GIÁO án TIẾNG ANH THÍ ĐIỂM 12 kì 2 5512

Giáo án Tiếng ANh 12 học kì 2 theo chương trình thí điểm theo thông tư 5512. Giáo án được đánh word theo các hoạt được yêu cầu như trong thông tư. Năm đề mực được yêu cầu bào gồm: Objectives, Attitudes, Skills, Teaching Aids, Competence, Procedure....

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Period 55

Unit 6: ENDANGERED SPECIES

Lesson 1: Getting Started

- Improve listening, speaking and reading skills

3.Attitudes: - To help Ss get started for Unit 6 with the topic "Endangered species"

- To provide Ss some motivation

- Help Ss to have a chance to know more about endangered animal, and plants, and raise theirawareness about preservation

4 Competency: Develop collaborative, problem-solving and communicative competences

II Methods: Integrated and mainly communicative

III Teaching Aids: Board, chalk, textbook, CD

IV Anticipated Problems: Some students may lack vocabulary to understand the dialogue.

How is a wildlife park different from a zoo?

What can people see and do in a wildlife park?

- Elicit answers from Ss and write the keywords of the answers on the board

- T asks Ss the questions to elicit the newlesson

- Ask Ss to look at the picture and guess whatthe three people are talking about

 They are talking about wild animals such

as rhinos (rhinoceros), tigers and bears.

Suggested answers

- In a zoo, animals are kept in captivity (cages or enclosed space) A wildlife park is usually bigger than a zoo, and animals can move freely in their natural environment.

- In a wildlife park, people can drive in their own vehicles or ride in vehicles provided by the park to observe the freely roaming wild animals Visitors can buy souvenirs at a gift shop, or have a light meal at a café or restaurant.

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- Tell Ss that they are going to listen

to a conversation between a fatherand his two children about a newwildlife park

- Play the recording Ask Ss to listenand practice reading in groups ofthree

- Elicit new words from Ss and write

on the board

- Elicit/ explain the meaning, the part

of speech and the use of the newwords

Possible new words:

- campfire (n): lửa trại

- the more the merrier: càng đông càng vui

- Listen to the recording, practice reading

in groups of three

- Underline the words they don’t know

- Guess, explain, listen and take notes

C: ACTIVITY 2: TASK 2 (15 ms)

Aims of the

activity

Lesson content & techniques for organising

students’ learning activities

Expected products & assessment

- Elicit Ss the common steps to do the task:

Read and underline the key words/ phrases Scan the information in the conversation Decide whether the statements are true or false

Correct the false ones.

- Ask Ss to read the statements individuallyfirst Then have them discuss in pairs anddecide whether the statements are true, false, ornot given

- Help where necessary

- Encourage Ss to provide reasons for theiranswers Ask them to refer back to theconversation to get the necessary information

- Retell the common steps to do thetask:

- Work individually first, and thenwork in pairs to decide whether thestatements are true, false, or notgiven

- Answer the questions

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activity organising students’ learning activities student work

- Work in pairs to read the question anddiscuss their answers with their partner

* Expected answers

1 extinct (species)

2 (animals in danger of) extinction

3 endangered (trees and plants)

- Draw Ss'attention to the timeexpressions used in these sentences

(by Sunday, by the time).

- Ask Ss to read aloud the twosentences

- Listen to the teacher’s explanation

- Read the conversation again and find thewords that have the same sound as the givenones

* Expected answers

1 (I)'ll/will have gathered

2 (We)'ll/will have walked

- The aim of this activity is to

help Ss to Repeat what they

have learnt

- Elicit from Ss what they haveleant and briefly consolidate thelesson

Repeat the main points:

- The content of the conversation

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- use the future perfect to describe future actions and events, learn how to use double comparatives to

describe a cause and effect process.

2 Skills: - To help Ss develop the communication skills such as expressing their opinions about future

actions and events, describing a cause and effect process.

3 Attitudes: - To encourage Ss to work harder, to provide Ss some motivation.

III Teaching Aids: CD, handouts

IV Anticipated Problems: Some students may lack time to complete the tasks.

1.1 Complete the diagrams.

- Ask Ss to work in pairs and complete theword diagrams

- Encourage Ss to use a dictionary to checktheir answers

- Let S share the answers with their partners

- Check answers as a class

1.2 Complete the sentences with the words

in the box.

- Ask Ss to pay attention to the context inwhich the words given in the box can beused

- Have Ss complete the sentencesindividually, and then compare their answerswith a partner

- Work in pairs and complete theword diagrams

- Use a dictionary to check theiranswers if necessary

- Share the answers with theirpartners

- Complete the sentencesindividually

- Compare their answers with apartner

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2.1 Listen and repeat the words

- Ask Ss to Study the Do youknow…? Box and then practicesaying the linking sounds in thesamples

- Tell Ss that they are going to listen

to five phrases spoken in twodifferent ways: low, careful speech(with no linking) and fast, connectedspeech (with linking),

- Ask Ss to listen and repeat

- Play the recording and let Ss listen

- Ask students to pay attention to thelinking between two vowels

- Play the recording again

- Pause after each question forstudents to repeat

2.2 Listen and repeat the sentences

- Tell Ss that they are going topractise saying five exchangesincluding the phrases in 1 again

- Play the recording for Ss to repeatchorally first, and then in pairs

- Call some Ss to practise in front ofclass

- Study the Do you know…? Box and then

practice saying the linking sounds in thesamples

- Listen and repeat

- Practice saying five exchanges including thephrases in 1 again

- Listen and repeatS1: S2 , S3: S4 present in front of class

The future Perfect

3.1 Activity 1 Circle the correct verb form

in each sentence

Ask Ss to study the Do you know…? box

Drew their attention to the time expressionsand the conjoin turns indicating time (by the

time, when, as soon as, after, before).

- Help Ss to review the use of the verb tensesthey have already learnt in previous years,

- Study the Do you know…? Box

- Review the use of the verb tenses

they have already learnt in previousyears,

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- The present perfect is used to talk about a

completed action

Example: I have already completed my

report on endangered species

- The future continuous is used to talk about

an action which will be in progress at a

certain time in the future

Example: I’ll be playing tennis at 4 p.m

tomorrow

- Ask Ss to read each sentence carefully,

underline the time expressions and circle the

correct verb tense

3.2 Complete the sentences, using present

perfect or future perfect

* Activity 2 In this activity, Ss have to

decide whether to put the verbs in brackets in

the present perfect or the future perfect tense

- Ask Ss to read each sentence carefully,

paying attention to the context and the time

expressions

- Have Ss do the activity individually first,

and then compare the answers in pairs

Double comparatives

3.3 Activity 3 Discuss which words in the

box can be used in each gap

- Ask Ss to study the Do know .? box

Draw their attention to the use of in this

structure (The is used before a comparative

adjective/ adverb or more/less)

Note

The word the in this structure is not really the

definite article It was originally a form of

the demonstrative pronoun, meaning 'by that

much (Practical English Usage, by Michael

- Check the answers with the whole class

- Read each sentence carefully,underline the time expressions andcircle the correct verb tense

5 won't have completed (by Monday)

* Expected answers

1 will have saved and taken in

2 has lived

3 will have finished

4 will have visited

5 have collected

- Read each sentence carefully,

paying attention to the context andthe time expressions

- Do the activity individually

- Compare the answers in pairs

- Study the Do you know…? Box

- Complete the gaps with the words

in the box

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3.4 Complete the sentences with the words from the box One word can be used more than one.

- Have Ss study the words in the box

- Ask Ss to complete the gaps with thesewords

- Remind them that there can be more thanone correct answer

- Have Ss compare their answers with apartner

5 The more renewable energysources ., the better our livingconditions

- Study the words in the box

Aims of the activity

Lesson content & techniques for organising students’

learning activities

Expected products &

assessment of student work

help Ss to consolidate what

they have learnt

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General knowledge: Ss will be able read and understand a passage about different people’s opinions

about the protection of endangered species

Language: Ss can revise lexical items related to the topic

2 Skills: Ss can improve reading skill: skim the text to get general idea, and scan the text for specific

information and key words

3 Attitudes: - To encourage Ss to explore wildlife species read more about them.

III Teaching Aids: Pictures, Video clip

- Lead in the lesson

- Watch a video clip about theprotection of endangered speciesand discuss the ways of protecting

B ACTIVITY 2: PRE- READING (6 ms)

Aims of the

activity

Lesson content & techniques for organising

students’ learning activities

Expected products & assessment of

b Can you find them in Viet Nam now ?

- Call some SSs to present the answers in front

of class

Notes:

- Saola (or Vu Quang ox): Only recently discovered, the saola is already at risk Its

rarity; distinctiveness and vulnerability make

it one of the greatest priorities for conservation in the Indochina region The

- work in pairs to ask and answer thequestions

- Ask Ss to present their answers withtheir class

* Expected answers

Tigers, saolas, elephants, sea turtles,and giant pandas are on the list ofendangered species Tigers, saolas,elephants and sea turtles are still found

in Viet Nam, but each with a small

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species is found in the Vu Quang Nature Reserve (north-central Viet Nam).

- Giant panda (or panda bear): Pandas live mainly in bamboo forests in a few mountain ranges of central China They are endangered mainly because of habitat destruction As the population in China continues to grow, the pandas' habitat is affected People cut down more and more bamboos to clear land for building, industry and farming; as a result, the panda loses its food source and its home.- Ask some Ss to share their opinions with other Ss

in the class, encouraging different viewpoints.

3.1 Find the main idea of the passage

- - Tell Ss that they are going to read threepeople’s opinions posted on a website

- Ask Ss to read the opinions and decidewhat the writers are discussing

- Have Ss compare their answers with a

partner

- Call S1 to give the answer in front ofclass

- Check the answer with the whole class

3.2 Write the correct name in the space before each statement

- Explain to Ss that they have to decidewhich person mentions the ideasexpressed in statements 1-6

- Elicit from Ss on how to approach thiskind of activity:

Ss should (1) underline the key words and phrases match the key words in the six statements, then (2) read through each person’s opinion, and (3) find ideas, words or phrases that match the key words in the statements.

- Ask some Ss to explain the answers

- Read three peoples’ opinions posted

on a website, and decide what thewriters are discussing

- Compare their answers with a partner

* Expected answer: C Whether or not

we should protect endangered specie

- Study the requirement and decide how

to do the task

- Underline the key words and phrasesmatch the key words in the sixstatements

- Read through each person’s opinion

- Find ideas, words or phrases thatmatch the key words in the statements

- Give the answer

* Expected answers

1 Yoshiko, Ai Lien; 2 Simon; 3 Yoshiko; 4, Simon; 5 (Extra statement);

6 Ai Lien

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- Have Ss read the text again and find theprepositions to complete the phrases in

reasons,should orshouldn'tprotect

(Yoshiko: shouldn'tprotect) natural

process, must not interfere with it; not all animals are friendly or harmless, constant threats (Ai

Lien: should protect)

all creatures, ecosystem, help humans; nature is beautiful, relax, feel

at peace

2 Humans,responsible,extinction,endangering,extinction

(Simon) our duty to

start repairing the damage we've caused

3 Saving,going

ourselves in endangered animals’ shoes, we are living creatures and so are the animals

5 Animalproducts,medicine totreat diseases

(Simon) put ourselves

in endangeredanimal’s shoes, weare living creaturesand so are the animals6

Preserving,species,maintainbiodiversity

(Ai Lien) extinction

can ruin the ecosystem and biodiversity

- Read the text and find the prepositions

to complete the phrases in group work

- Guess the meaning of these phrasesfrom the context

- Use a dictionary if they cannot figureout the meanings

- Write the meanings in the table

- Compare their answer with othergroups

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group work.

- Encourage Ss to guess the meanings ofthese phrases from the context, or use adictionary if they cannot figure out themeanings

- Ask Ss to write the meanings in thetable

- Ask Ss to compare their answer withother groups

- Call some Ss to give the answers infront of class

* Expected answers

1 in (put oneself in someone's shoes =

be in another person's situation)

2 to (attribute sth to sth else = believe that something is the result of a particular thing)

3 to (cause damage to something = harm something)

4 with (interfere with something = prevent something from being done)

5 at (feel at peace = be free from anxiety or distress)

D POST- READING (7ms )

Lesson content & techniques for organising students’ learning

activities

Expected products & assessment of student work

help Ss to express their own

ideas whether we should

protect endangered species or

not, develop collaborative skills

and reinforce their abilities to

do not interrupt or stop Ss in order

to correct them, but just offerencouragement and praise thosewho have original ideas

- Work in pairs

- Some pairs present in front

of classS1- S2; S3- S4

- The other students ask further questions for their partner

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E HOMEWORK ( 1ms)

- Ask Ss to read the passage again to have deeper understanding about it.

- Ask Ss to learn new words and structures by heart and prepare for Speaking lesson

By the end of the lesson Ss can:

- Learn about how to give a smooth and coherent talk

- Talk about how to protect an endangered species

2 Skills: - Enhance Group discussion

- Use expressions to make students’ talk smooth and coherent

- Develop speaking skill

3 Attitudes: - Students know more about species in danger and propose some ways/solutions to protect

them

II Methods: - Integrated and mainly communicative

III Teaching Aids: - Board, chalk, textbook, CD (or smart phones connected with bluetooth speakers).

IV Anticipated Problems: Some students may lack vocabulary and structures to speak the topic.

- Lead-in: Should we do something to protect the environment? Can you suggest some ways/solutions to protect nature?

Suggested answers:

- cutting down trees

- hunting

- killing animals for horns/tusks

- polluting the environment

- using explosives to catch fish

- using chemicals/pesticides in farming

Lesson content &

techniques for organizing students’ learning activities

Expected products & assessment of students’ work

to help - Ask Ss to read through eight Suggested answers:

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 snorkeling

 coral reef

- Help Ss to pronounce thewords and phrases Make surethey all say the sentencescorrectly

- Ask students to add somemore ways (if the can)

How to protect rhinos How to protect coral

reefs

- ban transportation of and trading in rhino horns

- donate to rhino conservation organizations

- launch anti-poaching campaigns

- stop using rhino products

- not leave litter on the beach or in the water

- practise safe and responsible diving and snorkeling

- use organic fertilizers

to avoid polluting the ocean

- stop using coral reef products

- Stricter laws should be introduced

- Laws should be enforced

- Raise people’s awareness of the need to protect the environment

- Heavily fine those who trade or use rhino horn products

-

C ACTIVITY 3: TASK 2 (10 ms)

The aim of the

activity Lesson content & techniques for organizing students’ learning activities Expected products & assessment of students’ work

- Encourage Ss to use the given expressions

to make their speech smooth and coherent

- Ask Ss to work in pairs and study thephrases/ expressions, discuss and clarify thepurposes listed in the first column

- Explain to Ss that they should follow theorder of the "purposes’ which can serve as theplan for their talk

- Encourage Ss to choose onephrase/expression for each purpose

- Have Ss practise giving their talk in pairs

- Teacher goes round and provides help ifnecessary

- Read and study the given phrasesand expressions

- Use the given expressions tomake their speech smooth andcoherent

- Work in pairs and study thephrases/ expressions Discuss andclarify the purposes listed in thefirst column

- Practise giving their talk in pairs

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- Encourage other Ss to raise questions

- Give feedback Praise Ss who can give asmooth talk and use the appropriateexpressions

- Two or three Ss present their talk confidently in front of the class

recall what they

have learnt and

note down the

things they have

to do

- Ask Ss to retell what they’ve practiced - Listen to the teacher and take

notes

F HOMEWORK ( 2ms)

- Ask Ss to Prepare for the listening

- Ask Ss to learn new words and structures by heart

- Learn more about why animals are in danger of extinction

- Know how endangered species are classified according to the conservation status scale

2 Skills: - Listen for specific details.

- Listen for key words

- Improve listening skills for general ideas

3 Attitudes: - Students know more about species in danger and raise their awareness about

preservation

III Teaching Aids: - Board, chalk, textbook, CD (or smart phones connected with bluetooth speakers).

- If necessary, pre-teach some words in this

- Guess which “threatened” level(1, 2, or 3) in the scale goes withthe phrases VU (Vulnerable), CR(Critically endangered) or EN(Endangered)

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and helping them

- Elicit from Ss which organization decides

the threatened level

Note

The conservation status of species is defined

by the IUCN (International Union for theConservation of Nature) Red List The IUCN

is an international organization working inthe field of nature conservation andsustainable use of natural resources TheIUCN Red List of Threatened Species (alsoknown as the IUCN Red List) was founded in

1964 This list is constantly under review;

and revised versions are published every fewyears

- Ask Ss to listen to the first part of the talkand check their answers in 1

- Have Ss compare their answers

- Listen to the first part of the talkand check their answers in activity1

- Tell Ss to read through the statements andthe answer options so that they have someideas about what they are going to listen for

- Ask students to make some predictions

- Play the second part of the recordingwithout pausing

- Have Ss take notes while listening

- Ask Ss to compare their answers with apartner

- Read through the statements andthe answer options so that theyhave some ideas about what theyare going to listen for

- Listen and do the task

- Compare their answers with a

partner

Expected answers:

1 B; 2 C; 3 A; 4 C

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idea of the talk,

and then ss can

summarise the

talk

Listen to the second part of a talk again.

Complete the summary of the talk, writing one word in each blank.

- Have Ss do this activity with a partner

- Ask Ss to guess which word might go intoeach gap

- Play the second part of the recordingagain If necessary, pause the audio afterthe words Ss need to write in the gaps

- Have Ss check their answers in pairs andthen as a class

- Work in pairs to do the task

- Guess which word might go into

The aim of the

- Have Ss discuss the question in pairs

- Ask some Ss to present their opinions to theclass

- Get feedback from the class and givecomments

- Work in pairs

- Discuss the questions

- Present their views in front of theclass

F CONSOLIDATION (3 ms)

The aim of the

to help students

recall what they

have listened and

note down the

things they have

to do

- Ask Ss to retell what they’ve listened - Listen to the teacher and do the

task

G HOMEWORK ( 2ms)

- Ask Ss to Prepare for the writing

- Ask Ss to learn new words and structures by heart

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- Write an information report about an animal’s habitat, physical features, diet, population andconservation status

2 Skills:

- Reading: Read the facts about the Komodo dragon and the Blue Whale

- Writing: Write a report to describe one of the two species

3 Attitudes: - Students know more about the physical features, population, habitat and location, diet

and conservation status of the Komodo Dragon and the Blue Whale, raise awareness of protectingendangered animals

III Teaching Aids: - Board, chalk, textbook, projector.

Talk about two kinds of animals

- Have some Ss to talk about these two kinds

of animals (they already prepare at home)

- Give feedback/ add some information ifnecessary

- Students discuss and talk aboutthese two kinds of animals

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

2 a (blue whale: sometimes found stranded on Viet Nam's coastal areas; eats small shellfish;

with some facts

about the two

- - Ask Ss to read through the facts about theKomodo dragon and the blue whale

- - Have Ss work in pairs and match the

sub-headings (a-e) with the five parts (1-5)

- Check and correct with explanation

- Help students with new words if necessary

 decline (v):

-

- Read through the facts about theKomodo dragon and the BlueWhale

- Work in pairs and match the

sub-headings (a-e) with the five parts

(1-5)

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4-d Population 5-b Conservation

- Ask Ss to study the suggested plan andprompts

- Elicit from Ss what kind of text type areport is, and if they need to express theiropinions in their writing

Note:

1- Text type of a report: informative 2- Ss do not need to express their opinions in an informative report, which should include only facts and factual information.

- Ask Ss to choose one of the two species

Have them write their drafts individually

- Remind Ss to use present tenses toexpress the facts

- Ask Ss to exchange their writing with apartner for peer feedback Encourage Ss tomake revisions, if necessary

- Choose one of the two species.Write the first draft

- Exchange the writing with apartner for peer feedback

- Read and give writtencomments

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

Although 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 can eat very large prey, such as large

- Note down some commonmistakes and correction

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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 they are considered vulnerable.

About 30 zoos outside Indonesia have been trying to protect the Komodo There are also plans to build more wildlife parks around the world, which will help

to increase the population of this fascinating species.

revise what they

have learnt and

- Ask Ss to retell what they’ve learnt - Repeat the main points of the

lesson

F HOMEWORK ( 1m)

- Write the report again

Further material for reference.

Read the two texts about the Sperm Whale and the Dolphin and complete the table below.

RANGE & HABITAT

kg while the females are a bit smaller with a length of 12 metres and a weight of 17,000 kg A female

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sperm whale gives birth to one calf every five to seven years after a gestation period of fourteen tonineteen months The life span of sperm whales can be up to sixty or seventy years It is interesting toknow that they also have the largest brain of any mammals Sperm whale populations are at risk due tohunting and their accidental entrapment in fishing nets.

DOLPHINS

Dolphins are mammals, not fish, but they live in water Dolphins are among the most intelligent animals on Earth Although they can be found in all oceans worldwide, but they prefer coastal waters and bays Dolphins’ size vary according to their species The smallest dolphin is about 50 Kilograms in weight and 1.2 metres in length, meanwhile the largest dolphin can weigh up to 8.200 kilograms and be

10 metres long Dolphins are carnivores and eat mainly fish A female dolphin gives birth to one calf every two years after a gestation period of eleven to twelve years The life span of Dolphins can be from twenty-five to sixty-five years, and some species can even live longer Dolphin population is at stake due to the pollution of their habitats and accidental entrapment in fishing nets

Period 61

UNIT 6: ENDANGERED SPECIES

LESSON 7: COMMUNICATION AND CULTURE

I Objectives:

1.Knowledge: - To provide learners some communication samples, cultural items

2.Skills: - To develop communication skills and cultural understanding

- To help Ss develop the skill of working in pairs and group, expressing their opinions about whether tobring extinct species back to life, talking about how sea turtles are protected in Malaysia

- Improve listening, speaking and reading skills

3.Attitudes: - To encourage Ss to work harder, to provide Ss some motivation.

- Help Ss to have a chance to know more about endangered animal, and plants, and raise theirawareness of preservation

III Teaching Aids: Posters, CD

-Name some extinct species.

- Should we bring them back to life? Why (not0?

- Elicit answers from Ss and write the key words

of the answers on the board

- Ask Ss to look at the picture and guess what thethree people are talking about

- Dinosaurs, mammoths,….

- We shouldn’t bring them back to life because it’s a waste of time and money Or: We should bring them back to life because this will make the nature more diverse.

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- Lead to the lesson.

- Tell Ss that they are going to listen

to two exchanges and have tounderstand the speaker’s opinions

- Play the recording once or twice for

Ss to take notes of the key words thatreflect the speakers’ opinions

- Play the recording again for Ss tofocus on each speaker’s reason andtake notes

- Ask Ss to work with a partner andcompare their answers Check answer

as a class

- Work in groups and make presentation

- Listen and take notes of the key words thatreflect the speakers’ opinions

- Listen and focus on each speaker’s reasonand take notes

- Compare their answers with a partner

to the nature.Nam No, (I’d

say no tothis idea.)

Some speciescould bringback deadlydiseases to ourworld

2 Mary Yes (So I

agree withthem, notwith you.)

Scientists couldfind ways toprotect

endangeredspecies if theyknew how tobring someextinct speciesback to life

Paul No (What

a sillyidea!)

It’s a waste oftime and money

- Have Ss discuss the question in pairs

- Encourage them to use the expressions theyencountered in the exchanges in 1 to express

their opinions (why not?; I’d say yes/ no (to

this idea); what a silly idea; I agree/ disagree with you)

- Ask some pairs to report their opinions tothe class

- Alternatively, for stronger class, divide theclass into two groups: one group (group A)prepare reasons for the revival of extinctspecies, while the other group (group B)prepare reasons against it

- Hold a debate in class by asking Ss to taketurns giving their opinions

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- Give feedback.

- Praise Ss who can use the appropriateexpressions, express their opinions fluentlyand support them with good reasons

D: ACTIVITY 3: CULTURE - TASK 1- (8 ms)

overfishing, lay eggs, natural reserves, ensure).

- Ask Ss to work in pairs and discuss theinformation they should look for in the text inorder to complete the notes

Example: Facts about sea turtles

(conservation status, dangers, habitat); How sea turtles are protected (ensuring a safe

protecting conducting programmes to )

- Have Ss read the text, locate the missingwords/ phrases by underlining them in thetext, and then write the appropriate ones inthe corresponding blanks

- Ask Ss to compare their answers in pairs

Check answers as a class

- Discuss the question in pairs

- Guess the answer

- Report their opinions to the class

* Expected answers

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

E: ACTIVITY 4: CULTURE - TASK 2 (10 ms)

- In the next class, mix Ss of any two groupsresponsible for questions a and b together

This will result in four big mixed groups

- Ask Ss to exchange their findings in groups

- After their discussion, ask some Ss to report

to the class

* Suggested answers

1 Sea turtles are mostly found in Con Dao Island (about 180 km from Vung Tau City), Nui Chua National Park (Ninh Thuan Province), and a few in the wild (13 coastal provinces of Viet Nam) Sea turtles are classified as EN or

CR in Viet Nam.

2 Yes Rescue centres for sea turtles have been set up at Con Dao National Park and Nui Chua National Park Trading in sea turtles and their products is banned.

F: ACTIVITY 5: CONSOLIDATION (3ms)

- Elicit from Ss what they haveleant and briefly consolidate the

- The content of the

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have learnt lesson conversation

UNIT 6: ENDANGERED SPECIES

LESSON 8: LOOKING BACK AND PROJECT

I Objectives

1 Knowledge: By the end of the lesson Ss can

- revise all languages points covered in this unit

- identify and use appropriate linking between vowels in fast, fluent speech

- use the correct forms of the key words related to endangered species

- use the future perfect to describe actions or events in the future

- use double comparatives to describe a cause-and-effect process

2 Skills: Revising, making presentation

3 Attitudes: Being aware of the importance of protecting wild plants and animals.

III Teaching Aids: Pictures, projector

Check as the whole class

Lead in the lesson

List all language points covered

in Unit 6

Suggested answer: Linking

vowels, words related to endangerd species, future perfect tense, double comparatives…

B ACTIVITY 1: TASK 1- PRONUNCIATION (5 ms)

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C ACTIVITY 2: TASK 2- PRONUNCIATION (5’ ms)

with the sound /r/

- Play the recording

- Have Ss check their answer

- Ask Ss to work in pairs to practice theexchanges

- Have some pairs role-play these exchanges

in front of the class Encourage them to speakfast and fluently

Listen the the recording

Check their answers

Work in pairs to practice theexchanges

- Have Ss to do this task individually

- Tell them to decide what word class isneeded in each blank

- Have Ss compare their answers in pairs

- Check Ss’ answers as a class

- Ask S to make their own sentences with thewords if there is enough time

the verb forms

and usage of the

future perfect and

- Have some pairs of Ss role play theirquestions and answers in front of the wholeclass

- Check sentence by sentence and givefeedback

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

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

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

4 How many units in this book will you have finished in four week’s time?

5 How long will you have worked

on this assignment by the time you hand it in?

F ACTIVITY 5: TASK 2- GRAMMAR (5 ms)

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- Ask Ss to read the sentences and underline

the words more and the comparative forms of

adj/ adv

- Remind Ss that the first part of eachsentences express the cause, and the secondpart expresses the effect

- Have Ss use double structure to rewritethese sentences individually

- Let Ss read Do you know if necessary.

- Check Ss’ answers as a class

Rewrite the sentences individually

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

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

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

4 The heavier the rain gets, the worse the blood will become.

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

( Ss prepare in advance at home one weekago)

- Ask Ss to report in front of the class

- Give feedback

2 Presentation

- Have each group introduce their poster,present the features of the species they havechosen, and explain why and how it should

be protected

- Encourage the rest of the class to askquestions and give feedbacks about the posterand the comment of the presentation

- Have the class vote for the best poster andpresentation

- Introduce their poster, present thefeatures of the species they havechosen, and explain why and how

it should be protected

- Vote for the best poster andpresentation

H: ACTIVITY 7: CONSOLIDATION (2ms)

Aims of the activity Lesson content & techniques

for organising students’ assessment of student work Expected products &

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have learnt

Language: words and phrases related to artificial intelligence.

2 Skills: students can develop their reading skill for general ideas and specific information about

artificial intelligence and make short talks about artificial intelligence

3 Attitude: Be respectful, admirable, studious and sharing, and have an inquiring mind ….

4 Competency: Develop collaborative, problem-solving and communicative competences

II Teaching aids:

- Teacher: textbook, pictures, CD, radio

- Students: pictures, textbook, pens, notebooks

III Teaching methods: integrated, mainly communicative

IV- Anticipated Problems:

- Some students may lack vocabulary to understand the dialogue, so T should be ready to help them

Lead in

- Ask Ss to read the heading A.I., look atthe picture, and brainstorm what theyknow about the abbreviation Write Ss’

ideas on the board and circle any words orphrases related to the topic or content ofthe conversation

- Draw Ss’ attention to the meaning ofA.I (artificial intelligence) and explainthat woman is Monica, and the boy isDavid They are the main characters in thescience-fiction film A.I

Lead to the lesson

- Read the heading, look at the pictureand say what the abbreviation standsfor

- Listen to the teacher’s explanation

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II: ACTIVITY 1: TASK 1: Listen and read (7 ms)

- Play the recording Ask Ss to listen and readsilently

- Work in pairs to guess the topic of theconversation

- Listen and read the conversation

- Give the answer

Suggest answer: Nam and Mai are talking

about the science-fiction film A.I

II- ACTIVITY 2: TASK 2 : Answer the questions (15ms)

- Guide Ss to do the task

- Ask Ss to read the conversation againand answer the questions

- Check Ss’ answers

- Elicit the right answer if the answer iswrong

- Give feedback with explanation

- Work in pairs to read the questions andunderline key words

- Read the conversation again andanswer the questions

- Speak out the answer to one of thequestions

Suggested answer:

1 Because she has the only son whose life is threatened by a very dangerous disease.

2 Because he wants her to help him become a real boy.

3 It is dangerous and incredible.

4 They become extinct.

5 Ss’ answer.

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III ACTIVITY 3: TASK 3 (10ms): Find the words or phrases with given meaning.

- Tell Ss to work individually beforecomparing their answers in pairs

- Read the instruction

- Do the matching (Ask for help ifnecessary)

- Compare the answers with a partner

- Present the answers on the board

Monica is worried that they are going

to get the robotic boy destroyed (get +

object + past participle)

So she has someone take him to a faraway forest… (has + object+ bare

infinitive+ object)

- Read the instruction

- Work in pairs: Read the sentences anddiscuss the structures

- Listen to the teacher’s questions andanswer them

- Take notes

Suggested answer

… they are going to get the robotic boy

destroyed -> passive causative … she has someone take him to the faraway forest -> active causative

V ACTIVITY 5: CONSOLIDATION (2ms)

have learnt

- The content of theconversation

- Some new words

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HOMEWORK ( 2ms)

- Ask Ss to learn words and phrases by heart

- Ask Ss to prepare the new lesson

- Guide Ss to do project

UNIT 7 ARTIFICIAL INTELLIGENCE

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LESSON 2 LANGUAGE

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

1 Knowledge:

General knowledge:

- know how to use sentence stress correctly, use the active and passive causative

structures in the sentences

Language:

- Ss can use lexical items related to artificial intelligence and some grammatical points

2 Skills: some skills: practising doing exercises

B Teaching Aids:

Teacher: textbook, pictures

Students: pictures, textbooks

C Teaching methods: Integrated and mainly communicative

D Anticipated problems: Ss may not have enough time to go over all the knowledge carefully.Therefore, something may be skipped or done briefly

- Answer the teacher’s questions

II- ACTIVITY 1: Vocabulary -Task 1 (5 ms): Matching

Aims of the

activity

Lesson content & techniques for organising students’learning activities

- Have Ss identify the part of speech

of these words

- Ask Ss to study the words andphrases around these seven words andpredict their meanings

- Ask Ss to match these words withtheir given definitions by asking themwork individually first and comparetheir answers with partners

- Check the answer

- Do the task individually first, comparewith the partner

- Speak out the answers withexplanations

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- Read aloud

- Listen

V- ACTIVITY 4: Task 1- Grammar (10 ms)

Aims of the Lesson content & techniques for Expected products & assessment of

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activity organising students’ learning

- Explain the task

- Explain the example to help Ss revisethe form and how to change thesentences into the active causatives

- Write down the answers in the board

- Listen, write down

4.Mr Long’s engagement period was longer than Mr Smith’s.

5.The service at Mr Smith’s wedding was better than at Mr Long’s

VI- ACTIVITY 5: Task 2- Grammar (9 ms)

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- Explain the task

- Explain the example to help Ss revisethe form and how to change thesentences into the passive causatives

PASSIVE:

Have + something + done (Pastparticiple)

Or Get + something + done

- Ask Ss to work individually and thencompare their answers in pairs

- Call on some ss to write down theiranswers on the board

- Check answers as a class and givecomments

-Listen

-Work individually

- Write down the answers in the board

- Listen, write down

4 The manager got the machine moved to a new station.

5 The owner of the palace got his estate remodeled.

VII-ACTIVITY 6: CONSOLIDATION (2ms)

- Help Ss to Repeat what they

have learnt

-Use the words/phrases aboutartificial intelligent

- Use the active and passivecausatives

HOMEWORK ( 2ms)

- Ask Ss to revise the use of active and passive of causatives.

- Ask Ss to do exercise in the workbook ( Language) & prepare the new lesson

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2 Skills: develop reading skills such as scanning for specific information, summarising the main

content, presenting opinions

B Teaching aids:

Teachers- Textbooks, pictures

Students: pictures, textbooks

C Teaching method: integrated, mainly communicative, Ss work in pairs, groups, individually

D Anticipated problems: Ss may not know some new words, teachers should provide SS with themeanings of the words

- Ss to work in pairs, look at the pictures, discuss

what the images illustrate, and guess where theymight see these things

- Get ss’ answers and lead in the new lesson

- Work in pairs and do the task.

- Present the answers:

Suggested answers

a Avoice recognition application which can be seen in smart phones, tablets and other electronic devices.

b A device using a GPS (global positioning system): a space-based navigation system that provides location information in all weather condition, 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- ACTIVITY 1: Task 2 (15 ms): Circling the correct answers.

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- Ask Ss to read the questions (1-6) and underlinethe key words which will help them to identify theinformation which may lead to the answers.

Explain that there may be more than one correctanswer to some questions

- Have Ss scan the text carefully and find theanswers to the questions

- Make prediction about the text,and then scheme the text quickly

to check their guesses

- Reas the questions ans do asrequired

- Scan the text carefully and findthe answers to the questions

- Present and explain theanswers

verbs, and then

using the new

sentences)

- Ask Ss to work individually to complete thetable Have them use a dictionary, if necessary

- Have them compare the answers in pairs

- Allow enough time for Ss to make theirsentences individually Have Ss swap theirsentences with a partner and read them

- Ask some Ss to read aloud their sentences

- Listen and give comments

- Work work individually tocomplete the table

- Listen and take notes

- Make sentences with the wordsand then swap their sentenceswith a partner and read them

- Read aloud the sentences

- Encourage them to share their experiences of therobots they have seen in their daily lives or infilms and advertisements in various forms of themass media such as TV and the Internet

- Set a time limit for Ss to discuss and give report

to the class

- Call on some Ss to repor t in front of the class

- Name some robots and theirfunctions

- Discuss with a partners

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- Give comments - Make a report

V-ACTIVITY 4: CONSOLIDATION (2ms)

-Ss’ knowledge of A.I applications

HOMEWORK ( 2ms)

- Ask Ss to read the passage again to have deeper understanding about it

- Ask Ss to learn new words & phrases by heart by heart

- Ask Ss to do exercises in Workbook( Reading) & prepare the new lesson

- Guide Ss to do project if being asked

LESSON 4 SPEAKING

A Objectives:

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

1 Knowledge:

General knowledge: know more the about risks of artificial intelligence

Language: Ss can use lexical items related to artificial intelligence

2 Skills: Develop the skill of giving mini-talk

Teacher: textbook, pictures.

Students: pictures, textbooks

C Teaching method: integrated, mainly communicative, Ss work in pairs, groups, individually

D Anticipated problems: Ss may not know some words, teachers should provide SS with themeanings of the words

- Have them brainstorm their ideas in pairs

- Get Ss’ answers and write the most interesting

- Look at the pictures and saywhat they know about him

- Brainstorm the informationabout him

- Give answers, listen and take

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speaking skills ideas on the board and highlight the ones that

answer the questions

 Lead in:

Inform the class of the lesson objective: Talkingabout the risks of artificial intelligence based onthe related news items

notes

It’s professor Stephen Hawking.

He is a world-renowned British theoretical physicist, known for his contributions to the field of cosmology, general relativity and quantum gravity, especially

in the context of black holes

II- ACTIVITY 1: Task 2 (8 ms): Completing the news item

- Work individually:

- Read the text and guesses thewords that can be used to fill ineach gap

- Give their answers

1 Efforts 2 Threat

3 Technology 4 Form

5 Consequences 6 Destruction

7 Evolution III- ACTIVITY 2: Task 3: (15ms): Completing the conversation

- Give comments

- Work in pairs and do the task

- .Add their own ideas if theycan

- Give their answers

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 biological evolution Creating intelligent machines that could match or surpass humans could lead to the destruction of people

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IV- ACTIVITY 3: Task 4 (14 ms): Making a talk about the risks of A.I

- Ask Ss to reread the activity 2 and 3 for the risks

of artificial intelligence before they brainstorm asmany ideas as possible

- Ask Ss to practice speaking in groups

- Call on some Ss to present in front of the class

- Give comments

- Reread activity 2 and 3

- Brainstorm information aboutthe risks of A.I

- Practice speaking in groups

- Present the ideas

Hackers take control of A.I devices and misuse them causing mass destruction and dangers to the world.

A.I devices crash causing fatal accidents in industries and hospital medicine.

V-ACTIVITY 4: CONSOLIDATION (2ms)

have learnt

-Talking about the risks of A.Ibased on the related newsitems

HOMEWORK ( 2ms)

- Ask Ss to prepare the new lesson

- Guide Ss to do project if being asked

LESSON 5 LISTENING

A Objectives:

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

1 Knowledge:

Genernal knowledge:learn specific information in a conversation about the future of A.I.

Language: - Ss can use words related to the future of A.I

2 Skills: Ss can practice listening to a talk show for specific details through choosing the best answers

and answering the questions

Teacher: textbook, pictures, CD player, CD

Students: pictures, textbooks

C Teaching methods: - Integrated, mainly communicative.

D-Anticipated Problems:

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- The students may lack of vocabulary to discuss the topic, so T should be ready to help.

E- Procedure:

I- WARM UP ACTIVITY (4 ms)

Lesson content & techniques for organising students’ learning

activities

- Lead in - Ask Ss some questions about the

risks of A.I that they have learnt inspeaking lesson

- Lead in the lesson: The future ofA.I

- Inform the class of the lessonobjective: listening for specificinformation

- Listen and answer the teacher’squestions

- Do the task in pairs

- Explain the answers

- Have Ss compare the answers in pairs

- Read and underline the keywords

- Compare the asnwers

F

4 F 5 T 6 T

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IV- ACTIVITY 3: Task 3: Listen and answer the questions (15ms)

- Play the recording without pausing Have Ssanswer the questions individually and thencompare their answers in pairs

- Read and underline the keywords

- Compare the asnwers

1 It is about artificial intelligence.

2 He is an author, inventor and

a futurist.

3 He’s very talented.

4 They will think more quickly than humans.

5 He calls them nanobots.

V- ACTIVITY 4: Task 4: Discussion (5ms)

- Explain the task

- Have Ss work in pairs and express their ideas

- Go around and help if necessary

- Call on some Ss to present their answers i front

of the class

- Listen to the teacher

- Do the task in pairs

- Present in front of the class

VI-ACTIVITY 5: CONSOLIDATION (2ms)

help Ss to repeat what they

have learnt

-the future of A.I

- practise listening skills

HOMEWORK ( 2ms)

- Ask Ss to listen to the talk again and summarize it, prepare the new lesson

- Answer Ss’questions about project if being asked

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