Giáo án Tiếng Anh 12 Sách mới - Học kì 2 - Trường THPT Đoàn Kết

Unit 6: ENDANGERED SPECIES
I. Objectives: 
1. Language 
- To help learners get started with some language items in Unit 6
Vocabulary 	+-Use words and phrases related to the topic “endangered species”
Pronunciation: 	+ Identify and pronounce linking vowel to vowel
 Grammar: 	+-Use the future perfect and double comparatives
-Learn about the sea turtles and how to protect them.
2. Skills
- To help learners get started with 4 skills in Unit 6
- Reading: Reading for general ideas and specific information and identify different opinions about protecting endangered species.
- Speaking: -Talk about how to protect endangered species.
- Listening: Listening for general ideas and specific information in a talk about why animals are in danger of extinction
- Writing: -Write a report about an endangered species 
3. Communication and culture
 Bringing extinct species back to life
How sea turtle are protected in Malaysia
II. Methods: Communicative approach.
 III. Teaching aids: textbook, pictures, , handouts and real objects, CD player 
 IV Anticipated problems: Students may not have enough vocabulary to talk about the topic, so teacher should be ready to help them.
 -Ss may get strange to deal with the linking of vowel to vowel so the T should give clear explanation and examples to demonstrate.
-Ss may find the lesson: language so long that they can’t finish all tasks in time
-Ss may not be interested in writing because it’s rather difficult and this type of writing will not be included in the tests.
 V. Procedures (7 periods)
Period 1: Getting started
Period 2: Language 
Period 3: Reading
Period 4: Speaking
Period 5: Listening
Period 6: Writing
Period : Communication and culture (giảm tải)
Period 7: Looking back and project 
Date of preparation: 
Period: 55
LESSON 1: GETTING STARTED
I. Objectives: By the end of the lesson, students will be able to interact with their friends about the topic
 - Practice reading the conservation.
 	- Develop comprehension skills by matching, combining sentences and deciding true/ fall
- Recognize the future perfect tense
II . Teaching aids:
 - Teacher: Handouts, textbook, pieces of papers, cassette.
 - Students: Textbook 
III. Methods: Integrated, mainly communicative.
IV. Procedures:
Steps
Learning activities
Language Focus
Modes
I/Warm-up 
(5’)
#Brainstorming
T asks Ss to work in groups and write down as many endangered species as possible
Endangered animals
-leopard
-cheetah
-rhinoceros
-sea turtle
-panda
- shark
Group work
Whole class
II/Pre- (7’)
 Activity 1: Listen to a conversation among 2 children and their dad talking about a new wildlife park
-Listen twice
#Vocabulary
-Note down
-Practice reading vocabulary
#Practice reading
+Read quietly
+ Read aloud
-Listen and correct pronunciation’s mistakes

Vocabulary
-dinosaur (n)
-extinct (adj): die out
-Botanical garden: vườn bách thảo
-scare (v): make Sb frightened
-
Whole class
Individuals
Group works
III/Through-
(27’)
1/Activity 2: 
# Discussion: Decide T/F/NG 
-Read the 6 sentences carefully and make sure to understand them
-Decide T/F/NG, find the cues in the conversation, correct the F statements
-Come to the board and write down
2/ Activity 3
#Finding suitable words
-Read the conversation again
-Come to the board and write down
-Check and correct 
3/ Activity 4
#Deciding verb forms
-Base on the connectors – “by”, “by the time” to decide tenses
-Come to the board and write down
Key
1/T 2/F – endangered animals
 3/NG 4T 
 5/T 6F – can’t
Key
1/ extinct 2/ extinction
3/ endangered 4/ build
Key
1/ will have gathered
2/ will have walked
Individuals
Pairs
Whole class
Individuals
Pair works
Whole class
Individuals
Whole class
IV/ Post-
(5’)
#Discussion
Should we open wildlife parks? Why or Why not?
-Work in 4 groups
-Point out reasons
-Make presentations
I think more wildlife parks should be opened because of the following reasons. First, people have more chances to see on their own eyes rare animals,.

Vocabulary
-in danger of extinction
-enhance knowledge
-..
Grammar
Present tenses
Passive voice

Group works
Whole class
V/ Homework
(1’)
#Guiding homework
-Remember vocabulary
-Prepare the use of future perfect tense and double comparatives


Whole class
Comments: 
Date of preparation: 
Period: 56
LESSON 2: LANGUAGE
I. Objectives: 
 Language 
- To provide learners some language items in Unit 6
- vocabulary: help Ss to work out the meanings of key vocabulary items in the conversation and use them in different context.
- pronunciation: linking vowel to vowel
- grammar: help Ss to know how to use future perfect, double comparatives.
 II . Teaching aids:
 - Teacher: Handouts, textbook, pieces of papers, cassette.
 - Students: Textbook 
III. Methods: - The whole lesson: Integrated, mainly communicative.
IV. Procedures:
Steps
Learning activities
Language Focus
Modes
I/Checking-up 
(5’)
#Checking the old le...ry
-put oneself in shoes: put sb in sb’s situation
-attribute: duoc cho la
-poaching: illegal hunting
-interfere with: can thiep vao
-livestock: gia cam
-derive from: come from
Key
1/Ai Lien 2/ Yoshiko
3/ Simon 4/ Yoshiko
5/ Simon 6/ Ai Lien
3/ Activity 4
Preposition phrases
1/ in –put oneself in someone’s shoes: be in another person’s situation
2/ to – attribute ST to ST else: believe that ST is the result of a particular thing
3/ to – cause damage to ST = harm ST
4/ with – interfere with ST = prevent ST from being done
5/ at –feel at peace = be free from anxiety or distress

Individuals
Pairs
Whole class
Pairs
Whole class
Individuals
Whole class

IV/ Post - Reading(6’)
#Discussion: which of the 3 people do you agree and give the reasons
-Work in groups
-Choose one person
-Give reasons
#Making presentations
-Come to the board and speak out
-Give comments
-I agree with because of the following reasons. First..

Group works
Whole class
V/ Homework
(1’)
#Guiding homework
-Remember vocabulary and phrases of prepositions
-Find out more phrases of prepositions
-Prepare Speaking: Find some measures to protect rhinos and coral reefs


Whole class

Comments:  
Date of preparation: 
Period: 58
 LESSON 4: SKILL: SPEAKING
Action for endangered species conservation
I. Aims 
 By the end of the lesson, students will be able to talk about how protect endangered species and then make reports before the class.
II. Teaching aids
 	: Handouts, textbook, lesson plan and pieces of papers.
III. Methods: - The whole lesson: Integrated, mainly communicative.
IV. Procedures:
 Steps
Learning activities
Language Focus
Modes
I/Checking-up 
(7’)
#Checking the old lesson
Come to the board and write down phrases of prepositions
Phrases of prepositions
-with a view to
-have great influence/impact on
-put pressure on
.
Individual
Whole class
II/ Pre-speaking (10’)
 Activity 1
-Read the 8 given measures to protect rhinos and coral reefs 
-Discuss and put them in the right boxes
-Number the measures
-Read out the measures
-Come to the board and write down

Vocabulary
-launch (v) phát động
-anti-poaching campaign: chiến dịch chống săn bắt trộm
-litter = rubbish=waste
-snorkelling: lặn có ong duong khí
-organic fertilizers: phân bón hữu cơ
Key
1/ How to protect rhinos: 1-2-3-6
2/ How to protect coral reef: 4-5-7-8
Whole class
Pairs
Whole class

III/Through-speaking
(20’)
1/ Activity 2
#Note down some useful phrases and expressions
1/ To introduce the topic
2/ Introduce the first idea
3/ Move to the next point
4/ Indicate the end of the talk
5/ Thank the audience
2/ Activity 3
#Make reports
-Topic: Measures to protect rhinos or coral reefs
-Use given expressions in activity 2
-Make small presentations
Some useful expressions
1/ Good morning.
It’s my pleasure to talk to you about today
2/ To begin with, I’ll suggest
3/ My next point is
4/ Finally, I’d like to summarize the key issues
5/ Thanks for your attention

Individuals
Whole class
Group works
Whole class
IV/ Post- speaking(6’)
#Giving comments
1/ Form
2/ Contents
3/ Grammar and vocabulary
4/ Pronunciation
5/ Fluency


Whole class

V Homework
(2’)
#Guiding homework
-Practice speaking at home
-Prepare skill: listening: find out more vocabulary related to the topic extinction


Whole class
Comments: 
Date of preparation: 
Period: 59
LESSON 5: SKILL: LISTENING
Dangers to wildlife
I. Aims 
 By the end of the lesson, Students will be able to : develop Ss’ skill of listening to for general ideas and specific about the topic why animals are in danger of extinction 
 : help Ss understand general ideas and specific details to answer comprehension questions.
II. Teaching aids:
 - Teacher: Handouts, textbook, pieces of papers and cassette.
 - Students: Textbook 
III. Methods: - The whole lesson: Integrated, mainly communicative.
IV. Procedures:
Steps
Learning activities
Language focus
Modes
I/Checking-up (5’)
#Checking the old lesson
Some Ss come to the board and talk about measures to protect rhinos or coral reefs

Individual
Whole class
II/ Pre-listening(7’
Activity 1
-Discuss the conservation status scale
-Match 3 phrases: VU, CR, EN with the suitable number 1,2 and 3
-Pre-teach some vocabulary
-Note down
-Give predictions

Vocabulary
-vulnerable (adj): dễ bị tổn thương
-critically endangered: bi đe dọa nghiêm trọng
-Near threatened: gần bị đe dọa
-elephant tusk: ngà voi
-pesticide (n): thuốc trừ sâu
-

Whole class
Individuals
Whole class

III/While-listening
(24’)
1/ Activity 2
-Listen to the recordings – the first part of a talk twice
-Check the predictions
-Listen again to check the answers
2/ Activity 3
-Listen twice to the second part of a talk to choose the best answer to complete the statements or answer the questions
-Choose the best answers
-Find the suitable cues
-Come to the board and write down
3/ Activity 4
-Listen to the second part aga...with you)
 Paul: No ( What a silly idea!)
Key: 1. endangered, critically endangered
 2. loss of nesting habitat
 3. climate change 4. warm 
 5. the beach/ beaches 6. breeding ground 
 7. turtle eggs 8. raise public awareness
Pair work
T Ss
Pair work
T Ss
Group work
T Ss
3.
Consolidation
2 minutes 
- Ask Ss to consolidate the main contents.
- Ask Ss: What have you learnt today? 
 What can you do now?


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


T Ss
E. Experience:
.................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................... 
Date of preparation: 
Period: 61
 Lesson 8	 Looking back and project
I. Aims : 
 - 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.
II. Teaching aids:
 - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.
 - Students: Textbook
III. Methods: - The whole lesson: Integrated, mainly communicative.
IV. Procedures:
Time/Stages
 Learning Activities
Language focus 
Interactions

1. Warm-up
 5 minutes 
-T informs the class the objectives: reviewing pronunciation, vocabulary and grammar. 
- T reviews from and use of the future perfect tense and double comparatives.


T Ss
2. New lesson
8 minutes
9 minutes
12 minutes
8 minutes
 
Pronunciation:
Activity 1: Read the following exchanges. Decide where the linking /r/ is likely to happen in fast, fluent speech.
- students review the linking /r/
- students read the sentences and underline the sounds that can be affected by assimilation.
students to work with a partner to compare their answers. 
- T checks answers as a class.
Activity 2: Listen and repeat the exchanges in 1
- students listen to the recording and repeat.
- some students to say these sentences aloud. 
Vocabulary:
Activity 1: Complete the sentences with the correct forms of the words in brackets.
 students read the instructions and do the activity individually then compare their answers in pairs.
-T checks answers as a class.
Grammar:
Activity 1: Practise asking questions and giving answers, using the prompts 
- students read through the prompts and the form of the future perfect tense
- students do the activity individually first, and then compare their answers in pairs. 
-T checks answers as a class.
Activity 2: Rewrite these sentences, using double comparatives.
- students read the situation and the example first. 
students complete the sentences, using the words in brackets to form double comparatives.
- students do the activity individually first, and then compare their sentences in pairs.
- T checks answers as a class.
Project:
Work in groups of four or six. 
- students work in groups of four or six
-T instructs sts how to do and allows students one week to collect the information about one endangered species, prepare a poster, and organize their presentation about one endangered species.

Key:
1. survival 2. extinct 3. endangered
4. conservation 
 5. poaching 
 6. evolution 
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?
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.
Individually
T Ss
Pair work
T Ss
Pair work
T Ss
Pair work
T Ss
Group work
3.
Consolidation
2 minutes 
- Ask Ss to consolidate the main contents.
- Ask Ss: What have you learnt today? 
 What can you do now?


T Ss
4.Homework
1 minute
- T asks Ss to learn the structures and vocabul.................
Date of preparation: 
Period: 63
Lesson 2: Language
I/. Objectives: 
1. Language focus
- 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
- To encourage Ss to work harder
- To provide Ss some motivation
II/. Teaching aids
 - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.
 - Students: Textbook
III. Methods: - The whole lesson: Integrated, mainly communicative.
IV. Procedures:
Time/Stages
Learning Activities
Language focus
Interactions
1. Check up
 3 minutes 
- One student is called to the board and do as required.
- Related to causative
individual
T Ss
2. New lesson
12 minutes
10minutes
18 minutes
A. Vocabulary:
Activity 1: Match the words and phrases with their meanings. 
- Ss work individually, read each word or phrase and match it with the definitions. 
If necessary, ask a few Ss to say the equivalent meaning of these words and phrase in Vietnamese. 
Activity 2: Complete the sentences with the correct forms of the words in 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).. 
- Sts find the suitable words to fill in the gaps. 
2. Pronunciation: 
Sentence stress
Activity . Listen and repeat, paying attention to the stressed words
-Ss listen and repeat, paying attention to the stressed words. After that 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.
- Ss recognise and practise the sentence stress.
- Ss repeat chorally and individually.
2. Grammar: The active and passive causatives
Activity 1: Rewrite the sentences, using have + object + bare infinitive.
- Ss study the Do you know? box and check their understanding.
- Ss read and analyse the structure of the example; gives feedback and explain that in the causative example the action is in the past and Monica (the subject) arranged for someone (the object – Jimmy) to do the action.
- Ss work individually, and then has them compare their answers in pairs.
Ss check answers as a class.
Activity 2: Rewrite the sentences in 1, using get + object + past participle.
- Ss read the example carefully, paying attention to the structure of passive causative with get.
- Ss do the activity individually first, and then has them compare their answers in pairs.
* Key: 1c, 2e, 3a, 4b 5d, 
* Key: 
1. emotion
2. capable
3. resurrected
4. activate
5. incredible
Key: 
The A. I. expert had his assistant activate the newly made robot.
The computer corporation had their workers eliminate malfunctioning products.
The robot manufacturer had his customers exchange their outdated robots for the next generation robots.
The company had someone clear out all the junk in the store.
The manager had the workers move the machine to a new station.
The owner of the palace had a construction company remodel his estate
Key:
The A. I. expert got the newly made robot activated.
The computer corporation got mafunctioning products eliminated.
The robot manufacturer got the outdated robots exchanged for the next generation robots.
The company got all the junk in the store cleared out.
The manager got the machine moved to a new station.
The owner of the palace got his estate remodeled

Individually
Individually 
T Ss
Individually
 Pair work
Pair work
T Ss
Whole class
T Ss
Pair work
Whole class 
T Ss
 Individually
T Ss
Individually
Whole class
3.
Consolidation
2 minutes 
- Asks Ss: What have you learnt today? What can you do now?
- Summarizes the main points of the lesson.


T Ss
4. Homework
1 minute
- T asks Ss to do exercises again at home.
- Prepare for the next lesson.
- Complete Exercises in workbook.


T Ss
V. Experience:
Date of preparation: 
Period: 64
Lesson 3: Reading
I/ Objectives: 
- 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.
II. Teaching Aids
 - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.
 - Students: Textbook 
III. Methods: - The whole lesson: Integrated, mainly communicative.
IV. Procedures:
Time/Stages
 Learning Activities
Language focus 
Interactions
1. Warm up
 8 minutes 
Lead in
 T informs the class of the lesson objectives: skimming and scanning an article for general ideas and specific information from a passage

vocabular...ilar conversation. Practise it with a partner.
-Ss read the news item individually first, check their comprehension and help with the pronunciation of any names.
-Ss complete the conversation with information from the news item, encourages them to write the completed answers on a piece of paper.
- Ss compare their answers in pairs and agree on the best ones before they practise the conversation.
-A few pairs to role play the conversation.

- Picture a is Professor (Prof.) Stephen Hawking. One of his books A Brief History of Time was an international best seller. In 1963, Prof. Hawking contracted a life-threatening disease and was given two years to live, however he went on to become a brilliant researcher and a ground-breaking (making new discoveries; using new methods) cosmologist (nhà vũ trụ học), in spite of being wheelchair-bound and depending on a computerised voice system for communication. From 1979 to 2009 he held the post of Lucasian Professor at Cambridge*, the chair previously held by people such as Isaac Newton and Charles Babbage. Professor Hawking has over a dozen honorary degrees and was awarded the CBE* in 1982. He is a fellow of the Royal Society and a member of the United States’ National Academy of Sciences. Stephen Hawking is regarded as one of the most brilliant theoretical physicists since Albert Einstein.
Key:
efforts
threat
technology
communicate
consequences
destruction
evolution
Key:
Who interviewed him
the threat of creating thinking machines and the development of full artificial intelligence
it can lead to the destruction of humanity
their slow biological evolution. Creating intelligence machines that could match or surpass humans could lead to the destruction of people
Nam: Did you read (1) ?
Mai: No, I didn’t. Who has signed (2) ?
Nam: 1,000 people from (3)  . 
Mai: What does the letter call for?
Nam: It calls for (4)  .
Mai: Why have they called for the ban?
Nam: Because (5)  .
Suggested answers:
about the open letter singed by many famous people
the letter
the worlds of technology, space travel, computing and mathematics
a ban on offensive autonomous weapons
they are afraid that autonomous killing machines could easily fall into the hands of the wrong people, and be used for destroying countries, and even the world

Individually
T Ss
Pair work
T Ss
 Pair work
Ss Ss

3.
Consolidation
2 minutes 
- Summarizes 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
- Asks students to learn by heart the expressions.
- Prepare for the next lesson.


T Ss
V. Experience:
........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Date of preparation: 
Period: 66
Lesson 5: Listening
I. Objectives: 
 - 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.
 - 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 true false task and question answering
II. Teaching aids:	
 - Teacher: Handouts, textbook, pieces of papers and cassette.
 - Students: Textbook 
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
 Learning Activities
Language focus
Interactions

1. Check up
 5 minutes 
- Inform the class of the lesson objectives: listening for specific information in a conversation about Ray Kurzweil’s predictions about the future of A.I.


Pair work
T Ss
2. New lesson
10 minutes
10 minutes
10minutes 
7 minutes
 The future of A.I.
Task 1: Match each word in column A with its meaning in column B.
- Ss work in pairs to match the words and phrases with their meanings.
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.
-Ss read the sentences and underline the key words when they are listening.(2 times)
- Ss compare their answers in pairs.
Task 3: Listen again. Answer the following questions.
 - Ss read through the questions and underline the key words, pay attention to these words when they listen.
-Ss answer the questions individually and then compare their answers in pairs (after 2 times of listening)
Task 4: Work in groups to get more information about Ray Kurzw...s of the lesson objectives: Further skill development
T Ss
2. New lesson
10minutes
8 minutes
19 minutes
1. Communication: 
Artificial intelligence in science-fiction films
 Activity 1: Listen to a conversation between Linh and Nam. Circle the correct letters to complete the sentences.
- Ss read the statements and guess the answers before they listen to the recording, how films are rated.(2 times) 
- Ss compare their answers in pairs.
Activity 2: Discuss and recommend an interesting film about A. I.
.
- Ss discuss the questions in groups. T can also suggest some social media sites on the Internet where Ss can do some research or watch science-fiction (sci-fi) films about the rise of intelligent machines (Zing TV, YouTube, PhimMoi.net, etc.)
-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.
- Ss brainstorm what they know about popular domestic robots in use today, then give their opinions about these automated machines, writes Ss’ opinions on the board and compare theirs with those expressed by the people in the reading text.
-Ss read the questions and underline the key words before scanning the text for answers.
- Ss compare their answers in pairs.
Keys:
1. T 2. F 3. T 4. T 5. F
 .
(Ref. https://en.wikipedia.org/wiki/Motion_Picture_Association_of_America_film_rating_system)
Key: 	.1B	2.C	3.C	4.B	5.B
Key:
To help robot designers and developers to visualise / envision the roadmap for their future development.
They focus on the domestic use of robots.
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.
People don’t want robots to llok after children or animals.
Because they fear that malfunctioning robots could be harmful and dangerous, and humans might lose control over them.

Pair work
T Ss
Whole class
Group work
T Ss
Individual work
Pair work
T Ss
Pair work

3.
Consolidation
2 minutes 
- Asks Ss to consolidate the main contents.
- Asks Ss: What have you learnt today? 
 What can you do now?


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


T Ss
V. Experience:
................................................................................................................................................................................................................................................................................................................................................
Date of preparation: 
Period: 69
Lesson 8: Looking back and project
I/ Objectives: 
 - 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 the 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.
II/ Teaching aids:
 - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.
 - Students: Textbook
III/ Methods: - The whole lesson: Integrated, mainly communicative.
IV. Procedures:
Time/Stages
 Learning Activities
Language focus
Interactions

1. Homework
 5 minutes 
T informs the class the objectives: reviewing pronunciation, vocabulary and grammar. 
- T reviews what sentence stress is and when the process happens 


T Ss
2. New lesson
7 minutes
8 minutes
7 minutes
8 minutes
7 minutes
Pronunciation:
Activity 1: Listen and mark the stressed syllable
-Ss listen to the recoding and mark the stressed syllables and put the words in the correct box.
- Ss compare their answers in pairs or groups
- Ss repeat the sentences (after the second listening)
Vocabulary: Complete the sentences with the correct words / phrases in the box.
- Ss underline the key words in each sentence, then fill in the gaps with the words given, making changes if necessary
- Ss compare their answers in pairs or groups.
Grammar:
Activity 1: Circle the correct answers.
- Ss read each sentence carefully and select the appropriate option to complete it.
- Ss compare their answers in pairs.
- T checks answers as a class
Activity 2: Complete the sentences, using the causatives.
	have + somebody + bare infinitive
	have + something + past participle
	get + something + past participle
- Ss read the sentences and underline the agents and objects, explains that this w...following questions 
 Ss work in pairs to ask and answer then finish the task
- Some pairs ask and make their decision.
Activity 3: Complete the text with the correct form of the words from the box. 
-S read the words in the box for comprehension, then refer back to paragraph to find out the right word and decide the exact word form..
- Ss work individually before comparing their answers in pairs.
Activity 4: Complete the sentences using the reporting verbs from the conversation
Ss work individually, read the sentences carefully and discuss their structures.
Ss analyze the underline
structures and focus on the verb forms

Suggested answer: Nam and Mai are talking about their preparations for the world of work.
Keys: 
He is wring a CV to apply for a part-time job.
Yes, he does. He wants his son to get some work experiences
No, she doesn’t. She wants her son to focus on her study.
They need to include information about their relevant qualifications, experience and skills.
Because it is a period when the employer can assess the employee’s performance and provide them with some training.
Students’ answers.
Key:
1.job seeker 
2. job advertisement
3. CV
4. covering letter
5. job interview	
.
Key: 
1. Asked 
2. advised
3. told
4. advised
5. offered
T Ss
Whole class
Pair work 
T Ss
Individual work
Pair work
Individual work
Pair work
T Ss
3.
Consolidation
2 minutes 
- Asks Ss: What have you learnt today? What can you do now?
- Summarizes the main points of the lesson.


T Ss
4. Homework
1 minute
- Asks Ss to learn by heart the words or phrases related to the relationship. 
- Prepare for the next lesson.


T Ss
V. Experience:
........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Date of preparation: 
Period: 71
Lesson 2: Language
I/. Objectives: 
1. Language focus
- To provide learners some language items in Unit 8
- For vocabulary, that is words and phrases related to the world of work
- For pronunciation, that is the exception of stress words
- For grammar, that is the reported speech: orders, requests, offers, advices, instructions 
2. Skills
- To promote Ss to develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
II/. Teaching aids
 - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.
 - Students: Textbook
III. Methods: - The whole lesson: Integrated, mainly communicative.
IV. Procedures:
Time/Stages
Learning Activities
Language focus
Interactions
1. Check up
 3 minutes 
- One student is called to the board and do as required.
- Related to reported speech
individual
T Ss
2. New lesson
8 minutes
6 minutes
8 minutes
8 minutes
8 minutes
A. Vocabulary:
Activity 1: The words in the left column are from the conversation in the GETTING STARTED. Match them with the appropriate definitions in the right column.
- Ss work individually, read each word or phrase and match it with the definitions. 
If necessary, ask a few Ss to say the equivalent meaning of these words and phrase in Vietnamese. 
Activity 2: Complete the text with the correct form of the word in 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).. 
- Sts find the suitable words to fill in the gaps. 
2. Pronunciation: 
Stress words: exception
Activity . Listen and repeat, paying attention to the stressed words
-Ss listen and repeat, paying attention to the stressed words. After that 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.
- Ss recognise and practise the sentence stress.
- Ss repeat chorally and individually.
2. Grammar: 
The reported speech
Activity 1: Rewrite the sentences in reported speech, using the appropriate verbs from the box in the correct tenses
- Ss study the Do you know? box and check their understanding.
- Ss work individually, and then has them compare their answers in pairs.
Ss check answers as a class.
Activity 2: Complete the sentences, reporting what was said.
- Ss do the activity individually first, and then has them compare their answers in pairs.
* Key: 1d, 2 a, 3 b 4 e 5 c
* Key: 
1. apply
2. relevant
3. qualifications
4. recruited
5. probation
Key: 
Our teacher old us to study harder for the final exam.
The job applicant asked if the company provided computers for all employees.
The career adviser advised ...: 
Period: 73
Lesson 4: Speaking
I. Objectives:
 - To teach Ss to talk about skills and qualities needed for getting a job 
 - By the end of the lesson, students will be able to: 
 + Express their opinion about job they want to have, their quality to find out suitable job
II. Teaching Aids
 - Teacher: Handouts, textbook, lesson plan and pieces of papers.
 - Students: Textbook 
III. Methods: - The whole lesson: Integrated, mainly communicative.
IV. Procedure
Time/Stages
Learning Activities
Language focus
Interactions

1. Check up/ lead in 
 6 minutes 
 T informs the class of the lesson objective: Talking about skills and qualities needed to get a job
Talking about jobs and qualities and skills needed for each jobs

T Ss
2. New lesson
8 minutes
10 minutes
15 minutes
 Activity 1: Look at the list of skills and qualities. Can you add more of them? Choose a job in the box below and decide on the skills and qualities needed for the job. Tell your partner about the job. 
Ss look at the graph and discuss among their group of 3 or 4 people.
Ss can exchange their groups and continue talking. Or ask the teacher to have suggestions
Activity 2: Complete the conversation between Lan and Nam using the information in the box. Then practice the conversation in pairs
- Ss read the information about Lan and Nam in the box, then use it to complete the conversation between them.
Ss should work in pairs to role play the conversation
Activity 3Work in pairs. Make a similar conversation to the one in 2. Use the words and phrases in 1 and your own information.
- Ss work in pairs and prepare their conversation as required
- After a few minutes, some pairs will role play voluntarily

Key:
Depend on students’ answers
Notes:
Other possible skills: using your hands, delegating tasks, finding compromises, artistic skills, computer skills
Other possible qualities: thoughtful, fit, flexible, positive, reliable, determined, hardworking, conscientious, creative, patient, etc
Key:
1.as a chef
2. the qualities needed to be a chef
3. hard-working, creative and self- motivated.
4. planning menus
5. give clear instructions.
6. to be a teacher.
7. science subjects
8. friendly
9. communicate my ideas very clearly to other people
Key:
Depend on students’ answer.

Group work
T Ss
Pair work
Ss Ss
 Pair work
Ss Ss
3.
Consolidation
2 minutes 
- Summarizes 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
- Asks students to learn by heart the expressions.
- Prepare for the next lesson.


T Ss

V. Experience:
........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Date of preparation: 
Period: 74
Lesson 5: Listening
I. Objectives: 
 - To develop Ss’ skill of listening about how to write a good CV
 - To help Ss understand general ideas and specific information about how to write a good CV
 - By the end of the lesson, students will be able to:
	 + Listen and do the tasks.
 + Develop the listening skills for specific details. 
 + Know how to write a good CV
II. Teaching aids:	
 - Teacher: Handouts, textbook, pieces of papers and cassette.
 - Students: Textbook 
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
 Learning Activities
Language focus
Interactions

1. Check up
 5 minutes 
- Inform the class of the lesson objectives: listening for general ideas and specific information about how to write a good CV


Pair work
T Ss
2. New lesson
6 minutes
6 minutes
8 minutes 
8 minutes
8 minutes
 What makes a good CV
Task 1: Work in pairs: Ask and answer the following questions
- Ss discuss the questions in pairs , write down their answer so that they can compare them later after listening
Task 2: Match the words with their meanings
-Ss read if they know any of the words given and guess the meanings.
Ss match the words with their meanings themselves 
- Ss compare their answers in pairs.
Task 3: Mr Le, an invited speaker, is talking to grade 12 students about how to write a good CV. Listen to his talk and check your answers to the questions in 1
 - Ss get ready to listen (2 times) and them compare their answer with a partner.
Task 4: Listen again and complete each of the sentences with no more than 3 words
Ss read the sentences and try to predict the words/phrases needed to complete them.
Ss take note while listening and use it to complete the sentences.
Ss compare the answer to a partner.
Task 5: Work in groups. W...Ss some motivation
 - By the end of the lesson, students will be able to:	
 + Understand and communicate about communication skills and cultural understanding
II/ Teaching aids
 - Teacher: Handouts, textbook, lesson plan and pieces of papers.
 - Students: Textbook
III/ Methods: - The whole lesson: Integrated, mainly communicative.
IV/ Procedures:
Time/Stages
 Learning Activities
Language focus 
Interactions

1. Warm up
 5 minutes 
- Inform the class of the lesson objectives: Further skill development
T Ss
2. New lesson
10minutes
10 minutes
8 minutes
8 minutes
1. Communication: 
Work related issues
 Activity 1: Work in groups and discuss these questions
- Ss work in group of 3 or 4 people and discuss, choose out group leader to take notes and the other will contribute ideas
Activity 2: Presented your group’s ideas to the class
- Ss discuss the questions in groups. Prepare for their presentation 
- Some students present their group works voluntarily and the other may ask for more information or contribute ideas 
2. Culture: 
Activity 1: Read the text about the job seeking experience of Harry, an English school leaver, and decide whether the following statements about it are T, F or NG. Tick the correct box.
- Ss brainstorm if they know anything about how English school leavers look for a job.
-Ss read the questions and underline the key words before scanning the text for answers.
- Ss compare their answers in pairs.
 Activity 2: Discuss the following questions with a partner.
Ss work in pair to discuss
Some Ss present their answer

Keys:
Depend on the students’ answer
Sample answer
1.In our group we think people should start looking for a job at the age of 18. This can be a part time job or voluntary one, not necessary a permanent job. When people start working, they become more responsible for their lives and contribute more to society. 
2. We all believe that the three most important qualities are reliability, responsibility and flexibility. Employers really want to find the people who they can rely on. Also, they want their employees to be flexible to adapt well to the ever changing working environment.
3. All of the members in my group agree that the necessary skills for job seekers are communication, problem solving, and collaboration. When employees can communicate with each other, it is easier for them to work together to solve the problems. 
Key:
F 2 T 3 NG
F 5. NG 6. T.
Key:
Depend on students’ answer

Group work
Ss Ss
Group work
Whole class
Individual work
Pair work
T Ss
Pair work

3.
Consolidation
2 minutes 
- Asks Ss to consolidate the main contents.
- Asks Ss: What have you learnt today? 
 What can you do now?


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


T Ss
V. Experience:
................................................................................................................................................................................................................................................................................................................................................
..
Date of preparation: 
Period: 77
Lesson 8: Looking back and project
I/ Objectives: 
 - To help Ss pronounce revise what they have learned in unit 8.
 - To teach Ss some lexical items related to the world of work.
 - 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 reported speech.
 - To provide further opportunities for Ss to use the language, skills and information they have learnt in the unit 8.
 - By the end of the lesson Ss are able to: 
 + Use the sentence stress in connected speech correctly.
	+ Use some key words of the world of work.
 + Do the exercises such as writing a CV
II/ Teaching aids:
 - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.
 - Students: Textbook
III/ Methods: - The whole lesson: Integrated, mainly communicative.
IV. Procedures:
Time/Stages
 Learning Activities
Language focus
Interactions

1. Homework
 5 minutes 
T informs the class the objectives: reviewing pronunciation, vocabulary and grammar. 
- T reviews what sentence stress is and when the process happens 


T Ss
2. New lesson
5 minutes
5 minutes
5 minutes
20 minutes
Pronunciation:
Activity 1: Listen to the following exchanges and underline the stress words. Then practice them with a partner, using the correct sentence stress.
-Ss listen to the recoding and repeat, underline stressed words then compare their answer with a partner
- Ss repeat the sentences (after the second listening)
Vocabulary: Underline the correct word in each sentence.
- Ss underline the key words in each sentence
- Ss compare their answers in pairs or groups.
Grammar:
Activity 1: Turn the following sen...llowing sentences into reported speech, using the reporting verbs: warn, suggest, promise, explain, advise, remind
Let Ss do the task
Do as appointed
Minh reminded Quang to drop into the robot shop on the way home
My mother advised me to write a report on the saola
The old lady warned him not to pull the cat’s tail or it would
scratch him
Huong promised to work harder to get good qualifications
The team leader suggested activating the next generation robot
Consolidation (3 mins) - Revise what Ss have learnt in Unit 6, 7, 8
Homework: (1 min)	- Revise what Ss have learnt in Unit 6, 7, 8
 - Read Review 1 at home
Date of preparation: 
Period: 79
REVIEW 3 (UNIT 6, 7, 8) (continued)
AIMS/OBJECTIVES OF THE LESSON
Language focus	- To help students revise what they have learned in Unit 6, 7, 8
To give them a chance to practice
Skills	- To develop communication skills and cultural understanding
To help Ss develop the skill of working in pairs and groups
Attitudes	- To encourage Ss to work harder
To provide Ss some motivation
PREPARATION
Teacher	- Teaching aids: textbook, lesson plan
Teaching method: Communicative language teaching
Students	- Read through Review 1
PROCEDURE
Class organization (1 minute)
Check up (5 minutes)	- Ask some Ss to go to the board do the tasks again
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
SKILLS – Reading IUCN Red list
Read the text about IUCN red list
Read the text again decide whether the following statements are T, F or NG and tick the correct box
Ask Ss to do the task then exchange the result with their partner
SKILLS - Reading
Do as appointed Do as appointed
1. T	2. F	3. NG
4. F	5. T	6. F
Speaking
Job skills and qualities
3. Work with a partner. Use the information below or your own ideas to make a conversation about the skills and/or qualities of one job
Speaking
Do as appointed
Work in pairs to do the task
Listening She’s so life-like
4. Listen to someone talking about his first encounter with a humanoid robot. Choose the best answer
Ask Ss to do the task then compare the result with that of their partner
Listening
Do as appointed
1. C	2. C	3. B
4. A	5. C	6. B
Writing - Tailoring a CV
Look at the job advertisements below. Which one would you like to apply for? Consider whether you have the necessary skills and qualities
Write your own CV to apply for one of the jobs advertised.
Writing - Tailoring a CV Do the task
Do as appointed

New lesson (35 minutes)
Consolidation (3 mins) - Revise what Ss have learnt in Unit 6, 7,8
Homework: (1 min)	- Revise what Ss have learnt in Unit 6, 7.8
 - Read Review 1 at home
Date of preparation: 
Unit 9:	 Choosing a career
I. Objectives: 
1. Language 
- To help learners get started with some language items in Unit 9
Vocabulary 	+ words and phrases related to leaving school and choosing a career
 Pronunciation: 	+ Unstressed word
 Grammar: 	 	+ Phrasal verb (consisting of a verb, an adverb and a preposition)
	+ Adverbial clauses of condition, comparison, manner and result
2. Skills
- To help learners get started with 4 skills in Unit 9
- Reading: Reading for general and specific information about career advice on websites for secondary school leaver
- Speaking: Talking about ambitions and dreams (future jobs)
- Listening: Listening for main ideas and specific information in an interview with school leavers about the positive and negative points o some careers
- Writing: Writing a job application letter in response to an advertisement.
3. Communication and culture
Summer jobs
Taking a year out
II. Methods: Communicative approach.
 III. Teaching aids: textbook, pictures, , handouts and real objects, CD player 
 IV Anticipated problems: Students may not have enough vocabulary to talk about the topic, so teacher should be ready to help them. 
 V. Procedures (8 periods)
Period 1: Getting started
Period 2: Language 
Period 3: Reading
Period 4: Speaking
Period 5: Listening
Period 6: Writing
Period 7: Communication and culture
Period 8: Looking back and project
Date of preparation: 
Period: 82
Lesson 1: Getting started
I. Objectives: 
1. Language focus
To help Ss to know the overall topic of Unit 9: “Choosing a career”, some vocabulary related to future jobs
- To check students’ comprehension thorough questions and answers
- To help learners get started with some language items in Unit 9
2. Skills
- To help learners get started with 4 skills in Unit 9.
- Reading: Reading for specific information in a choosing jobs conversation.
- Speaking: Discussing choosing job options.
3. Attitudes
- To help Ss get started for Unit 9 with the topic " Choosing a job"
- To provide Ss some motivation
II. Teaching Aids:
 - Teacher: Handouts, textbook, lesson plan, pieces of papers and cassette.
 - Students: Textbook 
III. Method: - The whole lesson: Integrated, mainly communicative.
IV/ Procedure
Time/Stages
 Learning Activities
Language focus
Interactions

1. Warm up
 5 minutes