Giáo án học kì 2 môn Tiếng Anh Lớp 12 Sách mới

 Activity 4: Discuss the underlined 
 grammar points
 Ss work in pairs, read the two Key: they are going to get 
 sentences carefully and the robotic boy destroyed  Pair work
 discuss their structures, and causative passive T Ss
10 minutes analyze the underlined she has someone take him 
 structures and focus on the to a faraway forest and leave 
 verb forms him there  causative active
3. - Asks Ss: What have you learnt 
Consolidation today? What can you do now? T Ss
2 minutes - Summarizes the main points of the 
 lesson.
4. Homework - Asks Ss to learn by heart the words 
1 minute or phrases related to the relationship. T Ss
 - Prepare for the next lesson.
V. Experience:
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............................................................................................................................................................ Date of preparation: 
 Period: 63
 Lesson 2: Language
I/. Objectives: 
1. Language focus
- To provide learners some language items in Unit 7
- For vocabulary, that is words and phrases related to Artificial intelligence
- For pronunciation, that is the sentence stress in connected speech
- For grammar, that is the active and passive causatives.
2. Skills
- To promote Ss to develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
II/. Teaching aids
 - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.
 - Students: Textbook
III. Methods: - The whole lesson: Integrated, mainly communicative.
IV. Procedures:
Time/Stages Learning Activities Language focus Interactions
1. Check up - One student is called to the board - Related to causative individual
 3 minutes and do as required. T Ss
2. New lesson A. Vocabulary:
 Activity 1: Match the words and 
 phrases with their meanings. 
 - Ss work individually, read each Individually
 word or phrase and match it with * Key: 1c, 2e, 3a, 4b 5d, 
 the definitions. 
 If necessary, ask a few Ss to say 
 the equivalent meaning of these 
 words and phrase in Vietnamese. 
12 minutes 
 Activity 2: Complete the 
 sentences with the correct forms * Key: 
 of the words in 1. 1. emotion Individually 
 1. - Sts do as required, 2. capable T Ss
 bearing in mind a verb or a 3. resurrected
 noun must be used its 4. activate
 suitable form (e,g. verb 5. incredible
 tense, singular or plural 
 form of nouns).. 
 - - Sts find the suitable 
 words to fill in the gaps. 
 2. Pronunciation: 
 Sentence stress
 Activity . Listen and repeat, Individually
 paying attention to the stressed Pair work
 words -Ss listen and repeat, paying 
 attention to the stressed words. 
10minutes After that identify the word class 
 of the stressed words. This will 
 help them to understand that only 
 the words mentioned in the Do you 
 know ? box are stressed. Pair work
 - Ss recognise and practise the 
 sentence stress.
 - Ss repeat chorally and T Ss
 individually.
 2. Grammar: The active 
 and passive causatives
 Activity 1: Rewrite the Key: 
 sentences, using have + object + 1. The A. I. expert had his 
 bare infinitive. assistant activate the newly 
 - Ss study the Do you know ? made robot.
 box and check their understanding. 2. The computer corporation Whole class
 - Ss read and analyse the structure had their workers eliminate 
 of the example; gives feedback malfunctioning products.
 and explain that in the causative 3. The robot manufacturer had 
 example the action is in the past his customers exchange their T Ss
18 minutes and Monica (the subject) arranged outdated robots for the next 
 for someone (the object – Jimmy) generation robots. Pair work
 to do the action. 4. The company had someone Whole class 
 - Ss work individually, and then clear out all the junk in the 
 has them compare their answers in store.
 pairs. 5. The manager had the 
 - Ss check answers as a class. workers move the machine to 
 a new station.
 6. The owner of the palace had T Ss
 a construction company Individually
 remodel his estate
 T Ss
 Key:
 Activity 2: Rewrite the sentences 1. The A. I. expert got the Individually
 in 1, using get + object + past newly made robot activated. Whole class
 participle. 2. The computer corporation 
 - Ss read the example carefully, got mafunctioning products 
 paying attention to the structure of eliminated.
 passive causative with get. 3. The robot manufacturer got 
 - Ss do the activity individually the outdated robots 
 first, and then has them compare exchanged for the next 
 their answers in pairs. generation robots.
 4. The company got all the junk 
 in the store cleared out.
 5. The manager got the 
 machine moved to a new station.
 6. The owner of the palace got 
 his estate remodeled
3. - Asks Ss: What have you learnt 
Consolidatio today? What can you do now? T Ss
n - Summarizes the main points of 
2 minutes the lesson.
4. Homework - T asks Ss to do exercises again at 
1 minute home. T Ss
 - Prepare for the next lesson.
 - Complete Exercises in 
 workbook.
V. Experience:
 Date of preparation: 
 Period: 64
 Lesson 3: Reading
I/ Objectives: 
 - To teach Ss to scan a text for specific information in an article in an article about artificial intelligence 
 application
 - To teach Ss new vocabulary by completing true false task.
 - To develop their reading skill through choosing the main idea for each paragraph.
 - To learn new vocabulary by finding words or expressions with the definitions given.
II. Teaching Aids
 - Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.
 - Students: Textbook 
III. Methods: - The whole lesson: Integrated, mainly communicative.
IV. Procedures:
Time/Stages Learning Activities Language focus Interaction
 s
1. Warm up Lead in
 8 minutes T informs the class of the lesson 
 objectives: skimming and scanning vocabulary and information T Ss
 an article for general ideas and related to the artificial Whole class
 specific information from a intelligence application
 passage
2. New lesson A. I application 
 Activity 1: Discuss what the Key:
 pictures below show and where a. A voice recognition 
 you might see these things. application which can be Group work
 - The aim of this activity is to seen in smartphones, tablets 
7 minutes activate Ss’ previous knowledge of and other electronic devices
 A.I. applications. b. a device using the GPS 
 -Ss work in pairs, look at the (Global Positioning System): 
 pictures, discuss what the images a space-based navigation 
 illustrate, and guess where they system that provides location 
 might see these things. information in all weather Pair work
 conditions, anywhere on or 
 near the Earth, and can be 
 seen in advanced means of 
 transport
 c. a medical robot which can be T Ss
 seen in technologically 
 advanced hospitals
 d. an automated bomb disposal 
 robot which is used by the 
 military
 Activity 2: Read the following 
 text about some A.I. 
 applications. Circle the answers 
 to the questions. 
12 minutes - Ss read the questions (1-6) and Key: 1.B, D 2.C, D Pair work
 underline the key words which 3.B, C 4A 5.A, D will help them to identify the 6.D
 information which may lead to the T Ss
 answers; explains that there may 
 be more than one correct answer to 
 each question.
 - Ss scan the text carefully and 
 find the answers to the questions.
 - Ss compare their answers in 
 pairs.
 Activity 3: Form a verb from 
 each noun in the table. Then Noun Verb
 make a sentence with each verb.
 application apply
 - Ss work individually to complete 
 intervention intervene
7 minutes the table, has them use the 
 dictionary, if necessary. interaction interact
 - Ss compare their answers in navigation navigate Group work
 pairs, checks answers as a class. prediction predict Whole class
 recognition recognise
 Activity 4: Guess the robot.
 - In groups, decide what type of -T explains the game to the class 
 robot you wish to act out. Do not and demonstrates how to play it, 
 tell the other group members. The checks Ss’ understanding by 
8 minutes rest of the group takes turns to ask having a group of five Ss model 
 questions in order to find out what the game, writes the questions Group work 
 type of robot you are (e.g. an that the player ask on the board 
 industrial robot, a medical robot, a as example.
 military robot, an entertainment - T sets a time limit for Ss to 
 robot, etc.) play the game.
3.
Consolidatio - Summarizes the main points of T Ss
n the lesson
2 minutes 
4. Homework - Asks students to learn by heart 
1 minute the new words. T Ss
 - Prepare for the next lesson.
V. Experience:
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........................................................................................................................................................................ Date of preparation: 
 Period: 65
 Lesson 4: Speaking
I. Objectives:
 - To teach Ss to talk about the risks of artificial intelligence. 
 - To teach Ss to practise sharing and giving responses to new information.
 - By the end of the lesson, students will be able to: 
 + Express their opinion about the risks of artificial intelligence
 + Perform their viewpoints to other people in real life.
II. Teaching Aids
 - Teacher: Handouts, textbook, lesson plan and pieces of papers.
 - Students: Textbook 
III. Methods: - The whole lesson: Integrated, mainly communicative.
IV. Procedure
Time/Stages Learning Activities Language focus Interaction
 s
 T informs the class of the lesson Talking about the risks of artificial 
1. Check up/ objective: Talking about the risks intelligence
lead in of artificial intelligence based on T Ss
 4 minutes 
 the related news items.
2. New lesson Activity 1: Work in pairs. - Picture a is Professor (Prof.) 
 Discuss the following questions. Stephen Hawking. One of his books Individually
 Picture a. Do you know the name A Brief History of Time was an 
10 minutes of this person? international best seller. In 1963, 
 Picture b. What do you think this Prof. Hawking contracted a life-
 image illustrates? threatening disease and was given 
 Ss look at the pictures and say two years to live, however he went T Ss
 what they know about these on to become a brilliant researcher 
 images, has them brainstorm their and a ground-breaking (making new 
 ideas in pairs, writes the most discoveries; using new methods) 
 interesting ideas on the board and cosmologist (nhà vũ trụ học), in 
 highlight the ones that answer the spite of being wheelchair-bound and Pair work
 questions depending on a computerised voice 
 system for communication. From 
 1979 to 2009 he held the post of 
 Lucasian Professor at Cambridge*, 
 the chair previously held by people 
 such as Isaac Newton and Charles 
 Babbage. Professor Hawking has 
 over a dozen honorary degrees and 
 was awarded the CBE* in 1982. He 
 is a fellow of the Royal Society and 
 a member of the United States’ 
 National Academy of Sciences. 
 Stephen Hawking is regarded as one 
 of the most brilliant theoretical 
 physicists since Albert Einstein. Activity 2: Read and complete Key:
 the following news item. 1. efforts
 - Ss read the text and guess the 2. threat
6 minutes words that can be used to fill in 3. technology
 each gap. 4. communicate
 - Ss compare their answers in 5. consequences T Ss
 pairs. 6. destruction Pair work
 - Ss checks answers 7. evolution
 Key:
 Activity 3: Complete the 1. Who interviewed him
 conversation using the 2. the threat of creating thinking 
 information in 2 and practise it. machines and the development 
 - Ss work in pairs to read the news of full artificial intelligence
 item, complete the conversation, 3. it can lead to the destruction of 
 and then practise it, encourages Ss humanity
12 minutes to add their own ideas to the 4. their slow biological evolution. 
 conversation. Creating intelligence machines 
 - Some pairs role play the that could match or surpass 
 conversation. humans could lead to the 
 destruction of people
 Activity 4: Read the second news 
 item. Make a similar 
 conversation. Practise it with a Nam: Did you read (1) ?
 partner. Mai: No, I didn’t. Who has signed 
 -Ss read the news item (2) ?
 individually first, check their Nam: 1,000 people from (3) . 
 comprehension and help with the Mai: What does the letter call for?
 pronunciation of any names. Nam: It calls for (4) .
 -Ss complete the conversation with Mai: Why have they called for the 
 information from the news item, ban? Ss Ss
 encourages them to write the Nam: Because (5) .
 completed answers on a piece of Suggested answers:
10 minutes paper. 1. about the open letter singed 
 - Ss compare their answers in pairs by many famous people
 and agree on the best ones before 2. the letter
 they practise the conversation. 3. the worlds of technology, 
 -A few pairs to role play the space travel, computing and 
 conversation. mathematics
 4. a ban on offensive 
 autonomous weapons
 they are afraid that autonomous 
 killing machines could easily fall 
 into the hands of the wrong people, 
 and be used for destroying countries, 
 and even the world
3. - Summarizes what they have 
Consolidatio learnt by asking Ss some T Ss
n questions: 2 minutes What have you learnt today? What 
 can you do now?
4.Homework - Asks students to learn by heart 
1 minute the expressions. T Ss
 - Prepare for the next lesson.
V. Experience:
..............................................................................................................................................................................
..............................................................................................................................................................................
............................................................................................................................................................ Date of preparation: 
 Period: 66
 Lesson 5: Listening
I. Objectives: 
 - To develop Ss’ skill of listening to for specific information in a conversation about Ray Kurzweil’s 
predictions about the future of A.I.
 - To help Ss understand general ideas and specific details to answer comprehension questions.
 - By the end of the lesson, students will be able to:
 + Listen and do the tasks.
 + Develop the listening skills for specific details. 
 + Identify specific information through true false task and question answering
II. Teaching aids:
 - Teacher: Handouts, textbook, pieces of papers and cassette.
 - Students: Textbook 
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
 Time/Stages Learning Activities Language focus Interaction
 s
 - Inform the class of the lesson 
 1. Check up objectives: listening for specific Pair work
 5 minutes information in a conversation T Ss
 about Ray Kurzweil’s predictions 
 about the future of A.I.
 2. New lesson The future of A.I.
 Task 1: Match each word in Key: 1.c 2.d 3.a 4.f
 column A with its meaning in 5.b 6.e
 column B.
 - Ss work in pairs to match the Pair work
 10 minutes words and phrases with their 
 meanings.
 Task 2: Listen to the 
 conversation between Nam and 
 Mai. Decide whether the Key: 1. NG 2. F 3. F 4. 
 following statements are true T 5. T 6. T 7. T
 (T), false (F), or not given (NG) T Ss
 10 minutes and tick the correct box.
 -Ss read the sentences and 
 underline the key words when they Group work
 are listening.(2 times) Key:
 - Ss compare their answers in 1. NG 2. F 3. F 4. T 5. T
 pairs.
 Task 3: Listen again. Answer the 
 following questions. Suggested answers:
 - Ss read through the questions 1. It is about artificial 
 and underline the key words, pay intelligence. T Ss
 attention to these words when they 2. He is an author, computer 
 listen. scientist, inventor, and 
 -Ss answer the questions futurist.