giáo án tiếng anh 12 kì 2 theo cv mới

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)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 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
c) Products
Suggested answers
Students remember the uses and the form of the language

d)Implementati
on

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
c) Products

D. being cheated

Keys:
1. B
Kiến thức: Câu hỏi đuôi
2. C
Kiến thức: Câu điều kiện loại 3
3. B
Kiến thức: Thì hiện tại hồn 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)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 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

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 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

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.



Date of preparation: 4/9/2021
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
- 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. Equipments: computer, projector.
2. Learning materials: textbook, pictures, videos.
III. TEACHING PROCESS
1. 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

2. Checking: No checking
3. 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
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)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:
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 ...”
d)Implementatio
1. Assign tasks; explain
n
2. Monitor; help; tutorial

3. Review; Commendation Reported results
4. 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.
1. too: two
2. eye: I
3. sea: see
4. one: won
5. 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 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- 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)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 tasks

Students work in pairs in 1 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
Language
ACTIVITY 1: INTRODUCTION
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 cơng 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
Ask sts to give answer by their preparation at home.
Give feedback and give marks
ACTIVITY 2: KNOWLEDGE BUILDING
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.
d)Implementati
1. Assign tasks; explain
on
2. Monitor; help; tutorial
3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember
ACTIVITY 3: PRACTICE
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
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 7 minutes
Teachers do 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
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
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 3 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
Reading
ACTIVITY 1: INTRODUCTION
a) Objectives
Introduce the topic of the lesson and to raise students' interest
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

Wh
at 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
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
2. 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

1
19
948 88

Di

2
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


life
to...

dy

r
patien
ts

d)Implementati

1. Assign tasks; explain
on
2. Monitor; help; tutorial
3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember
ACTIVITY 3: PRACTICE
a) Objectives
Doing exercises to practice the language
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
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 in7 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
Doing extra- exercises to practice the language
a) Objectives


b) Content
c) Products

d)Implementati
on

5. Discuss with a partner. Have you ever taken part in the Sunflower
Festival to support Thuy's Dream Programme?
Suggested answers:
+ 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.
- 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 tasks
Students work in pairs in 3 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

Speaking
ACTIVITY 1: INTRODUCTION
a) Objectives
Introduce the topic of the lesson and to raise students' interest
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
d)Implementati
Elicit students’ answers.
on
Give feedback.
Lead into new lesson.
ACTIVITY 2: KNOWLEDGE BUILDING
a) Objectives
Introduce the form and the uses of the language
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.
d)Implementati
1. Assign tasks; explain
on
2. Monitor; help; tutorial
3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember
ACTIVITY 3: PRACTICE
a) Objectives
Doing exercises to practice the language
b) Content
3. Work with a partner. Use the information below or your own ideas to
talk about one of the historical figures below.
c) Products
Suggested answers:
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.
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 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- exercises to practice the language
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


d)Implementati
on

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 selfaccusation and promise to study harder.

Min: He's so creative!
Mai: Yes.
- 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 tasks
Students work in pairs in 3 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

Listening
ACTIVITY 1: INTRODUCTION
a) Objectives
Introduce the topic of the lesson and to raise students' interest
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.
d)Implementation

Elicit students’ answers.
Give feedback.
Lead into new lesson.
ACTIVITY 2: KNOWLEDGE BUILDING
a) Objectives
Introduce the form and the uses of the language
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.
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 exercises to practice the language
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.”
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 tasks
Students work in pairs in 3 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- exercises to practice the language
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.
c) Products
Suggested answers:
- 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.
d)Implementat
- Step 1 - Transfer the tasks
ion
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 tasks
Students work in pairs in 3 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
Writing
ACTIVITY 1: INTRODUCTION
a) Objectives
Introduce the topic of the lesson and to raise students' interest
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
d)Implementati
Elicit students’ answers.

on
Give feedback.
Lead into new lesson.
ACTIVITY 2: KNOWLEDGE BUILDING
a) Objectives
Introduce the form and the uses of the language
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)
d)Implementati
1. Assign tasks; explain
on
2. Monitor; help; tutorial
3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember
ACTIVITY 3: PRACTICE
a) Objectives
Doing exercises to practice the language
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.
Suggested answers:
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.
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 tasks
Students work individually in 12 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- exercises to practice the language
b) Content
Compare the answer with a partner
c) Products
Giving feedback
d)Implementati
1. Assign tasks; explain
on
2. Monitor; help; tutorial
3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember
Communication and culture
ACTIVITY 1: INTRODUCTION
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
c) Products


Elicit students’ answers.
Give feedback.
Lead into new lesson.
ACTIVITY 2: KNOWLEDGE BUILDING
a) Objectives
Introduce the form and the uses of the language
b) Content
2. Discuss the question in pairs.
Do you think family stories should be told to children? Why or why
not?
c) Products
Suggested answers:
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.
d)Implementati
1. Assign tasks; explain
on
2. Monitor; help; tutorial

3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember
ACTIVITY 3: PRACTICE
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.
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 tasks
Students work in pairs in 6 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- exercises to practice the language
d)Implementati

on


b) Content
c) Products
d)Implementati
on

2. Work with a partner. Find some Vietnamese writers of detective
stories and talk about their lives and works.
Suggested answers:
In Vietnam, there are a few writers who write dectective stories. Some famous
names are: Di Li, Nguyen Dinh Tu and Nguyen Xuan Thuy.
1. Assign tasks; explain

2. Monitor; help; tutorial
3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember

Looking back and project
ACTIVITY 1: INTRODUCTION
a) Objectives
Pronunciation
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
d)Implementati
on

Elicit students’ answers.
Give feedback.

ACTIVITY 2: KNOWLEDGE BUILDING
a) Objectives
Vocabulary
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.
d)Implementati
1. Assign tasks; explain
on
2. Monitor; help; tutorial
3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember

ACTIVITY 3: PRACTICE


a) Objectives
b) Content

Grammar
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)
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 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
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
c) Products

Suggested answers:
- 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...


d)Implementati
on

- She’s also the person that inspires the young to live a meaningful life
through her speech, her actions and her music.
- 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 tasks & Step 3 – Report and discuss

Ask some students to present
Other groups comment
- Step 4 - Draw Conclusion and judgments
Teacher gives feedback and clarify the problem to be resolved/
explained

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)


Date of preparation:

12/9/2021
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
- 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.
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. Equipments: computer, projector.
2. Learning materials: textbook, pictures, videos.
III. TEACHING PROCEDURE
1. Organization
class
Teaching date

Attendances
Absentees
Notes
12A7
P1: Getting started
12A7
P2: Language
:P3: Language
12A7
12A7
P4: Reading
12A7
P5: Writing
2. Checking: No checking
3. New lesson:
Getting started
ACTIVITY 1: INTRODUCTION
a) Objectives
Introduce the topic of the lesson and to raise students' interest
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/ đơ 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)
Implementation:

Elicit students’ answers.
Give feedback.
Lead into new lesson.
ACTIVITY 2: KNOWLEDGE BUILDING
a) Objectives
Introduce the form and the uses of the language
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
3. Review; Commendation Reported results
4. Conclusion; emphasize knowledge to remember
ACTIVITY 3: PRACTICE
a) Objectives
Doing exercises to practice the language
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.
- Step 2- Perform the tasks:
Students work individually, in pairs, or in groups in the PROCEDURE
of performing tasks. 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. 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
Doing extra- exercises to practice the language
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
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 PROCEDURE
of performing tasks. 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. 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.

Language
ACTIVITY 1: INTRODUCTION
a) Objectives
Vocabulary
b) Content
1. Look at the conversation in GETTING STARTED again.
Match the words in the conversation with the appropriate


c) Products

definitions.
2. Complete the sentences with the
correct form of the words in 1.
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

4. agricultural

5. industrialisation

3. switched off

d)
Implementation:

Elicit students’ answers.
Give feedback.

Lead into new lesson.
ACTIVITY 2: KNOWLEDGE BUILDING
a) Objectives
b) Content

c) Products

Vocabulary and Pronunciation
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.
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.
2.
3.
weather long- well-beaten term paid
4.

fastgrowin
g

d)

5.
uptodate

1. Assign tasks; explain