Giáo án Tiếng Anh 12 unit 8: Life in the future

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
students' interest.

3/ It looks more modern than a normal airplane. It
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
questions.
technology.
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


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- Ask students to look through the passage and read in they can travel by plane to work everyday.
silence
- Look at the picture, listen to the teacher then ask
- Help students read the passage
and answer the questions in the book.
- Explain pronunciation and meaning of new words which
appear in the passage
- Corporation(n): a large business company
- Chore(n): a job that is not interesting but that you
must do
- Burden(n): something that is heavy and difficult to
carry
- Influence(v): to have an effect on or power over
sb/sth so that he/she/it changes
- Methane(n): a gas without color or smell, that burns
easily and that we can use to produce heat
- Responsibility(n): a duty to deal with sth so that it is
your fault if sth goes wrong

- Work in pairs.
- Listen to the teacher then read the passages
- Ask some new words if necessary
- Give Vietnamese equivalents
-

Corporation(n):
Chore(n):
Burden(n):
Influence(v):
Methane(n):
Responsibility(n):

- Read the words
Task 1 :

- Read the passage in silence

- Ask students to read through the text once to find out
some new words, guess the main idea.
- Work individually to read the text then choose the
- Explain new words (give the Vietnamese equivalents), the words and phrases in the passage:
guide the Ss to get the main contents of the reading text.
- Share the key with other students:
- Ask students to work individually in 3 minutes to do
Keys
this task.
- Guide students to read through the passage , then
focus on only the sentences surrounding the suggested
words to do the task effectively.
- 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:
- Ask students to read the passage again then work in

1.
2.
3.
4.
5.
6.

Pessimists: nhung nguoi bi quan
Optimists: nhung nguoi lac quan
Economic depression: suy thoai kinh te
Terrorism: khung bo
Wiped out: xoa sach
Space shuttle: tau vu tru


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pairs to ask and answer the suggested questions.
- Walk around the class to give help if necessary.

- Listen to the teacher then do the task.
- Work in pairs:
Keys:

- 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

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

IV. After you read :

Disadvantages: replace human beings in many
fields so many people will lose their jobs or go


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- Ask students to work in groups to scan the text again.

jobless

- Ask them to work in small groups of three or four to - Listen to the teacher
discuss the Advantages and disadvantages of Robots
- Write down the homework to do at home.
- Encourage them to use their own words.
- Ask some students to report.
V. Home work:

- Review the reading and prepare the speaking at home.


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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

Warm-up:
- Tell a short story to prove that the renovation - Listen and give one’s own ideas or story if being
measures has apparently changed the social and asked.
people’s lives positively.
- Listen to the riddle
+ Ask students the question:
- Answer the question
How can we get some clean water?
+ We buy clean water from the shop
+ Give the answer: Bring the water from the river and
+ We ask our parents for it.
wash 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.
- running on: the action or sport of running
- cold war: the war against common cold.
to be declared open:
- Let the whole class read the new words twice or three


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times.
- Call 2 - 3 students to read new words again.
Pre-speaking :

-

holiday resort:
a cure for:
holiday maker:
running on:
cold war:

Task 1
- Guide students how to practise.
- Ask students to look at Task 1

- Read the new words

- Ask students to do Task 1:
Look at these newspaper cuttings from the future, They
were written on 1st of April. Say what will have
happened and what people will be doing by the end of
the 21st century.

- Look at Task 1
- Do Task 1

- 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,
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?

We use “will+be+V_ing”

+ 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.
- Walk around the class to guide or supervise them and
give them help if necessary.
- Ask some pairs to report what they have talked

- Read the example

- Give comments; correct the common mistakes after - Do Task 1 in pairs
they finish.


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While-speaking :
Task 2

- Work in pairs

- Guide students how to practise.
- Ask students to work in pairs.
- Introduce some new words (eliciting , give the
definitions in English then ask students to translate
- Report what they have talked.
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 - Listen to the teacher and correct the mistakes.
times.
-

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

- Listen to the teacher.
- Guess the meaning of the new words.

If we mean that the reasons are negative, what should
we use
If the reasons are positive, what should we use?
Give some expressions of reasons:

- Read the new words

-…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.

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

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-… there’s no water there./ The atmosphere is too thin
there.
-…It’s too costly/ just impossible to do that.
- Ask one student to read the example
- Ask some Ss to recall the way to show opinion

It is impossible that+ clause

Because + clause
Because of + Noun phrase
Since/As + clause
For + Noun phrase
As a result of

- Give example:
In my opinion, it’s unlikely that by the end of the 21 st
century people will be living to the age of 150 because Thanks to + Noun phrase
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
common mistakes
Post-speaking :
Task 3
- Guide students how to practise.

In my opinion
from my point of view
As far as I am concerned.

I think
- After about 3 minutes of discussion, call some pairs to
report what they have done
I believe
- After students finish, give them comments: correct - Listen to the teacher
some pronunciation mistakes they have made
- Read aloud the words and ask the whole class to
repeat
- Ask students to do Task 3: : making some more
predictions about what life will be like one hundred


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years from now.( work in groups of 4)

- Do Task 2 in pairs

- After about 3 minutes of discussion, call some groups
to 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 - One student repeats the teacher’s instruction.
repeat
- The others listen to their friends to make clear
about what they have to do
- Correct their mistakes.

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

- Some pairs report

- 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


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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
you think might help people have a long and healthy
life?
+ No smoking? Why?

- Do Task 1 in pairs


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+ 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
S1: Which factors do you think might help people to
them into Vietnamese to check their understanding)
have a long and healthy life.
- Incredible (adj): impossible or very difficult to
S2: I think they are no smoking, eating healthy food,
believe
- Centenarian (adj): belong to the century, 100 laughing a lot, and doing exercise because by doing
years
so, we can improve our health.
- Eradicate (v): to destroy or get rid of sth
- Listen to the teacher.
completely
- Life expectancy (n): the number of years that a
- Guess the meaning of the new words.
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

the future, listen and decide whether the statements are
true or false.
- Play the tape or read the passage twice
- Ask some students to give their answers. Ask them to
- Read the new words
give reason for their answers. If their answers are right,
repeat them; if not give the correct answers.
- Read the statements in Task 1.
Task 2
- Ask them to listen again the second and the third time
to finish Task 2: answer the questions

- Listen to the passage and answer the questions
1. F (Some scientists can predict)
1. F (Because we look after ourselves, eat more


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- Ask students to discuss the answers to the questions in
pairs.

healthily, cut down on things like butter,
alcohol and cigarettes)
2. F (80)
3. T
- Go around to supervise students if necessary.
4. T
- Call some students to give the answers. If their - Listen again the third time to finish the Task.
answers are right, repeat the answers, if they are wrong,
give them the answers:

- If most students do not catch the information for the - Discuss the answers to the questions in pairs.
questions, let them listen again to the passage once - Answer the questions, and correct the wrong
more.
answers.
1. What are factors that help people have longer life
expectancy according to Dr. Davis?
2. Which factor is the most important one? Why?
3. What will we have been able to do about AIDS
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.

1. Eating more healthily, cutting down on
things like butter, alcohol and cigarettes.
2. The development in medical science.

- Eliciting some ideas from the students:
What are the advantages of having a very long life?
What are the disadvantages of having a very long life.
(write the answers on the board)

3. In ten years’ time AIDS will also be brought
under control. / We’ll have been able to
bring AIDS under control.

- Go around to supervise them. Note down serious and
common mistakes.
- Ask one group to report what they have discussed

- Give comments after they finish
- Call another group if there is enough time
- Give feedback and correct serious or common
- Do After you listen in groups
mistakes
Homework:
- Ask the students to prepare writing at home.

Advantages:
-

Do many things they want to do/ enjoy life
more


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See their children and grandchildren grow up
Help their children and grandchildren
Children and grandchildren are happy with
them
Disadvantages:
-

Too weak to do things and often ill
Feel lonely when children have grown up
and busy with their own lives, and friends
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
answers are right, repeat the answers, if they are wrong, - Read the words
give them the answers:
1.What are the student’s concerns about?
World peace?

- Read the passage to analyze it.


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Employment?
The environment?

- Discuss the answers to the questions in pairs.

The people ?

- Answer the questions, and correct the wrong
answers.

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

- World peace: peaceful world, no war, no conflicts,
no threat of terrorism, people love in harmony

While - writing

- Employment: everyone has a job.

Task 2

- Environment: clean and healthy, less noise, less
pollution, larger parks, wildlife is protected.

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

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

- Write the description

- Ask students to rewrite the task at home and prepare
part Language Focus at home.
- Listen to the teacher and correct the mistakes


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- 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
Exercise 1
- Explain how to change direct speech into reported
speech with gerund briefly then give some examples to
illustrate and asks students to work in pairs to do the

- Read the sentences again.


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exercise suggested.

- Read the sentences in pairs.

- Ask students to discuss the answers with their friends.
- Ask some of the students to do the exercise orally.
- Ask others to give comments.

- Do Exercise 1

- Call some students to give their answers. If students’ - Discuss the answers in pairs
answers are right, repeat them, if not, give the right
answers.
- Give the suggested answers if necessary.

Exercise 2
- Revise the use of articles.
- Ask students to do Exercise 2
Put a/an , the or No article ( #) in each space.

- 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.

- Give the 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)…
- Do Exercise 2
- Discuss the answers in pairs
- Give the answers
1.
2.
3.

4.
5.
6.
7.
8.
9.

#
#, #, #
#, the, the
the, #
the, #
the, #
The, #
an , the, the
#, the


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


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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:

- 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


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- 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 - Work in groups to discuss about the passage

statements are True or False.
- Finish the task
- Get students to work in groups, discuss about the
passage
- Compare their results with the other groups, and
correct.
- Go around the class to control the discussion
Keys:
- State the best option
1. F, 2. F, 3. T, 4. T, 5. F.
- Correct mistakes
- Listen to the teacher
III. Grammar:
- Work in groups to complete the sentences
- Recall the grammar of articles.
- Compare the results with the other groups
- Guide students how to do
- Correct mistakes
- Give them some new words:
Keys:
- Do the first as an example.
A.
- Ask students to the exercise.
1. The, 2. An, 3. Ø
4. The,
5. A,
- Call the to on board.
6. Ø.
- Go around the class to control the set’s activities

B

- State the keys
- Correct mistakes

1. Although Nam worked very hard, he didn't pass
the exam.

IV. Writing:

2. Although I was very tired, I couldn't sleep.

- Guide students how to write

3. Even though she had all the ……..

- Give students some models and structures to writes..

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

- Ask students to write.

- Listen to the teacher carefully.

- Call the to do on board.

- Work in groups or in pairs then write.

- Go around the class to control the students’ activities

- Compare the results with the other groups.
- Correct mistakes


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- Correct mistakes

- Study all the lessons again

Homework:

- Get the knowledge ready for the coming test

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