang	132
Dung lượng	0,99 MB