Giáo án tiếng anh 12 unit 8

GIÁO ÁN ENGLISH 12
Unit 8 : LIFE IN THE FUTURE
A: READING
A. AIMS:
- To help students improve their reading skills: scanning and skimming, guessing the
meaning of words in context.
B. AIDS:
- English textbook for students.
- English textbook for teachers.
- Pictures.
C. Methods : Communicative approach and learner - centered approach.
Teacher’s activities

Students’ activities

I. Warm-up:
1/ What are the people going to do?

- Listen to teacher.

2/ Does it look like a normal airplane?

- Look at the picture and answer the questions:

3/ How is it different?

1/ They are going to fly.

4/ Do you think that life in the future will be like this?

2/ No

Aims: to introduce the topic of the lesson and to raise 3/ It looks more modern than a normal airplane. It
students' interest.

has no wings.

- Introduce the lesson.

4/ Yes,

- Ask students to look at the questions in Before you No
read, page 80, working in pairs to discuss the question
Possible answers
in Before you read:
1. Do you think life will be better in the future?
Why / Why not?
2. List three things that might happen in the future.
II. Before you read :

S1: Do you think life will be better in the future?
S2: Yes
S1: Why?

- Ask students to look at the picture ask and answer the S2: Because of the development of science and
technology.
questions.


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S1: List three things that might happen in the future

III. While you read :

S2: I think in the future, people can live in the Mar,
people will be healthy without any diseases, and
they can travel by plane to work everyday.

- Ask students to look through the passage and read in
- Look at the picture, listen to the teacher then ask
silence.
and answer the questions in the book.
- Help students read the passage.

- Work in pairs.

- Explain pronunciation and meaning of new words which
- Listen to the teacher then read the passages.
appear in the passage.
- Ask some new words if necessary.
- Corporation(n): a large business company
- Chore(n): a job that is not interesting but that you
- Give Vietnamese equivalents.
must do.
- Corporation(n):
- Burden(n): something that is heavy and difficult to
- Chore(n):
carry.
- Burden(n):
- Influence(v): to have an effect on or power over
- Influence(v):

sb/sth so that he/she/it changes.
- Methane(n):
- Methane(n): a gas without color or smell, that burns
- Responsibility(n):
easily and that we can use to produce heat.
- Responsibility(n): a duty to deal with sth so that it is - Read the words.
your fault if sth goes wrong.
- Read the passage in silence.
Task 1 :
- Ask students to read through the text once to find out - Work individually to read the text then choose the
the words and phrases in the passage:
some new words, guess the main idea.
- Explain new words (give the Vietnamese equivalents), - Share the key with other students:
guide the Ss to get the main contents of the reading text. Keys
- Ask students to work individually in 3 minutes to do
this task.
- Guide students to read through the passage , then
focus on only the sentences surrounding the suggested

1.
2.
3.
4.
5.

Pessimists: những người bi quan.
Optimists: những người lạc quan.
Economic depression: suy thoái kinh tế.
Terrorism: khủng bố.
Wiped out: xóa sạch.

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words to do the task effectively.

6. Space shuttle: tàu vũ trụ.

- Give students some more words that may be new/
unfamiliar to them.
- Guide the students to read the word in chorus and
individually.
Task 2:

- Listen to the teacher then do the task.

- Ask students to read the passage again then work in
- Work in pairs:
pairs to ask and answer the suggested questions.
- Walk around the class to give help if necessary.
- Give suggested words, phrases or useful suggestions.
- Correct the students’ work.

Task 3:
- Ask students to read the questions carefully.
- Ask students to read through the passage again.
- Ask the class to do .
- Call some students to give the answers.
- Ask others students to correct.
- Give the true answers.

Keys:
1. Many large corporations will be wiped out and
millions of jobs will be lost.
2. The security of the earth will be threatened by
terrorism, as terrorist groups will become more
powerful and more dangerous.
3. People will be living in much cleaner
environment, breathing fresher air and eating
healthier foods. They will also be better looked
after by a modern medical system. Domestic
chores will no longer be a burden thanks to the
interventions of labor- saving devices.
4. They are developments in micro technologycomputer and telecommunication.
- Work individually to read the text then choose the
the words and phrases in the passage:
- Share the key with other students:
Keys:
1. Work: factories will be run by robots, offices
will go electronic, many people will work from
home.
2. Travel: travel by space shuttle very fast, at
15000 kms per hour; cars could run on


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electricity or methane gas and fitted with
computers.
- Listen to the teacher then do the task.
- Some students stand up to report their discussions.
- Work in groups.

IV. After you read :
- Ask students to work in groups to scan the text again.

Advantages: save labor, do difficult jobs so that men
have more time to enjoy life or do more creative
work.

- Ask them to work in small groups of three or four to
Disadvantages: replace human beings in many
discuss the Advantages and disadvantages of Robots.
fields so many people will lose their jobs or go
- Encourage them to use their own words.
jobless.
- Ask some students to report.

- Listen to the teacher.

V. Home work:

- Write down the homework to do at home.

- Review the reading and prepare the speaking at home.


GIÁO ÁN ENGLISH 12
Unit 8 : LIFE IN THE FUTURE
B: SPEAKING
I. Aims:
- Students can ask and answer about changes of people and the world in the future.
II. Aids:

- English textbook for students.
- English textbook for teachers.
III. Procedures:
Teacher’s activities

Students’ activities


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Warm-up:
- Tell a short story to prove that the renovation
measures has apparently changed the social and
people’s lives positively.
+ Ask students the question:
How can we get some clean water?
+ Give the answer: Bring the water from the river and
wash it.

- Listen and give one’s own ideas or story if being
asked.
- Listen to the riddle.
- Answer the question.
+ We buy clean water from the shop.
+ We ask our parents for it.
+ ……………..

- Introduce the lesson:

- Listen to the teacher and write the title in their
notebooks.

- Introduce some new words (eliciting, give the
definitions in English then ask students to translate - Listen to the teacher.
them into Vietnamese to check their understanding)
- Guess the meaning of the new words.
- to be declared open: to be stated publicly and
officially.
- holiday resort: a place where a lot of people go to
on holiday.
- a cure for: a medicine or treatment that can cure
an illness, etc.
- holiday maker: a person who go on holiday.
to be declared open:
- running on: the action or sport of running.
holiday resort:
- cold war: the war against common cold.
a cure for:
- Let the whole class read the new words twice or three
holiday maker:
times.
running on:
- Call 2 - 3 students to read new words again.
cold war:
Pre-speaking :
Task 1
- Read the new words.


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- Guide students how to practise.

- Ask students to look at Task 1.
- Ask students to do Task 1:

- Look at Task 1.

Look at these newspaper cuttings from the future, They - Do Task 1
were written on 1st of April. Say what will have
happened and what people will be doing by the end of
the 21st century.
- Revise the use of future tense:
+ When we want to say about an event going on at a
particular time or over a period of time in the future,
We use “will+be+V_ing”
which tense do we use?
+ When we want to talk about something that will be
ended, completed or achieved by a particular point in
the future, which tense do we use?
+ Look at the example, this action will be completed by
the end of the 21st century, so we use will+ have+ P.II.
- Ask one student to read the example.
- Ask Ss to work in pairs to say what will have
happened and what people will be doing by the end of
the 21st century.
- Read the example.
- Walk around the class to guide or supervise them and
- Do Task 1 in pairs.
give them help if necessary.
- Ask some pairs to report what they have talked.
- Give comments; correct the common mistakes after
they finish.

While-speaking :
Task 2

- Work in pairs.


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- Guide students how to practise.
- Ask students to work in pairs.

- Report what they have talked.

-.Introduce some new words (eliciting, give the
definitions in English then ask students to translate
them into Vietnamese to check their understanding)
Living standard: the quality of life
Fatal disease: disease causing or ending in
death.
- Let the whole class read the new words twice or three
times.
-

- Listen to the teacher and correct the mistakes.

- Call 2 - 3 students to read new words again.
How can we say if we want to make prediction?

- Listen to the teacher.

What else?

- Guess the meaning of the new words.

-> We often base on something to make prediction, you
have to give reasons for your prediction.
Could you tell me how we say to give reason for
something?
If we mean that the reasons are negative, what should
we use

- Read the new words.

If the reasons are positive, what should we use?
Give some expressions of reasons:
-…because living standards will be/ have been
improved.
- …the cures for fatal diseases will be/ have been found.
-… it’s (Jupiter/Mars/moon) too far.
-… It’s (Jupiter/Mars/moon) too cold/ hot there.
-… there’s no water there./ The atmosphere is too thin

It is likely that+ clause
It is unlikely that+ clause
It is possible that+ clause
It is impossible that+ clause


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there.

Because + clause

-…It’s too costly/ just impossible to do that.

Because of + Noun phrase

- Ask one student to read the example.

Since/As + clause

- Ask some Ss to recall the way to show opinion.

For + Noun phrase
As a result of

- Give example:

Thanks to + Noun phrase

In my opinion, it’s unlikely that by the end of the 21st
century people will be living to the age of 150 because
there will be more and more diseases.
- Ask students to do Task 2 in pairs, discussing which of
the predictions are likely/ unlikely to happen. Give at
least two reasons for each.
- Call one student to repeat the instruction to check
whether they are clear about what they have to do.
- Go around to supervise them. Note down serious and In my opinion
common mistakes.
from my point of view

Post-speaking :

As far as I am concerned.

Task 3

I think

- Guide students how to practise.

I believe

- After about 3 minutes of discussion, call some pairs to - Listen to the teacher
report what they have done.
- After students finish, give them comments: correct
some pronunciation mistakes they have made.
- Read aloud the words and ask the whole class to
repeat.


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- Ask students to do Task 3: making some more - Do Task 2 in pairs
predictions about what life will be like one hundred
years from now.( work in groups of 4)
- After about 3 minutes of discussion, call some groups
to report what they have done.
- After students finish, give them comments: correct - One student repeats the teacher’s instruction.
some pronunciation mistakes they have made.
- The others listen to their friends to make clear
- Read aloud the words and ask the whole class to about what they have to do.

repeat.
- Correct their mistakes.

- Some pairs report.

Homework:
- Ask the students to prepare the listenng at home.

- Repeat after the teacher.

- Work in groups to do Task 3
- Some groups report what they have discussed:
I think it is likely by the end of 2106, scientists will
have found a cure for AIDS thanks to the
developments of science and technology.
- Listen to the teacher.
- Repeat after the teacher.


GIÁO ÁN ENGLISH 12
Unit 8 : LIFE IN THE FUTURE
C: LISTENING
I. Aims:
Students can improve their listening skill : they can understand the passage about life
expectancy.
II. Aids:
-

- English textbook for students.
- English textbook for teachers.

- Tapes and cassette.
- Handouts.
III. Procedures:
Teacher’s activities

Students’ activities

Warm up:
- Let students play a game.
- Listen to the instruction.
- Introduce the game rule:
This is Lucky number game. We have four teams. I will
give a definition, and you have to give the word it refers
to. You have to raise your hand to answer the question.
Who raises the hand first will have the right to answer
the question.
If your answer is right, you will get one point. If not,
the other team will answer the question. The team
which gets the true answer can choose the next
question, if it is a lucky number, that team will get 2
points.
- Let Ss play.
Pre- listening
- Ask students to do Task 1:
Discuss the question: Which of the following factors do


GIÁO ÁN ENGLISH 12
you think might help people have a long and healthy
life?

- Do Task 1 in pairs.

+ No smoking? Why?
+ Love a lot? Why?
- Ask one pair to report what they have discussed.
- Introduce some new words (eliciting, give the
definitions in English then ask students to translate
them into Vietnamese to check their understanding)
Incredible (adj): impossible or very difficult to
believe
- Centenarian (adj): belong to the century, 100
years
- Eradicate (v): to destroy or get rid of sth
completely
- Life expectancy (n): the number of years that a
person is likely to live
- Eternal life (n): life without beginning or end;
existing or continuing for ever
- Mushroom (v): rise quickly
- Curable (adj.): (used about a disease) that can be
made better.
While - listening
-

Task 1
- Let the whole class read the new words twice or three
times.
- Call 2 - 3 students to read new words again.
- Ask students to read the statements in Task 1.

- Ask students to listen to the passage the first time:
Listen to an interview about people’s life expectancy in

S1: Which factors do you think might help people to
have a long and healthy life.
S2: I think they are no smoking, eating healthy food,
laughing a lot, and doing exercise because by doing
so, we can improve our health.
- Listen to the teacher.
- Guess the meaning of the new words.


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the future, listen and decide whether the statements are
true or false.

- Read the new words.

- Play the tape or read the passage twice
- Read the statements in Task 1.
- Ask some students to give their answers. Ask them to
give reason for their answers. If their answers are right, - Listen to the passage and answer the questions.
repeat them; if not give the correct answers.
1. F (Some scientists can predict)
Task 2
1. F (Because we look after ourselves, eat more
healthily, cut down on things like butter,
- Ask them to listen again the second and the third time
alcohol and cigarettes)
to finish Task 2: answer the questions.

2. F (80)
- Ask students to discuss the answers to the questions in
3. T
pairs.
4. T
- Listen again the third time to finish the Task.
- Go around to supervise students if necessary.
- Call some students to give the answers. If their
answers are right, repeat the answers, if they are wrong, - Discuss the answers to the questions in pairs.
give them the answers:
- Answer the questions, and correct the wrong
- If most students do not catch the information for the answers.
questions, let them listen again to the passage once
1. Eating more healthily, cutting down on
more.
things like butter, alcohol and cigarettes.
1. What are factors that help people have longer life
2. The development in medical science.
expectancy according to Dr. Davis?
3. In ten years’ time AIDS will also be brought
2. Which factor is the most important one? Why?
under control. / We’ll have been able to
3. What will we have been able to do about AIDS
bring AIDS under control.
in ten years’ time?
Post- listening
- Ask students to do After you listen in groups
Work in groups and the advantages and disadvantages
of having a very long life.
- Eliciting some ideas from the students:

What are the advantages of having a very long life?


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What are the disadvantages of having a very long life. - Do After you listen in groups
(write the answers on the board)
Advantages:
- Go around to supervise them. Note down serious and
- Do many things they want to do/ enjoy life
common mistakes.
more
- Ask one group to report what they have discussed.
- See their children and grandchildren grow
up.
- Give comments after they finish.
- Help their children and grandchildren.
- Children and grandchildren are happy with
- Call another group if there is enough time.
them
- Give feedback and correct serious or common Disadvantages:
mistakes
- Too weak to do things and often ill.
Homework:
- Feel lonely when children have grown up
and busy with their own lives, and friends
- Ask the students to prepare writing at home.
are dead.
- Do the task in groups.
- Report what they have discussed.
- Listen to the teacher and correct the mistakes.

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Unit 8 : LIFE IN THE FUTURE
D. WRITING
I. Aims:
-

Students can write about the ideal world in which they would like to live in the year 2020.

II. Aids:
- English textbook for students.
- English textbook for teachers.
III. Procedures:
Teacher’s activities
Pre- writing

Students’ activities
- Write down in the notebooks the title.

Task 1:
- Write on the board the title of the lesson: Unit 8: Life
in the future.

- Listen to the teacher.

Part D. Writing
- Introduce some new words and expressions
-

Under the threat of terrorism:
Live in harmony:
Live in clean healthy environment:
My main desire is …:
Materialistic (a):

- Let the whole class read the new words twice or
three times.
- Call 2 - 3 students to read new words again.
-

- Ask students to read the passage to analyze it.
- Ask students to discuss the answers to the questions in
pairs.
- Go around to supervise students if necessary.
- Call some students to give the answers. If their

- Read the words


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answers are right, repeat the answers, if they are wrong,
give them the answers:
1.What are the student’s concerns about?

- Read the passage to analyze it.

World peace?
Employment?
The environment?

The people ?

2. Are your concerns similar to those?
3. Do you have other concerns? What are they?
While - writing
Task 2

- Discuss the answers to the questions in pairs.
- Answer the questions, and correct the wrong
answers.

- World peace: peaceful world, no war, no conflicts,
no threat of terrorism, people love in harmony.
- Employment: everyone has a job.
- Environment: clean and healthy, less noise, less
pollution, larger parks, wildlife is protected.

Ask students to do Task 2 individually.
- People: less materialistic, less selfish, less violent,
Write about the ideal world in which you would like
and more loving.
to live in the year 2020 using the ideas you have
discussed in Task 1
Yes, they are.
Post - writing
Yes, I wish people can do the job that they like, and
Try to use the expression like: my main desire is to…., I they no longer suffer from fatal diseases.
would also wish…
-

- Go around to supervise them. Note down serious and
common mistakes.
- Show and correct some common mistakes
- Ask students to exchange their work to check

- Do Task 2 individually


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- Ask students to revise their description
- Ask students to hand in their work to mark

- Write the description.

Homework:
- Ask students to rewrite the task at home and prepare
part Language Focus at home.

- Listen to the teacher and correct the mistakes.
- Exchange the writing.

-Revise their description.

- Listen to the teacher and write down homework.


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Unit 8 : LIFE IN THE FUTURE
E. LANGUAGE FOCUS

I. Aims:
1. Pronunciation
- Students can pronounce correctly the contracted forms of auxiliaries (have and has).
2. Grammar
- Students know how to use articles and.
- Students know how to use some preposition phrases.
II. Aids:
- English textbook for students.
- English textbook for teachers.
- Pictures
III. Procedures:
Teacher’s activities
Pronunciation

Students’ activities
- Listen to the teacher.

- Pronounce the auxiliaries both contracted forms and
full forms for students to recognize the difference
- Pronounce the second time for the students to repeat.
- Ask 2-3 students to repeat, correct their mispronounce
- Read 2 times the sentences, and then let the whole
- Read after the teacher.
class read the sentences twice or three times.
- Put stress mark for them to practice.
- Call 2-3 students to read the sentences again.

- Read the sentences twice or three times.

- Ask them to read the sentences in pairs, go around to

supervise them.
Grammar and vocabulary

- Read the sentences again.


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Exercise 1
- Explain how to change direct speech into reported
speech with gerund briefly then give some examples to
- Read the sentences in pairs.
illustrate and asks students to work in pairs to do the
exercise suggested.
- Do Exercise 1
- Ask students to discuss the answers with their friends.

- Discuss the answers in pairs.

- Ask some of the students to do the exercise orally.
- Ask others to give comments.

- Give the answers:

- Call some students to give their answers. If students’
answers are right, repeat them, if not, give the right
answers.

1. in (in time for = early enough)(“on time”
doesn’t go with “for” or “to”)
2. of

3. on (in business = being a businessman, on
business = to go on business).
4. At
5. to
6. in
7. about
8. for
9. between, opposite
10. to
A/an is used before an indefinite single noun, “the”
is used before a definite noun, “the” is also used
before an musical instruments. We use zero article
before a proper noun or some structures such as
by+ (means of transport) and last+ (time)…

- Give the suggested answers if necessary.

Exercise 2

- Do Exercise 2

- Revise the use of articles.

- Discuss the answers in pairs.

- Ask students to do Exercise 2

- Give the answers.

Put a/an , the or No article ( #) in each space.

1. #
2. #, #, #


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- Go around to supervise them.
- Ask students to discuss the answers in pairs.
- Call some students to give their answers. If students’
answers are right, repeat them, if not, give the right
answers.

Homework:
- Ask students to revise the strong form and weak form
of auxiliaries, the use of prepositions and articles, redo
all the exercises and prepare Test yourself C at home.

3.
4.
5.
6.

#, the, the
the, #
the, #
the, #

7. The, #
8. an , the, the
9. #, the

10. A, a
- Listen to the teacher and write down homework to
do at home.


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YOURSELF C
I. Objectives: After this lesson, students will be able to:
- Check themselves their skills in reading, speaking, listening, writing.
- Improve their knowledge through the test yourself.
II. Method: Integrated, mainly communicative.
II. Teaching aids: Textbook, tape, cassette player, board, hand-outs…
IV. Procedures:
Teacher’s activities

Students’ activities

Warm-up:
- Greeting

- Greeting

- Ask students something about the test yourself C

- Answer teacher’s questions

* Have you prepared it at home?
* Have you got any difficulties?
Test yourself
I. Listening:

- Present the task: Listen and complete the table below
- Tell students the topic of the table

- Look at the book and listen to the task

- Get students to look through the table

- Understand the task

- Explain the meaning of new words

- Listen to the tape carefully

- After that turn on the tape of the passage aloud twice

- Fill in the blanks with the words they’ve just heard

- Let students fill in the blanks with the words they have - Correct mistakes
just heard
- Go around the class to control the work

Keys:


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- Then turn on the tape of the passage the last time for 1.B, 2. C, 3. A, 4. B, 5. C.
students to check their results
- Correct mistakes
II. Reading:

- Look at the textbook and listen to the teacher then
read the passage and choose the statements are True
or False.

- Present the task: Read the passage and choose the
statements are True or False.
- Work in groups to discuss about the passage

- Get students to work in groups, discuss about the - Finish the task
passage
- Compare their results with the other groups, and
- Go around the class to control the discussion
correct.
- State the best option

Keys:

- Correct mistakes

1. F, 2. F, 3. T, 4. T, 5. F.

III. Grammar:

- Listen to the teacher

- Recall the grammar of articles.

- Work in groups to complete the sentences

- Guide students how to do

- Compare the results with the other groups

- Give them some new words:

- Correct mistakes

- Do the first as an example.

Keys:

- Ask students to the exercise.

A.

- Call the to on board.

1. The, 2. An,
6. Ø.

- Go around the class to control the set’s activities
- State the keys
- Correct mistakes
IV. Writing:
- Guide students how to write
- Give students some models and structures to writes..

3. Ø

4. The,

5. A,

B
1. Although Nam worked very hard, he didn't pass
the exam.
2. Although I was very tired, I couldn't sleep.
3. Even though she had all the ……..


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- Ask students to write.

4. Although the traffic was bad, we arrived on time.

- Call the to do on board.

- Listen to the teacher carefully.

- Go around the class to control the students’ activities

- Work in groups or in pairs then write.

- Correct mistakes

- Compare the results with the other groups.

Homework:

- Correct mistakes

- Ask students:

- Study all the lessons again

+ To study all the lessons again
+ To get ready for the 45 minute-test in the next
period.

- Get the knowledge ready for the coming test