Giáo án tiếng anh lớp 12 học kì 2 sách mới

Date of preparation: 2482017 Period 1: INTRODUCTION OF ENGLISH 12 A. Aims: Help Ss to know about the English book grade 12 in general.(Including themes, tests, lessons etc. ) Introduce how to do an oral test, a fifteen minute tests and a written test. Some requires of student to study well English. To help Ss have the opportunities to develop their oral fluency. To introduce the theme and units. By the end of the lesson, students will be able to: + Get to know the topic, the theme and units. B. Preparations: Teacher: Handouts, textbook, sub boards, colored chalks and lesson plan. Students: Textbook. C. Methods: The whole lesson: Integrated, mainly communicative. D. Procedures: TimeStages Activities Interactions 1. Warmup 8 minutes Introduces herself to the students Asks some students to introduce themselves: What’s your name? Do you like English? Do you find English easy or difficult? Which is the easiest, the most difficult? reading, speaking, listening, or writing? Why do you learn English? How long have you learned English? Are you good or bad at English? T Ss Individually 2. Presentation 30 minutes 1. The text book English 12 The 1st term Unit 1 Unit 6: 8 parts for each unit: getting started, language, reading, speaking, listening, writing, communication and culture and looking back project Review 1, 2 Test yourself 1 Written tests: 6: 15’(3) 45’(2) end term (1) The 2nd term: Unit 7 Unit 12: 8 parts for each unit: getting started, language, reading, speaking, listening, writing, communication and culture and looking back project Review 3, 4 Test yourself 2 Written tests: 6: 15’(3) 45’(2) end term (1) 2. Teacher’s demand: Read the lesson before studying in class. Do all exercises at home. It is good to find the meaning and the pronunciation of the new words in the dictionary at home. Listen to the teacher attentively and take part in the lesson actively and creatively. Take part in the activities that the teacher required such as pairs work, group work or individual Each S has a notebook and book (student book and work book) Books Text book English 12 Work book English 12 At home: Prepare for the new lessons: content, structures, words and phrases, pronunciation Revise the old lessons + do all the homework At class: Participate in all activities Keep the discipline T Ss 3. Consolidation 5 minutes Students’ assessment What do you find your English? Very good excellent: Good: Average: Bad: Very bad: Give feedback. T Ss 4. Homework 2 minutes Prepare Unit 1: Life stories Lesson1: Getting started T Ss

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Date of preparation: 5/ 1/ 2018

Period 55: Unit 6: Endangered species

Lesson 1: Getting started

A Objectives:

1 Language focus

- To help Ss to know the overall topic of Unit 6: “Endangered species”, some vocabulary related to

Endangered species.

- To check students’ comprehension thorough questions and answers

- To help learners get started with some language items in Unit 6

2 Skills

- To help learners get started with 4 skills in Unit 6

- Reading: Reading for general ideas and specific information and identifying different opinions about protecting endangered species

- Speaking: Talking about how to protect endangered species

- Listening: Listening for specific information in a talk about why animals are in danger of extinction

- Writing: Writing a report about endangered species

3 Attitudes

- To help Ss get started for Unit 6 with the topic " Endangered species"

- To provide Ss some motivation

- Look at the pictures and name the animals

- T shows the pictures and has Ss name the animals

- T asks Ss the questions to elicit the new lesson

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2 New lesson

17 minutes

10 minutes

Activity 1: Listen and read

- 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 Mr Willis, Simon and Lisa

Activity 2: Decide whether the statements are True, False or Not Given

- Ask Ss to read the statements individually first Then have them discuss

in pairs and decide whether the statements are true, false or not given

- Encourage Ss to provide reasons for their answers Ask them to refer back to the conversation to get the necessary information

- T gives feedback

Key: 1.T 2.F 3.NG 4.T 5.T 6.F Activity 3: Find a word in the conversation to complete each of the

T < > SsWhole class

Individually

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10 minutes

following phrases/ expressions

- Sts are asked to do this exercise individually

- Ask Ss to read the incomplete phrases, and then read the conversation

to pick out the words that can go with them

- T gives feedback

Key: 1 Extinct 2 Extinction 3 Endangered 4 Build Activity 4: Read the conversation again and write the correct forms

of the verbs in brackets

- Sts do 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

- T gives feedback and introduces the Future Perfect

Key: 1 Will have gathered 2 Will have walked

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IndividuallyorPair work

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3.

Consolidation

2 minutes

- Ask Ss: What have you learnt today? What can you do now?

- Summarize the main points of the lesson T < > Ss

4 Homework

1 minute - Ask Ss to learn by heart the words or phrases related to the topic- Prepare for the next lesson T < > Ss

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Period 56: Unit 6: Endangered species

Lesson 2: Language

A Aims and Objectives:

- To provide learners some language items in Unit 6

- For vocabulary, that is words and phrases related to Endangered species

- For pronunciation, that is the linking vowel to vowel in connected speech

- For grammar, that is the future perfect vs double comparatives

2 Skills

- To promote Ss to develop the skill of working in pairs and groups

3 Attitudes

- To encourage Ss to work harder

- T spells some words, asking Ss to try to recognize them

- Ss try to recognize them

- T asks Ss to read the context provided to do the task

- T asks Ss to do exercises on workbook

Activity 1: Complete the following word diagrams

- T asks students to match the words with their meanings

- T checks answers as a class.

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

Key: 1 Extinction 2 Dangerous, endanger 3 Survival

4 Diversity, diversify 5 Evolution

Activity 2: Complete the sentences with the correct forms of the words in the box.

1 - Sts 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

- Sts find the suitable words to fill in the gaps

- T checks answers as a class

Key: 1 Evolution, survival 2 Endangered 3 Habitat

4 vulnerable 5 Extinct 6 Biodiversity 7 Conservation

2 Pronunciation:

Linking vowel to vowel Activity 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

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

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12 minutes

13 minutes

- T asks students to listen and repeat

- Ss repeat chorally and individually

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

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

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

2 Grammar:

The future perfect Activity 1: Circle the correct verb form in each sentence

-T has students review the uses of the future perfect

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

Activity 2: Complete the sentences using the Present Perfect or the Future Perfect

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

- T has students do the activity individually first, and then compare theanswers 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 Structures:

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

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

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

Key: 1 more/ longer, better/ higher

Key: 1 higher/ more 2 more/ more 3 warmer/ faster

4 more/ greater 5 More/ better

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3.

Consolidation

2 minutes

- Summarize the main points of the lesson

Expected answers:

+ I can use: Assimilation in connected speech

The present perfect and present perfect continuous

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4 Homework

1 minute

- T asks Ss to do exercises again at home

- Prepare for the next lesson

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Period 57:

Unit 6: Endangered species

Lesson 3: Reading

- To teach Ss to scan a text for specific information in a passage about different opinions about protecting endangered species

- To teach Ss new vocabulary by answering questions

- To develop their reading skill through choosing the main idea for each paragraph

- To learn new vocabulary by finding words or expressions with the meanings given

8 minutes T informs the class of the lesson objectives: skimming and scanning an article for general ideas and specific information, and learning additional

vocabulary and information related to the endangered species

Ss work in pairs, look at the vocabulary items in the word bank and discuss their meanings

- T has sts discuss the questions in pairs

- T elicits the new lesson

T checks answers as a class

Key: 1 Tigers, saolas, elephants, sea turtles, and giant pandas on the list

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Activity 2: Read the passage again and find out what they are talking about

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

- T has students work in pairs and compare the answers

- Ask students to learn by heart the new words

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Period 58:

Lesson 4: Speaking

- To teach Ss to talk about a chance to discuss lifestyle choices and deciding if they are environmental

friendly

- To teach Ss to practise sharing and giving responses to new information

- By the end of the lesson, students will be able to:

+ Express their opinion about some activities that can help discuss lifestyle choices and deciding if they are environmental friendly

+ Perform their viewpoints to other people in real life

+ Do you have a green lifestyle?

+ Tell one green activity you have done

- T elicits answers from students about how green they are

-T asks students to work individually

- Ask Ss to read through eight ways of protecting the two endangeredspecies 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

- ban transportation of and trading in rhinos in horns

- donate to rhino conservation

- launch anti-poaching campaigns

- stop using rhino products

+ How to protect coral reef

-not leave litter on the beach or on the water

- Practise safe and responsible diving and snockerlling

- Use organic fertilizers to avoid polluting the ocean

Individually

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Pair work

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- stop using coral reef products.

Activity 2: Work in pairs Use the information in 1 or your own ideas to prepare a talk about how to protect rhinos or coral reefs

-T has students work with a partner Start the activity by givingstudents 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

Activity 3: 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 theappropriate phrases and expressions

3.

Consolidation

2 minutes

- Summarize what they have learnt by asking Ss some questions:

What have you learnt today? What can you do now? T < > Ss

4.Homework

1 minute

- Ask students to learn by heart the expressions

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Period 59:

Lesson 5: Listening

- To develop Ss’ skill of listening to for general ideas and specific information in a talk about why animals are in danger of extinction

- To help Ss understand general ideas and specific details to answer comprehension questions

- By the end of the lesson, students will be able to:

+ Listen and do the tasks

+ Develop the listening skills for specific details

+ Identify specific information through multiple-choice task and question answering

“threatened” levels with the numbers 1,2 and 3.

- T helps Ss to understand how endangered species are classified

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

Task 2: Listen and check the answers in 1.

- T checks student’s comprehension to make sure they are familiar withthe language

- T plays the recording non-stop so students can get the gist of the talk

T has students compare answers in pairs, and then check answers as a

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Key: 1 CR 2 EN 3 VU Task 3: Listen to the second part and choose the best option - T tells

students that the activity focuses on listening for general ideas Havethem trade the question and make some guesses about the content andthe structure of the listening text

- T checks student’s comprehension to make sure they are familiar withthe language

- T plays the recording non-stop so students can get the gist of the talk

T has students compare answers in pairs, and then check answers as aclass

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

Task 4: Listen to the second part again and complete the summary

-T tells students that the activity focuses on listening for specificinformation

- Ask Ss to guess which word might go into each gap

- T has students work in pairs first, and then checks their answers as aclass

- Ask Ss to consolidate the main contents

- Ask Ss: What have you learnt today?

What can you do now?

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Period 60:

Lesson 6: Writing

- To develop Ss’ skill of writing a report about endangered species

- To provide Ss with the language and sentence structures used to describe trends

+ Learn about a report about endangered species

+ Develop the writing skills in general Build up vocabulary supported for writing

- 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

1 - found in the wild on Indonesian islands (Komodo, Rinca,

Gili Montang, Gili Dasami, Flores) -live in forests,on beaches,on hilltops

- live in the cold waters of the Arctic and Antarctic

- migrate to tropical seas to breed (up

to four months)

2 - looks like a crocodile or lizard

- male adults can grow up to 3 metres long, 90 kilos

- mammal, but looks like a fish

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Individually

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3 eat meat (large water buffaloes, deer, pigs, smaller dragons)

eat very small shellfish

4 6,000 in the wild in Indonesia;

slightly declining

estimated14,000(10,000 in the Antarctic and 4,000 in the Arctic);

increasing

5 - vulnerable (IUCN Red List)

- cause: more males than females (humans are not a threat)

- protected by antipoaching laws in Indonesia and by 30 zoos and other wildlife parks outside Indonesia

- endangered (IUCN Red List)

- facing threats from whalers, pollution, collisions with boats and ships, and global warming

- many recovery plans to restore its population

- 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, match the subheadings with the five parts

Key: 1 c 2.e 3 a 4 d 5 b Task 3: Choose one of the two species in 2 and write a report of 150 – 200 words to describe it.

- T encourages students to incorporate the feedback and write the firstdraft in full sentences Then asks students to read their drafts in theirgroups so other group members can comment on content, grammar andvocabulary use .T walks around and provides help by correctingmistakes in grammar or word choice

- T asks students to work independently and write their final essaysincorporating all the feedback from students and teacher

- T invites some students to read their essays

- Collect some of the Ss’ final drafts and give written comments

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 increase the population of this fascinating species.

3.

Consolidation

2 minutes

4.Homework

1 minute

- Write the text again at home

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Period 61:

Lesson 7: Communication and culture

- To provide learners some communication samples and cultural items

2 Skills

- To promote Ss to develop their communication skills and cultural understanding

- To help Ss develop the skill of working in pairs and groups

3 Attitudes

+ Understand and communicate about communication skills and cultural understanding

+ Talk about how sea turtles are protected in Malaysia

Bringing extinct species back to life?

Activity 1: Listen to two exchanges.

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

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

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

2 Mary Yes (Sol agree

with them, notwith you.)

Scientists could find wavs to protectendangered species if thev knewhow to brina some extinct speciesback to life

Paul No (What a silly

idea!) It's a waste of time and money.

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

- 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

Pair work

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Pair work

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2 Culture: Let’s save the sea turtles!

Activity 1: Read the text about how sea turtles are protected and complete the notes.

- 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

Key: 1 endangered, critically endangered

2 loss of nesting habitat

- 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 andopinions to the class

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4.Homework

1 minute

- T asks Ss to learn the structures and vocabulary

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Period 62:

Lesson 8: Looking back and project

- To help Ss pronounce revise what they have learned in unit 6

- To teach Ss some lexical items related to the endangered species

- To give them a chance to do a small project in which they can develop their speaking skills

- To help Ss review and recognize the linking

- To help Ss consolidate the use of the future perfect tense and double comparatives

- To provide further opportunities for Ss to use the language, skills and information they have learnt in the unit 6

- By the end of the lesson Ss are able to:

+ Use some key words of the endangered species

+ Do the exercises on the future perfect tense and double comparatives

- T helps students to review the linking /r/

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

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

Activity 2: Listen and repeat the exchanges in 1

-T plays the recording and has students listen and repeat

-T asks some students to say these sentences aloud

-T has students read the instructions and do the activity individually

Then ask them to compare their answers in pains

-T checks answers as a class

Key:

1 survival 2 extinct 3 endangered

4 conservation 5 poaching 5 evolution

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-T checks answers as a class.

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?

Activity 2: Rewrite these sentences, using double comparatives.

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

-T asks students to read the situation and the example first T askscomprehension questions to check if they understand the activitycontext

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

-T allows students to do the activity individually first, and then comparetheir 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

Project:

Work in groups of four or six

-T has students work in groups of four or six-T allows students one week to collect the information about oneendangered species, prepare a poster, and organize their presentationabout one endangered species

4.Homework

1 minute - T asks Ss to learn the structures and vocabulary.- Prepare for the next lesson T < > Ss

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Period 63:

Unit 7: Artificial intelligence

Lesson 1: Getting started

A Objectives:

To help Ss to know the overall topic of Unit 7: “Artificial intelligence”, some vocabulary related to Artificial intelligent

- To check students’ comprehension thorough questions and answers

- To help learners get started with some language items in Unit 7

2 Skills

- To help learners get started with 4 skills in Unit 7

- Reading: Reading for general ideas and specific information in an article about forms of mass media

- Speaking: Talking about social networking

- Listening: Listening for specific information in a conversation about social media: Language-learning apps

- Writing: Describing a pie chart showing the use of online resources

3 Attitudes

- To help Ss get started for Unit 7 with the topic " Artificial intelligence"

of the conversation

T < > Ss

2 New lesson

17 minutes

Activity 1: Nam and Mai are talking about a film Listen and read

- 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

Activity 2: Answer the following questions

- T asks Ss to read the questions, and underline any key words before they scan the conversation for the answers

- Ss read the questions, underline any key words and scan the conversation for the answers

Keys:

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Whole class

Individually

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10 minutes

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 verydangerous 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

Activity 3: Find a word or phrase in the dialogue that means the following

- 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

Key:1.science fiction 2 Threatening 3 destroyed 4 in vain Activity 4: Discuss the underlined grammar points

- This activity checks Ss’ knowledge of the causatives: active andpassive

- T Has Ss work in pairs, asks them to read the two sentences carefullyand discuss their structures, has Ss analyse the underlined structuresand focus on the verb forms

Key:… they are going to get the robotic boy destroyed  causativepassive

… she has someone take him to a faraway forest and leave him there causative active

T < > Ss

IndividuallyorPair work

- Summarize the main points of the lesson T < > Ss

4 Homework

1 minute

- Ask Ss to learn by heart the words or phrases related to the topic

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- To provide learners some language items in Unit 7

- For vocabulary, that is words and phrases related to Artificial intelligence

- For pronunciation, that is the sentence stress in connected speech

- For grammar, that is the active and passive causatives

2 Skills

- To promote Ss to develop the skill of working in pairs and groups

3 Attitudes

Activity 1: Match the words and phrases with their meanings

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

- T checks answers as a class.

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

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

2 - Sts 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

- Sts find the suitable words to fill in the gaps

Key: 1 emotion 2 capable

3 resurrected 4 activate 5 incredible

2 Pronunciation:

Sentence stress Activity 1 Listen and repeat, paying attention to the stressed words

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

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

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15 minutes

- Ss repeat chorally and individually

2 Grammar: The active and passive causatives Activity 1: Rewrite the sentences, using have + object + bare infinitive.

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

- 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

Activity 2: Rewrite the sentences in 1, using get + object + past participle.

- 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 thenhas them compare their answers in pairs

T checks answers as a class

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 nextgeneration robots

4 The company got all the junk in the store clearedout

5 The manager got the machine moved to a new station

6 The owner of the palace got his estate remodeled

- Summarize the main points of the lesson

Expected answers:

+ I can use: Sentence stress

The active and passive causatives

T < > Ss

4 Homework

1 minute

- T asks Ss to do exercises again at home

- Prepare for the next lesson

- Complete Exercises in workbook

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Period 65:

Lesson 3: Reading

- To teach Ss to scan a text for specific information in an article in an article about artificial intelligence application

- To teach Ss new vocabulary by completing true false task

- To develop their reading skill through choosing the main idea for each paragraph

- To learn new vocabulary by finding words or expressions with the definitions given

- Ss work in pairs, look at the vocabulary items in the word bank and discuss their meanings

- The aim of this activity is to activate Ss’ previous knowledge of A.I

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 weatherconditions, anywhere on or near the Earth, and can be seen inadvanced 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

Activity 2: Read the following text about some A.I applications

Circle the answers to the questions

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7 minutes

8 minutes

- T tells Ss that this activity focuses on comprehension and reading forspecific information; asks them to make predictions about the readingtext, and then skim the text quickly to check their guesses

- T asks Ss to read the questions (1-6) and underline the key words whichwill 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

- 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 Ssswap their sentences with a partner and read them

- T asks some Ss to read aloud their sentences

Activity 4: Guess the robot.

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

- T explains the game to the class and demonstrates how to play it, checksSs’ understanding by having a group of five Ss model the game, writes thequestions 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 toguess 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?

- Ask students to learn by heart the new words

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Period 66:

Lesson 4: Speaking

- To teach Ss to talk about the risks of artificial intelligence

- To teach Ss to practise sharing and giving responses to new information

- By the end of the lesson, students will be able to:

+ Express their opinion about the risks of artificial intelligence

+ Perform their viewpoints to other people in real life

Picture a Do you know the name of this person?

Picture b What do you think this image illustrates?

T has Ss look at the pictures and say what they know about theseimages, has them brainstorm their ideas in pairs, writes the mostinteresting ideas on the board and highlight the ones that answer thequestions

NOTES

- Picture a is Professor (Prof.) Stephen Hawking One of his books ABrief 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 aground-breaking (making new discoveries; using new methods)

cosmologist (nhà vũ trụ học), in spite of being wheelchair-bound anddepending on a computerised voice system for communication From

1979 to 2009 he held the post of Lucasian Professor at Cambridge*, thechair previously held by people such as Isaac Newton and CharlesBabbage Professor Hawking has over a dozen honorary degrees andwas awarded the CBE* in 1982 He is a fellow of the Royal Society and

a member of the United States’ National Academy of Sciences StephenHawking is regarded as one of the most brilliant theoretical physicistssince Albert Einstein

Activity 2: Read and complete the following news item.

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

each gap

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1 Who interviewed him

2 the threat of creating thinking machines and the development of fullartificial intelligence

3 it can lead to the destruction of humanity

4 their slow bioloical evolution Creating intelligence machines thatcould match or surpass humans could lead to the destruction ofpeople

Activity 4: Read the second news item Make a similar conversation.

Practise it with a partner.

- T asks Ss to read the news item individually first, checks theircomprehension and help with the pronunciation of any names

- T has Ss complete the conversation with information from the newsitem, encourages them to write the completed answers on a piece ofpaper

- T has Ss compare their answers in pairs and agree on the best onesbefore 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?

- Summarize what they have learnt by asking Ss some questions:

What have you learnt today? What can you do now? T < > Ss

4.Homework

1 minute - Ask students to learn by heart the expressions.- Prepare for the next lesson T < > Ss

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Period 67:

Lesson 5:Listening

- To develop Ss’ skill of listening to for specific information in a conversation about Ray Kurzweil’s

predictions about the future of A.I

- To help Ss understand general ideas and specific details to answer comprehension questions

+ Listen and do the tasks

+ Develop the listening skills for specific details

+ Identify specific information through true false task and question answering

The future of A.I.

Task 1: 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 thatwill 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 theirmeanings

Task 2: 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.

- This activity focuses on listening for specific information T tells Ss

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7 minutes

that they are going to listen to a conversation between Nam and Mai Sshave to decide if the sentences provided are true (T), false (F), or notgiven (NG)

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

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

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

Task 3: Listen again Answer the following questions.

- This activity focuses on listening for specific information andanswering comprehension questions

- 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 questionsindividually and then compare their answers in pairs

Suggested answers:

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 preventingcyber-attacks

Task 4: Work in groups to get more information about Ray Kurzweil’s ideas and report to the class.

This activity is a follow-up activity which enables Ss to do someresearch on Ray Kurzweil If there is not enough time, assign theactivity as homework and have Ss report their research findings in thenext lesson

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

T < > Ss

3.

Consolidation

2 minutes

4 Homework

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Period 68:

Lesson 6: Writing

- To develop Ss’ skill of writing an essay about the advantages and disadvantages of intelligent machines resources

- To provide Ss with the language and sentence structures used to describe trends

+ Writing an essay about the advantages and disadvantages of intelligent machines resources + Develop the writing skills in general Build up vocabulary supported for writing

Advantages and disadvantages of intelligent machines

Task 1: Put the following phrases about intelligent robots in the appropriate columns.

- The aim of this activity is to provide Ss with some useful ideas thatthey can use to describe the advantages and disadvantages of intelligentmachines

- T asks Ss to read the sentences carefully and put them in the correctcolumns

Key:

Advantages: 2, 3, 6Disadvantages: 1, 4, 5

Task 2: Read and combine the sentence halves.

- This activity provides more ideas for the writing task It also helps Ss

to form coherent and well-structured sentences

- T asks Ss to read and match the sentence halves individually, then hasthem compare their answers in pairs

Task 3: Write an essay of about 220-260 words to discuss the advantages and disadvantages of intelligent robots in industries and medicine.

- The aim of this activity is to develop Ss’ writing skills

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

Pair work

T < > Ss

Pair work &

Individually

T < > Ss

Individually

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drafts individually.

- T asks them to compare their writing in pairs and obtain peerfeedback T encourages them to make revisions when reworking andfinalising 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?

In hospitals, A I robots can operate on patients, and help doctors todiscover damaged organs in patients They also help experts to doresearch on any serious side effects caused by the interactions ofdifferent medications on patients that can lead to complications intreatment

The disadvantages of A I are undeniable Robots and other roboticmachines are designed and programmed by humans Therefore, they can

be attacked by malware or viruses or disabled due to power failure Insuch cases, the computer systems will crash and A I devices willbecome useless machines Another disadvantage is that the computeroperating 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 livesbetter But relying on them completely is dangerous, because so muchcan go wrong with them In the end, the advantages outweigh thedisadvantages

T < > Ss

3.

Consolidation

2 minutes

- Ask Ss to complete the writing at home and collect

T < > Ss

4.Homework

1 minute

- Write the text again at home

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Period 69:

Lesson 7:Communication and culture

- To help Ss learn about people’s attitudes towards artificial intelligence in some developed countries

2 Skills

- To promote Ss to develop their communication skills and cultural understanding

- To help Ss develop the skill of working in pairs and groups

3 Attitudes

+ Understand and communicate about communication skills and cultural understanding

- The aim of this activity is to provide further listening practice of thetopic of artificial intelligence in science-fiction films

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

- T asks Ss to read the statements and guess the answers before theylisten to the recording, plays the recording twice for Ss to do theactivity, 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

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- This follow-up activity provides Ss with further speaking practice afterthe listening activity.

- T tells Ss to discuss the questions in groups T can also suggest somesocial media sites on the Internet where Ss can do some research orwatch 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

2 Culture:

People’s attitudes towards intelligent machines Activity 1: Read a text about people’s attitudes towards intelligent machines Answer the questions that follow.

- 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 inuse today, then asks them to give their opinions about these automatedmachines, writes Ss’ opinions on the board and ask them to comparetheirs with those expressed by the people in the reading text

- T asks Ss to read the questions and underline the key words beforescanning 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

T < > Ss

4.Homework

1 minute - T asks Ss to learn the structures and vocabulary.- Prepare for the next lesson T < > Ss

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Period 70: Unit 7: Artificial intelligence Lesson 8: Looking back and project

- To help Ss pronounce revise what they have learned in unit 7

- To teach Ss some lexical items related to artificial intelligence

- To give them a chance to do a small project in which they can develop their speaking skills

- To help Ss review and recognize the sentence stress in connected speech

- To help Ss consolidate the use of passive causative

- To provide further opportunities for Ss to use the language, skills and information they have learnt in unit 7

- By the end of the lesson Ss are able to:

+ Use the sentence stress in connected speech correctly

+ Use some key words of the artificial intelligence

+ Do the exercises on passive causative

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

Key and audio script

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

The aim of the activity is to review the key vocabulary related to the topic

T asks Ss to underline the key words in each sentence, then fill in the gapswith the words given, making changes if necessary

Individually

T < > Ss

Pair work

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Activity 1: Circle the correct answers.

- The aim of this activity is to help Ss to review the causative: active andpassive structures, and use them in statements

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

- T has ss compare their answers in pairs

Activity 2: Complete the sentences, using the causatives.

have + somebody + bare infinitivehave + something + past participleget + something + past participle

- The aim of this activity is to help Ss to review active and passivecausative structures, and use them in short exchanges

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

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

Why don’t you get it repaired?

4 Yesterday I had my brother fix it I had it fixedyesterday

I got it fixedyesterday

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

T < > Ss

4.Homework

1 minute

- T asks Ss to learn the structures and vocabulary

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Date of preparation: 10/ 2 /2018

Period 71: REVISION FOR TEST N03

- to check and consolidate the knowledge of students from unit 6-7.

I- Choose one word that has the different stress from the others:

1.A optimistic B pessimistic C population D difficulty

2 A environment B political C eradicate D different

II- Choose one underlined part that needs correcting:

4 In the year coming, all the trees in this forest will disappear if nothing is done to protect them

III- Choose the sentences that has the nearest meaning to the given one:

9 I strongly disapproved of your behavior However, I will help you this time.

A Although I strongly disapproved of your behavior, but I will help you this time

B Despite my strong disapproval of your behavior, I will help you this time

C Because of your behavior, I will help you this time

D Despite of my strong disapproval of your behavior, I will help you this time

10 John is studying hard He doesn't want to fail the next exam.

A John is studying hard in order that he not fail the next exam B John is studying hard in order not to fail the next exam

C John is studying hard so as to fail the next exam D John is studying hard in order to not to fail the next exam

11 I regret not booking the seats in advance.

A I wish I booked the seats in advance B I wish I have booked the seats in advance

C If only I booked the seats in advance D If only I had booked the seats in advance

IV-Choose one word whose underlined part is pronounced differently :

12 A climate B expedition C examine D interpreter

V- Choose the best answer:

15 Instead of buying a new computer, why don’t you have your old one ?

A to fix B fixing C.fixed D.fixes

16 The you water the plants,the they will grow

A better/more B more/better C good/fast D well/faster

17 When he retires at sixty, he’ll get a very good _

A pay B salary C wage D pension

18 Darwin’s theory of has helped to explain the disappearance of some species

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A survival B diversity C habitat D evolution

19 Don’t allow other people to take advantage of your _

A generosity B generous C generousness D generously

20 The giant panda’s natural is the bamboo forests

21 Well,next time I see you, I expect you your report on the endangered saola

A will be finishing B will have finished C will finish D finish

22 my personal qualities, I have experience of working in a multi-national company for three years

A Beside B In addition C Instead of D Apart from

23 Plants and trees can be like animals.The lady slipper orchid is an example

A danger B dangerous C endangered D danger

24 is a problem when too many people are living in an area

25 He’ll be very upset if you his offer of help

A turn away B turn from C turn down D turn against

26 Of all the factors affecting agricultural yields, weather is the one the most

A that influences farmers B farmers that is influences C why farmers influence it D it influencesfarmers

27 Tim: “ ” – Jeycy: “Certainly”

A Welcome back! B What are you doing there? C I’m sorry I am late D May I borrow a pencil , please?

28 You look exhausted You in the garden all day

A can’t have worked hard B must have worked hard C should have worked hard D couldn’t haveworked hard

29 _, we tried our best to complete it

A Thanks to the difficult homework B Despite the homework was difficult

C Difficult as the homework was D As though the homework was difficult

30 - Anne: “ Make yourself at home” - John: “ ”

A Thanks! Same to you B That’s very kind Thank you C Not at all Don’t mention it D Yes, Can Ihelp you?

C Not at all Don’t mention it D Yes, Can I help you?

31 One of the differences in their computer skills was attributed to the generation _

32.I find it important to keep your computer skills _

33.The Internet is a useful _ of information

34 You just on a file with the mouse to open it

35.If you look at her computer I couldn’t see which website she was visiting

36.A(n) picture on a screen shows a specific file, document, and folder of a program

37 Most computers have enough _ to store vast amount of information

38.I recommended that you really should buy a DVD player, you have to move with the _

39 Don’t forget that before you leave your work station, always _ your computer

40 In modern life, laptops are becoming more and more _ in the business world Almost everyoneuses them

41 Artificial Intelligence (AI) _ to the “intelligence” of machinery

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42 The term “Artificial Intelligence” was originally by John McCarthy at a conference in which he _ it as “the science and engineering of making intelligent machines.”

A formed – defined B formed – explained C shaped – explained D shaped - defined

43 _robots are machines, there is no need for sleep

44 Robots can act as 24/7 _to children with disabilities or the elderly

45 There is no doubt that the technology of artificial intelligence in the wrong can cause massdestruction

46 Smartphones are a great examples of the _of artificial intelligence

47 Although it’s fine for figures like Elon Musk and Stephen Hawking to raise about the dangers ofartificial intelligence, the majority of computer scientists agree that these problems are away

48 We rarely have our luggage by porters

49 As we may have seen in many films such as the Matrix, or iRobot, robots have the _to ruin ourlives if something were to go wrong

50 Microsoft says that the app Cortana continually learns about its users and it will eventually develop theability to _ users’ needs

51 Speech is the ability of the computer to understand a human talking to it

A recommendation B recognition C acceptance D realization

52 AI enables computers to do some things better than humans, especially when it comes to _

very large amounts of data quickly, efficiently, and accurately

53 Intelligent robots carry out many different tasks such as _delivery in a factory, pipe inspection,and exploration of dangerous environments

54 Artificial intelligence is often the technology deployed to the type of fraud that may be committed

on your bank account

55 Artificial Intelligence (AI) _ to the “intelligence” of machinery

A talks B adds C mentions D refers

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( Thời gian làm bài 50 phút, 40 câu trắc nghiệm)

Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the rest in the position of the main stress in each of the following questions

Mark the letter A, B, C, or D on your answer sheet to indicate the right word or phrase to complete the sentences

5 John worked in his father’s company after he his degree

6. blue whales are very big, they eat some of the small animals on the earth.

7 global warming is the phenomenon that _ average temperature of the earth raises

continuously

8 The project _ before the new year is coming

A must finish B must be finished C must have finished D must be finishing

9 We get to the meeting on time because the train was delayed two hours

10 Cutting forests for farming has destroyed natural habitats

11 The panda's habitat is the bamboo forest

12 describe this book as “hard – to – pick – up – again”

13 _ is the variety of different kinds of animals and plants found in a particular region

14 During the first year, the magazine was printed 10,000 copies a day, but now it has a _of a million

15 It is reported that rare animals all over the world is under of extinction

16 Lan didn’t do her homework, so the teacher was very angry She her homework

A must have done B should have done C might have D should do

17 It is a good book I think it is interesting enough for you to

A put down B swallow C look up D understand

18 You'd better do the letter _ because it is written so poorly

Mã đề: 111

Trang 38

Mark the letter A, B, C, or D on your answer sheet to indicate the correct response to each of the

following exchanges in the following situation.

19 A: “ ” B: “ Yes Do you have any shirts?”

A Could you do me a favour? B Oh, dear What a nice shirt!

C May I help you? D White, please!

20 Hoa : “I have seen a new film recently.”- Nhung : “ "

C It is very kind of you D Is it interesting?

Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) which has CLOSEST meaning

to the underlined word(s) in the following questions.

21 We can do something to save the earth.

22 Oil spills are having a disastrous effect on coral reefs in the ocean.

Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) which has OPPOSITE

meaning to the underlined word(s) in the following questions.

23 Many species are threatened in the wild due to habitat destruction by man

A conservation B continue C damage D development

Mark the letter A, B, C, or D on your answer sheet to indicate the underlined part among A, B, C, or D that needs correcting

24 You needn’t take more than two of these pills at once Three may be fatal

Choose the correct sentence among A, B, C or D which has the same meaning as the given one

27 You needn't clean the room now

A The room now needn't be cleaned B The room needs to be cleaned now

C The room needn't be cleaned now D The room needn't be clean now by you

28 My car keys were possibly in the kitchen

A My car keys should have been put in the kitchen

B My car keys cannot have been in the kitchen

C I do not know whether my car keys are in the kitchen

D My car keys might have been in the kitchen

Choose the correct sentence among A, B, C or D which best combines the given sentences

29 He read her one of his poems He wanted to impress her

A He read her one of his poems to impress her

B He read her one of his poems because he impressed her

C He read her one of his poems because he wanted to talk about his poems

D He read her one of his poems so that he wanted to impress her

30 I read two books last month Both of them were written by To Hoai

A Both of the books by To Hoai were read last month by me

B Both of the books last month I read were written by To Hoai

C I read two books last month, both of which were written by To Hoai

D All books written by To Hoai were read by me last month

Choose the best option among A, B, C or D to complete the following passage.

There is no way to measure the value of reading, but we know that books educate and bring greatpleasure to people Many book lovers even join discussion groups (31) they can talk about the booksthey read

Trang 39

Although books are made into movies, the book version is much better Books are available to everyone

at (32) cost Public libraries are an American tradition and every library has a large collection of books

on every subject

Reading can prepare you for an examination at school, or, if you are writing a report, you can gatherfacts from a recent edition of an encyclopedia At your job, reading can helps you get a (33) to higherposition If you like mysteries, you can read about the search for a stolen treasure or a spy on a secret mission

If you like science fiction, you can read about a spacecraft (34) to avoid a collision (35) ameteor or a dangerous experiment that could end in an explosion that would destroy the earth If you long totravel but cannot afford to do it, reading will allow you to travel without restriction in your imagination

31 A therefore B so as to C because of D so that

Read the passage and choose the correct answer among A, B, C or D to the each of the following

questions

Coral reefs, which you can find on the coasts of most continents and around many islands, are an

important part of the ocean environment A coral reef is actually a living thing Small animals, polyps, make a hard case around their bodies When they die, the hard case remains, and new polyps build their cases on tops

of the old ones Over thousands of years, these animals build a coral reef

Coral reefs are important for many reasons They provide a home for about 25% of all the life in the ocean Small fish gather around the reefs because they can hide in the reef They also eat the plants in the coral reef Coral reefs also serve as hunting areas for large fish, which eat the smaller fish Without the reefs, the waves could destroy the beach

Many reefs around the world are in danger because of people Pollution, too much, fishing and too manyboats can destroy the coral reefs We should work together to protect the reefs because they will take thousands

of years to replace.

36 According to the passage, coral reefs can be found _

A on the beach and under the sea

B on the islands and on the coasts of continents

C around many islands near every continent

D around many islands and on the coats of most continents

37 The reason why coral reefs are also useful for larger fish is that _

A coral reefs protect the beaches B small fish can hunt larger fish

C they can find their food there D the waves are smaller there

38 The word “replace” in the passage is closest in meaning to .

39 According to the passage, how do coral reefs form?

C Many islands make them D Small animals make them to hide in

40 According to the passage, all of the following is true, EXCEPT:

A Small fish can hide in the reef

B Many reefs around the world are threatened

C The waves could destroy the beach with the reefs

D A coral reef is actually a living thing

-THE

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