Giáo Án Tiếng Anh 12 Hki - Chương Trình Thí Điểm Soạn Đủ 4 Bước Theo Công Văn 5512 (Tiết 1-49)

GIÁO ÁN TIẾNG ANH THEO
CÔNG VĂN 5512
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Ths Nguyễn Thanh Tú

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GIÁO ÁN TIẾNG ANH 12 HKI - CHƯƠNG

TRÌNH THÍ ĐIỂM SOẠN ĐỦ 4 BƯỚC THEO
CÔNG VĂN 5512 (TIẾT 1-49)
WORD VERSION | 2022 EDITION
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Ths Nguyễn Thanh Tú
Đơn vị tài trợ / phát hành / chia sẻ học thuật :
Nguyen Thanh Tu Group
Hỗ trợ trực tuyến

Fb www.facebook.com/DayKemQuyNhon
Mobi/Zalo 0905779594
Date of preparation: 04/09/2021
Period 1: INTRODUCTION
I. OBJECTIVES
1. Knowledge
- Students master the main content of new English 12 and how to learn for each lesson, the ways to learn
effectively
- Get to know the use of the book, improve all the skills in English
- Be confident in learning, using English and Improve all the skills in the use of English.
2. Competence
- Students are able to improve self- study skills, critical thinking skills, problem solving skills,
communication skills, creativeness and IT skills
3. Qualifications
- The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency.
II. TEACHING AIDS:
- Equipments: computer, projector.
- Learning materials: textbook, pictures, videos.
III. TEACHING PROCESS:
1. Organisation:
class Teaching date Attendances Absentees Notes
12A7
2. checking: No checking
3. New lesson:
ACTIVITY 1: INTRODUCTION
a) Objectives Greeting
b) Content Check students’ to ready for the lesson
c) Products Suggested answers
Students recall the form and the uses of the language they learned
d)Implementation Elicit students’ answers.
Give feedback.
Lead into new lesson.
ACTIVITY 2: KNOWLEDGE BUILDING
a) Objectives Introduce the English 12 textbook
b) Content 10 topics:
Unit 1: Life Stories
Unit 2: Urbanisation
Unit 3: The Green Movement
Review 1
Unit 4: The Mass Media
Unit 5: Cultural Identity
Review 2
Unit 6: Endangered Species
Unit 7: Artificial Intelligence
Unit 8: The World Of Work
Review 3
Unit 9: Choosing A Career
Unit 10: Lifelong Learning
Review 4
Students remember the uses and the form of the language
d)Implementation 1. Assign tasks; explain
2. Monitor; help; tutorial
3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember
ACTIVITY 3: PRACTICE
a) Objectives Doing exersises to practice the language
b) Content Question 1: Mary didn't do her homework last Monday, _____?
A. did Mary B. did she
C. did her D. she did
Question 2: The dog _____ you if it hadn’t been tied up.
A. would bite B. will bite
C. would have bitten D. bites
Question 3: Humans atmospheric carbon dioxide concentration
by a third since the Industrial Revolution began.
A. increase B. have increased
C. had increased D. were increasing
Question 4: We stood on the bridge _____ the two halves of the city.
A. connecting B. to connect
C. connected D. connect
Question 5: Three students were suspected of _____ during the
examination.
A. cheat B. cheated
C. having cheated D. being cheated
c) Products Keys:
1. B
Kiến thức: Câu hỏi đuôi
2. C
Kiến thức: Câu điều kiện loại 3
3. B
Kiến thức: Thì hiện tại hoàn thành (since)
4. A
Kiến thức: rút gọn MĐQH ở thể chủ động
5. C
Kiến thức: Danh động từ hoàn thành (perfect gerund)
d)Implementation - Step 1- Transfer the tasks
State the requirements for the activity for the students. Make sure the
students have a clear understanding of the task before performing it.
- Step 2- Perform the tasks:
Students work in pairs in 5 minutes
Teachers do general observations and help if necessary.
- Step 3- Report and discuss
Ask a few students or group representatives to present their answers.
Other groups comment
- Step 4: Draw Conclusion and judgments
Teacher gives feedback and clarify the problem to be resolved /
explained
ACTIVITY 4: APPLICATION
a) Objectives Doing extra- exersises to practice the language
b) Content Complete the following sentences without changing their meanings
Question 1. You press this button to stop the machine.
If
Question 2. The doctor said to me, “You should lose weight.”
The doctor advised me
Question 3. “I can’t go to your birthday party next Saturday evening,
Jack”, said Mary.
Mary apologized to
Question 4. After we had read the stories about people who reduced
their carbon footprint, we started to change oi daily consumption habits.
(use perfect participle)
Question 5. I come from a city that is located in the southern part of the
country. (Reduce relative clause)
c) Products Keys:
1. If you press this button, the machine stops.
Kiến thức: câu điều kiện loại o
2. The doctor advised me to lose weight.
Kiến thức: câu gián tiếp
3. Mary apologized to Jack for not going to his birthday party the next
Saturday evening.
4. Having read the stories about people who reduced their carbon
footprint, we started to change oi daily consumption habits.
5. I come from a city located in the southern part of the country.
Kiến thức: Rút gọn MĐQH ở thể bị động
Teacher gives feedback and clarify the problem to be resolved/
explained
4. Consolidation: Summarize the main points of the lesson

5. Homework:- Preparing for the next lesson: Read the conversation in Activity 1 in advance and find the
Vietnamese equivalent for the new words.
UNIT 1: LIFE STORIES

(Period: 2-9)
I. OBJECTIVES
1. Knowledge
- Use lexical items related to people’s life stories
- Identify and pronounce homophones correctly.
- Use the past simple and the past continuous to talk about past actions or events, use articles correctly.
- Read for specific information about two people’s life stories
- Talk about a historical figure.
- Listen for specific information in a talk show about the privacy and lessons learnt from people’s life
stories.
- Write a person’s life story.
- Learn about Sir Athur Conan Doyle, the creator Sherlock Homes.
2. Competence
3. Qualifications
II. TEACHING AIDS
1. Equipments: computer, projector.
2. Learning materials: textbook, pictures, videos.
III. TEACHING PROCESS
1. Organization:
12A7 P2: Getting started
12A7 P3: Language
12A7 : Reading
P4:
12A7 P5: Speaking
12A7 P6: Listening
12A7 P7: Writing
12A7 P8: Communication and
culture
12A7 P9: Looking back and
project
2. Checking: No checking
3. New lesson:
Getting started
a) Objectives Introduce the topic of the lesson and to raise students' interest
b) Content Hung and Quang are talking about famous people. Listen and read.
c) Products Từ vựng
1. waver /ˈweɪvə(r)/ phân vân, lưỡng lự
2. creativity /ˌkriːeɪˈtɪvəti/ trí tưởng tượng
3. innovation /ˌɪnəˈveɪʃn/ sự cải tiến, phát triển
4. inspire /ɪnˈspaɪə(r)/ truyền cảm ứng
5. influential /ˌɪnfluˈenʃl/ có tầm ảnh hưởng
6. prefer /prɪˈfɜː(r)/ thích ...hơn
7. pioneer /ˌpaɪəˈnɪə(r)/ người tiên phong, mở đường
8. entrepreneur /ˌɒntrəprəˈnɜː(r)/ doanh nhân
d)Implementation Play the file for sts to listen to the conversation
Ask some pairs to practice reading the conversation
Give feedback
a) Objectives Introduce the form and the uses of the language
b) Content Decide whether the following statements are true (T), false (F), or not
given (NG). Tick the correct box.
c) Products Keys:
1. T.
Dẫn chứng:
“Hung: The topic for tomorrow's presentation is really interesting. Have
you decided who to talk about, Quang?
Quang: Not yet...”
2. NG
3. F
Dẫn chứng: “I think Michael Jackson was a great dancer, but not an
excellent singer. In his later years, his singing voice became weak and thin
and wasn't as good as before.”
4. F
Dẫn chứng:
“Quang: I'm not sure ... Steve Jobs's work stimulates my creativity and
innovation, while Michael Jackson's music inspired me to learn to play a
musical instrument.”
5. T.
Dẫn chứng:
“Hung: ... She's very talented and determined. It was absolutely
amazing to watch her use all the kitchen tools and prepare the dishes.
Quang: I agree. I remember how excited I felt when Christine was
creating those great-looking dishes ...”
a) Objectives Doing exercises to practice the language
b) Content - Discuss with a partner. If you were Quang, who would you choose
to talk about, Steve Jobs or Michael Jackson? Why?
- Find the words in the conversation that have the same sounds as the
following.
c) Products Keys/ suggestions:
- If I was Quang, I would like choose to talk about Steve
Job. Because Steven Job was a pioneer of the microcomputer
revolution and he was a creative entrepreneur. I want to become as famous
as Steve Job.
-
1. too: two
2. eye: I
3. sea: see
4. one: won
5. no: know
explained
a) Objectives Doing extra- exercises to practice the language
b) Content Read the conversation again and write the correct tenses of the verbs in
brackets.
c) Products Keys: felt - was creating
Kiến thức: Cấu trúc: QKĐ when QKTD : chỉ hành động đang diễn ra
thì có 1 hành động khác xen vào.
feel (v) => felt; create (v) => was creating.
=> I remember how excited I felt when Christine was creating great-
looking dishes.
d)Implementation - Step 1 - Transfer the tasks
- Step 2 - Perform tasks
- Step 3 - Report and discuss
- Step 4 - Draw Conclusion and judgments
explained
Language
a) Objectives Vocabulary
b) Content 1. Write the words given in the box next to their meanings.
2. Complete the sentences with the correct form of the words in 1
c) Products Keys:
1.
1. talented - gifted, having a natural ability to do something well
(tài năng - năng khiếu, có một khả năng tự nhiên để làm điều gì đó tốt)
2. distinguished - very successful and admired by other people
(ưu tú - rất thành công và được ngưỡng mộ bởi những người khác)
3. respectable - regarded by society as acceptable, proper and correct
(đáng kính trọng - được xã hội công nhận là chấp nhận được, phù hợp và
chính xác)
4. generosity - kindness or willingness to give
(lòng bao dung - lòng tốt hoặc sẵn sàng để cho đi)
5. achievement - something that has been obtained by hard work, ability or
effort
(thành tựu - cái gì đó đã được thu được bằng cách làm việc chăm chỉ, khả
năng hay nỗ lực)
2.
1. distinguished 2. talented 3. achievements
4. respectable 5. generosity
d)Implementation Ask sts to give answer by their preparation at home.
Give feedback and give marks
a) Objectives Pronunciation
b) Content 1. Listen to pairs of sentences. Write the correct words in the gaps. The first
pair has been done as an example.
2. Listen and repeat the sentences in 1.
c) Products Keys:
1. a) My English class is at two o'clock.
b) It's never too late to learn another language.
2. a) His father is a guitarist, but he wasn't allowed to play any musical
instruments until he was 15.
b) Please read the letter aloud to us.
3. a) You can write your life story and post it on this website.
b) I hope we're doing the right thing.
4. a) J.K. Rowling's new novel will come out next month.
b) I knew where he was hiding, but I didn't know why he was wanted.
5. a) Beethoven composed some of his finest works here in this house.
b) Did you hear the latest news about Steven Spielberg's film?
6. a) She has been involved in many community projects.
b) Yan has just posted his latest bean soup recipe on the Internet. You
should try it out.
a) Objectives Grammar
b) Content 1. Put the verbs in brackets in the past simple or the past continuous.
2. Complete the gaps with the where necessary. If an article is not necessary,
write a cross (x).
3. Complete the gaps with a, an or a cross (x) if an article is not necessary.
c) Products Keys:
1.
1. went, was having 5. called, was doing, did not hear
2. met, was travelling 6. was constantly asking, was
3. was working, was, were 7. requested, was composing
4. shared, was always taking 8. joined, was then leading
2.
1. the 2. the, the 3. x, x
4. x 5. the, x, the 6. the, x, x, the, the
7. x, the, x 8. the, x
3.
1.a 2.x, a 3. x, a, x 4. a, x, a
5.x, a 6.a, x, a 7.x, an 8.a, x
State the requirements for the activity for the students. Make sure the students
have a clear understanding of the task before performing it.
Teacher gives feedback and clarify the problem to be resolved/ explained
b) Content 4. Read the following story and complete each gap with an article. Write a
cross (x) if an article is not necessary.
c) Products Keys:
1. a 2. x 3. a 4. a/the
5. the 6. x 7. the 8. the
9. a 10. the 11. a 12. a
Reading
b) Content 1. Discuss with a
partner.
What do the people in the
pictures need? What can you
do to help them?
c) Products Suggested answers:

What people need What to do
a. These flood victims need food and shelter. We can donate money, rice,
and old clothes.
b. These students are studying in a shabby We can donate books and
classroom. They need study equipment and a money.
decent place to study.
c. These young cancer patients need care and We can visit them, give them
comfort. gifts, and organise different fun
activities.
Give feedback.
b) Content 2. Read two people's life stories and complete the table with facts about them.
c) Products
Name Larry Stewart Le Thanh Thuy
Born 1948 1988
Died 2007 2007
Nationality American Vietnamese
Health problem cancer bone cancer
Dedicated life to... the needy young cancer patients
b) Content 3. Find the words or expressions in the text that have the following meanings.
Write them in the correct spaces.
4. Read the stories again. Answer the questions.
c) Products Keys:
3.
1. the needy 2. reveal 3. anonymous
4. amputate 5. initiate 6. memory
4.
1. Every Christmas, Larry handed out thousands of dollars to needy people in
public places.
Dẫn chứng: đoạn 2
2 Because he gave money to people during the festive season of December
while his identity was hidden.
Dẫn chứng: “For over 26 years, he handed out thousands of dollars every
Christmas to the needy in public places - without ever revealing his identity.”
3. People have been inspired to continue his mission of kindness and
charitable work.
Dẫn chứng: “... his example has inspired others to continue his mission of
kindness and charitable work. “
4. Thuy organised charity activities to relieve young cancer patients' pain.
Dẫn chứng: “...Whenever Thuy could move around, she organised different
charity activities to relieve the young patients' pain.”
5. She was awarded the title ‘Ho Chi Minh City Outstanding Young Citizen’.
Dẫn chứng: “Born in 1988, Le Thanh Thuy was awarded the title ‘Ho Chi
Minh City outstanding Young Citizen’ in 2006, a year before she passed away.”
6. The newspaper holds annual events to support her programme. One of
them is the Sunflower Festival, where children and their families get together and
have fun. Gifts are given to the young patients, and the memory of Thuy is kept
alive by her story about love and sharing.
Dẫn chứng: đoạn 3
Students work in pairs in7 minutes
b) Content 5. Discuss with a partner. Have you ever taken part in the Sunflower
Festival to support Thuy's Dream Programme?
+ If yes, what did you do in the festival?
=> In 2015, I first went to the festival held at Cau Giay park, Hanoi city with
my older sister. She was a volunteer at the festival. I helped my sister and her
team make some hand-made things to sell at the festival. All the amount of
money collected was then donated to the fund to save young cancer patients.
+ If no, would you like to do it in the future and how would you help? Give
your reasons.
=> Yes, I'd like. Because I love children and I want to do some meaningful
things to support unlucky ones. I will help to fold paper sunflowers and teach
those children how to draw. Seeing their little beautiful smiles will certainly
make me happy.
Speaking
b) Content 1. Choose the correct sentences (a-d) to complete the conversation between
two friends.
c) Products Keys:
1. d 2. a 3. c 4. b
Give feedback.
b) Content 2. Practise the conversation with a partner.
c) Products John: Hi, Van. What are you doing? Why are you talking to the mirror?
Van: Well … I’m practising for the storytelling contest next week. I want to
see my expression while I’m speaking.
John: I see. The topic is the life of a historical figure, isn’t it?
Van: That’s right. I’ve decided to talk about Nguyen Trai.
John: Nguyen Trai? Who is he?
Van: He was a talented scholar and a skilled strategist. He was born in 1380.
He helped King Le Loi to free our country from the invaders in the 15th century.
I admire him for his dedication to our nation.
John: Wow! He is a real national hero. Do you know any stories about him?
An interesting story will hold the attention of your audience and the judges.
Van: Yes. I’ll tell the mystery of the Lychee Garden. It’s about an incident
which led to the deaths of Nguyen Trai’s extended families.
John: Gosh … So his life ended in tragedy?
Van: Well, in a way, but twenty years later his reputation was restored. And
he was nominated a World Cultural Celebrity by UNESCO in 1980. Why don’t
you come to the contest and listen to my story?
John: OK. I will. I really want to know more about this famous man.
b) Content 3. Work with a partner. Use the information below or your own ideas to talk
about one of the historical figures below.
Min: Hello Mai. Have you read anything interesting, recently?
Mai: Yes, I have. I read a lot of books about historical figures to prepare for
my presentation at school.
Min: Really? Who do you admire the most?
Mai: Well, the one I admire the most is Le Quy Don who is an outstanding
philosopher and poet in the eighteenth century.
Min: Oh. I have no idea about him. Can you tell me more about him?
Mai: Sure. He served lots of important roles under Le Hien Tong reign. From
1760 to 1762, he was appointed as Special Envoy to China, a favourable
occasion for deeply studying Chinese literature and history.
Min: He seemed to take important roles, right?
Mai: Yes. He was a prominent scholar, well known for distinguished
encyclopaedic, historical and philosophical works. He was widely respected for
his sharp wit and wide knowledge.
Min: Wow, he's such an admiring man!
Mai: There was an interesting story about him. Do you want to listen to?
Min: Of course, I do.
Mai: When he was a child, he created a poem, using words with double
meanings to describe the characteristics of different types of snakes. The poem
can also be interpreted as a lazy student's self-accusation and promise to study
harder.
Min: He's so creative!
Mai: Yes.
b) Content Practise the conversation with a partner
c) Products Min: Hello Mai. Have you read anything interesting, recently?
Mai: Yes, I have. I read a lot of books about historical figures to prepare for
my presentation at school.
Min: Really? Who do you admire the most?
Mai: Well, the one I admire the most is Le Quy Don who is an outstanding
philosopher and poet in the eighteenth century.
Min: Oh. I have no idea about him. Can you tell me more about him?
Mai: Sure. He served lots of important roles under Le Hien Tong reign. From
1760 to 1762, he was appointed as Special Envoy to China, a favourable
occasion for deeply studying Chinese literature and history.
Min: He seemed to take important roles, right?
Mai: Yes. He was a prominent scholar, well known for distinguished
encyclopaedic, historical and philosophical works. He was widely respected for
his sharp wit and wide knowledge.
Min: Wow, he's such an admiring man!
Mai: There was an interesting story about him. Do you want to listen to?
Min: Of course, I do.
Mai: When he was a child, he created a poem, using words with double
meanings to describe the characteristics of different types of snakes. The poem
can also be interpreted as a lazy student's self-accusation and promise to study
harder.
Min: He's so creative!
Mai: Yes.
Listening
b) Content 1. Why are people often interested in the life of celebrities or famous people?
Tick the possible reasons and add some more, if you can.
c) Products 1. They are curious.
2. They want to know more about their idols.
3. They can have something to gossip about.
4. They want to learn lessons from famous people's failures or successes.
5. They can criticise or slander the person they do not like.
Give feedback.
b) Content 2. Listen to a talk show with host Cindy Brown and guest speaker Andy
Lewis, a sociologist Choose the best answer to complete each statement.
c) Products Keys:
1. B. overloaded with
Audio: “These days, our audiences seem to be overwhelmed with stories in
the newspapers or on the Internet - stories about celebrities, political figures,
or even ordinary people around us.”
=> According to Cindy, our audiences are overloaded with stories about
celebrities and famous people.
2. A. damage our reputation
Audio: “They may use our private lives for blackmail or slander... in order
to harm our reputation or just for fun.”
=> People may use stories about our private life in order to damage our
reputation.
3. C. online
Audio: “Exactly. So we should not reveal too much of our private life on
social networking sites.”
=> We should not share too much personal information online.
4. A. making judgements while reading it
Audio: “Another life skill is learning from other people's lives. Everyone's
life story is like a book that can teach us something. So we should open that
book and read it critically.”
=> Reading a person's life story critically means making judgements
while reading it.
b) Content 3. Listen again. Answer the questions.
c) Products Keys:
1. The audience should have life skills to protect themselves and to learn
from other people's lives.
Audio: “First, we don't want other people... That's the second point I want
to discuss.”
2. We should ask ourselves two questions: “Why is this story
told?”, “What lessons can I learn from it?”
Audio: “It means we should make careful judgements when reading a life
story and ask ourselves questions like, ‘Why is this story told?’ or ‘What
lessons can I learn from it?’”
3. We can learn how to avoid similar mistakes or to adopt a new way
of life so we can improve ourselves and become better human beings.
Audio: “Such as a person's reasons for failure or success. This may help us
to avoid similar failure or to adopt a new way of life so we can improve
ourselves and become better human beings.”
b) Content 4. Do you agree with Andy that everyone's life story is like a book that can teach us
something? Discuss with a partner.
- I agree with Andy that everyone's life story is like a book that can teach us
something.
- Because person's reasons for failure or success help us to avoid similar failure
or to adopt a new way of life so we can improve ourselves and become better
human beings.
Writing
b) Content 1. Read the story of a champion swimmer and complete the blanks. Use the
words in the box
c) Products Keys:
1. adopted 2 . obsessed 3. helpless
4. overcome 5. competed 6. misfortune
Give feedback.
b) Content 2. Put the following parts of the story in the correct order they appear in the
story.
c) Products
1 - e. Story title (Tiêu đề câu chuyện)
2 - a. Writer's name (Tên tác giả)
3 - d. Posting date and time (Thời gian và ngày đăng bài)
4 - c. Childhood (Tuổi thơ ấu)
5 - g. Turning point in writer's life (Bước ngoặt trong cuộc đời của tác giả)
6 - b. Writer's ambitions and achievements (Hoài bão và thành tựu của tác
giả)
7 - f. Story's message (Thông điệp của câu chuyện)
b) Content 3. Use the given information to write another story of 180-250 words. You can
add further details to make your story more interesting.
My parents died in a traffic accident when I was ten years old, so I grew
up with my grandmother who was too old and weak to work. I had to leave
school and did odd jobs to earn a living: selling lottery tickets, washing dishes
and doing babysitting. When I was 15, my grandma encouraged me to attend
evening classes, so I could improve my literacy and job prospects.
After lots of hardship and effort, I completed secondary education and passed
a challenging exam to enter Medical University, which is the dream of many
students. However, I could not pay the tuition fees and had to reject the
offer. The door to a new life was closed before me. I was completely
disappointed and saw only gloomy days ahead. Then something incredible
happened: I was awarded a scholarship from The Thanh Nien for college
students from poor families. This was really a turning point in my life because I
could start my university studies and hope for a better future.
Six years of hard work at the university and of trying to live on a very tight
budget came to an end at last. Now I am working as a doctor at a hospital, but I
will never forget those difficult days. I am planning to set up and run a charitable
organisation to help poor students, as a way to acknowledge other people for
supporting me.
I've told my own story hoping to encourage other people like me to overcome
hard times. Don't let poverty defeat you and destroy your hopes for a better
future. This is my motto.
Students work individually in 12 minutes
b) Content Compare the answer with a partner
c) Products Giving feedback
d)Implementati 1. Assign tasks; explain
on 2. Monitor; help; tutorial
Communication and culture
a) Objectives Communication
b) Content 1. Listen to An's story. Complete the statements about the story. Write from 1
to 3 words in each blank.
c) Products Keys:
1. people's life stories
2. walking; well-known historical figures
3. unreal
4. the countryside
5. respect; real
Give feedback.
b) Content 2. Discuss the question in pairs.
Do you think family stories should be told to children? Why or why not?
Family stories should be told to children because this is the best way to teach
children about the family's history and traditions. Children will know more about
their ancestors and feel strongly attached to their family. Moreover, when stories
are told, everybody recalls memories of the past, which provides the best
opportunity for family members to spend time together.
a) Objectives Culture
b) Content 1. Read the text about Arthur Conan Doyle and decide whether the statements
about it are true (T), false (F), or not given (NG). Tick the correct boxes.
c) Products
1 – NG. Arthur Conan Doyle's stories about Sherlock Holmes were the first
detective Stories in the world.
2 – T. The two people who had a strong influence on Doyle's writing career
were his mother and Dr Joseph Beil.
Dẫn chứng: (đoạn 2) “Doyle was strongly influenced by mother, who was a
well-educated woman.” và “The second person who had a great impact on
writing career was Dr Joseph Bell,...”
3 – F. Doyle's mother inspired him to write about Sherlock Holmes.
Dẫn chứng: (cuối đoạn 2) “Dr Bell's keen powers of observation later inspired
Doyle to create fictional detective character, Sherlock Holmes.”
4 – T. Doyle's life experiences were sources for many of his stories.
Dẫn chứng: (đoạn 3) “Doyle's active life provided him with vivid experiences
for his stories”
5 – T. The Lost World and his novels and stories about Sherlock Holmes were
made into films.
Dẫn chứng: (đoạn 5)
6 – NG. A statue of Sherlock Holmes was built in London.
b) Content 2. Work with a partner. Find some Vietnamese writers of detective stories and
talk about their lives and works.
In Vietnam, there are a few writers who write dectective stories. Some famous
names are: Di Li, Nguyen Dinh Tu and Nguyen Xuan Thuy.
Looking back and project
b) Content 1. Tick the word that does not have the same sound as the other two.
2. Listen and write the correct homophones to complete the sentences.
c) Products Keys:
1.
1. brick 2. dare 3. wet
4. soon 5. greet 6. bay
2.
1. wood, would
2. bored, board
3. weather, whether
4. hole, whole
Give feedback.
b) Content 1. Complete the sentences with the correct form of the words or phrase in the
box.
c) Products Keys:
1. Naming streets after historical figure is a common practice around the
world.
- name sth after sth: đặt tên theo cái gì
- historical figure: nhân vật lịch sử.
2. After winning the MasterChef competition, Christine Ha gained
a reputation as a first-class cook.
- reputation (n): danh tiếng
- gain reputation: tăng danh tiếng, nổi tiếng.
3. You'll look more respectable if you wear a nice suit and a tie.
4. No one can deny his hard work and dedication to the club.(
5. After a series of successes, she won a lifetime achievement award for
music.
- lifetime achievement award: giải thưởng thành tựu trọn đời.
6. Nguyen Trai had a distinguished career as a skilled strategist and
prominent scholar.
b) Content 1. Read the following story about Tran Quoc Toan. Put the verbs in brackets
in the past simple or the past continuous.
2. These sentences are incorrect. Correct them, adding articles where
necessary.
c) Products Keys:
1.
1. was 2. began 3. gathered 4. was
5. became 6. was shouting 7. came 8. gave
9. ordered 10. were discussing 11. was still waiting
12. got 13. crushed 14. began
15. managed 16. were fighting 17. was always dashing
2.
1. a (great time), the (USA)
2. the (army), a (soldier), the (country)
3. the (English)
4. a (two-week holiday), the (Philippines)
5. the (Louvre), a (boat trip), the (Seine)
6. a (warm hat), a (new coat), a (pair of woollen gloves)
7. the (bank), the (supermarket), the (theatre), the (way)
8. the (rush hour), a (taxi)
a) Objectives Project
b) Content 1) Your group is going to take part in the Public Speaking Contest 'A
famous person you admire' organised by your school.
2) Work in groups. Choose the best presentation which meets the following
criteria:
- Content: relevant to the topic, well-structured, interesting, truthful
- Speaker's presentation techniques: clear outline, emotional and expressive
voice, good use of body language and gestures, good pronunciation

- Taylor Swift (Full name: Taylor Alison Swift)
- was born on 13th December, 1989 in Pennsylvania and then moved
to Nashville, Tennessee at the age of 14 to pursue a career in country music.
- Swift is one of the best-selling music artists of all time. She became famous
because of her inspiring songs towards the young all over the world.
- She has received many music awards of Grammys, Emmy, Billboard Music
Awards, American Music Awards and so on.
- Facts: Swifty’s lucky number is 13, contrasting to other people: she was
born on 13, Her debut album went platinum in 13 weeks; If she sees a 13, it'll
bring her luck; In 2018, Swift won 13 awards...
- She’s also the person that inspires the young to live a meaningful life
through her speech, her actions and her music.
- Step 2 - Perform tasks & Step 3 – Report and discuss
Ask some students to present
4. Consolidaion:
- Getting started: lexical items related to people’s life stories
- Language: homophones, the past simple and the past continuous, article
- Reading: two people’s life stories
- Speaking: a historical figure.
- Listening: a talk show about the privacy and lessons learnt from people’s life stories.
- Writing: a person’s life story.
- Communication and culture: Sir Athur Conan Doyle, the creator Sherlock Homes
- Looking back and project: summarise the main points of the lesson
5. Homework:
- Getting started: Preparing for the next lesson: do Vocabulary tasks in advance
- Language: Preparing for the next lesson: do Vocabulary tasks in advance
- Reading: Preparing for the next lesson: do Vocabulary tasks in advance
- Speaking: Preparing for the next lesson: do Vocabulary tasks in advance
- Listening: Preparing for the next lesson: do Vocabulary tasks in advance
- Writing: Preparing for the next lesson: do Vocabulary tasks in advance
- Communication and culture: Preparing for the next lesson: do Vocabulary tasks in advance
- Looking back and project: Preparing for the next lesson: do Vocabulary tasks in advance
Vĩnh Chân, ngày 06/9/2021
Ký duyệt của TTCM (từ tiết 1-9)
UNIT 2. URBANISATION
(Period: 10-14)
I. OBJECTIVES
1. Knowledge
1. Knowledge
- Use words and phrases related to urbanization and its features
- Form and use compound adjectives
- Recognize diphthongs and practise pronouncing them correctly
- Use the subjunctive in that-clauses after certain verbs and expressions
- Read for specific information in an article about urbanisation and its causes
- Describing a line graph about the rate of urbanisation
2. Competence
3. Qualifications
2. Competence
3. Qualifications
II. TEACHING AIDS
III. TEACHING PROCEDURE
1. Organization
12A7 P2: Language
12A7 :P3: Language
12A7 P4: Reading
12A7 P5: Writing
3. New lesson:
Getting started
b) Content 1. Lan and Nam are discussing the plan for their presentation on
urbanisation. Listen and read.
Vocabulary
1. presentation /ˌpreznˈteɪʃn/ bài thuyết trình
2. urbanization /ˌɜːbənaɪˈzeɪʃn/ đô thị hóa
3. opportunity /ˌɒpəˈtjuːnəti/ cơ hội
4. thought - provoking /θɔːt - prəˈvəʊkɪŋ/ kích thích tư duy
5. advantage /ədˈvɑːntɪdʒ/ ưu điểm
6. disadvantage /ˌdɪsədˈvɑːntɪdʒ/ nhược điểm
7. well - known /wɛl/ - /nəʊn/ nổi tiếng
8. propose /prəˈpəʊz/ đề xuất
9. initiative /ɪˈnɪʃətɪv/ sáng kiến
10. summarize /ˈsʌməraɪz/ tóm tắt
d) Elicit students’ answers.
Implementation: Give feedback.
b) Content 2. Read the conversation again. Answer the questions about it.
c) Products 1. What are Lan and Nam doing?
=> They are discussing the outline, structure and content of their
presentation on urbanisation.
2. When will they give their presentation?
Thông tin: “Nam: It's next Friday. It's time we finalised the content.
How long should we talk?”
=> Next Friday.
3. How much time will they have?
Thông tin: “Lan: Well it is recommended that the presentati be no more
than 15 minutes. There is also a five-minute Q&A session.“
=> They will have no more than 15 minutes for their presentation
and five minutes for Q&A session.
4. What content did they agree to include in introduction, body and
conclusion?
Thông tin: chú ý đến những đoạn đề cập đến introduction, body và
conclusion.
=> It will include the definition of urbanisation, its causes, and its
main advantages and disadvantages. It will also refer to urbanisation
in Viet Nam, the USA and the UK.
5. Will they mention any solutions to problems caused by urbanisation?
Why/Why not?
Thông tin:”Lan: That would be interesting, but it would make our
presentation too long. We shouldn't overload people with information or
else they'll just switch off.”
=> No, because that would make their presentation too long and
overload listeners with lots of information.
6. Do you know if a lot of people have moved in out of your area? What
are the reasons?
=> No, because we are students, not statisticians. Thus, it's hard for
us to know exactly the number of people have moved in or out of our
area.
d) 1. Assign tasks; explain
Implementation: 2. Monitor; help; tutorial
b) Content 3. Match the words in box A with the words in box B to form the
compound adjectives that are used in the conversation
c) Products five-minute : 5 phút
well-known : nổi tiếng
thought-provoking : kích thích tư duy
d) - Step 1- Transfer the tasks
Implementation: State the requirements for each activity for the students. Make sure the
students have a clear understanding of the task for each activity before
performing the task.
Students work individually, in pairs, or in groups in the PROCEDURE
of performing tasks. Teachers do general observations and help if
necessary.
Other groups comment. Teacher general comments.
- Step 4: Draw conclusion and judgments
Teacher presents specific learning products that the student must
complete as required and clarify the problem to be resolved / explained;
Learning tasks must be performed next.
b) Content 4. Complete the sentences, using the correct form of the verbs in the
box.
c) Products
1. be 2. focus 3. talk 4. talk 5. include
1. It is recommended that the presentation be no more than 15 minutes.
Giải thích: Sử dụng cấu trúc: it is recommended that S + V
2. I suggest that we focus on its advantages and disadvantages.
Giải thích: suggest that S + V
3. Our Geography teacher also advised that we talk about issues that
are familiar and important to our classmates.
Giải thích: advise that S + V
4. It's important that we talk about how developed countries have
solved the urbanisation problems.
Giải thích: It is important that S + V-infi
5. Is it really necessary that we include new information in the
conclusion?
Giải thích: It is necessay that S + V

necessary.

Language
b) Content 1. Look at the conversation in GETTING STARTED again. Match
the words in the conversation with the appropriate definitions.
2. Complete the sentences with the
correct form of the words in 1.
c) Products 1)
1. b 2. e 3. a 4. d 5. c
1. urbanisation (n) - A population shift from rural to urban areas.
2. overload (v) - give too much information, work or responsibility.
3. industrialisation (n) - the period of time when a country develops a
lot of industries on a wide scale.
4. agricultural (adj) - relating to the practice or science of farming
5. switch off (v) - stop paying attention (tắt, dừng: không để ý)
2)
1. urbanisation 2. overload 3. switched off
4. agricultural 5. industrialisation
a) Objectives Vocabulary and Pronunciation
b) Content Vocabulary
3. Match a word on the left with a word on right to make a compound
adjective.
4. Complete the text below with the compound adjectives given in the box.
Pronunciation: Diphthongs
1. Listen to the conversation and pay attention to the pronunciation of the
underlined parts
2. Now listen to the conversation in 1 again. Pay attention to the diphthongs
in the conversation. Practise it with a partner.
c) Products 3)
weather-beaten: thời tiết xấu
well-paid: trả lương cao
long-lasting: dài lâu
year-round: quanh năm
worldwide: rộng khắp thế giới
downmarket: thị trường cấp thấp
4)
1. weather-beaten 2. long-term 3. well-paid
4. fast-growing 5. up-to-date
b) Content 1. Complete the sentences, using the correct form of the verbs in brackets.
c) Products
1. (should) get 2. (should) be 3. (should) work
cleaned
4. (should) be 5. (should) attend 6. (should) not look down
allowed on
1. It is important that he get into a good university.
Cấu trúc: It is important that S + V-infi
2. The teacher demanded that the classroom be cleaned immediately.
Cấu trúc: demand that S + V-infi.
3. My father insists that my brother work on the farm.
Cấu trúc: insist that S + V-infi
4. It is vital that people be allowed to choose where to live.
Cấu trúc: It is vital (=important) that S + V-infi
5. I requested that everyone in my class attend my presentation.
Cấu trúc: request that S + V-infi
6. It is crucial that urban people not look down on rural people.
Cấu trúc: It is crucial that S + V-infi.
necessary.
b) Content 2. Complete the sentences with the verbs in the box. Use the appropriate
form.
c) Products
1. (should) study 2. (should) be told
3. (should) obey 4. (should) be returned
5. (should) search / (should) be searching
necessary.
Reading
b) Content Urbanisation and its causes
1. You are going to read a text about urbanisation. Predict whether the
following statements are true (T) or false (F).
2. Read the text and check your predictions in 1.
c) Products
1. T 2. F 3. T 4. F 5. T
1 – T. Urbanisation happened first in more economically developed
countries, then in less economically developed countries.
2 – F. Urbanisation has increased in rich countries since 1950s.
3 – T. Lack of resources in rural areas is one of the factors leading to
urbanisation in less developed countries.
4 – F. The standard of living in cities and rural areas is more or less the
same.
5 – T. By 2050, more than two thirds of the world's population are
expected to live in urban areas.

b) Content 3. Find the words in the text that have the following meanings. Write the
words in the space provided.
c) Products
1. expanding 2. counter-urbanisation
3. doubled 4. increase 5. migrate
1. becoming larger in size or amount expanding
2. the movement of people out of cities to the surrounding
areas counter-urbanisation
3. became twice as big or twice as many doubled
4. a rise in size, amount or degree increase
5. go to live in another area or country migrate
a) Objectives Doing exercises to practice the languag
b) Content 4. Read the text carefully. Answer the following questions.
c) Products 1. What is urbanisation?
Thông tin: (Đoạn 1)
=> It's a PROCEDURE by which urban areas grow bigger as more
and more people leave the countryside to live in towns and cities.
2. What do MEDCs and LEDCs stand for?
Thông tin: (Đoạn 2) “Before the 1950s, urbanisation mainly occurred
in more economically developed countries (MEDCs).” ; “Since 1950,
urbanisation has grown rapidly in LEDCs (Less Economically Developed
Countries)...”
=> MEDCs stands for more economically developed countries.
LEDCs stands for less economically developed countries.
3. Where did rapid urbanisation take place prior to 1950? Why?
=> Before the 1950s, rapid urbanisation took place in Europe and
North America because it was the period of industrialisation in these
areas.
4. What happened after 1950?
Thông tin: (Đoạn 3) “Between 1950 and 1990 while the urban
population in LEDCs doubled, increase was less than half in developed
countries.”
=> After 1950, urbanisation started to grow rapidly in LEDCs.
5. What are some of the 'push' factors of urbanisation?
=> Some of the ‘push’ factors of urbanisation are lack of resources
in rural areas, bad weather conditions, and competition from large
agricultural companies.
6. Why are small farmers' lives difficult?
=> Because they have to suffer bad weather conditions and
competition from large agricultural companies.
7. What are some of the ‘pull’ factors of urbanisation?
Thông tin: (Đoạn 5) “People living in rural areas are also ‘pulled’ to
cities, which are known to be places of financial centres, services, wealth
and opportunities.”
=> Some of the ‘pull’ factors of urbanisation are the centralisation
of resources such as money, services, wealth and opportunities as well
as the higher living standards of these areas.

necessary.
b) Content 5. Discuss with a partner.

How has your area been affected by urbanisation?
c) Products - Some problems include inadequate water and sanitation, lack of
rubbish disposal, and industrial pollution.
- Urbanisation has provided opportunities, higher incomes and better
access to health facilities and education.
necessary.
Writing
b) Content Discuss about Trends in urbanisation
c) Products Students may talk about the problems caused by urbanization
b) Content 1. Match the phrases in the box with the graphs (a-f).
c) Products a. rise/increase steadily: tăng dần
b. fall/decrease sharply: giảm mạnh
c. stay the same/remain stable/level off: giữ nguyên
d. fluctuate: biến động
e. rise/increase sharply: tăng mạnh
f. fall/decrease steadily: giảm dần
b) Content 2. Rewrite the sentences without changing their meaning.
c) Products 1. The migration of young people to big cities has risen dramatically.
Giải thích: Cấu trúc với động từ 'rise' và trạng từ 'dramatically' được
thay thế bằng cấu trúc với danh từ 'rise' và tính từ 'dramatic'.
=> There has been a dramatic rise in the migration of young people
to big cities.
2. Due to shortages of jobs, there has been a decrease in the population
in rural areas in the last 10 years.
Giải thích: Cấu trúc với danh từ 'decrease' được thay thế bằng cấu trúc
với động từ 'decrease'.
=> Due to shortages of jobs, the population in rural areas has
decreased in the last 10 years.
3. The urbanisation rate in Indonesia increased by over 30% from 1969
to 2009.
=> There was an increase of over 30% in the urbanisation rate in
Indonesia from 1969 to 2009.
4. There was a sharp rise in the rate of urbanisation in South Korea
during the period between 1969 and 1989.
=> The rate of urbanisation in South Korea rose sharply during the
period between 1969 and 1989.
5. The urbanisation rate in this city decreased slightly during the
economic crisis in 2008.
=> There was a slight decrease in the urbanisation rate in this city
during the economic crisis in 2008.
necessary.
b) Content 3. The line graph below shows the urbanisation rate in South Korea and
Indonesia. Write a description (of about 150 words) of the trends in the
graph.
c) Products The line graph shows the rate of urbanisation in two countries, namely
Indonesia and South Korea, from the mid-1960s to 2009.
In the mid-1960s, the rate of urbanisation in Indonesia was about 17%,
followed by a slight increase of 3% in 1969. Then the rate remained stable
at around 20% for a ten-year period from 1969 to 1979. In the next fifteen
years, there was a steady rise in the rate of urbanisation in this country.
From 1995 to 2009, Indonesia's urbanisation rate increased sharply,
reaching over 50%.
South Korea's urbanisation rate was about 30% in 1969, roughly 10%
higher than that of Indonesia. The rate went up sharply throughout the next
thirty-year period to about 82% in 2005 and then leveled off towards 2009.
In conclusion, it is clear that while both countries experienced a growth
in their urbanisation rate, in South Korea it almost doubled by the end of
the period.
necessary.
4. Consolidaion:
- Getting started: lexical items related to urbanization and its features
- Language: Form and use compound adjectives, diphthongs, subjunctive in that-clauses
- Reading: an article about urbanisation and its causes
- Writing: a line graph about the rate of urbanisation
5. Homework:
Vĩnh Chân, ngày ………./9/2021
Date of preparation:
UNIT 3. THE GREEN MOVEMENT

Period 15- 19
I. OBJECTIVES
1. Knowledge
- Use words and phrases related to the advantages and disadvantages of a green lifestyle
- Recognize and pronounce assimilation of consonants before /m/, /n/, /b/, /p/,and/s/.
- Use simple, compound, and complex sentences
- Use to-infinitives and bare infinitives
- Understand and use relative clauses with which referring to the whole clause
- Read for general ideas and specific information in an article about soot pollution
- Write an essay about the advantages and disadvantages of a green lifestyle
2. Competence
3. Qualifications
II. TEACHING AIDS
1. Organization
12A7 P2: Language
12A7 :
P3: Reading(1)
12A7 P4: Reading(2)
12A7 P5: Writing
3. New lesson:
Getting started
b) Content Black carbon pollution
c) Products Burning carbon-based fuels releases carbon dioxide and other heat-
trapping greenhouse gases into the atmosphere. It also produces tiny
particles of sooty black carbon within the broader category often referred
to as PM2.5 (for particulate matter below a certain size). These black
carbon particles cause ground-level air pollution and also contribute to
warming the atmosphere
d, Implementation Elicit students’ answers.
Give feedback.
b) Content 1. Look at the pictures. Match the pictures with the appropriate word
or phrases.
c) Products
1. diesel vehicle
2. melting of the Arctic
3. soot
d, Implementation 1. Assign tasks; explain
b) Content 2. Read the following article about soot pollution. Choose the appropriate
heading (a-d) for each paragraph.
3. Work in pairs. Complete each of the following sentences with no more
than five words.
c) Products 2)
1. c 2. a 3. b 4. d
Giải thích:
- Đoạn 1: "... are potential sources of soot" (là nguồn tiềm năng của bụi
than) => nguồn gốc của bụi than
- Đoạn 2: những cụm từ như "damaging greenhouse", "quick melting of
the Arctic", "global warming."... => liên quan đến global warming.
- Đoạn 3: những cụm từ "unhealthy", "...bloodstream and lungs",
"asthma attacks, heart disease, bronchitis and many other respiratory
illnesses." => những bệnh gây ra bởi bụi than tới sức khỏe con người.
- Đoạn 4: by ... replacing traditional stoves with clean, alternative fuel
cookers and heaters. " => cách giảm bụi than
3)
1. We know about carbon dioxide and its impact on global warming, but
we know little about soot./don't know much about soot.
2. Soot comes from the burning of coal, oil, wood, and other fuels.
3. Black carbon is the second most damaging greenhouse gas after
carbon dioxide.
4. Soot particles can be easily breathed in because they are smaller than
dust and mould/very tiny.
5. People can reduce black carbon emissions at home by using clean,
alternative fuel stoves for cooking and heating.
d, Implementation - Step 1- Transfer the tasks
State the requirements for each activity for the students. Make sure the
Students work individually, in pairs, or in groups in the process of
performing tasks. Teachers do general observations and help if necessary.
Ask a few students or group representatives to present their answers. Other
groups comment. Teacher general comments.
Teacher presents specific learning products that the student must complete
as required and clarify the problem to be resolved / explained; Learning
tasks must be performed next.
b) Content 4. Discuss with a partner. Are soot emissions a problem in your community
or in Viet Nam in general?
c) Products
- the effect of soot on the environment and human health
- Soot does not only have an impact on globs warming and climate
change, but is alsc unhealthy.
- It can easily go into our bloodstream and lungs via the nose and
throat. As a result, breathing in the tiny particles car cause asthma attacks,
heart disease, bronchitis and many other respiratory illnesses.
Language:
b) Content 1. Read the conversation in GETTING STARTED again. Match each

word or phrase with its meaning
2. Complete the sentences with the correct form of the words or phrases
in 1.
c) Products TASK 1
1. c 2. d 3. b 4. f 5. e 6. a
1 – c. mould and mildew (n): agrey or black substance that grows on
food, walls or surfaces in wet and warm condition.
2 - d. depleted (adj) : used up or reduced to a very small amount, and in
danger of running out.
3 - b. clutter (n): a large number of things lying round in a state of
disorder
a route for something to move along
5 - e. dispose of (phr.v): to give away or get rid of something
6 - a. asthma (n): a medical condition that causes difficulties in
breathing.
TASK 2)
1. pathway 2. mould and mildew 3. asthma
4. dispose of 5. depleted
1. A degree in environmental studies will be a great pathway towards a
rewarding career.
2. You should keep your room free from mould and mildew as they can
cause serious health problems.
3. Two common symptoms of asthma are coughing and breathing with
diﬃculty.
4. Scientists are becoming more and more concerned about how
to dispose of waste safely.
5. If people and businesses don’t go green, our natural resources will
be depleted.
d, Elicit students’ answers.

Implementation Give feedback.
b) Content Assimilation
1. Listen and repeat. Pay attention to the ending and beginning sounds in
red.
2. Listen and repeat the following sentences, attention to the assimilation
indicated in bold.
c) Products 1. Can you describe any direct methods of monitoring air pollution?
2. Do you discuss any environmental issues with your pen pal?
3. Carbon monoxide is a poisonous gas produced by the
incomplete burning of various fuels.
4. Despite all the environmental activities. the city is losing its fight
against pollution.
5. We need a detailed action plan for maintaining clean beaches and
parks.
d, 1. Assign tasks; explain
Implementation 2. Monitor; help; tutorial
b) Content Simple, compound, and complex sentences

1. Which of the following are simple, compound, or complex sentences?
Tick the correct box.
2. Combine the following simple sentences, using the words from the box.
c) Products 1)
1. Simple 2. Compound 3. Complex
4. Simple 5. Complex 6. Complex
(1) We should protect our environment from air pollution.

(2) The burning of fossil fuels has led to air pollution and
deforestation has caused land erosion.
(3). If we do not stop deforestation, a lot of species will lose their
habitats.
(4) For some people, a green lifestyle means eating organic food and
wearing organic clothing.
(5) Animals that are raised on certified organic pastures provide
organic meat.
(6) Because organic vegetables are grown without the use of
chemical fertilisers, they are considered healthier.
2)
1. We should all adopt a green lifestyle. We will help conserve our
natural resources.
=> If we all adopt a green lifestyle, we will help conserve our natural
resources.
2. Some foods taste good. These foods do not have many nutrients.
=> Some foods taste good, but they do not have many nutrients.
3. We should keep the school air clean. This will improve students’
concentration and help them to learn better.
=> We should keep the school air clean because this will improve
students’ concentration and help them to learn better.
4. Germs can cause infections in parts of our body. Germs can make us
feel unwell.
=> Germs can cause infections in parts of our body and can make us
feel unwell.
5. We all start conserving the environment. We can all enjoy better
living conditions.
=> When we all start conserving the environment, we can all enjoy
better living conditions.
6. Coal remains one of the most important energy sources. Coal is still
used in a lot of power plants.
=> Coal, which is still used in a lot of power plants, remains one of the
most important energy sources.
d, - Step 1- Tranfer the task:

Implementation State the requirements for each activity for the students. Make sure the
- Step 2- Perform the task:
a) Objectives Project
b) Content 3. Combine the following sentences using which
c) Products
1. The water in this river is seriously polluted. This places some species
of native fish in danger of extinction.
- Which sẽ thay thế cho cả câu đằng trước tức thay thế cho việc con sông
này bị ô nhiễm nghiêm trọng.
=> The water in this river is seriously polluted, which places some
species of native fish in danger of extinction.
2. The air in most classrooms in this school contains a lot of harmful
gases. This is very worrying many young children are studying here.
- This ở đây là thay thế cho cả câu đằng trước “việc ô nhiễm không khí ở
trường học này...” => thay which vào this.
=> The air in most classrooms in this school contains a lot of
harmful gases, which is very worrying as many young children are
studying here.
3. We should all go green by practising 3Rs: reduce, reuse, and recycle.
This is a encouraged by environmentalists.
- Thay which vào để thay thế cho cả câu đằng trước “chúng ta nên hành
động xanh...”
=> We should all go green by practising the 3Rs: reduce, reuse, and
recycle, which is always encouraged by environmentalists.
4. Illegal dumping is strictly prohibited in the town. This has helped to
keep our environment and green.
- Which thay thế cho cả câu trước đó “việc bán hàng phá giá trong thị
trấn bị cấm..”
=> Illegal dumping is strictly prohibited in the town, which has
helped to keep our environment clean and green.
5. Young people are starting to practise simple green living. This will
help to save our plane: future generations.
- Which thay thế cho cả câu trước đó “ những người trẻ đang thực hiện
sống xanh...”
=> Young people are starting to practise simple green living, which
will help to save our planet for future generations.
d, - Step 1- Tranfer the task:

Reading:
b) Content Black carbon pollution
c) Products Burning carbon-based fuels releases carbon dioxide and other heat-
trapping greenhouse gases into the atmosphere. It also produces tiny
particles of sooty black carbon within the broader category often referred
to as PM2.5 (for particulate matter below a certain size). These black
carbon particles cause ground-level air pollution and also contribute to
warming the atmosphere
Give feedback.
b) Content 1. Look at the pictures. Match the pictures with the appropriate word
or phrases.
c) Products
1. diesel vehicle (xe động cơ diesel)
2. melting of the Arctic (tan chảy băng ở Bắc Cực)
3. soot (bồ hóng, bụi than)
b) Content 2. Read the following article about soot pollution. Choose the appropriate
heading (a-d) for each paragraph.
3. Work in pairs. Complete each of the following sentences with no more
than five words.
c) Products 2)
1. c 2. a 3. b 4. d
Giải thích:
- Đoạn 1: "... are potential sources of soot" (là nguồn tiềm năng của bụi
than) => nguồn gốc của bụi than
- Đoạn 2: những cụm từ như "damaging greenhouse", "quick melting of
the Arctic", "global warming."... => liên quan đến global warming.
- Đoạn 3: những cụm từ "unhealthy", "...bloodstream and lungs",
"asthma attacks, heart disease, bronchitis and many other respiratory
illnesses." => những bệnh gây ra bởi bụi than tới sức khỏe con người.
- Đoạn 4: by ... replacing traditional stoves with clean, alternative fuel
cookers and heaters. " => cách giảm bụi than
3)
1. We know about carbon dioxide and its impact on global warming, but
we know little about soot./don't know much about soot.
2. Soot comes from the burning of coal, oil, wood, and other fuels.
3. Black carbon is the second most damaging greenhouse gas after
carbon dioxide.
4. Soot particles can be easily breathed in because they are smaller than
dust and mould/very tiny.
5. People can reduce black carbon emissions at home by using clean,
alternative fuel stoves for cooking and heating.
d, Implementation - Step 1- Tranfer the task:
b) Content 4. Discuss with a partner. Are soot emissions a problem in your community
or in Viet Nam in general?
c) Products
- the effect of soot on the environment and human health
- Soot does not only have an impact on globs warming and climate
change, but is alsc unhealthy.
- It can easily go into our bloodstream and lungs via the nose and
throat. As a result, breathing in the tiny particles car cause asthma attacks,
heart disease, bronchitis and many other respiratory illnesses.
d, Implementation - Step 1- Tranfer the task:
Writing:
b) Content Talk about some Advantages and disadvantages of going green.
c) Products Going Green Pros Going Green Cons

- Less air pollution - Social isolation
- Less particle pollution - Eco-friendly living can be time-
- Less water pollution consuming
- Slowing down global - Costly for businesses in the short run
warming - Difficult to find experts in this field

Give feedback.
b) Content 1. Read the incomplete essay about the advantages and disadvantages of
green energy. Use the ideas in the following boxes to complete the second
and third paragraphs.
c) Products
As the world population is growing bigger and bigger, our energy
demands are also growing. Governments and organisations have been
trying to find new sources of energy to replace the fossil fuels which are
running out. One of the solutions is to use green energy including solar,
hydro, wind, geothermal, ocean and biomass. However, there are both
advantages and disadvantages to this.
One major advantage is that they are renewable – they can be replaced
naturally and cannot be seriously depleted. This green energy also
reduces the cost of operation. As a type of clean energy, they emit little
or no harmful chemical pollutants into the air, so they have a minimal
impact on the environment.
While it is easy to see the environmental advantages of using green
energy, we must also recognise some of the disadvantages. First, it is
diﬃcult to generate the quantities of electricity to satisfy our needs.
Although the cost of operation is low, the initial cost of building and
installing these new technologies are very high. Another disadvantage
of using green energy is the unreliability of sources.
In conclusion, there are both advantages and disadvantages to the use of
green energy. Hopefully, many of the disadvantages of these renewable
sources of energy will be successfully removed through technological
development and research, and they will be exploited fully to replace fossil
fuels.
b) Content Make an outline of the advantages and disadvantages of consuming organic

food, using the outline of the essay in 1.
c) Products

b) Content 2. Use the ideas in the following boxes to write an essay of 180-250 words
about the advantages and disadvantages of consuming organic food, using
the outline of the essay in 1.
c) Products
Nowadays, food safety issues are regarded as one of the most important
problems people, especially those in developing countries, have to face. As
a result, consumers tend to pay more and more attention to organic food.
Some think it should be widely promoted while others assume it has a
certain limitation when in use based on its advantages and disadvantages.
First of all, organic food is very clean and safe for people's health
because there are fewer chemicals or pesticide sprayed on it.
Consequently, consumers will have more chances to use nutritional foods
without any doubt. In addition, farmers use eco-friendly methods to
cultivate so they spend fewer expenses on farming and are able to make big
profits from selling their products.
In contrast, organic food has its own limitations, particularly for people
with certain financial and geographical conditions. Producing organic
products takes a lot of time and efforts and depends on many farming
conditions such as suitable lands, weather, and farming methods.
Accordingly, the price of organic food is quite expensive and buyers have
fewer choices in favourite foods.
Chú ý: Những thông tin được gạch chân học sinh có thể thay thế để
phù hợp với tình huống của riêng mình.
4. Consolidaion:
- Getting started: words and phrases related to the advantages and disadvantages of a green lifestyle
- Language: to-infinitives and bare infinitives, relative clauses with which
- Reading: in an article about soot pollution
- Writing: an essay about the advantages and disadvantages of a green lifestyle
5. Homework:
Vĩnh Chân, ngày ………./…………../2021
Period 20, 21: REVISION
I. OBJECTIVES
1. Knowledge:
Knowledge
- Review vocabulary and grammar points in unit 1-2
- Review integrated skills, reading, listening, writing, speaking
2. Competence
- Increase students’ communication, self-study skills, critical thinking, problem- solving and creativeness.
3. Qualifications
- Increase students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation,
self-respecting, self-reliant, self-control and overcoming difficulties
II. TEACHING AIDS
1. Class organization:
12A7 P1: Revision 1
12A7 P2: Revision 2
2. Checking: During the lesson :
3. New lesson:
a) Objectives Review of Vocabulary
b) Content 1.
1. She's a down-to-earth woman with no pretensions.
A. ambitious B. creative
C. idealistic D. practical
2. Polish artist Pawel Kuzinsky creates satirical paintings filled with
thought-provoking messages about the world.
A. inspirational B. proposal
C. Stimulating D. universal
3. She was brought up in the slums of Leeds.
A. downtown area B. industrial area
C. poor area D. rural area
4. The Freephone 24 Hour National Domestic Violence Helpline is a
national service for women experiencing domestic violence, their family,
friends, colleagues and others calling on their behalf.
A. in the same country B. in the same family
C. in the same office D. in the same school

Students understands the words related to the topic
1. D 2. C 3. C 4. C
d, Implementation Elicit students’answers.
d, Implementation Givefeedback.
Lead into newlesson.
a) Objectives Review of Vocabulary
Review of Subjuctive
b) Content 2.
1. It is necessary that you ____ able to come with us.
A. are B. be C. being D. to be
2. I suggest that Peter ____ the directions carefully before assembling
the bicycle.
A. read B. reading C. reads D. to read
3. We request that she ____ the window.
A. not open B. not to open
C. not opening D. to not open
4. The UK is considering the proposal that it ____ compensations for
damages of the Indian embassy.
A. been paying B. is paying C. paid D. pay
5. Mary demanded that the heater____ immediately. Her apartment was
freezing.
A. repaired B. be repaired
C. being repaired D. been repaired
3. Listen and underline the unstressed words in the following

sentences.

Vocabulary-
1. B 2. A 3. A
4. D 5. B
Review :
1. There are subtle
differences between a letter of application and a covering
letter, but the terms are sometimes used interchangeably.
2. A letter of application can stand on its own.
1. Assign tasks; explain

d, Implementation 2. Monitor; help; tutorial
b) Content 4. Complete the sentences using the correct form of the phrasal
verbs in the box. You don't need to use all the verbs.
5. Make a complex sentence from each pair of sentences. Use the
words provided and make any necessary changes.
1. to cut down on 2. will think back on

3. to talk back to 4. dropping out of
5. come up with 6. keep up with
5)
1. A person will not be able to adapt to changes in life and work unless
he or she becomes a lifelong learner.
2. Lifelong learning has become so important in our lives that various
courses and programmes have been designed and developed to meet our
needs.
3. Minh doesn't read as many books as Kieu (does).
4. He acts as if he were/was a career adviser.
5. If you don't keep up with new technology, you'll be left behind at
work.
6. Tom studies harder than Jane (does).
- Step 1- Transfer the task

d, Implementation State the requirements for each activity for the students. Make sure the
- Step 2- Perform the task
a) Objectives Students apply the knowledge they have just learned into communicative
and practical situations
b) Content 6 Write a short paragraph about a city that has undergone urbanisation.
c) Products Stuent’s writing.
d, Implementation - Step 1- Transfer the task

- Step 2- Perform the task
4. Consolidation: Summarise the main points of the lesson.

5. Homework:
- Asks Ss to review Unit 1 & Unit 2.
- Instructs Ss the way to review the old knowledge to prepare for the next test.
Period 23, 24: REVIEW 1
I. OBJECTIVES
1. Knowledge
- Review vocabulary and grammar points in unit 1-2-3
- Review integrated skills, reading, listening, writing, speaking
2. Competence
3. Qualifications
II. TEACHING AIDS
III. TEACHING PROCEDURE
1. Class organization:
12A7 P1: Review 1.1
12A7 P2: Review 1.2
2. Checking: During the lesson :
3. New lesson:
Review 1.1:
b) Content 1. Use the correct form of the words in the box to complete the sentences.
c) Products
1. preservation 2. distinguished 3. respectable/respected
4. urbanisation 5. disposal 6. industrialisation
Give feedback.
b) Content 2. Match the words on the left with the words on the right to form
compound adjectives. Then use them to complete the sentences.
c) Products
1. thought-provoking 2. off-peak 3. well-planned
4. long-term 5. worldwide
b) Content 3. Listen and write the correct words in the blanks. Then practise reading
the sentences.
4. Complete the sentences, using the correct form of the verbs in the box.
5. Put the verbs in brackets in the past simple or past continuous
c) Products 3)
1. their, They're 2. council, counsel 3. Where, wear
4. made, maid 5. red, read
4)
Một số cấu trúc: insist/ recommend/suggest/be essential/ be
desirable that S + (should) V-infi
1. (should) join 2. (should) complete 3. (should) come

4. (should) offer 5. (should) be provided
5) Phương pháp giải:
- Khi kể về 1 sự kiện xảy ra và kết thúc trong quá khứ => quá khứ đơn
- Khi 1 hành động đang diễn ra thì có 1 hành động khác xen ngang: sử
dụng quá khứ tiếp diễn, quá khứ đơn.
1. was walking 2. saw 3. was standing

4. came 5. realised 6. stopped
7. helped 8. led 9. met
10. was waiting 11. said 12. was worrying
13. wondered
b) Content 6. Make compound or complex sentences, use the prompts and the words in
brackets
c) Products
1. students/ keep/ homes/ schools/ green/ clean/ contribute/ Go Green/
campaign (if)
- Câu điều kiện loại 1 If + S + V, S + will/can + V
=> If students (can) keep their homes and schools green and clean,
they will contribute to the Go Green campaign.
2. burning/ fossil fuels/ emit/ harmful gases/ people/ still/ use/ heating/
cooking (but)
- But: nhưng, để chỉ vế sau có sự trái ngược với vế trước.
=> The burning of fossil fuels emits harmful gases, but people still
use them for heating and cooking.
3. city buses/ taxis/ use/ noise reduction devices/ run/ environmentally
friendly/ fuels (and)
- And: và, nối liền 2 mệnh đề ngang hàng
=> The city buses and taxis use noise reduction devices and run on
environmentally friendly fuels.
4. many residents/ coal fires/ cooking/ can/ seriously/ pollute/ air/ city
(which)
- Sử dụng đại từ quan hệ "which": thay thế cho cả vế câu trước đó
(người dân sử dụng than đốt để nấu ăn)
=> Many residents use coal fires for cooking, which can seriously
pollute the air of the city.
5. they/ use/ corn/ make/ bio-fuels/ may/ lead/ food shortages (which)
- Sử dụng đại từ quan hệ "which": thay thế cho cả vế câu trước đó
=> They use corn to make bio-fuels, which may lead to food
shortages
Review 1.2:
a) Objectives Reading
b) Content Counter-urbanisation
1. Read the text about the causes and effects of counter-urbanisation.
2. Read the text again and decide whether the following statements are
true (T), false (F), or not given (NG), and tick the correct box.
c) Products
1. T 2. F 3. NG 4. F 5. T 6. F
1 – T. Urbanisation and counter-urbanisation are two opposite trends.
Giải thích: Dựa vào thông tin trong bài đọc 'While urbanisation has led
to fast urban growth, counter-urbanisation has resulted in the opposite
situation.' nên đáp án là T.
2 – F. City dwellers look for houses in rural or suburban areas just
because they are cheap.
Giải thích: Dựa vào thông tin trong bài 'Trying to avoid overcrowded
inner cities, city dwellers look for larger, cleaner and quieter houses with
more land at cheaper prices in rural or suburban areas. They want to escape
the air and noise pollution, and the crime in inner cities.' Vậy lý do những
người dân ở thành phố tìm kiếm những ngôi nhà ở khu vực nông thôn hoặc
ngoại thành không chỉ vì chúng rẻ tiền mà vì họ muốn thoát khỏi ô nhiễm
và tình trạng tội phạm ở nội thành. Vậy đáp án là F.
3 – NG. Shrinking cities still face high rates of crime.
4 – F. When populations decline, cities spend less money on
maintaining infrastructure.
5 – T. Country villages quickly lose their unique character and charm
when they become urbanised and grow fast.
6 – F. Governments should offer immediate short-term solutions to
make life sustainable for both urban and rural inhabitants.

Give feedback.
a) Objectives Speaking
b) Content 3. Work with a partner. Use the information in the table below or your own
ideas to make a conversation about one of the historical figures.
c) Products
Student A: Who are you going to talk about in your presentation
tomorrow?
Student B: I’m going to talk about our courageous female warrior –
Lady Trieu (Trieu Thi Trinh). She was an image of a brave warrior going
into battles on an elephant. She led Vietnamese people against the Wu
invaders in 248.
Student A: You should also mention the year of her birth and
death. Lady Trieu was born in 226 and died in 248.
Student B: I will. Though she died young, she was given the honorary
title ‘Most Noble, Courageous and Virtuous Lady’ by King Ly Nam De
(503-548).

a) Objectives Listening
b) Content 4. Listen to the recording about wave energy. Choose the best option to
complete the sentence.
c) Products
1. C 2. B 3. C 4. A 5. B
1. Wave energy, produced by ocean surface waves, is both _______.
A. friendly and efficient
B. eco-friendly and efficient
C. eco-friendly and cost-efficient
Tạm dịch: Năng lượng sóng được tạo ra bởi những con sóng trên bề
mặt thì đều thân thiện với môi trường và giá thành vừa phải.
2. Using 1% of wave energy can provide the equivalent of _____ the
energy consumption worldwide.
A. 50 times
B. 500 times
C. 5000 times
Tạm dịch: Sử dụng 1% năng lượng sóng có thể sản sinh ra đủ hơn 500
lần tổng năng lượng tiêu thụ trên toàn thế giới.
3. Building and operating wave power stations in the ocean is far
_______ than on land.
A. more expensive
B. more difficult
C. more expensive and difficult
Tạm dịch: Các tòa nhà và những trung tâm năng lượng sóng ở biển thì
đắt hơn và khó khăn hơn ở đất liền.
4. Salt water is a very hostile environment to devices, which become
_______ and cannot last long.
A. rusty easily
B. rusty slowly
C. rusty
Tạm dịch: Nước mặn là thù địch với những thiết bị vì chúng bị ăn mòn
dần dần và không kéo dài được lâu.
5. Progress in renewable energy technology will soon allow Viet Nam to
______ effectively and effciently.
A. export wave energy
B. exploit wave energy
C. explore wave energy
a) Objectives Writing
b) Content 5. Read the advertisements and choose one of the language schools you
want to attend to improve your English.
6. Use the ideas in 5 (and your own ideas) to an essay of 180-250 words
about the pros cons of solar energy.
c) Products Task 5)
1. solar energy/ come directly/ sun/ renewable energy source/
sustainable/.
=> Solar energy comes directly from the sun and this renewable
energy source is sustainable.
(2. this type/ energy/ environmentally friendly/ not cause pollution/.
=> This type of energy is environmentally friendly and does not
cause pollution.
3. solar energy/ available everywhere/ very quiet/ devices/ not have moving
parts/.
=> Solar energy is available everywhere and is very quiet because
solar energy/its devices do not have any moving parts.
4. solar panels/ expensive/ use rare/ special materials/ technology/ store
solar energy/ costly/.
=> Solar panels are expensive as they use rare and special materials,
and the technology used to store solar energy is costly.
5. solar energy/ not always available/ access/ sunlight/ limited/ certain
times/.
=> Solar energy is not always available since access to sunlight is
limited at certain times.
6. although/ greener/ fossil fuels/ production/ solar panels/ emit/
greenhouse gases/.
=> Although it is greener than fossil fuels, the production of solar
panels may emit some greenhouse gases.
Task 6)
Nowadays, it has become necessary to use green technology with green
renewable energy sources. Among all green energy sources, solar energy is
the most important renewable energy source, which has both advantages
and disadvantages.
First of all, solar energy comes directly from the sun and this abundant
renewable energy source is sustainable. In general, this type of energy is
environmentally friendly and does not cause pollution. Another advantage
is that solar energy is available everywhere in the world, not only in hot
and sunny countries near the Equator. Furthermore, it is very quiet because
solar energy devices do not have any moving parts.
However, solar energy is not cheap. Solar panels are expensive to
produce as they use rare and special materials. In addition, the technology
used to store solar energy is costly. A further disadvantage is that solar
energy is not always available since access to sunlight is limited at certain
times. Furthermore, although it is greener than fossil fuels, the production
of solar panels may emit some greenhouse gases.
In short, there is no energy source that is completely risk-free. However,
the pros of solar energy as a renewable energy source outweigh the cons. I
hope that further development of green technology will soon eliminate the
disadvantages.

5. Homework:- Redo exercises at home
- Prepare the next lesson.
UNIT 4. THE MASS MIDEA
Period 25
I. OBJECTIVES
1. Knowledge
- Use words and phrases related to the mass media.
- Pronounce correctly the verb ending –ed; use prepositions after certain verbs
- The past perfect vs. the past simple
- Check students’ knowledge on vocabulary and grammar points students have learnt in unit 3.
2. Competence
3. Qualifications
II. TEACHING AIDS
1. Organization
3. New lesson:
2. Checking: During the lesson
3. New lesson:
Getting started
b) Content 1. Nam and Lan are talking about the use of mobile devices and the
Internet. Listen and read.
1. smartphone /ˈsmɑːtfəʊn/ điện thoại thông minh
2. tablet /ˈtæblət/ bảng (máy tính bảng)
3. subscribe /səbˈskraɪb/ đăng ký
4. newspaper /ˈnjuːzpeɪpə(r)/ báo
5. magazine /ˌmæɡəˈziːn/ tạp chí
6. digital /ˈdɪdʒɪtl/ kỹ thuật số
7. challenging /ˈtʃælɪndʒɪŋ/ đầy thử thách, thách thức
8. enormous /ɪˈnɔːməs/ to lớn
9. benefit /ˈbenɪfɪt/ lợi ích
10. access /ˈækses/ truy cập
Give feedback.
b) Content 2. Answer the following questions.

c) Products
1. What are the people around Nam and Lan doing?
=> They are chatting, sending messages or searching for news.
Thông tin trong lời thoại của Nam “Yeah. Maybe they are chatting,
sending messages or searching for news.”
2. Why did Minh's father subscribe to fewer newspapers and magazines?
=> Because everyone in his house can read the news on digital
devices.
Thông tin trong lời thoại của Nam “Everyone in his house can now
read the news on their digital devices.”
3. How had Minh's grandpa accessed the lnternet before he was given a
tablet PC?
=> He had used the computers in the local library to access the
Internet.
4. What is the reason that older people don't want to use the Internet
according to Lan?
=> She thinks that they may not understand the benefits of online
information.
5. What does Nam think of Lan's use of social media and the Internet?
(Nam nghĩ gì về việc sử dụng mạng xã hội và mạng Internet của Lan?)
=> He thinks that she is addicted to social media and relies too much
on the Internet.
6. How do you usually contact your friends and get information for your
school projects?
=> I usually use some social medias such as: facebook, instagram or
twitter to contact my friends. In my school, It is very easy to
get information for school projects because we have an open website
for every students to access.
b) Content 3. Complete the table with the appropriate words and phrases in the box.
4. Match each verb with the correct preposition. Discuss their meanings
with a partner.
c) Products 3)
Digital devices: smartphones, tablet PCs, computers
The mass media: newspapers, magazines, radio, TV, DVDs, social
media, the Internet
Online activities: chatting, sending messages, reading online
newspapers, accessing the Internet, searching for news.
4)
- search for: tìm kiếm
search for something/ somebody = to look carefully for
something/somebody;
- connect with: kết nối với
connect with somebody = to form a good relationship with somebody so
that you like and understand each other
b) Content 5. Read the following sentence. Underline the verbs. What tenses are they
in?
c) Products
He had already started using the computers in the local library to
access the Internet when Minh's dad bought him a tablet PC four months
ago.
Động từ had already started xảy ra trước được chia ở thì quá khứ hoàn
thành (past perfect).
Động từ bought được chia ở thì quá khứ đơn (past simple).
4. Consolidaion:
- Getting started: words and phrases related to the mass media.
5. Homework:
MID - TERM TEST CORRECTION
I. OBJECTIVES
1. Knowledge
1. Knowledge
- Identify and correct the mistakes they made in the forth test
2. Competence
- Improve self- study skills, hard work, responsibility, problem solving skills, critical thinking,
creativeness, communication skills, ICT skills during lessons of the unit
3. Qualifications
- Be confident in learning; have positive attitude toward self-study to get better results.
II. TEACHING AIDS
1. Organization
3. New lesson:
3. New lesson:
4. Consolidation: No consolidation
5. Homework: Prepare for the next
UNIT 4. THE MASS MIDEA

Period 27-30
I. OBJECTIVES
1. Knowledge
- Use words and phrases related to the mass media.
- Pronounce correctly the verb ending –ed; use prepositions after certain verbs
- Check students’ knowledge on vocabulary and grammar points students have learnt in unit 3.
2. Competence
3. Qualifications
II. TEACHING AIDS
1. Organization
12A7 P2: Language
12A7 P3: Reading
12A7 P3: Reading
12A7 P4: Writing
3. New lesson:
Language:
b) Content 1. Match the words/phrases in the box with the definitions.

2. Complete the sentences with the words/phrases in 1.
c) Products 1)
a. 3 b. 1 c. 5 d. 2 e. 6 f. 4
a. the mass media - the main means of communication reaching people
on a large scale, such as television, radio, movies, newspapers, etc.
b. addicted - unable to stop doing something because you like it very
much
c. efficient - doing something well with no waste of time, money, or
energy
d. social networking - the use of websites and applications to connect
with people who share similar interests
e. cyber bullying - the use of electronic communication to hurt, threaten
or embarrass someone
f. instant messaging - a type of real-time online chat
2)
1. the mass media 2. addicted 3. social networking
4. efficient 5. instant messaging 6. cyberbullying
1. the mass media: phương tiện thông tin đại chúng
2. addicted: nghiện
3. social networking : mạng xã hội
4. efficient (adj): đủ
5. instant messaging: nhắn tin nhanh
6. cyberbullying: đe dọa qua mạng
Give feedback.
a) Objectives Revision: The pronunciation of the verb ending -ed
b) Content 1. Listen and repeat. Pay attention to the ending -ed of the verbs.
2. Listen and repeat the sentences. Notice the verbs ending -ed.
c) Products
1. The library
reduced the number of
print newspapers and
magazines that they
used to subscribe to.
2. The graph
compares the amount
of information
received over a ten-
year period.
3. Have you downloaded the files related to our social media project,
which I emailed you yesterday?
4. Paper was invented before the printing machine.
5. New electronic devices have been developed to cater to users' ever-
changing needs.
6. Social networking has influenced young people's way of life.
b) Content Prepositions after certain verbs

1. Match each verb with an appropriate prepoposition
2. Make sentences with the verbs in 1.
c) Products 1)
1 – d, 2 – e, 3 – b, 4 - a/c, 5 - c
search for: tìm kiếm carry out: thực hiện
listen to: nghe carry on: tiếp tục
think of: nghĩ về rely on: phụ thuộc
2)
I listen to music.
I search for information.
The scientists are carrying out the experiments.
She is happy whenever she thinks of her daughter.
Her parents are the best ones that she can rely on.
b) Content The past perfect vs. the past simple

(Thì quá khứ hoàn thành và thì quá khứ đơn)
1. Put the verbs in brackets in the correct tenses. Make changes if
necessary.
2. Complete the following sentences, using either the past simple or past
perfect, and your own ideas.
c) Products 1)
1. Alexander Graham Bell had invented (invent) the telephone when
Thomas Edison completed (complete) his second model of the phonograph
in 1887.
2. National Geographic, one of the most influential
magazines, appeared (appear) in 1899, which helped (help) to increase
readers’ cuttural awareness and understanding through high-quality photo
essays.
3. The lung cancer mortality rate had risen (rise) six-fold in males when
mass media started (start) covering the health risks of smoking.
4. Linda only understood (understand) the film after she had
read (read) the book.
5. A: Had (ever) you appeared (appear) on TV before you took
part (take part) in this reality snow?
B: Yes, I had (have) .
6. I can't believe I got (get) the position of a TV announcer.
I submitted (submit) my application two months ago, but I did not think I
had a chance getting it. When I showed (show) up at the interview, there
were at least fifteen people who had arrived (arrive) before me.
7. All job applicants had already finished (finish, already) their
interviews and left (leave) when I arrived (arrive).
2)
1. Minh's granda got a laptop after he had used the library's computer
to get access to the Internet
2. Nam had already downloaded the information for his essay when his
classmate Lucy rang his doorbell
3. When I logged into my social media account, my friends started
sending me their greetings/ had already posted their greetings for my
birthday
4. After the students had carried out a survey on the use of the Internet
and analysed the related data, they began drawing their charts
5. Lan had spent three days doing research on social media when the
teacher changed the topic
6. After Ninh had drawn the graph to compare the two social networking
sites, he wrote a brief description of the data
Reading:
b) Content Mass media forms

1. Work in pairs. Put the words and phrases related to the mass
media in three groups: print, television and the Internet. Use a
dictionary to look up unfamiliar words.
c) Products
Print: books, magazines, leaflets, newspapers
Television: news programmes, dramas, reality shows, documentaries
The Internet: email, websites, instant messaging, data sharing, social
networking
Give feedback.
b) Content 2. Quickly read the text and choose the best heading.
c) Products a. The history of print media (Lịch sử các phương tiện truyền
thông)
b. Forms of mass media (Các hình thức truyền thông đại chúng)
c. The advent of the Digital Media Age (Sự ra đời của thời đại truyền
thông kỹ thuật số)
d. Means of mobile communication (Ý nghĩa của phương tiện liên lạc di
động)
=> Chọn b. Forms of mass media
b) Content 3. Match each of the following words with its meaning. Use a dictionary if
necessary.
4. Read the text again. Decide if the following statements are true (T), false
(F), or not given (NG). Tick the correct box
c) Products 3)
a. 3 b. 4 c. 6 d. 2 e. 1 f. 5
a. audience (n) - the people who watch or listen to a particular
programme (a play, concert, talk, etc.)
b. broadcast (v) - send out programmes on TV or radio
c. advert (n) - a notice, picture or film telling people about a product,
job or service
d. the masses - the ordinary people in society who are not leaders or
who are considered to be not very well educated
e. emerge (v) - appear; begin to be known or noticed
f. advent (n) - the time when something first begins to be widely used
4)
1. F 2. T 3. F 4. T 5. NG
1 – F. Mobile phones and the Internet are the only forms of mass media.
Thông tin: “The mass media are means of communication, such as
books, newspapers, recordings, radio, movies, television, mobile phones
and the Internet, that can reach a large audience.' và 'Until recently, mass
media forms were classified into six categories according to the sequence
of their advent: print, recordings, cinema, radio, television and the
Internet.” => F.
2 – T. The role of mass media is to entertain, amuse, inform, educate
and unite people.
Thông tin: “The role of the mass media is not only to entertain and
amuse the masses. Its most important role is to provide information and
news about events in different parts of the world as they occur. Educating
people about their rights and responsibilities is another function of mass
media.” => T.
3 – F. The mobile phone is regarded as a unique means of
communication.
4 – T. People nowadays prefer instant messaging and social networking
to emails.
5 – NG. Only digital media have influenced people's lives and society.
b) Content 5. Work in pairs. Tell each other about the forms of mass media that you
use every day. Explain how you benefit from using them.
c) Products
- the forms of mass media that I use everyday: TV, mobile phone,
Internet...
- Benefit: to entertain, amuse, inform, educate and unite others.
Writing:
b) Content Introduce a picture of a graph and a chart
c) Products Discuss the key differences between a graph and a chart

Give feedback.
b) Content Describing a pie chart showing the use of online resources

1. Work in pairs. Discuss the difference between a graph and a chart;
and how to describe a pie chart
c) Products
+ Charts and graphs represent a series of data but they are different from
each other. Graphs are mainly used to represent variation in values over a
period of time. Charts are used to give information about the frequency of
different quantities in a single pictorial representation.
+ To describe a pie chart we should specify the information (content)
and proportion of each segment, which can be measured in percentages (%)
or fractions (e.g. one-third, a quarter).
b) Content 2. The pie chart below illustrates the forms of communication used by
students in Intel Secondary School. Complete the description with the
words in the box.
c) Products
1. preferences 2. recorded 3. majority
4. tied in 5. dominant 6. the least
b) Content 3. Study the pie chart and write a paragraph of 130-160 words to describe
it.
c) Products
The pie chart shows students' preferred online resources recorded in a
survey carried out at Intel Secondary School Library in 2014. Following is
a brief description of the students'preferences.
We can see that a majority of students played interactive games, which
rank the first at 30%. Fiction e-books line in the second at 20% and are at
10% less than interactive games. Online magazines rank the third at 18%
while non-fiction e-books account for 15%. Online dictionaries are the fifth
library resource at 11%. Only a minority of students, or 6%, used science
journals, which is the least popular of all resources, and used fivefold
less than the most preferred resource, interactive games.
To conclude, the dominant form of online resources used by the students
at Intel Secondary School Library is interactive games. Of all the other
resources - fiction e-books, online magazines, non-fiction e-books, online
dictionaries and science journals - students used science journals the least.
4. Consolidaion:
- Language: the verb ending –ed; use prepositions after certain verbs
- Reading: an article about soot pollution
- Writing: an essay about the advantages and disadvantages of a green lifestyle
5. Homework:
Vĩnh Chân, ngày ………./…………../2021
Date:
UNIT 5. CULTURAL IDENTITY

Period: 31-35
I. OBJECTIVES
1. Knowledge
- Use the words and phrases related to cultural identity.
- Identity and pronounce sounds affected by assimilation.
- Use the present perfect and present perfect continuous to talk about an action/ event; use repeated
comparatives to say that something is changing
- Read for specific information in a passage about cultural identity.
- Write an essay about the most important feature that defines someone’s cultural identity.
2. Competence
3. Qualifications
- The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency..
II. TEACHING AIDS
1. Organization
12A7 P2: Language
12A7 P2: Language
12A7 P3: Reading
12A7 P3: Reading
12A7 P4: Writing
3. New lesson:
Getting started
b) Content 1. Listen and read.
1. cultural identity /ˈkʌltʃərəl aɪˈdentəti/ bản sắc dân tộc

2. express /ɪkˈspres/ thể hiện, biểu hiện
3. costume /ˈkɒstjuːm/ trang phục
4. motherland /ˈmʌðəlænd/ quê hương
5. belief /bɪˈliːf/ niềm tin, tín ngưỡng
6. maintain /meɪnˈteɪn/ duy trì, giữ vững
7. ancestor /ˈænsestə(r)/ tổ tiên
8. worship /ˈwɜːʃɪp/ thờ cúng
Give feedback.
b) Content 2. Complete the diagram
c) Products
Expressions of cultural identity (Các cách biểu đạt bản sắc văn hóa):
1. language (ngôn ngữ)
2. food (đồ ăn)
3. clothing (quần áo)
4. beliefs (các niềm tin, tín ngưỡng)
5. cultural practices (các hoạt động văn hóa)
b) Content 3. Answer the questions

4. Find the verb or adjective that goes with each of the following nouns or
noun phrases. If necessary, use a dictionary to check the meaning.
c) Products
1. According to Yumi, why do people need to protect their cultural
identity?
Thông tin: Trong lời thoại của Yumi: “You live here, in your
motherland, so you can't see why this is important. But for me, a Japanese
living in Viet Nam, it's essential to understand my family history and
traditions.”
=> Because it's essential to understand their family history and
traditions.
2. How do Yumi's family maintain their culture?
Thông tin: Trong lời thoại của Yumi: “Well, we wear kimonos on
special occasions and celebrate Japanese festivals such as the cherry
blossom festival. We also eat sushi, sashimi and udon noodles. At home we
speak Japanese only.”
=> They wear kimonos on special occasions and celebrate Japanese
festivals. They eat sushi, sashimi and udon noodles. They also
speak Japanese at home.
3. Where is home for Yumi?
=> She doesn't know whether her home is Japan, where her parents
come from, or Viet Nam, where she was born and grew up.
4. Give examples of expressions of cultural identity in your community.
=> Language: Vietnamese; food: square and. round sticky rice
cakes, pho; clothing: ao dai, ao ba ba; beliefs: ancestor worship ;
cultural practices: Hung Kings' Festival, Quan ho singing
4)
1. express / protect their cultural identity
2. traditional costumes
3. cultural practices
4. understand my family history
5. maintain your culture

b) Content 5. Read the conversation again and write the correct tenses of the verbs in
brackets.
c) Products
1. My parents have been living (live) here for twenty years.
(Note: The present perfect is also possible: ‘My parents have lived ...’)
2. I have been to Kyoto four or five times to visits my grandparents.
Language
b) Content Vocabulary
1. Write the words or phrases given in the box next to their meanings.
2. Complete the sentences with the correct form of the words in 1.
c) Products Task 1)
1. national costumes - the traditional clothes worn by people from a
particular country on special occasions
(trang phục dân tộc: quần áo truyền thống của người dân từ một quốc
gia vào dịp đặc biệt.)
2. assimilate - become part of a country or community by fully
integrating into their society or culture
(đồng hóa: trở thành một phần của quốc gia hoặc cộng đồng bằng cách
hòa nhập hoàn toàn vào xã hội hoặc văn hóa của họ.)
3. custom - a traditional way of behaving and doing things in a
particular society
(tập quán: một cách truyền thống để hành động và làm việc trong một
xã hội.)
4. maintain - make something continue in the same way as before
(duy trì: làm cho một cái gì đó tiếp tục theo cùng một cách như trước.)
5. cultural practices - activities related to religion, art, customs, diet,
etc.
(thói quen văn hóa: các hoạt động liên quan đến tôn giáo, nghệ thuật,
tập quán, chế độ ăn uống, ...)
6. multicultural - including people of different races, religions,
languages and traditions
(đa văn hóa: bao gồm những người thuộc các chủng tộc, tôn giáo, ngôn
ngữ và truyền thống khác nhau.)
Task 2)
1. cultural practices 2. custom 3. national costumes
4. maintain 5. multicultural 6. assimilated
Give feedback.
b) Content 1. The following phrases are spoken in slow careful speech and in fast,
connected speech. Listen and repeat. Pay attention to the pronunciation of
the underlined sounds.
2. Listen and repeat the following sentences spoken in fast, connected
speech.
c) Products 1)
no assimilation in slow, careful with assimilation in fast,
speech connected speech
a. great culture shock (sốc văn hóa b. great culture shock (sốc văn hóa
mạnh) mạnh)
a. good cook (đầu bếp giỏi) b. good cook (đầu bếp giỏi)
a. garden gate (cổng vườn) b. garden gate (cổng vườn)
a. essay on culture (bài luận về b. essay on culture (bài luận về văn
văn hóa) hóa)
a. express your opinion (bày tỏ b. express your opinion (bày tỏ quan
quan điểm) điểm)
a. quiz show (chương trình đố vui) b. quiz show (chương trình đố vui)
2)
1. He experienced great culture shock when he first came to Europe.
-/t/ => /k/
2. The man in the red car over there is a good cook.
-/d/ => /g/
3. Please don't leave the garden gate open.
-/n/ => /ŋ/
4. You can express your opinions at the end of this show.
-/s/ => /ʃ/
5. There's a quiz show on Channel 7 tonight.
-/z/ => /ʒ/
b) Content 1. Put the verbs in brackets in the present perfect or present perfect
continuous.
2. Complete the following sentences with the correct form of the words
in brackets, using repeated comparatives.
c) Products 1)
1. have cleaned 2. have been trying 3. has stood
4. has been working, has planted 5. have gone 6. haven't finished
1. I (clean) have cleaned the whole house. Does it look nice and tidy?
2. For many years, the villagers (try) have been trying very hard to
bring back the old custom.
3. That tower (stand) has stood on top of the hill for 300 years.
4. My father (work) has been working in the garden all morning.
He has planted (plant) a lot of tulips and roses.
5. They (go) have gone to. Hue to attend the festival there and won't be
back until next week.
6. I (not finish) haven't finished reading the book about Thai culture
yet, so I can't answer your questions now.
2)
1. better and better 2. higher and higher 3. more and more difficult
4. faster and faster 5. fewer and fewer 6. more and more
1. My father’s cooking is getting better and better as the years go by.
2. A lot of people are migrating to the city to look for work. The cost of
living there is becoming higher and higher.
3. It’s getting more and more difficult to find a job these days.
4. The race car was running faster and faster when it crashed into a
tree.
5. With the development of the Internet, fewer and fewer people send
greetings cards on special occasions.
6. The practice of using more and more chemicals to improve crop
yields is harmful to people’s health.

b) Content 3. Use the information in the table to complete the sentences with repeated
comparatives.
c) Products
1. It is becoming colder and colder this winter in New York.
2. Petrol prices are becoming lower and lower this year.
3. More and more people are using the Internet in my city now.
4. Josh was driving faster and faster when he realised that the police
were trying to stop him.
5. Fewer and fewer customers went to ABC Supermarket last year.

READING:
b) Content Cultural identity in modern society

1. Use a dictionary to find the meaning of the words or phrases in
the box. Then complete the sentences with their correct form.
c) Products
1. for granted 2. Cultural identifiers 3. integrated 4. aspects
1. He had taken it for granted that his friend would tell the truth.
2. Cultural identifiers are characteristics shared by individuals
belonging to the same group or community.
3. When he studied abroad, he successfully integrated into the local
culture.
4. His book covers all aspects of a migrant’s life.
d. Implementation: Elicit students’ answers.

Give feedback.
b) Content 2. Read the passage about cultural identity. Four sentences have been
removed from the passage. Choose a sentence (a-d) to complete each gap
(1-4).
c) Products
1. b 2. d 3. c 4. a
1. b- Cultural identity is usually understood as the identity or feeling of
belonging to a group that has its own culture.
2. d- The first stage, known as unexamined cultural identity, occurs during
childhood, when culture is taken for granted.
3. c- However, people often do not confine themselves to one culture.
4. a- On the other hand, there are people who choose to abandon their
heritage culture and assimilate into the new culture of the majority.
d. Implementation: 1. Assign tasks; explain
b) Content 3. Read the passage again and answer the questions.

c) Products
1. How do individuals define themselves?
=> They define themselves by (cultural identifiers such as)
nationality, ethnicity, location, history, language, gender, beliefs,
customs, clothing and food.
2. What happens in the first and the second stages of the formation of
cultural identity?
=> In the first stage, children take culture for granted, and accept
cultural ideas and values without much critical thinking. However, in
the second stage, teenagers may become more curious, and willing to
explore, analyse and compare their beliefs with other cultures.
3. When do people reach the final stage?
=> When they develop a clear sense of cultural identity, know which
social group they belong to, and feel satisfied with their cultural
identity.
4. Why can people's cultural identity be affected by other cultures even
if they live in their native country?
=> Because access to the Internet and the media provides instant
contact with many cultures.
5. What are the three ways people react when they move to a new
culture?
=> First, they keep their cultural identity. Second, they assimilate
into the new culture of the majority. Third, they integrate into the
new cultural environment (keeping their cultural identity and flexibly
adjusting to the different aspects of the new culture).
d. Implementation: - Step 1- Transfer the tasks

b) Content 4. What should you do to develop your cultural identity in today's modern
society? Discuss with a partner.
c) Products
I should:
- keep our cultural identity.
- assimilate into the new culture of the majority.
- integrate into the new cultural environment (keeping our cultural
identity and flexibly adjusting to the different aspects of the new culture)
- Step 4: Step 4: Draw Conclusion and judgments
WRITING:
b) Content Discuss what is often considered the most important cultural identifier?
c) Products

Give feedback.
b) Content What makes me Vietnamese (Điều gì khiến tôi là người Việt Nam)
1. Work in pairs. Give the reasons why language is often considered
the most important cultural identifier.
c) Products
Other reasons that make language the most important cultural identifier :
- Firstly, language helps us communicate, express our thoughts, and
share our feelings with other people. Without language, we can hardly
understand one another on a deep level.
- Secondly, most essential information about a nation is written in its
own language. Thus, if we don't master a language, it is hard for us to know
its culture.
b) Content 2. Read the following essay on language as defining a person's cultural

identity. Complete the essay, using the correct form of the words in the
box.
c) Products
1. expressing 2. demonstrated 3. features
4. unite 5. share 6. invaded
7. unifying 8. unique

a) Objectives Essay writing
b) Content 3. Which is the most important cultural identifier or the feature that defines
your cultural identity? First, discuss your ideas in groups of four. Then
decide on the most important feature and write an essay of 180-250 words.
c) Products
Some people believe cultural identity is how we identify ourselves as
part of a culture. This can simply be done through the language we use, the
food we often have, or the clothing we often wear on special occasions. In
my opinion, festivals and cultural practices celebrated and preserved years
after years are the most important cultural identifiers.
Through festivals, we want to express our unity as well as a cultural
identifier. Originally, festivals are special occasions when people at a
particular place stop working in order to celebrate parties or events. They
are often connected with religious beliefs of a specific group of people to
thank God sand ancestors for good harvests, fortune, and happiness.
Along with festivals, cultural practices are unique ways of expressing
who we are and what country or culture we belong to. These are
traditionally considered the right things to do in a community. For example,
Vietnamese people usually go to pagodas on the first days of New Year to
pray for good health and happiness. Although we are now in modern time,
these traditions are well preserved respectably as a cultural stereotype.
As people all over the world become closer and closer, we share our
festivals and cultural practices - the most important features. We organise
international festivals and take part in various kinds of cultural events in
other countries. This is always the meaningful way of identifying, sharing
and preserving cultures.
- Step 4: Step 4: Draw Conclusion and judgments
4. Consolidaion:
- Getting started: words and phrases related to cultural identity
- Language: the verb ending –ed; use prepositions after certain verbs
- Reading: a passage about cultural identity
- Writing: an essay about the most important feature that defines someone’s cultural identity 5.
Homework:
Vĩnh Chân, ngày ………./…………../2021
REVIEW 2
Period 36-37
I. OBJECTIVES
1. Knowledge
- Help students revise what they have learned in unit 3,4,5
- Improve their skills of reading, speaking, listening and writing.
2. Competence
3. Qualifications
II. TEACHING AIDS
1. Organization
12A7 P1: Review 2.1
12A7 P2: Review 2.2
3. New lesson:
REVIEW 2.1
b) Content 1. Use the correct form of the words or phrases in the box to complete the
sentences.
2. Complete the sentences, using the correct form of the words in brackets
c) Products 1)
1. blog 2. social networking 3. digital devices
4. mass media 5. Instant messaging 6. advent
2)
1. assimilate 2. identity 3. National
4. ethnicity 5. integrate
Give feedback.
b) Content Listen to the sentences and pay attention to the regular verbs in the past
tense. Tick the correct box depending on the pronunciation of the verb
ending -ed. Then practise saying them.
c) Products
b) Content 4. Fill each gap with an appropriate preposition.
5. Put the words in brackets in the correct tenses
c) Products 4)
1. to 2. of 3. in 4. for 5. from
5)
1. Have... cleaned 2. haven't swept 3. have washed
4. have tried 5. has been studying
b) Content 6. Match the two halves of the sentences
c) Products
1. f 2. e 3. g 4. a 5. d 6. b 7. c
1. I’m getting better and better at cooking traditional dishes.
2. When the technician finally installed the app, I had already left the
store.
3. Before my grandad came to visit me, he had never flown on an
aeroplane.
4. With the advent of digital media fewer and fewer people are using
postal services.
5. The noise was getting louder and louder so I covered my ears.
6. I had used the student blog and discussion forum before I moved
to this school.
7. My friend never told me he had already signed up for the course.

- Step 4: Giving feedback and Conclusing
REVIEW 2.2
a) Objectives Reading
b) Content 1. Read the text about advertising and the media.

2. Read the text again and answer the questions
c) Products
1. Why have the mass media naturally become ideal tools for
advertising?
=> Because they have the power to deliver information to large
audiences at the same time.
2. What are some kinds of advertisements?
=> They are broadcast media, Internet media, print media, outdoor
media and digital media.
3. Why are companies and businesses willing to spend money on
advertising?
=> Because they want to influence customers' attitudes towards
their ideas, services and products.
4. How do advertisers persuade customers?
=> They use (all forms of media and) advanced advertising methods
and techniques.
5. What does the easy access to the media offer advertising?
=> Information can reach every corner of the world instantly and
cost-effectively.
6. How beneficial is advertising to the mass media?
=> Huge sums of money from advertisers allow media channels to
make better and more interesting programmes and services for a large
number of people worldwide.
d. Elicit students’ answers.

a) Objectives Speaking and Listening

b) Content 3. Work with a partner. Choose one idea (or use your own ideas) and make
a conversation about social networking in schools.
c) Products 3)
Bang: Hi Min. How are you today?
Min: Hi Bang. I'm feeling so good. These days, I’m busy preparing for a
report about using social networking in schools.
Bang: Well, social networking is very helpful in my school.
Min: Really? How does social networking benefit your school?
Bang: It helps connect students and teachers together after class. The
teacher creates a group on Facebook that every member in my class joins
and we are informed of any changes in the class schedules or any new
announcements from the school. We can also share our happy and
interesting moments during the lessons or extra-curricular time.
Our head teacher also creates a group that our parents can join in. She
informs parents of the parents’ meeting or any school events for them.
Min: That’s great. Social networking helps to boost strong school
communities through efficient communication and collaboration.
Bang: Yes, I totally agree with you
d. 1. Assign tasks; explain
b) Content 4. Listen to a talk about how to maintain cultural identity abroad. Decide
whether the following statements are true (T), false (F), or not given (NG).
c) Products 4)
1. T 2. F 3. T 4. F 5. NG
1 – T. Keeping in touch with your family and friends can help you to
feel part of your native culture.
Thông tin: “Staying connected with your family and friends helps you to
feel part of your native culture.” => T.
2 – F. It is not necessary that your children talk to their cousins, aunts,
and uncles.
Thông tin: “If you have children, you should let them talk regularly to
their cousins, aunts, uncles, and grandparents too.” => F.
3 – T. The taste and smell of your favourite dishes from your home
country can bring back good memories from your childhood or the past.
4 – F. You should involve your kids and friends in shopping for
traditional food, cooking and sharing recipes.
5 – NG. It is a good idea for you to celebrate your home country's holidays
abroad too.
d. - Step 1- Transfer the tasks
b) Content 5. Write an essay of 180-250 words about maintaining cultural identity in

the globalised world. Use the suggestions in the box or your own
information and ideas.
c) Products There is no doubt that the world today has become one global village.
Differences between cultures are becoming less evident. People worldwide
watch the same TV channels and films, listen to the same music, eat the
same food and follow the same fashion trends. That is why, in a globalised
world, it is essential that people maintain their cultural identity.
The development of a strong cultural identity is essential to people's
sense of belonging. It helps to define an ethnic group or community that
shares unique and distinctive features. Cultural identity is also important as
it connects people, reminds them of their shared history and strengthens the
solidarity between them. The power of cultural identity can encourage and
motivate people to unite against a common danger. A strong sense of
cultural identity can also nurture their love and respect for their country,
community and heritage.
However, in a globalised world cultural diversity is gradually
disappearing. In an environment where everyone speaks only English and
wears almost the same clothes, an individual's cultural identity is at risk of
dying out. Maintaining cultural identity is vital for preserving the different
languages, festivals, types of traditional music, dance and food, beliefs and
other activities that make the world a fascinating place to live.
Globalisation is inevitable; however, it is essential for people to
maintain their cultural identity. Preserving cultural identity can guarantee
the prosperity of a country or community, and the world's cultural diversity.
d. - Step 1- Transfer the tasks
5. Homework: - Redo exercises at home
Vĩnh Chân, ngày ………./…………../2021
Unit 7: ARTIFICIAL INTELLIGENCE
Period 42- 43
I. OBJECTIVES
1. Knowledge
- Understand and use words and phrases related to artificial intelligence
- Identify and use appropriate sentence stress
- Use the active and passive causative
- Read for general ideas and specific information in an article about artificial intelligence application
- Write an essay about the advantages and disadvantages of intelligence machines
2. Competence
-Students are able to improve self-study skills, critical thinking skills, problem solving skills,
communication skills, creativeness and IT skills.
3. Qualifications
-The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency
II. TEACHING AIDS
1. Organization
12A1 P2: Language (1)
3. New lesson: GETTING STARTED
b) Content
What is this?
c) Products This is the first artificial satellite Vinasat-1- the first geostationary
telecommunications satellite of Vietnam launched into space in 2008 from
Kourou launch site, Guyana, France). The Vinasat-1 satellite project started in
1998 with a total investment of more than 300 million USD
Vietnam already has four artificial satellites brought into space
d)Implementation 1. Introduction of images
2. Ask questions
3. Call on a few students to give their individual ideas
4. Synthesize, comment and lead into the topic of the lesson
a) Objectives - To teach some lexical items related to the topic
b) Content Activity 1: Listen and read
Pre teach vocabulary
c) Products Listen and read the dialogue
Know more about the topic
d)Implementation Follow steps for teaching vocabulary
Step 1: Explain—Provide a student-friendly description, explanation, or
example of the new term.
Step 2: Restate—Ask students to restate the description, explanation, or
example in their own words.
Step 3: Show—Ask students to construct a picture, symbol, or graphic
representation of the term.
Step 4: Discuss—Engage students periodically in structured vocabulary
discussions that help them add to their knowledge of the terms in their
vocabulary notebooks.
Step 5: Refine and reflect—Periodically ask students to return to their
notebooks to discuss and refine entries.
a) Objectives - Guessing meaning in context, scanning for specific information and passage
comprehension.
b) Content Activity 2: Answer the following questions
Activity 3: Find a word or phrase in the dialogue that means the
following.
c) Products Activity 2
The coastal cities are flooded due to the melting of polar ice caps. Because
she had the only son whose life is threatened by a very dangerous disease.
Because he wanted her to help him become a real boy. It was dangerous and
incredible.
They become extinct. She thinks it’s interesting and she will watch it soon.
Students’ answers.
Activity 3: 1. science fiction 2. Threatening 3. destroyed
4. in vain
d) Implementation - Step 1- Transfer the tasks
- Step 2- Perform tasks
Students work individually, in pairs, or in groups in the process of performing
tasks. Teachers do general observations and help if necessary.
- Step 3- Report, discussion
- Step 4: Conclusion, judgment
as required and clarify the problem to be resolved / explained; Learning tasks
must be performed next.
a) Objectives Discussion
b) Content Activity 4: Discuss the underlined grammar points
:… they are going to get the robotic boy destroyed causative passive
… she has someone take him to a faraway forest and leave him there
causative active
d)Implementation Strategies for Building Discussion throughout a Class
1. Turn Students Into Instructors
2. Plan Time for Students to Interact
3. Encourage Higher-Level Thinking
4. Let Students Record Themselves Speaking
5. Give Students a Format for Their Explanations
Từ vựng tham khảo:
UNIT 7. ARTIFICIAL INTELLIGENCE
1.activate /ˈæktɪveɪt/(v): kích hoạt
2. algorithm /ˈælɡərɪðəm/(n): thuật toán
3. artificial intelligence /ˌɑːtɪfɪʃl ɪnˈtelɪɡəns/(n.phr): trí tuệ nhân tạo
4. automated /ˈɔːtəmeɪtɪd/(a): tự động
5. call for /kɔːl fɔː(r)/(v): kêu gọi
6. cyber-attack /ˈsaɪbərətæk/(n): tấn công mạng
7. exterminate /ɪkˈstɜːmɪneɪt/ (v): tiêu diệt
8. faraway /ˈfɑːrəweɪ/ (a): xaxôi
9. hacker /ˈhækə(r)/(n): tin tặc
10. implant /ɪmˈplɑːnt/ (v): cấy ghép
11. incredible /ɪnˈkredəbl/ (a): đáng kinh ngạc
12. intervention /ˌɪntəˈvenʃn/(n): sự can thiệp
13. malfunction /ˌmælˈfʌŋkʃn/ (n): sự trục trặc
14. navigation /ˌnævɪˈɡeɪʃn/ (n): sự đi lại trên biển hoặc trên không
15. overpopulation /ˌəʊvəˌpɒpjuˈleɪʃn/(n): sự quá tải dân số
16. resurrect /ˌrezəˈrekt/(v): làm sống lại, phục hồi
17. unbelievable /ˌʌnbɪˈliːvəbl/ (a): khó tin
LANGUAGE(1)
b) Content Vocabulary checking
c) Products Master of using the word related to the topic
d) Implementation Step 2: Restate—Ask students to restate the description, explanation,
or example in their own words.
Step 3: Show—Ask students to construct a picture, symbol, or
graphic representation of the term.
Step 4: Discuss—Engage students periodically in structured
vocabulary discussions that help them add to their knowledge of the
terms in their vocabulary notebooks.
Step 5: Refine and reflect—Periodically ask students to return to
their notebooks to discuss and refine entries.
b) Content A. Vocabulary:
Activity 1: Match the words and phrases with their meanings.
Activity 2: Complete the sentences with the correct forms of the
words in 1.
B. Pronunciation: Sentence stress
Activity 1. Listen and repeat, pay attention to the stressed words
c) Products A. Vocabulary:
Activity1
1.e 2.c 3.g 4.b 5.f 6.a 7.d
Activity 2:
1. emotion 2. capable
3. resurrected 4. activate 5. incredible
- Ss recognize and practice the sentence stress.
d) Implementation Follow steps for teaching vocabulary
Step 1: Explain—Provide a student-friendly description, explanation,
or example of the new term.
Step 2: Restate—Ask students to restate the description, explanation,
a) Objectives The active and passive causatives
b) Content . Grammar: The active and passive causative
Activity 1: Rewrite sentences, using have + object + bare infinitive.
Activity 2: Rewrite the sentences in 1, using get + object + past
participle.
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
Activity 2
The A. I. expert got the newly made robot activated.
The computer corporation got mal-functioning 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
performing tasks. Teachers do general observations and help if
necessary.
a) Objectives Summary
b) Content Discuss and summarize the main grammar points
:… they are going to get the robotic boy destroyed causative
passive
causative active
d) Implementation Strategies for Building Discussion throughout a Class
4. Consolidaion:
- Getting started: words and phrases related to artificial intelligence
- Language: the active and passive causative
5. Homework:
REVISION
Period 44-45
I. OBJECTIVES
1.Knowledge
- Help students revise what they have learned in units
- Improve their skills of reading, speaking, listening and writing.
2. Competence
3. Qualifications
II. TEACHING AIDS
1. Organization
12A1 P1: Revision 1
12A1 P2: Revision 2
3. New lesson:
REVISION 1:
b) Content Choose the word which is stressed differently from the rest.
1. a. establish b. educate c. regional d. operate
2. a. labor b. country c. promote d. women
3. a. represent b. intensive c. domestic d. employment
4. a. minister b. dependent c. encourage d. agreement
5. a. social b. proportion c. industry d. easily
c) Products Choose the word which is stressed differently from the rest.
6. a. establish b. educate c. regional d. operate
7. a. labor b. country c. promote d. women
8. a. represent b. intensive c. domestic d. employment
9. a. minister b. dependent c. encourage d. agreement
10. a. social b. proportion c. industry d. easily
a) Objectives Vocabulary related to the topic
b) Content Choose a, b, c, or d that best completes each unfinished sentence,

substitutes the underlined part, or has a close meaning to the original
one
c) Products 1. More and more women have become _______ and do research on
many fields as men do.
a. science b. scientific c. scientifically d. scientists
2. It is __ that changes women's lives and the perception of women's
roles.
a. educate b. education c. educational d. educated
3. They are designing a new program to help businesswomen with an
attempt to promote _______ growth.
a. employ b. employer c. employee d. employment
4. UNESCO was established to encourage _______ among nations in
the areas of education, science, culture, and communication.
a. employment b. collaboration c. workforce d. independence
5. The United Nations Educational, Scientific and Cultural
Organization (UNESCO), was established in 1946.
a. set up b. taken off c. put away d. run up
6. More and more women are now joining the paid labor force
worldwide.
a. putting away from b. keeping up with
c. taking part in d. making room for
7. UNESCO hopes to encourage universal respect for justice, laws,
human _______, and fundamental freedoms.
a. rights b. projects c. programs d. protests
8. UNESCO has its _______ in Paris, France, and operates
educational, scientific, and cultural programs and exchanges from 60
field offices worldwide.
a. shelters b. houses c. homes d. headquarters
9. UNESCO has international cooperation agreements to secure the
world's cultural and natural heritage and to _______ human rights.
a. collaborate b. exchange c. preserve d. remain
10. The United Nations Educational, Scientific, and Cultural
Organization (UNESCO) is a specialized _______ of the United
Nations established on November 16, 1945.
a. office b. agency c. company d. enterprise
11. Women's rights have given them an _______ to pursue high
schooling and well-paid career.
a. agency b. employment c. access d. economy

one
c) Products 1. ____ the office staff learned about Jones's promotion, they threw
her a party.a. Before b. When c. By the time d. Since
2. John has not phoned us _______ he left the city.
a. after b. until c. since d. as
3. David was crossing the street _______ a truck turned round at the
corner and nearly hit him.
a. by the time b. as far as c. till d. when
4. As soon as Mary _______, she _______ to her hometown.
a. graduates / will return b. will graduate / returns
c. will be graduating / has returned d. graduated / had returned
Stay here _______.
a. since I came back b. until I come back
c. when I will come back d. as soon as I was coming back
6. I _______ all the preparations before you _______ home tonight.
a. have made / will have come b. am making / came
c. will make I will come d. will have made / come
7. Don't be so childish. It is time you _______ up.
a. did b. went c. grew d. brought
8. Arotmd100millionchildren have no access to primary education,
and girls _______ up 60%.
a. make b. put c. take d. go
9. Women bear more than half of all work done.
a. give up b. put away c. keep on d. take up
10. The number of women living in poverty has risen by 50% since
1970, the number of men by 30%.
a. stayed on b. gone up c. kept away d. cooled off
11. One study found that men's contribution _______ housework has
doubled over the past four decades.
a. on b. to c. with d. for
12. Men have tripled the time they spend caring _______ their children
at the present time.
a. for b. against c. on d. with
a) Objectives Reading practice test
b) Content Fill in each numbered blank with one suitable word or phrase.
UNESCO's purpose is to contribute to peace and 'security by promoting
international (41) _____, through education, science, and culture in (42)
_____ to further universal respect for justice, the rule of law, and the
human rights and fundamental freedoms.
UNESCO has 193 Member States and 6 Associate Members. The
organization is (43) _____ in Paris, with over 50 field offices and many
specialized institutes and centers throughout the world. There are also
national and regional offices. UNESCO (44) _____ its objectives through
five major programs': education, natural sciences, social and human
sciences; culture, and communication and information. Projects sponsored
by UNESCO include literacy, technical, and teacher-training programs;
international science programs; the promotion of independent media and
freedom of the press; regional and cultural history projects, the promotion
of cultural diversity; international cooperation agreements to (45) _____ the
world cultural and national heritage and to (46) _____ human rights.
c) Products 1. a. collaboration b. diversity c. conservation d. destruction
2. a. work b. result c. order d. requirement
3. a. done b. based c. put d. committed
4. a. catches b. runs c. chases d. pursues
5. a. protest b. secure c. follow d. eliminate
6. a. destroy b. ruin c. preserve d. exchange
REVISION 2:
a) Objectives Pronuncition
b) Content Choose the word which has the underlined part pronounced differently
from the rest.
1. a. maneuver b. integral c. against d. aquatic
2. a. synchronized b. psychology c. carry d. activity
3. a. exercise b. diving c. physics d. variety
4. a. swimming b. throwing c. water d. switch
5. a. improve b. lose c. oppose d. movement
c) Products Choose the word which has the underlined part pronounced differently
from the rest.
6. a. maneuver b. integral c. against d. aquatic
7. a. synchronized b. psychology c. carry d. activity
8. a. exercise b. diving c. physics d. variety
9. a. swimming b. throwing c. water d. switch
10. a. improve b. lose c. oppose d. movement
a) Objectives Vocabulary related to the topic

one
c) Products 1. Scuba diving is swimming underwater or taking part ________ another
activity while using a scuba set.
a. on b. from c. for d. in
2. Can you tell me some sports which are closely related ________ water?
a. in b. on c. with d. to
3. We can reduce the risk of many diseases ________ swimming.
a. by b. for c. with d. on
4. I often read books and newspapers for ________ entertainment.
a. a b. an c. the d. Ø
5. When we were in Hawaii, we often spent ________ time walking along
the beach and enjoying the fresh air.
6. Books which describe real things or events are called ______ non-
fiction
7. The main uses of books are to provide entertainment and ________.
a. inform b. information c. informative d. informer
8. The player gave a hard shot ________ straight into the opposing goal.
a. beauty b. beautiful c. beautify d. beautifully
9. Swimming produces both ________ and physical benefits.
a. psychology b. psychological c. psychologist d. psychologically
10. We were really impressed by the ________ of the synchronized
swimmers. They were dancing very attractively.
a. enjoyment b. entertainment c. performance d. breathing
11. Sports and festivals form an integral part of every human society.
a. essential b. informative c. invented d. exciting
12. A ________ is a tube through which a person swimming just under the
surface of the sea can breathe.
a. maneuver b. volume c. photograph d. snorkel
13. Books are a primary means for dissemination of knowledge and
information.
a. attempt b. distribution c. invention d. variety
14. In synchronized swimming, the players perform beautiful maneuvers to
music and diving.
a. swimming suits
b. tools for swimming
c. scuba sets
d. movements that need skill and care
15. Thanks to the ______ of paper, many books have been kept for a very
long time.
a. information b. knowledge c. durability d. portability


one
c) Products 1. Mary eats ________ she used to.
a. fewer meat and bananas than
b. less and less meat and bananas than
c. less meat and fewer bananas than
d. the least meat and fewest bananas than
2. Summer is coming. It gets ________.
a. hot and hot b. hotter and hotter
c. more and more hot d. the least hot
3. What time shall we leave? - ________.
a. Soonest and best b. The soonest the best
c. Sooner better d. The sooner the better
4. The residents ________ that there is a crocodile at large in the area.
a. must be warned b. must have warned
c. may warned d. may be warning
5. These boxes ________ with care.
a. should have handled b. should be handling
c. should handle d. should be handled
6. 200,000 spectators ________ to witness the three-hour ceremony.
a. were gathered the park b. have been gathered the park
c. gathered at the park d. gathered the park
7. The opening ceremonies of the 23rd Southeast Asian games ________
at the Quirino Grandstand in Manila.
a. held b. was held c. was holding d. had held
8. Thousands of cranes ________.
a. will be returned the spring b. will return the spring
c. will be returned in the spring d. will return in the spring
9. Books which describe imaginary events ________ fiction.
a. are called b. called c. is calling d. call
10. Peter ________ when we came into the discotheque.
a. was dancing Mary b. was dancing with Mary
c. was danced by Mary d. had danced Mary
a) Objectives Reading practice test
b) Content Read the passage carefully and choose the correct answer.
The primary attraction of snorkeling is the opportunity to observe
underwater life in a natural setting, such as coral reefs, fish, starfish, and
mollusks. Other organisms that can be seen while snorkeling include
various forms of seaweed, jellyfish, shrimp and $ea turtles. Snorkeling
requires no special training, only the ability to swim and to breathe through
the snorkel. However, it is considered advisable that one get some
instruction from a tour guide, dive shop, or equipment rental shop, any of
which often can be found around popular snorkeling locations. Instruction
generally covers equipment usage, basic safety, what to look for, and what
to look out for, including how not to damage fragile organisms such as
coral. As with scuba diving, it is always recommended that one, should not
snorkel alone, but rather with a friend, a guide, or a tour group.
c) Products 1. Snorkeling ________.

a. offers divers an opportunity to observe marine life
b. needs a very special training
c. does not require an ability to swim
d. is too dangerous for everybody to enjoy
2. We cannot get instructions for snorkeling from ________.
a. a college b. a tour guide
c. a dive shop d. an equipment rental shop
3. A snorkeler should not ________.
a. rent diving equipment b. use any equipment
c. dive with a friend d. dive alone

5. Homework:- Redo exercises at home
- Prepare the next lesson.
Vĩnh Chân, ngày ………./…………../2021

Unit 6: ENDANGER SPECIES
Period 38- 41
I. OBJECTIVES
1. Knowledge
- Understand and use words and phrases related to endangered animals and plants.
- Identify and use appropriate linking between vowels in fast, connected speech.
- Use the future perfect to describe a cause-and-effect process; double comparatives.
- Read for general ideas and specific information and identify different opinions about protecting
endangered species
- Talk about how to protect endangered species.
- Listen for specific information in a talk about why animals are in danger of extinction
- Write a report about an endangered species
2. Competence
3. Qualifications:
-The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency.
II. TEACHING AIDS
1. Organization
12A1 P2: Language
12A1 P3: Reading
12A1 P4: Writing
3. New lesson:
GETTING STARTED
b) Content Can you name some

endangered species in the
world?
c) Products Know more about some endangered species
d) Implementation Elicit students’answers.

Givefeedback.
a) Objectives Getting to know the vocabulary and grammar related to the topic through
the conversation
b) Content Activity 1: Listen and read
c) Products Listen and read silently

a) Objectives - Reading: Reading for general ideas and specific information and
identifying different opinions about protecting endangered species
- Listening: Listening for specific information in a talk about why
animals are in danger of extinction.
b) Content Activity 2: Decide whether the statements are True, False or Not Given
Activity 3: Find a word in the conversation to complete each of the
following phrases/ expressions
c) Products Key Activity 2: 1.T 2.F 3.NG 4.T 5.T 6.F

Key Activity 3: 1. Extinct 2. Extinction 3. Endangered 4. Build

a) Objectives - Scanning skill: Summarize the reading
b) Content Activity 4:Read the conversation again and write the correct forms of the
verbs in brackets
c) Products Key: 1. Will have gathered 2. Will have walked

Từ vựng tham khảo:

UNIT 6. ENDANGERED SPECIES
Các loài động vật có nguy cơ tuyệt chủng
1. biodiversity /ˌbaɪəʊdaɪˈvɜːsəti/(n): đadạng sinh học
2. conservation /ˌkɒnsəˈveɪʃn/(n): sự bảo tồn
+ conservation status /ˈsteɪtəs/: tình trạng bảo tồn
3. endangered species /ɪnˈdeɪndʒəd ˈspiːʃiːz/: chủng loài có nguy cơ bị tuyệt chủng
4. evolution /ˌiːvəˈluːʃn/ (n): sự tiến hóa
5. extinct /ɪkˈstɪŋkt/(a): tuyệt chủng
+ extinction /ɪkˈstɪŋkʃn/(n): sự tuyệt chủng
6. habitat /ˈhæbɪtæt/(n): môi trường sống
7. poach/pəʊtʃ/ (v): săn trộm
8. rhino/ rhinoceros /raɪˈnɒsərəs/(n): hà mã
9. sea turtle /siː ˈtɜːtl/(n): con rùa biển
10. survive /səˈvaɪv/(v): sống sót
+ survival /səˈvaɪvl/(n): sự sống sót
11. trade /treɪd/ (n): mua bán
12. vulnerable /ˈvʌlnərəbl/(a): dễ bị tổn thương dễ gặp nguy hiểm
LANGUAGE
b) Content Checking vocabulary
c) Products - Understand and use words and phrases related to endangered animals and
plants.
d) Implementation Elicit students’answers.

Givefeedback.
a) Objectives Getting to know the vocabulary and grammar related to the topic through
the conversation
b) Content Vocabulary:
Activity 1: Complete the following word diagrams
Key: 1. Extinction 2. Dangerous, endanger 3. Survival
4. Diversity, diversify 5. Evolution.
words in the box.
Key: 1. Evolution, survival 2. Endangered 3. Habitat
4. vulnerable 5. Extinct 6. Biodiversity 7. Conservation
2. Pronunciation: Linking vowel to vowel
Activity 1. The following phrases are spoken in low, careful speech and
in fast, connected speech. Listen and repeat. Pay attention to the
pronunciation of the linked sounds
Activity 2: Listen and repeat the following sentences spoken in fast,
connected speech
c) Products - For vocabulary, that is words and phrases related to Endangered species.
- For pronunciation, that is the linking vowel to vowel in connected speech
d) Implementation Vocabulary:
- T asks students to match the words with their meanings.
- T checks answers as a class.
- If necessary, ask a few Ss to say the equivalent meaning of these words
and phrase in Vietnamese.
- Sts do as required, bearing in mind a verb or a noun must be used its
suitable form (e,g. verb tense, singular or plural form of nouns).
- T asks Ss to complete the sentences individually. Alternatively, in a
weaker class, T has Ss work on the sentences in pairs.
- Sts find the suitable words to fill in the gaps.
b) Content Grammar: The future perfect

Activity 1: Circle the correct verb form in each sentence
. Key: 1. Will have released 2. Has lived 3. Will have finished
4. will be watching / will have finished 5. Won’t have completed
Activity 2: Complete the sentences using the Present Perfect or the
Future Perfect.
Key: 1. Will have saved and taken in 2. Has lived
3. will have finished 4. Will have visited 5. Have collected
Double comparatives
Structures:
1. The + comparative adj/adv + S+V, The + comparative adj/adv + S+V
2. The + more/less + ( noun)+ S+V, The + more/less + ( noun) + S+V
Activity 3: Discuss which words in the box can be used in each gap.
Key: 1. more/ longer, better/ higher
2. more, better
Activity 4: Complete the sentences with the words from the box. One
word can be used more than once.
Key: 1. higher/ more 2. more/ more 3. warmer/ faster
4. more/ greater 5. More/ better
c) Products - Use the future perfect to describe future actions or events
- Use double comparatives to describe a cause- and – effect process
a) Objectives Sentence using
b) Content Activity 4: Complete the sentences with the words from the box. One
word can be used more than once.
c) Products Key: 1. higher/ more 2. more/ more 3. warmer/ faster

4. more/ greater 5. More/ better
READING
a) Objectives Introduce the topic of the lesson and to raise students' interest:
b) Content 1. Discuss with a partner

c) Products dolphin (cá heo)
tiger (hổ)
saola (sao la)
elephant (voi)
sea turtle (rùa biển)
giant panda (gấu trúc)
a. Which of these animals are on the list of endangered species?
=> Tigers, saolas, elephants, sea turtles, and giant pandas are on the list of
endangered species.
b. Can you find them in Vietnam now
=> Tigers, saolas, elephants and sea turtles are still found in Viet Nam, but
each with a small population.
d) Implementation 1. Introduction of images
2. Ask questions
a) Objectives - Learn new vocabulary by finding words or expressions with the

meanings given.
- To develop reading skill through choosing the main idea for each
paragraph.
b) Content Activity 2: Below are three people's opinions posted on the fantastic
wildlife.org website. Read the text and decide what they are talking about
C. Whether or not we should protect endangered species.
b) Content Activity 3: Whose opinions are these? Write the correct name in the
space before each statement.
Activity 4; Find the prepositions in the reading text to complete these
phrases and expressions. Use a dictionary to find their meanings.
c) Products Key:
1. Yoshiko 2. Ai Lien 3. Simon 4. Yoshiko 5. Simon 6. Ai Lien
Activity 4
1. in 2. to 3. to 4. with 5. at
a) Objectives Students apply the knowledge they have just learned into communicative
and practical situations
b) Content 5. Discuss with a partner.
c) Products Key: 1. In 2. To 3. To 4. With 5. At

WRITING
a) Objectives Introduce the topic of the lesson and to raise students' interest to the topic
Writing a report about endangered species
b) Content 1. Can you find these
animals in Viet Nam?
2. What do they eat?
3. Are they endangered
species?
c) Products Make questions and answers about the pictures

Lead sts into new lesson
d) Implementation 1. Introduction of images
2. Ask questions
a) Objectives Use lexical items related to the writing topic SAVE THE EARTH, SAVE
YOUR LIFE
b) Content Task 1: Match the pictures with the animals’ names, Then discuss the
questions with a partner
c) Products Key: 1.b (Komodo dragon: not found in Viet Nam; eat meat; classified
as vulnerable)
2. a (blue whale: sometimes found stranded on Viet Nam’s coastal
areas; eat small shellfish; classified as endangered)
d) Implementation 1. Assign tasks; explain

a) Objectives Practice the dialogue
b) Content Task 2: Read the facts about the Komodo dragon and the blue whale.
Write a, b, c, d or e in the space provided to match the title with the correct
section
c) Products Task 2: 1. c 2.e 3. a 4. d 5. b
1.c Habitat and location
Komdodo dragon
- found in the wild on Indonesian islands (Komodo, Rinca, Gili
Montang, Gili Dasami, Flores)
- live in forests, on beaches, on hilltops
Blue whale
- live in the cold waters of the Arctic and Antarctic
- migrate to tropical seas to breed (up to four months)
2.e Physical features
Komdodo dragon
- looks like a crocodile or lizard
- male adults can grow up to 3 metres long
- 90 kilos
Blue whale
- mammal, but looks like a fish
- 30 metres long
- 150-200 tons
3.a Diet
Komdodo dragon
eat meat (large water buffaloes, deer, pigs, smaller dragons)
Blue whale
eat very small shellfish
4.d Population
Komdodo dragon
6,000 in the wild in Indonesia; slightly declining
Blue whale (Cá voi xanh)
estimated 14,000 (10,000 in the Antarctic and 4,000 in the Arctic);
increasing
5.b Conservation status
Komdodo dragon
- vulnerable (IUCN Red List)
- cause: more males than females (humans are not a threat)
- protected by anti-poaching laws in Indonesia and by 30 zoos and other
wildlife parks outside Indonesia
Blue whale
- endangered (IUCN Red List)
- facing threats from whalers, pollution, collisions with boats and ships,
and global warming
- many recovery plans to restore its population

a) Objectives A report about endangered species .
b) Content Task 3: Choose one of the two species in 2 and write a report of 150 –
200 words to describe it.
c) Products Paragraph 1: Habitat and location of the species below.

Example: Komodo dragons are found in the wild …
They live in forests, …
Paragraph 2: Physical features and diet
Example: Although they are called dragons, they look like …
Paragraph 3: Population and conservation status
Example: There are about 6,000 … According to the IUCN Red
List, Komodo dragons are classified as …
Suggestion
Komodo dragons are found in the wild on only five islands in
Indonesia: Komodo, Rinca, Gili Montang, Gili Dasami and Flores, where
they roam freely. They live mainly in forests, but can be seen scattered
widely over the islands from beaches to hilltops.
Though they are called dragons, they look like a big lizard. A male
adult can measure three metres in length and weighs 90 kilos. Komodo
dragons eat meat. They are also fierce hunters and an eat very large prey,
such as large water buffaloes, deer and pigs. They will even eat smaller
Komodo dragons.
There are about 6,000 Komodo dragons in Indonesia. Humans are

not a great danger to them. However, their population is slightly declining
because there are more males than females. According to the IUCN Red
List, Komodo dragons are not endangered, but are considered vulnerable.
About 30 zoos outside Indonesia Tave been trying to protect the Komodo.
There are also plans to hald more wildlife parks around the world, which
will help to rcrease the population of this fascinating species.
4. Consolidaion:
- Getting started: words and phrases related to endangered animals and plants.
- Language: a cause-and-effect process; double comparatives.
- Reading: a passage about protecting endangered species
- Writing: Write a report about an endangered species
5. Homework:
Vĩnh Chân, ngày ………./…………../2021
Unit 7: ARTIFICIAL INTELLIGENCE
Period 47- 49
I. OBJECTIVES
1. Knowledge
- Understand and use words and phrases related to artificial intelligence
- Identify and use appropriate sentence stress
- Use the active and passive causative
- Read for general ideas and specific information in an article about artificial intelligence application
- Write an essay about the advantages and disadvantages of intelligence machines
2. Competence
3. Qualifications
-The unit aims to enhance students’ diligence, honesty, responsibility, kindness and decency
II. TEACHING AIDS
1. Organization
12A1 P3: Language (2)
12A1 P4: Reading
12A1 P5: Writing
3. New lesson:
LANGUAGE(2)
b) Content Vocabulary checking
c) Products Master of using the word related to the topic
d) Implementation Step 2: Restate—Ask students to restate the description, explanation,
b) Content A. Vocabulary:
Activity 1: Match the words and phrases with their meanings.
words in 1.
Activity 1. Listen and repeat, pay attention to the stressed words
c) Products A. Vocabulary:
Activity1
1.e 2.c 3.g 4.b 5.f 6.a 7.d
Activity 2:
1. emotion 2. capable
3. resurrected 4. activate 5. incredible
- Ss recognize and practice the sentence stress.
d) Implementation Follow steps for teaching vocabulary
Step 1: Explain—Provide a student-friendly description, explanation,
or example of the new term.
Step 2: Restate—Ask students to restate the description, explanation,
a) Objectives The active and passive causatives
b) Content . Grammar: The active and passive causative
Activity 1: Rewrite sentences, using have + object + bare infinitive.
Activity 2: Rewrite the sentences in 1, using get + object + past
participle.
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
Activity 2
The A. I. expert got the newly made robot activated.
The computer corporation got mal-functioning 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
necessary.
a) Objectives Summary
b) Content Discuss and summarize the main grammar points
:… they are going to get the robotic boy destroyed causative
passive
causative active
READING:
b) Content A.I. applications
Activity 1. Discuss what the pictures below show and where you
might see these things.
a. a voice recognition application which can be seen in smartphones,
tablets and other electronic devices
b. a device using the GPS (Global Positioning System): a space-based
navigation system that provides location information in all weather
conditions, anywhere on or near the Earth, and can be seen in advanced
means of transport
c. a medical robot which can be seen in technologically advanced
hospitals
d. an automated bomb disposal robot which is used by the military
a) Objectives - Understand and use words and phrases related to artificial
intelligence.
b) Content Activity2. Read the following text about some A.I. applications and
circle the correct answers. There may be more than one correct answer to
some questions.
c) Products Activity2
1. B, D 2. C, D 3. B, C 4. A
5. A, D 6. D
necessary.
a) Objectives - Read for the specific information in an article about artificial
intelligence applications
b) Content Activity 3: Form a verb from each noun in the table. Then make a
sentence with each verb.
Noun Verb Noun Verb
application apply prediction predict
intervention intervene recognition recognise
interaction interact recommendation recommend
navigation navigate information inform
necessary.
b) Content Activity 4: Guess the robot
The robot can only answer “yes” or “no”. The objective of the game
is to guess the type of robot by asking no more than 10 questions, for
example: Can you join together car parts? Can you play music? Can you
cook? Can you detect explosive materials? Can you detect illnesses? Do
you work in a factory / hospital / restaurant / in space?
WRITING:
b) Content Discuss: Advantages and disadvantages of intelligent machines
c) Products Students are interested in the topic

a) Objectives - To teach some words and phrases related to the topic
b) Content TASK 1. Put the following phrases about intelligent robots in the
appropriate columns.
TASK 2. Read and combine the sentence halves.
c) Products TASK 1: Advantages: 2, 3, 6 Disadvantages: 1, 4, 5
TASK 2: 1. d 2. g 3. e 4. f 5. c 6. a 7. b
a) Objectives Write an essay of 220-260 words to discuss the advantages and
disadvantages of using intelligent robots
b) Content 3. Complete the outline. Then write an essay of 220-260 words to discuss
the advantages and disadvantages of using intelligent robots, using the
ideas in 2 and 3.
c) Products Advantages: reduce workforce in industries, help doctors to do surgery
and do research
disadvantages: become useless by power failure, attached and taken
control of by hackers leading to the misuse of robotic devices.
MODAL
Intelligent Robots play a vital role in modern days. Besides benefits, we
must consider disadvantages when using them.
First, look at the most positive points. Thanks to robots and A.I
technology, the number of workforce can be reduced but the production
even increases more, especially in the manufacturing industry. The
robots can perform the tasks faster than the humans and much more
consistently and accurately. They can work at places 24/7 without any
salary and food. Additionally, they don’t get bored. In medicine, they helps
doctors to diagnose diseases, do the surgeries, especially tiny surgeries
with highest accuracy. In some hospitals, the robotic pets can help the
patients with depression and they keep them active.
On the contrary, robots bring about some troubles. First and for most,
training is needed to operate the system, so we need to pay for scientists
and trainees, maintenance and reparation expenditure, which raise the cost
overall. Another point I’d like to mention is the machine malfunction,
which creates lots of troubles and confusions, and even sometimes lead to
unexpected accidents. It’s reported that a robot in a car manufacturing
factory killed a worker. This results in a worrisome of people using A.I for
medical purposes. Furthermore, the robots are not able to act any different
from what they are programmed to do. With the heavy application
of robots, the humans may become overly dependent on the machines,
losing their mental capacities. If the control of robots goes in the wrong
hands, the robots may cause the destruction.
In conclusion, I suppose that we need to take advantages of A.I to make
our life better, but remember its dangers and risks to take precaution
timely.
b) Content Structure small group discussion around a writing task.
c) Products Give comments for others’ writing
4. Consolidaion:
- Language: the active and passive causative
- Reading: an article about artificial intelligence application
- Writing: an essay about the advantages and disadvantages of intelligence machines
5. Homework:
Vĩnh Chân, ngày ………./…………../2021
Unit 8: THE WORLD OF WORK
Period 52- 55
I. OBJECTIVES
1. Knowledge
- Help learners get started with some language items in Unit 8
- Use words and phrases related to the world of work
- Reported speech: reporting orders, requests, offers, advice, and instructions
- Identify and use stressed words - exceptions
- Read for general ideas and specific information in job advertisement
- Write a CV to support an application for employment
2. Competence
- Students are able to improve self-study skills, critical thinking skills, problem solving
skills, communication skills, creativeness and IT skills.
3. Qualifications
- The unit aims to enhance students’ diligence, honesty, responsibility, kindness and
decency.
II. TEACHING AIDS
1. Organization
12A1 P2: Language
12A1 P3: Reading
12A1 45: Writing
3. New lesson:
ACTIVITY 1: INTRODUCTIO
b) Content Ask students to discuss the question in the pictures

Students give their own ideas about the question
d) Elicit students’answers.
Implementation Givefeedback.
a) Objectives Introduce new lexical and grammatical structures related to the lesson
b) Content 1. Mai and Nam are talking about their preparations for the world of
work. Listen and read.
New words
1. academic /ˌækəˈdemɪk/(a): học thuật, giỏi các môn học thuật
2. administrator/ədˈmɪnɪstreɪtə(r)/ (n): nhân viên hành chính
3. align /əˈlaɪn/(v): tuân theo, phù hợp
4. applicant /ˈæplɪkənt/(n): người nộp đơn xin việc
5. apply /əˈplaɪ/(v): nộp đơn, đệ trình
6. apprentice /əˈprentɪs/(n): thực tập sinh, người học việc
7. approachable /əˈprəʊtʃəbl/(a): dễ gần, dễ tiếp cận
8. articulate /ɑːˈtɪkjuleɪt/(a): hoạt ngôn, nói năng lưu loát
9. barista /bəˈriːstə/ (n): nhân viên làm việc trong quán cà phê
10. candidate /ˈkændɪdət/(n): ứng viên đã qua vòng sơ tuyển
11. cluttered /ˈklʌtəd/(a): lộn xộn, trông rối mắt
12. compassionate /kəmˈpæʃənət/(a): thông cảm, cảm thông
13. colleague /ˈkɒliːɡ/(n): đồng nghiệp
c) Products Suggested answersơ Understand the dialogue
Implementation 2. Monitor; help; tutorial
a) Objective - Improve reading, listening, skills
b) Content Task 2. Read the conversation again. Answer the questions about it
Task 3. Complete the text with the correct form of the words from the
box.
1. What is Nam doing?
=> He is writing a CV to apply for a part-time job.
2. Does Nam's father want him to work while school? Why?/Why
not?
=> Yes, he does. He wants his son to get some work experience.
3. Does Mai's mother want her to work while school? Why?/Why
not?
=> No, she doesn't. She wants her to focus on her studies.
4. What information do job seekers need to include in their CVs and
covering letters?
=> They need to include information about their relevant
qualifications, experience, and skills.
5. Why is the probation period important?
=> Because it is a period when the employer can assess the
employee's performance and provide them with some training.
6. Do you think you are ready for work? Why?/Why not.
=> No, I don’t think I’m ready for work now because I'm studying
hard to pass the entrance examination and get into my dream
university.
Task 3
1. job seeker 2. job advertisements 3. CV
4. covering letter 5. job interview
necessary.
a) Objectives Students apply the knowledge they have just learned into
communicative and practical situations
b) Content 4. Complete the sentences using the reporting verbs from the
conversation.
1. asked
2. advised
3 . told
4. advised
5. offered
necessary.

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GIÁO ÁN TIẾNG ANH THEO

CÔNG VĂN 5512

Ths Nguyễn Thanh Tú

GIÁO ÁN TIẾNG ANH 12 HKI - CHƯƠNG

Tài liệu chuẩn tham khảo

Hỗ trợ trực tuyến

4. Consolidation: Summarize the main points of the lesson

UNIT 1: LIFE STORIES

c) Products Suggested answers:

c) Products Suggested answers:

d) - Step 1- Transfer the tasks

Teacher presents specific learning products that the student must

a) Objectives Vocabulary and Pronunciation

d) Elicit students’ answers.

d) - Step 1- Transfer the tasks

b) Content 5. Discuss with a partner.

UNIT 3. THE GREEN MOVEMENT

b) Content Black carbon pollution

a) Objectives Introduce the form and the uses of the language

a) Objectives Doing exercises to practice the language

a) Objectives Doing extra- exercises to practice the language

b) Content 1. Read the conversation in GETTING STARTED again. Match each

d, Elicit students’ answers.

b) Content Simple, compound, and complex sentences

(1) We should protect our environment from air pollution.

d, - Step 1- Tranfer the task:

b) Content 3. Combine the following sentences using which

d, - Step 1- Tranfer the task:

b) Content Black carbon pollution

a) Objectives Introduce the form and the uses of the language

a) Objectives Doing exercises to practice the language

a) Objectives Doing extra- exercises to practice the language

b) Content Talk about some Advantages and disadvantages of going green.

c) Products Going Green Pros Going Green Cons

d, Implementation Elicit students’ answers.

a) Objectives Introduce the form and the uses of the language

a) Objectives Doing exercises to practice the language

b) Content Make an outline of the advantages and disadvantages of consuming organic

d, Implementation - Step 1- Transfer the tasks

a) Objectives Doing extra- exercises to practice the language

a) Objectives Review of Vocabulary

c) Products Suggested answers

3. Listen and underline the unstressed words in the following

c) Products Suggested answers

1. Assign tasks; explain

c) Products Suggested answers

1. to cut down on 2. will think back on

- Step 1- Transfer the task

c) Products Stuent’s writing.

d, Implementation - Step 1- Transfer the task

4. Consolidation: Summarise the main points of the lesson.

Period 23, 24: REVIEW 1

1. (should) join 2. (should) complete 3. (should) come

1. was walking 2. saw 3. was standing

a) Objectives Doing extra- exercises to practice the language

d, Implementation Elicit students’ answers.

d, Implementation 1. Assign tasks; explain

4. Consolidation: Summarise the main points of the lesson.

a) Objectives Introduce the form and the uses of the language

b) Content 2. Answer the following questions.

a) Objectives Doing exercises to practice the language

a) Objectives Doing extra- exercises to practice the language

UNIT 4. THE MASS MIDEA

b) Content 1. Match the words/phrases in the box with the definitions.

a) Objectives Revision: The pronunciation of the verb ending -ed

b) Content Prepositions after certain verbs

a) Objectives Doing extra- exercises to practice the language