THÔNG TIN TÀI LIỆU
Date of preparation: 04/09/2021 Period 1: INTRODUCTION I OBJECTIVES 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 Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills 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: Organisation: class Teaching date Attendances Absentees Notes 12A7 checking: No checking 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)Implementati Elicit students’ answers on 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 Unit 4: The Mass Media Unit 5: Cultural Identity Review Unit 6: Endangered Species Unit 7: Artificial Intelligence Unit 8: The World Of Work Review Unit 9: Choosing A Career Unit 10: Lifelong Learning Review c) Products Suggested answers Students remember the uses and the form of the language d)Implementati on Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE a) Objectives Doing exersises to practice the language b) Content Question 1: Mary didn't 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 c) Products D being cheated Keys: B Kiến thức: Câu hỏi đuôi C Kiến thức: Câu điều kiện loại 3 B Kiến thức: Thì hoàn thành (since) A Kiến thức: rút gọn MĐQH thể chủ động C Kiến thức: Danh động từ hoàn thành (perfect gerund) d)Implementati - Step 1- Transfer the tasks on 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 minutes Teachers 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 You press this button to stop the machine If Question The doctor said to me, “You should lose weight.” The doctor advised me Question “I can’t go to your birthday party next Saturday evening, Jack”, said Mary Mary apologized to Question 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 I come from a city that is located in the southern part of the country (Reduce relative clause) c) Products Keys: If you press this button, the machine stops Kiến thức: câu điều kiện loại o The doctor advised me to lose weight Kiến thức: câu gián tiếp Mary apologized to Jack for not going to his birthday party the next Saturday evening Having read the stories about people who reduced their carbon footprint, we started to change oi daily consumption habits I come from a city located in the southern part of the country Kiến thức: Rút gọn MĐQH thể bị động d)Implementati on - 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 minutes Teachers 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 Consolidation: Summarize the main points of the lesson Homework:- Preparing for the next lesson: Read the conversation in Activity in advance and find the Vietnamese equivalent for the new words Date of preparation: 4/9/2021 UNIT 1: LIFE STORIES (Period: 2-9) I OBJECTIVES 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 Competence - Students are able to improve self- study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills 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 Organization: class Teaching date Attendances Absentees Notes 12A7 P2: Getting started 12A7 P3: Language :P4: Reading 12A7 12A7 P5: Speaking 12A7 P6: Listening 12A7 P7: Writing 12A7 P8: Communication and culture 12A7 P9: Looking back and project Checking: No checking New lesson: Getting started ACTIVITY 1: INTRODUCTION 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 waver /ˈweɪvə(r)/ phân vân, lưỡng lự creativity /ˌkriːeɪˈtɪvəti/ trí tưởng tượng innovation /ˌɪnəˈveɪʃn/ cải tiến, phát triển inspire /ɪnˈspaɪə(r)/ truyền cảm ứng influential /ˌɪnfluˈenʃl/ có tầm ảnh hưởng prefer /prɪˈfɜː(r)/ thích pioneer /ˌpaɪəˈnɪə(r)/ người tiên phong, mở đường entrepreneur /ˌɒntrəprəˈnɜː(r)/ doanh nhân d)Implementatio Play the file for sts to listen to the conversation Ask some pairs to practice reading the conversation Give feedback ACTIVITY 2: KNOWLEDGE BUILDING 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: T Dẫn chứng: “Hung: The topic for tomorrow's presentation is really interesting Have you decided who to talk about, Quang? Quang: Not yet ” NG 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.” 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.” 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 ” d)Implementatio Assign tasks; explain n Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE 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 too: two eye: I sea: see one: won no: know d)Implementatio - Step 1- Transfer the tasks n 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: n Students work in pairs in minutes Teachers 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- 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 : hành động diễn có 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)Implementatio - Step - Transfer the tasks n State the requirements for the activity for the students Make sure the students have a clear understanding of the task before performing it - Step - Perform tasks Students work in pairs in minutes Teachers general observations and help if necessary - Step - Report and discuss Ask a few students or group representatives to present their answers Other groups comment - Step - Draw Conclusion and judgments Teacher gives feedback and clarify the problem to be resolved/ explained Language ACTIVITY 1: INTRODUCTION a) Objectives Vocabulary b) Content Write the words given in the box next to their meanings Complete the sentences with the correct form of the words in c) Products Keys: 1 talented - gifted, having a natural ability to something well (tài - khiếu, có khả tự nhiên để làm điều tốt) distinguished - very successful and admired by other people (ưu tú - thành công ngưỡng mộ người khác) respectable - regarded by society as acceptable, proper and correct (đáng kính trọng - xã hội cơng nhận chấp nhận được, phù hợp xác) generosity - kindness or willingness to give (lòng bao dung - lòng tốt sẵn sàng đi) achievement - something that has been obtained by hard work, ability or effort (thành tựu - thu cách làm việc chăm chỉ, khả hay nỗ lực) distinguished talented achievements respectable generosity Ask sts to give answer by their preparation at home Give feedback and give marks ACTIVITY 2: KNOWLEDGE BUILDING a) Objectives Pronunciation b) Content Listen to pairs of sentences Write the correct words in the gaps The first pair has been done as an example Listen and repeat the sentences in c) Products Keys: a) My English class is at two o'clock b) It's never too late to learn another language 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 a) You can write your life story and post it on this website b) I hope we're doing the right thing 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 a) Beethoven composed some of his finest works here in this house b) Did you hear the latest news about Steven Spielberg's film? 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 d)Implementati Assign tasks; explain on Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE a) Objectives Grammar b) Content Put the verbs in brackets in the past simple or the past continuous Complete the gaps with the where necessary If an article is not necessary, write a cross (x) Complete the gaps with a, an or a cross (x) if an article is not necessary c) Products Keys: 1 went, was having called, was doing, did not hear met, was travelling was constantly asking, was was working, was, were requested, was composing shared, was always taking joined, was then leading the the, the x, x x the, x, the the, x, x, the, the x, the, x the, x 1.a 2.x, a x, a, x a, x, a 5.x, a 6.a, x, a 7.x, an 8.a, x d)Implementati - Step 1- Transfer the tasks on 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 minutes Teachers general observations and help if necessary - Step 3- Report and discuss d)Implementati on 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- exercises to practice the language b) Content Read the following story and complete each gap with an article Write a cross (x) if an article is not necessary c) Products Keys: a x a a/the the x the the a 10 the 11 a 12 a d)Implementati - Step 1- Transfer the tasks on 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 minutes Teachers 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 Reading ACTIVITY 1: INTRODUCTION a) Objectives Introduce the topic of the lesson and to raise students' interest b) Content Discuss with a partner What the people in the pictures need? What can you to help them? c) Products Suggested answers: What people need Wh at to a These flood victims need food and shelter We can donate money, rice, and old clothes b These students are studying in a shabby classroom We can donate books and money They need study equipment and a decent place to study c These young cancer patients need care and comfort d)Implementati on We can visit them, give them gifts, and organis e differe nt fun activiti es Elicit students’ answers Give feedback ACTIVITY 2: KNOWLEDGE BUILDING a) Objectives Introduce the form and the uses of the language b) Content Read two people's life stories and complete the table with facts about them c) Products N L Le ame arry Than Ste h war Thuy t B orn 19 948 88 Di 20 007 07 ed N A Vie ation mer tname ality ican se H c bo ealth anc ne probl er cance em r D edic ated t you he ng nee cance Lead sts into new lesson d) Implementation Introduction of images Ask questions Call on a few students to give their individual ideas Synthesize, comment and lead into the topic of the lesson ACTIVITY 2: KNOWLEDGE BUILDING 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) a (blue whale: sometimes found stranded on Viet Nam’s coastal areas; eat small shellfish; classified as endangered) d) Implementation Assign tasks; explain Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE a) Objectives Practice the dialogue b) Content c) Products 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 Task 2: c 2.e a d 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 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 d) Implementation - Step 1- Transfer the tasks 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 - Step 2- Perform the tasks: Students work individually, in pairs, or in groups in the process of performing tasks Teachers 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 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 ACTIVITY 4: APPLICATION a) Objectives A report about endangered species b) Content Task 3: Choose one of the two species in 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 d) Implementation 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 - Step 1- Transfer the tasks 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 - Step 2- Perform the tasks: Students work individually, in pairs, or in groups in the process of performing tasks Teachers 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 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 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 Homework: - Getting started: Preparing for the next lesson: Vocabulary tasks in advance - Language: Preparing for the next lesson: Vocabulary tasks in advance - Reading: Preparing for the next lesson: Vocabulary tasks in advance - Writing: Preparing for the next lesson: Vocabulary tasks in advance Vĩnh Chân, ngày ………./………… /2021 Ký duyệt TTCM (từ tiết 38-41) Date of preparation: Unit 7: ARTIFICIAL INTELLIGENCE Period 47- 49 I OBJECTIVES 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 Competence -Students are able to improve self-study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills 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 Organization class Teaching date Attendances Absentees Notes 12A1 P3: Language (2) 12A1 P4: Reading 12A1 P5: Writing Checking: During the lesson New lesson: LANGUAGE(2) ACTIVITY 1: INTRODUCTION a) Objectives Introduce the topic of the lesson and to raise students' interest 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 ACTIVITY 2: KNOWLEDGE BUILDING a) Objectives - To teach some lexical items related to the topic 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 B Pronunciation: Sentence stress Activity 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: emotion capable d) Implementation ACTIVITY 3: PRACTICE a) Objectives b) Content c) Products d) Implementation resurrected activate incredible B Pronunciation: Sentence stress - Ss recognize and practice the sentence stress 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 The active and passive causatives 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 Activity 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 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 - Step 1- Transfer the tasks 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 - Step 2- Perform tasks Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report, discussion Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Conclusion, judgment 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 ACTIVITY 4: APPLICATION a) Objectives Summary b) Content Discuss and summarize the main grammar points c) Products Activity :… 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 Strategies for Building Discussion throughout a Class d) Implementation Turn Students Into Instructors Plan Time for Students to Interact Encourage Higher-Level Thinking Let Students Record Themselves Speaking Give Students a Format for Their Explanations READING: ACTIVITY 1: INTRODUCTION a) Objectives Introduce the topic of the lesson and to raise students' interest b) Content A.I applications Activity Discuss what the pictures below show and where you might see these things Activity 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 d) Implementation Strategies for Building Discussion throughout a Class Turn Students Into Instructors Plan Time for Students to Interact Encourage Higher-Level Thinking Let Students Record Themselves Speaking Give Students a Format for Their Explanations ACTIVITY 2: KNOWLEDGE BUILDING 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 B, D C, D B, C A A, D D - Step 1- Transfer the tasks d) 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 - Step 2- Perform tasks Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary c) Products - Step 3- Report, discussion Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Conclusion, judgment 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 ACTIVITY 3: PRACTICE 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 c) Products Activity Noun Verb Noun application apply prediction intervention intervene recognition interaction interact recommendation navigation navigate information d) Implementation - Step 1- Transfer the tasks 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 - Step 2- Perform tasks Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report, discussion Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Conclusion, judgment 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 ACTIVITY 4: APPLICATION a) Objectives Discussion b) Content Activity 4: Guess the robot c) Products Activity 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? Strategies for Building Discussion throughout a Class d) Implementation Turn Students Into Instructors Plan Time for Students to Interact Encourage Higher-Level Thinking Let Students Record Themselves Speaking Give Students a Format for Their Explanations WRITING: ACTIVITY 1: INTRODUCTION a) Objectives Introduce the topic of the lesson and to raise students' interest b) Content Discuss: Advantages and disadvantages of intelligent machines c) Products d) Implementation Students are interested in the topic Strategies for Building Discussion throughout a Class Turn Students Into Instructors Plan Time for Students to Interact Encourage Higher-Level Thinking Let Students Record Themselves Speaking Give Students a Format for Their Explanations ACTIVITY 2: KNOWLEDGE BUILDING a) Objectives - To teach some words and phrases related to the topic b) Content TASK Put the following phrases about intelligent robots in the appropriate columns TASK Read and combine the sentence halves c) Products TASK 1: Advantages: 2, 3, Disadvantages: 1, 4, TASK 2: d g e f c a b - Step 1- Transfer the tasks d) 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 - Step 2- Perform tasks Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report, discussion Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Conclusion, judgment 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 ACTIVITY 3: PRACTICE a) Objectives Write an essay of 220-260 words to discuss the advantages and disadvantages of using intelligent robots b) Content 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 and c) Products Advantages: reduce workforce in industries, help doctors to surgery and 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, 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 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 d) Implementation - Step 1- Transfer the tasks 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 - Step 2- Perform tasks Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report, discussion Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Conclusion, judgment 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 ACTIVITY 4: APPLICATION a) Objectives Discussion b) Content Structure small group discussion around a writing task c) Products Give comments for others’ writing d) Implementation Strategies for Building Discussion throughout a Class Turn Students Into Instructors Plan Time for Students to Interact Encourage Higher-Level Thinking Let Students Record Themselves Speaking Give Students a Format for Their Explanations 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 Homework: - Getting started: Preparing for the next lesson: Vocabulary tasks in advance - Language: Preparing for the next lesson: Vocabulary tasks in advance - Reading: Preparing for the next lesson: Vocabulary tasks in advance - Writing: Preparing for the next lesson: Vocabulary tasks in advance Vĩnh Chân, ngày ………./………… /2021 Ký duyệt TTCM (từ tiết 47-49) Date of preparation: Unit 8: THE WORLD OF WORK Period 52- 55 I OBJECTIVES Knowledge - Help learners get started with some language items in Unit - 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 Competence - Students are able to improve self-study skills, critical thinking skills, problem solving skills, communication skills, creativeness and IT skills 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 Organization class Teaching date Attendances 12A1 12A1 12A1 12A1 Checking: During the lesson New lesson: Absentees Notes P1: Getting started P2: Language P3: Reading 45: Writing ACTIVITY 1: INTRODUCTIO a) Objectives Introduce the topic of the lesson and to raise students' interest b) Content Ask students to discuss the question in the pictures c) Products Suggested answers Students give their own ideas about the question d) Elicit students’answers Implementation Givefeedback Lead into newlesson ACTIVITY 2: KNOWLEDGE BUILDING a) Objectives Introduce new lexical and grammatical structures related to the lesson b) Content Mai and Nam are talking about their preparations for the world of work Listen and read New words academic /ˌækəˈdemɪk/(a): học thuật, giỏi môn học thuật administrator/ədˈmɪnɪstreɪtə(r)/ (n): nhân viên hành align /əˈlaɪn/(v): tuân theo, phù hợp applicant /ˈæplɪkənt/(n): người nộp đơn xin việc apply /əˈplaɪ/(v): nộp đơn, đệ trình apprentice /əˈprentɪs/(n): thực tập sinh, người học việc approachable /əˈprəʊtʃəbl/(a): dễ gần, dễ tiếp cận articulate /ɑːˈtɪkjuleɪt/(a): hoạt ngơn, nói lưu loát barista /bəˈriːstə/ (n): nhân viên làm việc quán cà phê 10 candidate /ˈkændɪdət/(n): ứng viên qua vịng sơ tuyển 11 cluttered /ˈklʌtəd/(a): lộn xộn, trơng rối mắt 12 compassionate /kəmˈpỉʃənət/(a): thơng cảm, cảm thơng 13 colleague /ˈkɒliːɡ/(n): đồng nghiệp c) Products Suggested answersơ Understand the dialogue d) Assign tasks; explain Implementation Monitor; help; tutorial Review; Commendation Reported results Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE a) Objective - Improve reading, listening, skills b) Content Task Read the conversation again Answer the questions about it Task Complete the text with the correct form of the words from the box c) Products Suggested answers What is Nam doing? => He is writing a CV to apply for a part-time job 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 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 What information job seekers need to include in their CVs and covering letters? => They need to include information about their relevant qualifications, experience, and skills 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 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 job job seeke advertis C r ements V coveri job ng intervie letter w d) Implementation - Step 1- Transfer the tasks 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 - Step 2- Perform tasks Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report, discussion Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Conclusion, judgment 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 ACTIVITY 4: APPLICATION a) Objectives Students apply the knowledge they have just learned into communicative and practical situations b) Content Complete the sentences using the reporting verbs from the conversation c) Products Suggested answers asked advised told advised offered - Step 1- Transfer the tasks d) State the requirements for each activity for the students Make sure Implementation the students have a clear understanding of the task for each activity before performing the task - Step 2- Perform tasks Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report, discussion Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Conclusion, judgment 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 ... Attendances Absentees Notes 12A7 P2: Getting started 12A7 P3: Language :P4: Reading 12A7 12A7 P5: Speaking 12A7 P6: Listening 12A7 P7: Writing 12A7 P8: Communication and culture 12A7 P9: Looking back... Organization class Teaching date Attendances Absentees Notes 12A7 P1: Getting started 12A7 P2: Language :P3: Reading(1) 12A7 12A7 P4: Reading (2) 12A7 P5: Writing Checking: No checking New lesson: Getting... Organization class Teaching date Attendances Absentees Notes 12A7 P1: Getting started 12A7 P2: Language :P3: Language 12A7 12A7 P4: Reading 12A7 P5: Writing Checking: No checking New lesson: Getting
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