Time/Stages

Activities

Interactions

1. Warm up 5 minutes

• Look at the pictures and name the animals
• T shows the pictures and has Ss name the animals.
• T asks Ss the questions to elicit the new lesson.

T <--> Ss

2. New lesson 17 minutes

10 minutes

10 minutes

Activity 1: Listen and read

• T. plays the recording, asks Ss to listen and read silently.
• Ss listen and read silently.
• T. tells Ss that they are going to listen to a conversation between Mr. Willis, Simon and Lisa.

Activity 2: Decide whether the statements are True, False or Not Given.

• Ask Ss to read the statements individually first.
• Encourage Ss to provide reasons for their answers.
• T gives feedback.

Key: 1.T 2.F 3.NG 4.T 5.T 6.F

Activity 3: Find a word in the conversation to complete each of the following phrases/ expressions.

• Sts are asked to do this exercise individually.
• Ask Ss to read the incomplete phrases.
• T gives feedback.

Key: 1. Extinct 2. Extinction 3. Endangered 4. Build

Activity 4: Read the conversation again and write the correct forms of the verbs in brackets

• Sts do this exercise individually and then compare their answers with their partners.
• Ask Ss to read the conversation again and write the correct form for the given verbs in the space provided.
• T gives feedback and introduces the Future Perfect.

Key: 1. Will have gathered 2. Will have walked

T <--> Ss

Whole class Individually

T <--> Ss

Individually or

Pair work T <--> Ss

3.

Consolidation 2 minutes

• Ask Ss: What have you learnt today? What can you do now?
• Summarize the main points of the lesson.

T <--> Ss

4. Homework 1 minute

• Ask Ss to learn by heart the words or phrases related to the topic
• Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

1. Homework 3 minutes

• T spells some words, asking Ss to try to recognize them
• Ss try to recognize them
• T. asks Ss to read the context provided to do the task.
• T asks Ss to do exercises on workbook.

2. New lesson 7 minutes

7 minutes

12 minutes

A. Vocabulary: Activity 1: Complete the following word diagrams

• T asks students to match the words with their meanings.
• T checks answers as a class.

Key: 1. Extinction 2. Dangerous, endanger 3. Survival

• 1. Diversity, diversify 5. Evolution.

Activity 2: Complete the sentences with the correct forms of the words in the box.

• Sts do as required, bearing in mind a verb or a noun.
• T asks Ss to complete the sentences individually. Alternatively, in a weaker class, T has Ss work on the sentences in pairs.
• Sts find the suitable words to fill in the gaps.
• T checks answers as a class.

Key: 1. Evolution, survival 2. Endangered 3. Habitat

• 1. vulnerable 5. Extinct 6. Biodiversity 7. Conservation

B. Pronunciation: Linking vowel to vowel

Activity 1. The following phrases are spoken in low, careful speech and in fast, connected speech. Listen and repeat. Pay attention to the pronunciation of the linked sounds

• T tells students that they are going to listen to six phrases spoken in two different ways: slow, careful speech
• T asks students to listen and repeat - Ss repeat chorally and individually. Activity 2: Listen and repeat the following sentences spoken in fast, connected speech
• T plays the recording for Ss to repeat chorally and individually.
• Ss listen and repeat the following sentences, paying attention to the linking.

C. Grammar: The future perfect

Activity 1: Circle the correct verb form in each sentence

-T has students review the uses of the future perfect.

-T asks students to study the remember box.

-T asks students to read each sentence carefully

Key: 1. Will have released 2. Has lived 3. Will have finished

4. will be watching / will have finished 5. Won’t have completed

Activity 2: Complete the sentences using the Present Perfect or the Future Perfect.

- Ask Ss to read each sentence carefully, paying attention to the context and

Trang

13 minutes

the time expressions.

- T has students do the activity individually first, and then compare the answers in pains. T checks answers as a class.

Key: 1. Will have saved and taken in 2. Has lived

3. will have finished 4. Will have visited 5. Have collected

Double comparatives

Structures:

1. The+ comparative adj/adv+ S+V, the+ comparative adj/adv+ S+V
2. The + more/less+ ( noun)+ S+V, the + more/less+ ( noun)+ S+V

Activity 3: Discuss which words in the box can be used in each gap.

• Ask Ss to work in pairs and to suggest which word can be used in each gap.
• T checks answers as a class.

Key: 1. more/ longer, better/ higher 2. more, better

Activity 4: Complete the sentences with the words from the box.

• Ask Ss to work in pairs and to suggest which word can be used in each gap. - T checks answers as a class.

Key: 1. higher/ more 2. more/ more 3. warmer/ faster

4. more/ greater 5. More/ better

3.

Consolidation 2 minutes

• Ask Ss: What have you learnt today? What can you do now?
• Summarize the main points of the lesson.

Expected answers: I can use: Assimilation in connected speech The present perfect and present perfect continuous

4. Homework 1 minute

• T asks Ss to do exercises again at home.
• Prepare for the next lesson. - Complete Exercises in workbook.

Time/Stages

Activities

Interactions

1. Lead-in 8 minutes

Skimming and scanning an article for general ideas and specific information, and learning additional vocabulary and information related to the endangered species

Ss work in pairs, look at the vocabulary items in the word bank and discuss their meanings.

T <--> Ss

2. New lesson 17 minutes

Saving endangered species: pros and cons

Activity 1: Look at the pictures again and discuss the two questions:

• T has sts discuss the questions in pairs.
• T elicits the new lesson. T checks answers as a class.

Key: 1. Tigers, saolas, elephants, sea turtles, and giant pandas on the list of endangered species.

2. Tigers, saolas, elephants and sea turtles are still found in Viet Nam, but each with a small population.

Activity 2: Read the passage again and find out what they are

Pair work

T <--> Ss

Pair work

12 minutes

5 minutes

talking about.

-T tells to read three people’s opinions posted on a website.

-To read the opinions and decide what writers are discussing.

-T checks answers as a class.

Key: c

Activity 3: Whose opinions are these? Write the correct name in the space before each statement.

• Provide guidance on how to approach this kind of activity to find ideas, words or phrases that match the key words in the statements.
• T has students work in pairs and compare the answers.

Key: 1. Yoshiko 2. Ai Lien 3. Simon 4. Yoshiko 5. Simon 6. Ai Lien

Activity 4: Find the prepositions in the reading text to complete these phrases.

- Have Ss read the text again and find the prepositions to complete the phrases and expressions.

-T checks answers as a class.

Key: 1. In 2. To 3. To 4. With 5. At

T <--> Ss

Individually/ Pair work

T <--> Ss

3.

Consolidation 2 minutes

- Summarize the main points of the lesson

T <--> Ss

4. Homework 1 minute

• Ask students to learn by heart the new words.
• Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Warm up 8 minutes

• T asks Ss some questions:

+ Are soot emissions a problem in your community or in Vietnam in general? Explain. + Do you have a green lifestyle?

+ Tell one green activity you have done.

• T elicits answers from students about how green they are.

T <--> Ss

2. New lesson 10 minutes

11 minutes

Action for endangered species conservation Activity 1: Put the following ways of protecting rhinos and coral reefs in the correct boxes

-T asks students to work individually.

• Eight ways of protecting the two endangered species.

-T encourages students to add more activities.

• Explain the new words if necessary.

Key: How to protect rhinos

- ban transportation of and trading in rhinos in horns

Individually

T <--> Ss

13 minutes

• donate to rhino conservation
• launch anti-poaching campaigns.
• stop using rhino products

Activity 2: Work in pairs. Use the information in 1 or your own ideas to prepare a talk about how to protect rhinos or coral reefs.

• Work with a partner to read the information.
• T asks students to pay attention to phrases and expressions.
• To talk about how to protect rhinos or coral reefs.
• Have Ss practice giving their talk in pairs.

Activity 3: Present your talk to the class

-T asks students to present their talk in front of the class.

• Give feedback. Praise Ss who can give a smooth talk and use the appropriate phrases and expressions.

Pair work

T <--> Ss

3.

Consolidation 2 minutes

- Summarize what they have learnt by asking Ss some questions: What have you learnt today? What can you do now?

T <--> Ss

4.Homework 1 minute

• Ask students to learn by heart the expressions.
• Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Lead-in 7 minutes

- Inform the class of the lesson objectives: listening for specific information in a conversation between two students talking about why animals are in danger of extinction.

T <--> Ss

2. New lesson 10 minutes

13 minutes

Dangers to wildlife

Task 1: Below is the conservation status scale which indicates whether a species still exists and how likely it is to become extinct in the near future. Match the three phrases indicating three “threatened” levels with the numbers 1, 2 and 3.

• T helps Ss to understand how endangered species are classified.
• T asks Ss which “threatened” level (1, 2, or 3) in the scale goes with the phrases VU, CR or EN. T checks answers as a class.

Task 2: Listen and check the answers in 1.

• T checks student’s comprehension to make sure they are familiar with the language.
• Play the recording non-stop so students can get the gist.

Key: 1. CR 2 EN 3. VU

Task 3: Listen to the second part and choose the best option - T

Pair work

T <--> Ss

Pair work

12 minutes

tells students that the activity focuses on listening for general ideas. Have them trade the question and make some guesses about the content and the structure of the listening text.

• To make sure they are familiar with the language.
• Play the recording non-stop so students can get the gist.

Key: 1. B 2. C 3. A 4.C

Task 4: Listen to the second part again and complete the summary

-T tells students that the activity focuses on listening for specific information.

• Ask Ss to guess which word might go into each gap.
• Work in pairs checks their answers as a class.

Key: 1. endangered 2. habitat 3. poaching

4. human 5. conserve

T <--> Ss

Pair work T <--> Ss

3.

Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss: What have you learnt today?

What can you do now?

T <--> Ss

4. Homework 1 minute

- Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Check up 5 minutes

The lesson objective: Writing a report about endangered species.

T <--> Ss

2. New lesson 8 minutes

10 minutes

Endangered species report

Task 1: Match the pictures with the animals’ names, Then discuss the questions with a partner.

• T tells students to match the pictures with the animals’ names.
• Have Ss discuss the three questions with a partner.
• Allow all wild guesses at this stage.

Key: 1. b (Komodo dragon: not found in Viet Nam; eat meat; classified as vulnerable)

2. a (blue whale: sometimes found stranded on Viet Nam’s coastal areas; eat small shellfish; classified as endangered)

Task 2: Read the facts about the Komodo dragon and the blue whale. Write a, b, c, d or e in the space provided to match the title with the correct section

• T tells students that they are going to read the facts about the Komodo dragon and the blue whale. Allow enough time for them to read through the facts.

-T asks students to match the subheadings with the five parts.

Pair work

T <--> Ss

Individually or

Pair work

T <--> Ss

14 minutes

• T checks answers as a class.

Key: 1. c 2.e 3. a 4. d 5. b

Task 3: Choose one of the two species in 2 and write a report of 150 – 200 words to describe it.

• To incorporate the feedback and write the first draft in full sentences.
• To work independently and write their final essays.
• Ask question or say what they like most about writing.
• Collect some of the Ss’ final drafts and give written comments.

Individually

T <--> Ss

3.

Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss to complete the writing at home and collect
• Ask Ss: What have you learnt today? What can you do now?

T <--> Ss

4.Homework 1 minute

• Write the text again at home.
• Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Warm up 5 minutes

- Inform the class of the lesson objectives: Further skill development

T <--> Ss

2. New lesson 17 minutes

20 minutes

1. Communication: Bringing extinct species back to life?

Activity 1: Listen to two exchanges.

• Tell students that they are going to listen to two exchanges and will have to understand the speakers’ opinions.
• Read the questions and underline the key words.
• Play the recording once or twice.

Key: Van: Yes (Well, why not?)

Nam: No (I’d say no to this idea)

Mary: Yes ( So I agree with them, not with you) Paul: No (What a silly idea!)

Activity 2: Are you for against the revival of extinct species?

• Ask students to work with a partner to compare their answers.
• Ask some pairs to report their opinions to the class.
• Check answers as a class.

2. Culture: Let’s save the sea turtles!

Activity 1: Read the text about how sea turtles are protected and complete the notes.

• T has students read the text quickly and complete the notes

Pair work

T <--> Ss

Pair work

- Work in pairs and discuss the information.

Key: 1. endangered, critically endangered

2. loss of nesting habitat 3. climate change 4. warm

5. the beach/ beaches 6. breeding ground

7. turtle eggs 8. raise public awareness

Activity 2: Discussing.

• Assign this activity as homework of the previous lesson
• T asks students to work in groups
• After their discuss, T asks some groups to report their experiences and opinions to the class.

T <--> Ss

Group work T <--> Ss

3.

Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss: What have you learnt today?

What can you do now?

T <--> Ss

4.Homework 1 minute

• T asks Ss to learn the structures and vocabulary.
• Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

1. Warm-up 5 minutes

T informs the class the objectives: reviewing pronunciation, vocabulary and grammar. T reviews from and use of the future perfect tense and double comparatives.

2. New lesson 8 minutes

9 minutes

12 minutes

Pronunciation:

Activity 1: Read the following exchanges. Decide where the linking /r/ is likely to happen in fast, fluent speech.

• T helps students to review the linking /r/
• T has students read the sentences and underline the sounds.
• T asks students to work with a partner to compare their answers. - T checks answers as a class.

Activity 2: Listen and repeat the exchanges in 1

-T plays the recording and has students listen and repeat.

-T asks some students to say these sentences aloud.

Vocabulary:

Activity 1: Complete the sentences with the correct forms of the words in brackets.

-T gives comments and praises students.

-T has students read the instructions and do the activity.

-T checks answers as a class.

Key: 1. survival 2. extinct 3. endangered

4. conservation 5. poaching 5. evolution

Grammar:

Activity 1: Practise asking questions and giving answers, using the prompts

-T asks students to read through the prompts and the form

8 minutes

-T has students do the activity individually.

-T checks answers as a class.

Key: 1. How long will you have studied English in this school by the time you graduate in June?

1. How long will you have lived in you present home by next year?
2. How many new English words will you have learnt by the end of this unit?

Activity 2: Rewrite these sentences, using double comparatives.

-T tells students that they are going to write sentences about someone called Andy.

-T asks students to read the situation and the example first.

- T checks answers as a class.

Key: 1. The more land people need to build houses, the more forests they cut down.

1. The higher the unemployment rate gets, the higher the crime rate becomes.
2. The better education you get, the more opportunities for a job there will be.
3. The heavier the rain gets, the worse the flooding will become.
4. The more cars our city has, the more we will have suffer from polluted air.

Project:

Work in groups of four or six.

-T has students work in groups of four or six

-T allows students one week to collect the information about one endangered species, prepare a poster, and organize their presentation about one endangered species.

3.

Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss: What have you learnt today?

What can you do now?

4.Homework 1 minute

• T asks Ss to learn the structures and vocabulary.
• Prepare for the next lesson.

1. Warm up 5 minutes

T asks students to read the heading A.I., look at the picture, and brainstorm what they know about the abbreviation. Write Ss’ ideas on the board and circle any words or phrases related to the topic or content of the conversation.

2. New lesson 17 minutes

10 minutes

10 minutes

10 minutes

Activity 1: Nam and Mai are talking about a film. Listen and read

• T. plays the recording, asks Ss to listen and read silently.
• Ss listen and read silently.
• T. tells Ss that they are going to listen to a conversation.

Activity 2: Answer the following questions

• T. asks Ss to read the questions, and underline any key words before they scan the conversation for the answers.
• Ss read the questions, underline any key words and scan the conversation for the answers.

Keys: The coastal cities are flooded due to the melting of polar ice caps. Because she had the only son whose life is threatened by a very dangerous disease. Because he wanted her to help him become a real boy. It was dangerous and incredible.

They become extinct. She thinks it’s interesting and she will watch it soon. Students’ answers.

Activity 3: Find a word or phrase in the dialogue that means the following.

• Read the phrases (1-7) for comprehension.
• Work individually before comparing their answers in pairs.
• T checks answers as a class.

Key: 1. science fiction 2. Threatening 3. destroyed 4. in vain

Activity 4: Discuss the underlined grammar points

• Work in pairs to read the two sentences carefully and discuss their structures.

Key:… they are going to get the robotic boy destroyed causative passive

… she has someone take him to a faraway forest and leave him there causative active

3.

Consolidation 2 minutes

• Ask Ss: What have you learnt today? What can you do now?
• Summarize the main points of the lesson.

4. Homework 1 minute

- Ask Ss to learn by heart the words or phrases related to the topic - Prepare for the next lesson.

Time/Stages

Activities

Interactions

1. Homework 3 minutes

One student is called to the board and do as required.

T <--> Ss

2. New lesson 5 minutes

7 minutes

12 minutes

15 minutes

A. Vocabulary:

Activity 1: Match the words and phrases with their meanings.

• Work individually, read each word or phrase and match it.
• T checks answers as a class.

Key: 1.e 2.c 3.g 4.b 5.f 6.a 7.d

Activity 2: Complete the sentences with the correct forms of the words in 1.

• Do as required, bearing in mind a verb or a noun.
• T asks Ss to complete the sentences individually. Alternatively, in a weaker class, T has Ss work on the sentences in pairs.
• Sts find the suitable words to fill in the gaps.
• T checks answers as a class.

Key: 1. emotion 2. capable

3. resurrected 4. activate 5. incredible

B. Pronunciation: Sentence stress

Activity 1. Listen and repeat, pay attention to the stressed words

• T asks Ss to listen and repeat, paying attention to the stressed words. After that, has them identify the word class of the stressed words. This will help them to understand that only the words mentioned in the Do you know…? box are stressed.
• Play the recording, listen and repeat all the sentences chorally.
• Ss recognise and practise the sentence stress.
• Ss repeat chorally and individually.

C. Grammar: The active and passive causatives Activity 1: Rewrite sentences, using have + object + bare infinitive.

• T asks Ss to study the Do you know…?
• T tells Ss what they are going to change the sentences (1-6) into causative structures.
• T has Ss read and analyse the structure of the example.
• T asks Ss to work individually, and then has them compare. Key: The A. I. expert had his assistant activate the newly made robot. The computer corporation had their workers eliminate malfunctioning products.

The robot manufacturer had his customers exchange their outdated robots for the next generation robots.

Individually

T <--> Ss

Individually

T <--> Ss

Individually/ or

Pair work T <--> Ss

Pair work

T <--> Ss

Individually

The company had someone clear out all the junk in the store.

The manager had the workers move the machine to a new station.

The owner of the palace had a construction company remodel his estate.

Activity 2: Rewrite the sentences in 1, using get + object + past participle.

• T asks Ss to read the example carefully.
• T allows enough time for Ss to do the activity individually.
• T checks answers as a class.

Key: The A. I. expert got the newly made robot activated.

The computer corporation got mal-functioning products eliminated.

The robot manufacturer got the outdated robots exchanged for the next generation robots.

The company got all the junk in the store cleared out. The manager got the machine moved to a new station. The owner of the palace got his estate remodeled.

Ss <--> Ss T <--> Ss

Individually Ss <--> Ss

3.

Consolidation 2 minutes

• Ask Ss: What have you learnt today? What can you do now?
• Summarize the main points of the lesson. Expected answers: I can use: Sentence stress

The active and passive causatives

T <--> Ss

4. Homework 1 minute

• T asks Ss to do exercises again at home.
• Prepare for the next lesson. - Complete Exercises in workbook.

T <--> Ss

Time/Stages

Activities

1. Lead-in 8 minutes

Informs the class of the lesson objectives: skimming and scanning an article for general ideas and specific information, and learning additional vocabulary and information related to the artificial intelligence application.

2. New lesson 7 minutes

A. I application

Activity 1: Discuss what the pictures below show and where you might see these things.

• The aim of this activity is to activate Ss’ previous knowledge of A. I. applications.
• T asks Ss to work in pairs, look at the pictures.
• T checks answers as a class.

Key: a. a voice recognition application which can be seen in smartphones, tablets and other electronic devices

b. a device using the GPS (Global Positioning System): a space-based

Noun

Verb

Noun

Verb

application

apply

prediction

predict

intervention

intervene

recognition

recognise

interaction

interact

recommendation

recommend

navigation

navigate

information

inform

12 minutes

1. minutes
2. minutes

navigation system that provides location information in all weather conditions, anywhere on or near the Earth, and can be seen in advanced means of transport

1. a medical robot which can be seen in technologically advanced hospitals
2. an automated bomb disposal robot which is used by the military

Activity 2: Read the following text about some A.I. applications. Circle the answers to the questions.

• Focus on comprehension and reading for specific information.
• Read the questions (1-6) and underline the key words.
• T has Ss scan the text carefully and find the answers to the questions.
• T has Ss compare their answers in pairs.
• T checks answers as a class.

Key: 1. B, D 2. C, D 3. B, C 4. A 5. A, D 6. D

Activity 3: Form a verb from each noun in the table. Then make a sentence with each verb.

• To work individually to complete the table, has them use the dictionary, if necessary.
• T has them compare their answers in pairs, checks answers as a class.
• T shows enough time for Ss to make their sentences.
• T asks some Ss to read aloud their sentences

Activity 4: Guess the robot.

• In groups, decide what type of robot you wish to act out.
• T explains the game to the class and demonstrates e.
• T sets a time limit for Ss to play the game.

The robot can only answer “yes” or “no”. The objective of the game is to guess the type of robot by asking no more than 10 questions, for example: Can you join together car parts? Can you play music? Can you cook? Can you detect explosive materials? Can you detect illnesses? Do you work in a factory / hospital / restaurant / in space?

3.

Consolidation 2 minutes

- Summarize the main points of the lesson

4. Homework 1 minute

• Ask students to learn by heart the new words.
• Prepare for the next lesson.

Time/Stages

Activities

1. Warm up 4 minutes

T informs the class of the lesson objective: Talking about the risks of artificial intelligence based on the related news items.

2. New lesson 10 minutes

6 minutes

12 minutes

10 minutes

Talking about the risks of artificial intelligence

Activity 1: Work in pairs. Discuss the following questions. Picture a. Do you know the name of this person?

Picture b. What do you think this image illustrates?

Look at the pictures and say what they know about these images, has them brainstorm their ideas in pairs, write the most interesting ideas.

NOTES: - Picture a is Professor (Prof.) Stephen Hawking. One of his books A Brief History of Time was an international best seller. In 1963, Prof. Hawking contracted a life-threatening disease and was given two years to live, however he went on to become a brilliant researcher and a ground-breaking (making new discoveries; using new methods) cosmologist (nhà vũ trụ học), in spite of being wheelchair-bound and depending on a computerised voice system for communication. From 1979 to 2009 he held the post of Lucasian Professor at Cambridge*, the chair previously held by people such as Isaac Newton and Charles Babbage. Professor Hawking has over a dozen honorary degrees and was awarded the CBE* in 1982. He is a fellow of the Royal Society and a member of the United States’ National Academy of Sciences. Stephen Hawking is regarded as one of the most brilliant theoretical physicists since Albert Einstein. Activity 2: Read and complete the following news item.

• T asks Ss to read the text and guess the words.
• T has Ss compare their answers in pairs.
• T checks answers as a class.

Key: efforts; threat; technology; communicate; consequences; destruction; evolution

Activity 3: Complete the conversation using the information in 2 and practise it.

• T asks Ss to work in pairs to read the news item.
• T sets a time limit for Ss to do the activity.

Key: Who interviewed him/ the threat of creating thinking machines and the development of full artificial intelligence

it can lead to the destruction of humanity

their slow biological evolution. Creating intelligence machines that could match or surpass humans could lead to the destruction of people

Activity 4: Read the second news item. Make a similar conversation. Practise it with a partner.

• To read the news item individually first, checks their comprehension and help with the pronunciation of any names.
• Complete the conversation with information from the news item, encourages them to write the completed answers.
• Compare their answers in pairs and agree on the best ones.
• T asks a few pairs to role play the conversation.

Nam: Did you read (1) …? Mai: No, I didn’t. Who has signed (2) …?

Nam: 1,000 people from (3) … . Mai: What does the letter call for? Nam: It calls for (4) … . Mai: Why have they called for the ban? Nam: Because (5) … .

Suggested answers:

about the open letter signed by many famous people the letter

the worlds of technology, space travel, computing and mathematics a ban on offensive autonomous weapons

they are afraid that autonomous killing machines could easily fall into the hands of the wrong people, and be used for destroying countries, and even the

Trang 1

world.

3.

Consolidation 2 minutes

- Summarize what they have learnt by asking Ss some questions: What have you learnt today? What can you do now?

4.Homework 1 minute

• Ask students to learn by heart the expressions.
• Prepare for the next lesson.

Time/Stages

Activities

1. Lead-in 5 minutes

Inform the class of the lesson objectives: listening for specific information in a conversation about Ray Kurzweil’s predictions about the future of A.I.

2. New lesson 10 minutes

10 minutes

10 minutes

The future of A.I.

Task 1: Match word in column A with its meaning in column B.

• T asks Ss to work in pairs to match the words and phrases with their meanings.
• T checks answers as a class.

Key: 1.c 2.d 3.a 4.f 5.b 6.e

Task 2: Listen to the conversation between Nam and Mai. Decide whether the following statements are true (T), false (F), or not given (NG) and tick the correct box.

• This activity focuses on listening for specific information.
• T asks Ss to read the sentences and underline the key words.
• T plays the recording twice: the first time all the way through, and the second time pausing at appropriate places for Ss to tick the correct boxes.
• T has Ss compare their answers in pairs.
• T checks answers as a class.

Key: 1. NG 2. F 3. F 4. T 5. T 6. T 7. T

Task 3: Listen again. Answer the following questions.

• T plays the recording without pausing, has Ss answer the questions individually and then compare their answers in pairs.
• T checks answers as a class.

Suggested answers: It is about artificial intelligence.

He is an author, computer scientist, inventor, and futurist. He’s very talented.

They will think quicker than humans. He called them nan-robots.

Because she thinks of the tasks of the scientists: careful developing A. I. programs while also detecting any malfunctions and preventing cyber-attacks. Task 4: Work in groups to get more information about Ray Kurzweil’s ideas and report to the class.

7 minutes

This activity is a follow-up activity which enables Ss to do some research on Ray Kurzweil. If there is not enough time, assign the activity as homework and have Ss report their research findings in the next lesson.

Resource for ref. https://en.wikipedia.org/wiki/Ray_Kurzweil

3.

Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss: What have you learnt today?

What can you do now?

4. Homework 1 minute

- Prepare for the next lesson.

Time/Stages

Activities

1. Check up 5 minutes

The lesson objective: Writing an essay about the advantages and disadvantages of intelligent machines.

2. New lesson 14 minutes

8 minutes

15 minutes

Advantages and disadvantages of intelligent machines

Task 1: Put the following phrases about intelligent robots in the appropriate columns.

• To provide advantages and disadvantages of intelligent machines.
• To read the sentences carefully and put them in columns. Key: Advantages: 2, 3, 6 Disadvantages: 1, 4, 5 Task 2: Read and combine the sentence halves.
• This activity provides more ideas for the writing task.
• T asks Ss to read and match the sentence halves individually.
• T checks answers as a class.

Key: 1. d 2. g 3. e 4. f 5. c 6. a 7. b

Task 3: Write an essay of about 220-260 words to discuss the advantages and disadvantages of intelligent robots in industries and medicine.

• The aim of this activity is to develop Ss’ writing skills
• To study suggested plan, and write their drafts individually.
• T asks them to compare their writing in pairs and obtain peer feedback.
• T Collects some final drafts and give feedback.

Helpful ideas:

Introduction: robots are widely used in the food industry and medicine/ they have advantages and disadvantages

Body: advantages: fewer human workers, errors, and defects disadvantages: power failure, malfunction, hackers

Conclusion: help humans improve their lives a threat to humans or not? Suggested answer: A. I. robots are widely used in areas such as the food industry and medicine. Obviously, they bring advantages as well as disadvantages.

The advantages of intelligent robots are countless. Robotic machines are countless. Robotic machines can replace the human workforce in industrial

assembly lines because they cannot only complete tasks faster than humans, but also make fewer errors. Furthermore, unlike humans, they take no breaks. In modern manufacturing plants, one out of every ten thousand workers is a robot. That is the reason why robots are so widely used in the automobile and electronics factories.

In hospitals, A. I. robots can operate on patients, and help doctors to discover damaged organs in patients. They also help experts to do research on any serious side effects caused by the interactions of different medications on patients that can lead to complications in treatment.

The disadvantages of A. I. are undeniable. Robots and other robotic machines are designed and programmed by humans. Therefore, they can be attacked by malware or viruses or disabled due to power failure. In such cases, the computer systems will crash and A. I. devices will become useless machines. Another disadvantage is that the computer operating systems could be taken control of by hackers, causing misuse of robotic devices. This could potentially be dangerous to human lives.

In conclusion, robots benefit humanity because the aim of their creation is replace people in stressful and dangerous jobs, and make their lives better. But relying on them completely is dangerous, because so much can go wrong with them. In the end, the advantages outweigh the disadvantages.

3.

Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss to complete the writing at home and collect
• Ask Ss: What have you learnt today? What can you do now?

4. Homework 1 minute

• Write the text again at home.
• Prepare for the next lesson.

Time/Stages

Activities

Interactions

1. Warm up 5 minutes

Inform the class of the lesson objectives: Further skill development.

T <--> Ss

2. New lesson 18 minutes

1. Communication: Artificial intelligence in science-fiction films Activity 1: Listen to a conversation between Linh and Nam. Circle the correct letters to complete the sentences.

- The aim of this activity is to provide further listening practice

Pair work

19 minutes

of the topic of artificial intelligence in science-fiction films.

• To listen to a conversation between Linh and Nam about artificial intelligence in science-fiction films.
• T asks Ss to read the statements and guess. (Ref. https://en.wikipedia.org/wiki/Motion_Picture_Association_of_ America_film_rating_system)
• T asks Ss to compare their answers in pairs.
• T checks answers as a class.

Key: .1B 2.C 3.C 4.B 5.B

Activity 2: Discuss and recommend an interesting film about A. I.

• This follow-up activity provides Ss with further speaking practice after the listening activity.

do some research or watch science-fiction (sci-fi) films about the rise of intelligent machines (Zing TV, YouTube, PhimMoi.net, etc.)

• T asks some pairs to present their recommendations to the class.

2. Culture: People’s attitudes towards intelligent machines Activity 1: Read a text about people’s attitudes towards intelligent machines. Answer the questions that follow.

• Objective of the activity: enriching Ss’ knowledge by reading about the different attitudes of people in developed countries towards intelligent machines.
• Brainstorm what they know about popular domestic robots in use today, then asks them to give their opinions about these automated machines.
• T asks Ss to read the questions and underline the key words.
• T tells them to compare their answers in pairs.
• T checks answers as a class.

Key: To help robot designers and developers to visualise / envision the roadmap for their future development.

They focus on the domestic use of robots.

A lot of people think they are small domestic machines that can be controlled. A few want robots to be friends that can speak and communicate with them.

People don’t want robots to llok after children or animals. Because they fear that malfunctioning robots could be harmful and dangerous, and humans might lose control over them.

T <--> Ss

Group work

T <--> Ss

Individually

T <--> Ss

3.

Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss: What have you learnt today?

What can you do now?

T <--> Ss

4.Homework 1 minute

• T asks Ss to learn the structures and vocabulary.
• Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

1. Warm-up 5 minutes

Informs the class the objectives: reviewing pronunciation, vocabulary and grammar. Reviews what sentence stress is and when the process happens.

2. New lesson 7 minutes

8 minutes

15 minutes

7 minutes

Pronunciation: Activity 1: Listen and mark the stressed syllable

-Listen to the recoding and mark the stressed syllables and put the words in the correct box. Compare their answers in pairs.

• T. checks answers as a class.
• T plays the recording again and have Ss repeat the sentences

Key and audio script: In '1'8'8'4, 'G'M'T was a'dapted inter'nationally as a 'standard 'time 'zone.

The 'U'S'A is 'one of the 'largest and 'most 'powerful 'countries in the 'world. The 'A. 'I. 'robots will 'help 'humans to de'velop a 'more 'powerful 'memory in the 'future.

'U'F'O is the 'acronym for Uni'dentified 'Flying 'Object.

I 'sent the 'package 'right 'away because I 'read the 'acronym 'A'S'A'P on its 'cover.

'Thanks to the 'G'P'S I could dis'cover 'where my 'missing 'car was. 'Let’s 'get to'gether 'next 'Sunday at '7 in the 'evening.

'F'M is a 'method of trans'mitting 'signals, e'specially in 'radio 'broadcasting. I 'could 'not 'get 'money from the 'A'T'M be'cause it was 'broken.

Vocabulary:

Activity 1: Complete the sentences with the correct words / phrases in the box.

• Ss compare their answers in pairs or groups.
• T gives feedback.

Key: 1. malfunction 2. futurists 3. life-threatening

4. exterminated 5. operating 6. reduce 7. leading

Grammar: Activity 1: Circle the correct answers.

• T asks Ss to read each sentence carefully.
• T has ss compare their answers in pairs.
• T checks answers as a class.

Key: 1. C 2. C 3. B 4. D 5. A 6. D 7. C

Activity 2: Complete the sentences, using the causatives. have + somebody + bare infinitive

have + something + past participle get + something + past participle

• Read the sentences and underline the agents and objects, explains that this will help them to use the appropriate structure.
• To work individually, and then compare their answers in pairs.
• T checks answers as a class.

Key: I’ll have a friend cut it. I’ll have my hair cut. I’ll get my hair cut. I’ll have a worker paint it.

I’ll have it painted. I’ll get it painted.

Why don’t you have the computer technician repair it?

Why don’t you have it repaired? Why don’t you get it repaired? Yesterday I had my brother fix it. I had it fixed yesterday.

Trang 1

I got it fixed yesterday. I’ll have a repairman update. I’ll have it updated. I’ll get it updated.

I’ll have the porter bring my suitcase.

I’ll have my suitcase brought by the porter.

Project:

Work in groups of four. Do some research on one of the following topics. Make a poster and give a presentation about your poster.

a kind of robot that is in use in the world today e.g. industrial, medical, military a popular science-fiction film about artificial intelligence.

3.

Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss: What have you learnt today?

What can you do now?

4.Homework 1 minute

• T asks Ss to learn the structures and vocabulary.
• Prepare for the next lesson.

LISTENING (2 points)

I. Hannah is listening to messages on her voicemail. Why is each person calling

MÃ ĐỀ 357

? Listen and

circle the correct answer.

1. A. to remind her about a dental appointment 3. A. to tell her the book has not arrived
   1. to cancel a dental appointment B. to tell her the book has arrived
   2. to remind her about a business meeting C. to tell her the book can’t be ordered
2. A. to tell her about a restaurant 4. A. to copy her homework
   1. to invite her to a movie B. to chat with her about friends
   2. to cancel a date C. to ask for help with her homework

Listen to the message then complete the information.

Message for: (5)_ Telephone number: (7)

Name of caller: (6)_ Best time to call: between (8)_ and 6:00

B. PHONETICS, GRAMMAR & VOCABULARY (4 points)

1. Choose the word whose underlined part is pronounced differently from that of the others.
2. A. agreed B. organized C. looked D. listened
3. A. each B. which C. changeable D. characteristic

IV. Choose the word whose main stress is different from that of the other words.

1. A. mausoleum B. engineering C. solidarity D. delicate
2. A. fascinating B. ignorant C. artificial D. astronaut

V. Choose the best answer among A, B, C, or D to complete each of the following sentences.

1. You can subscribe to your favorite newspapers and magazines the nearest post office.
   1. in B. on C. from D. at
2. He is very capable learning and understanding things.
   1. with B. of C. at D. about
3. . I need to £1,000 to my daughter's account.
   1. transfer B. transform C. transmit D. transact
4. The health of our children is being_ by exhaust fumes.
   1. danger B. endanger C. dangerous D. endangered
5. Portland, Maine, is the poet Henry Wadsworth Longfellow spent his early years.
   1. where B. it where C. where is D. which is where
6. We could make better of our energy resources.
   1. spend B. use C. need D. limit
7. . Many newer cars have a much lower fuel _.

25. affected

26. space

27. journey

28. harmless

29. D

30. A

31. B

32. D

1. A

2. B

3. B

4. C

5. Bill

6. Mary

7. 654 9389

8. 5:00

A. LISTENING (2 points)

1. (0.25point per one correct item)
2. (0.25point per one correct item)

B. PHONETICS, GRAMMAR & VOCABULARY (2 points)

1. (0.25point per one correct item): 9. C 10. D
2. (0.25point per one correct item):11. D 12. C
3. (0.25point per one correct item):

13. D 15. A 17. A 19. D 21. D

14. B 16. D 18. B 20. A 22. C

1. (0.25point per one correct item): 23. C 24. A

READING (2 points)

1. (0.25point per one correct item):
2. (0.25pt/item)

D. WRITING (2 points)

1. (0.25point per one correct sentence):
   1. Though it rained heavily, they decided to go to the zoo.
   2. Because of t he bad we at her, t he pl an e couldn ’t t ake off .
   3. They didn’t intend to travel around the world.
   4. Some of my books have been taken away.
2. (1 point)

Phần

Mô tả tiêu chí đánh giá

Điểm tối đa

Bố cục (0.4 point)

• Câu đề dẫn chủ đề mạch lạc
• Bố cục hợp lí rõ ràng phù hợp yêu cầu của đề bài o Câu kết luận phù hợp

• 1. point
  2. points

0.1 point

Nội dung (0.4 point)

• Phát triển ý có trình tự logic, thuyết phục người đọc o Đủ dẫn chứng, ví dụ, lập luận
• Độ dài: Số từ không nhiều hơn hoặc ít hơn ới quy định 5%

0.1 points

• 1. points
  2. point

Sử dụng ngôn ngữ (0.2 point)

o Sử dụng ngôn từ phù hợp nội dung, văn phong/ thể loại o Sử dụng ngôn từ phong phú, ngữ pháp, dấu câu, chính tả

0.1 point

0.1 point

Time/Stages

Activities

Interactions

1. Warm up 5 minutes

Inform the class of the lesson objectives: getting to know the topic and some vocabulary related to leaving school and choosing a career, unstressed words, and grammar points: phrasal verbs and adverbial clauses of condition, comparison, manner and result.

T <--> Ss

2. New lesson 18 minutes

10 minutes

9 minutes

Activity 1: Nam and Mai are talking about their preparations for the world of work. Listen and read

• T. plays the recording, asks Ss to listen and read silently.
• Ss listen and read silently.
• Listen to a conversation between Nam and Mai talking about their preparations for the world of work.

Activity 2: Answer the following questions

• T. asks Ss to read the questions, and underline any key words.
• Ss read the questions, underline any key words.

Keys: 1. He is writing a CV to apply for a part-time job.

1. Yes, he does. He wants his son to get some work experience.
2. No, she doesn’t. She wants her to focus on her studies.
3. They need to include information about their relevant qualifications, experience, and skills.
4. Because it is a period when the employer can assess the employee’s performance and provide them with some training.
5. Sts’ answers.

Activity 3: Complete the text with the correct form of the words from the box.

• T asks Ss to read the words and phrases (1-7).
• T tells Ss to work individually before comparing their answers.
• T checks answers as a class.

Key: 1. job seeker 2. job advertisements

3. CV 4. covering letter 5. job interview

T <--> Ss

Whole class

Individually

T <--> Ss

Individually or

Pair work T <--> Ss

Activity 4: Complete the sentences using the reporting verbs from the conversation.

- T Has Ss work in pairs, asks them to read the sentences carefully and discuss their structures, has Ss analyse the underlined structures and focus on the verb forms.

Key: 1. asked 2. advised 3. told 4. advised 5. offered

Individually

T <--> Ss

3.

Consolidation 2 minutes

• Ask Ss: What have you learnt today? What can you do now?
• Summarize the main points of the lesson.

T <--> Ss

4. Homework 1 minute

- Ask Ss to learn by heart the words or phrases related to the topic. - Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Homework 3 minutes

One student is called to the board and do as required.

T <--> Ss

2. New lesson 6 minutes

8 minutes

10 minutes

A. Vocabulary:

Activity 1: Match the words and phrases with their meanings.

• Ss work individually, read each word or phrase and match it.
• T checks answers as a class.

Key: 1. d 2. a 3. b 4. e 5. c

Activity 2: Complete the sentences with the correct forms of the words in 1.

• Sts do as required, bearing in mind a verb or a noun (e,g. verb tense, singular or plural form of nouns).
• To complete the sentences individually. Alternatively, in a weaker class, T has Ss work on the sentences in pairs.
• Sts find the suitable words to fill in the gaps.
• T checks answers as a class.

Key: 1. apply 2. relevant 3. qualification 4. recruited 5. probation

B. Pronunciation: Stressed words: exceptions

Activity 1. Listen and repeat, paying attention to the stressed words.

• To listen and repeat, paying attention to the stressed words.
• T plays the recording for Ss to listen and repeat all the sentences chorally.
• Ss recognise and practise the sentence stress.

Individually

T <--> Ss

Individually

T <--> Ss

Individually/

15 minutes

• Ss repeat chorally and individually.

C. Grammar: Reported speech: reporting orders, requests, fers, advice, instructions….

Activity 1: Rewrite the sentences in reported speech, using the appropriate verbs from the box in the correct tense.

• T asks Ss to study the Do you know…?
• T tells Ss what they are going to rewrite the sentences (1-6).
• T has Ss read and analyse the structure of the example.
• T asks Ss to work individually, and then has them compare.

Key: 1. Our teacher told us to study hard for the final exam.

1. The job applicant asked if the company provided computers for all employees.
2. The carreer adviser advised us to develop our communication an planning skills.
3. My mother offered to find information about short courses on organisational skills for me.

Activity 2: Complete the sentences, reporting what was said.

• T asks Ss to read the example, paying attention to the structure
• T allows enough time for Ss to do the activity individually first, and then has them compare their answers in pairs.

Key: Suggested answers

1. The monitor invited me to see him play in a football match.
2. The applicant asked the head of the human resources department to tell him what skills he needed in order to get that job.
3. My friend offered to find more information for me about the company that I was applying to.
4. His father encouraged him to apply for the job.
5. He complained to his friends about the terrible working conditions at that factory.
6. She refused to tell me what the director's salary was because that information was confidential.

or

Pair work T <--> Ss

Pair work

T <--> Ss

Individually T <--> Ss

Individually

Ss <--> Ss

3.

Consolidation 2 minutes

• Ask Ss: What have you learnt today? What can you do now?
• Summarize the main points of the lesson. Expected answers: I can use: Sentence stress

The active and passive causatives

T <--> Ss

4. Homework 1 minute

• T asks Ss to do exercises again at home.
• Prepare for the next lesson.- Complete Exercises in workbook.

T <--> Ss

Time/Stages

Activities

T informs the class of the lesson objectives: skimming and scanning an article

1. Lead-in 8 minutes

for general ideas and specific information, and learning additional vocabulary and information related to the world of work - Ss work in pairs, look at the vocabulary items in the word bank and discuss their meanings.

2. New lesson 7 minutes

12 minutes

1. minutes
2. minutes

Are you qualified for the job?

Activity 1: Below are some skills and qualities required for the position of an apprentice administrator advertised in a newspaper. Tick the ones that you have.

• The aim of this activity is to activate Ss’ previous knowledge about the topic.
• To work in pairs, look at the pictures, discuss what the images illustrate, and guess where they might see these things.

New words apprentice administrator: người quản lý tập sự qualified for: đủ năng lực làm gì

articulate [ɑ:'tikjələt]: nói năng lưu loát

self-motivated [self'məutiveitid]: có động lực cá nhân

flexible: linh động approachable: thân thiện, dễ tiếp xúc work to deadlines: làm đúng thời hạn prioritise [prai'ɔrətaiz]: dành ưu tiên Key: Students’ answers

Activity 2: Read the job advertisement. Match the highlighted words in the advertisement with the following meanings.

- To read carefully the definitions provided and look at the highlighted words which helps them to work out the meanings.

New words: dealership: người mua bán

entry-level: mức cơ bản (trong công ty) ideal candidate

file: sắp xếp (giấy tờ) enter data: nhập dữ liệu creating spreadsheets: lập bản tính take minutes : viết biên bản competitive salary: mức lương cạnh tranh ongoing training: tập huấn tiếp for further information: để biết thêm thông tin

at 0123975648: (gọi) số annual leave: nghỉ phép hàng năm apprenticeship: thời gian tập sự

• Work individually to write the correct words.
• T checks Ss’ answers as a class.

Key: 1. administrator 2. specialising 3. prioritise

4. shortlisted 5. approachable

Activity 3: Read the text again and decide whether the statements below are true (T), false (F), or not given (NG)

• T asks Ss to read the questions carefully to decide whether the statements are true (T), false (F), or not given (NG), then lets Ss compare their answers in pairs or small groups, encourages Ss to provide reasons for their answers.

Key: 1. F (This would be a fantastic opportunity for someone looking for an entry-level position in administration as no experience is required)

1. T (Typing reports and creating spreadsheets. Taking minutes at meetings.)
2. T (Excellent time-management skills. Good communication skills.)
3. NG (flexibility is one valuable quality, but may or may not be the most important)
4. NG (long-term prospects are only a possibility after the apprenticeship) Activity 4: Read the final part of the advertisement carefully. Answer the following questions.

• To look at the questions quickly and underline some key words (e.g. benefits, how, apply, additional information, contacted, invited, interview).
• Read the final part of the advertisement individually to find the information and answer the questions.
• Ss compare their answers in pairs or groups.
• T checks Ss’ answers as a class.

Key: 1. Competitive pay, ongoing training, 12 days of annual leave, and long term job prospects in the company after completion of the apprenticeship.

1. I need to email my CV and a cover letter to [email protected].
2. For additional information, I can call Ms Kim Thanh at 0123975648.
3. Only shortlisted candidates will be contacted and invited to an interview.

3.

Consolidation 2 minutes

- Summarize the main points of the lesson

4. Homework 1 minute

• Ask students to learn by heart the new words.
• Prepare for the next lesson.

Time/Stages

Activities

Interactions

1. Warm up 4 minutes

T informs the class of the lesson objective: Talking about the skills and qualities needed for getting a job based on the related news items.

T <--> Ss

2. New lesson 10 minutes

6 minutes

Skills and qualities

Activity 1: Look at the lists of skills and qualities. Can you add more of them? Choose a job in the box below, or another job that you know, and decide on the skills and qualities needed for the job. Tell your partner about the job.

-T lets Ss work in pairs and practise telling each other about their chosen job.

KEY: Students’ answers

1. I think a soldier needs to be hard-working, reliable and patient. He / She also needs to have fearlessness, discipline, consistency, courage, motivation and skill. // I think a soldier needs to be hard- working, reliable, disciplined, courageous and patient. He / She also needs to be good at working under pressure and following orders.

2. I think the job of a refuse collector is very tiring. He / She has to be physically fit and healthy, work hard in various and changing weather conditions. It is very important for a refuse collector to be motivated and determined. The job also involves a lot of interaction with the public, good mechanical, time management and coordination skills.

Notes: Other possible jobs: refuse collector, soldier, scientist, cleaner, army officer, sales representative, nurse, receptionist, actor, actress, bank clerk, mechanic, athlete, vet, etc.

Other possible skills: using your hands, delegating tasks, finding compromises, artistic skills, computer skills, etc.

Other possible qualities: thoughtful, fit, flexible, positive, reliable, determined, hardworking, conscientious, creative, patient, etc.

Pair work

T <--> Ss

12 minutes

10 minutes

Skills Qualities

using your hands thoughtful, fit

delegating tasks flexible, conscientious finding compromises positive, determined artistic skills hardworking, reliable

Jobs: soldier, refuse collector, scientist, cleaner, army officer, athlete, nurse, receptionist, sales representative, actor, actress, vet, bank clerk, mechanic

Activity 2: Complete the conversation between Lan and Nam using the information in the box. Then prasctise the conversation in pairs.

• T asks Ss to read the information about Lan and Nam in the box.
• Ss work in pairs to role play the conversation.

Key: 1. as a chef 2. the qualities needed to be a chef

1. hard-working, creative, and self-motivated
2. planning menus 5. give clear instructions

6. to be a teacher 7. science subjects 8. friendly

9. communicate my ideas very clearly to other people

Activity 3: Work in pairs. Make a similar conversation to the one in 2. Use the words and phrases in 1 and your own information.

• To prepare their conversation as required.

-Walk around the class to offer support, is necessary.

• To role play the conversation in front of the class.

Pair work

T <--> Ss

Pair work Ss <--> Ss

3.

Consolidation 2 minutes

- Summarize what they have learnt by asking Ss some questions: What have you learnt today? What can you do now?

T <--> Ss

4. Homework 1 minute

• Ask students to learn by heart the expressions.
• Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Lead-in 5 minutes

Inform the class of the lesson objectives: listening for specific information about how to write a CV.

T <--> Ss

2. New lesson 10 minutes

What makes a good CV?

Task 1: Work in pairs. Ask and answer the following questions.

- T asks Ss to discuss the questions in pairs.

Key: 1. A CV (curriculum vitae) is a written record of your education and the jobs you have done, that you send when you are applying for a job. 2. The CV is important in applying for a job

Pair work

10 minutes

10 minutes

7 minutes

because it partly decide if we can be invited to a job interview or not.

If Ss can’t answer question 3, T should elicit them with the following questions: 3. a. How do you present a CV? A CV should be carefully and clearly presented.

1. What do you refer in a CV? It should include: + personal details

+ education + work experience + interests + achievements

1. What should we avoid making in a CV? It should be without spelling mistakes.

Task 2: Match the words with their meanings.

• The aim of this activity is to introduce new vocabulary items.
• To know any of the words given and guess their meanings, teaches Ss these words and gives some examples to illustrate the meanings and uses of these words.
• T checks Ss’ answers as a class.

Key: 1. b 2. d 3. a 4. e 5. c

Task 3: Mr Le, an invited speaker, is talking to grade 12 students about how to write a good CV. Listen to his talk and compare your answers to the questions in 1.

• Ss can compare their earlier answers at this point.
• Compare their answers with a partner, checks Ss’ answers as class.

Suggested answers: 1. A CV is a written record of your education and work experience.

2. It makes the first impression on your potential employer, and it can be the deciding factor in whether or not you can get an interview.

3. A successful CV is simple in design, includes key words from the job description, and is tailored to the job you are applying for. Task 4: Listen again and complete the sentences with no more than three words.

• Read the sentences and try to predict the words/ phrases.
• T plays the recording again, asks Ss to take notes.
• T lets Ss compare their answers in pairs, then checks answers.

Key: 1. a job 2. cluttered 3. digital software

4. set of requirements 5. every job

T <--> Ss

Group work

T <--> Ss

Individually T <--> Ss

Individually T <--> Ss

3.

Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss: What have you learnt today?

What can you do now?

T <--> Ss

4. Homework 1 minute

- Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

1. Check up 5 minutes

T informs the class of the lesson objective: by the end of the lesson, Ss should be able to write a CV to support an application for employment.

2. New lesson 12 minutes

10 minutes

15 minutes

How to write a CV

Task 1: Look at the following job advertisements. Which of the jobs would you like to apply for? Think about whether you have the necessary skills and qualities. Share with a partner.

• Choose the one that they would like to apply for. Ss should be prepared to explain why they want the job.
• Work in pairs to tell each other about their choices.

Sample answer: I would like to apply for the position of a zoo volunteer at the city zoo. I love animals and I have read a lot about them, so I think I can help a lot. At home, I often take care of my family’s two dogs. Feeding them and walking them every day are my duties, so I think I have relevant experience.

Thanh’s answer: I’d like to apply for the position of a baristar at the coffee house. I am sociable and approachable, so I think I can help a lot. At home, I often share housework and play sports requiring energy. Serving breakfast to my hard sick grandmum is my duty, so I think I am suitable for this job.

Thanh’s answer: I’d like to apply for the position of a shop assistant at the trendy clothing store. I am said to be fashionable and stylish, so I think I can help a lot. In addition, I used to work as a dressmaker when I lived with my parents. My duty was help customers choose smart clothes that are suitable for their careers, so I think I do this job well.

Task 2: Look at the sample CV. Some pieces of information have been taken out. Where should the writer put them? Match the words and phrases (A-E) with the gaps (1-5) in the CV.

Key: 1. B 2. C 3. E 4. D 5. A

Task 3: Write your own CV to apply for one of the jobs advertised in 1. Remember to tailor your CV so that you have a better chance to be shortlisted for a job interview.

• T asks Ss to write their own CVs, based on the jobs they chose in 1 and the model CV in 2, lets Ss work in pairs swapping their CVs for their partner to read and give comments.
• If time is limited, this activity can be assigned as homework. Suggested answer:

Sample CV to apply for the post of a barista

CURRICULUM VITAE

Personal details

Name: Hoang Tuan Hung

Address: 1568 Tan Mai Street, Hoang Mai District, Ha Noi Mobile: 01234500000

Home phone: (04) 38886666

Email: [email protected] Personal summary and Career Objectives

I am a responsible individual who can work hard, communicates well, and has excellent interpersonal skills. I have recently completed upper secondary education and receive the National High School Exam Certificate. I am seeking a starting position as a barista so that I can obtain real-world experience and learn new skills.

Education and qualifications

2013-2016: Thang Long Upper Secondary School 2009-2013: Tam Mai Lower Secondary School

Trang

2004-2009: Tam Mai Primary School

Work experience: Summer, 2014: Waiter at a student canteen Responsibilities: Greeting customers and arranging seats for them Taking orders from customers and serving them snacks and drinks Skills: Good communication and interpersonal skills

Interests: Reading books about making drinks Learning foreign languages

References: Available upon request

3.

Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss to complete the writing at home and collect
• Ask Ss: What have you learnt today? What can you do now?

4. Homework 1 minute

• Write the text again at home.
• Prepare for the next lesson.

Time/Stages

Activities

Interactions

1. Warm up 5 minutes

Inform the class of the lesson objectives: Further skill development

T <--> Ss

2. New lesson 18 minutes

1. Communication: Work-related issues

Activity 1: Work in groups and discuss these questions.

-T lets Ss form groups and start their discussion, asks each group to choose a discussion leader to monitor the group discussion.

Activity 2: Present your group’s ideas to the class.

- T asks Ss to work in groups and read their notes from 1 to prepare for their presentations.

Sample answers

1. In our group we think people should start looking for a job after leaving school at the age of 18. This can be a part-time job or a voluntary one, not necessarily a permanent job. When people start working, they become more responsible for their lives and contribute more to society.

2. We all believe that the three most important qualities are reliability, responsibility, and flexibility. Employers really want to find the people who they can rely on. Also, they want their employees to be flexible to adapt well to the ever changing working environment.

Pair work

T <--> Ss

Group work

T <--> Ss

19 minutes

3. All the members of my group agreed that the necessary skills for job seekers are communication, problem solving, and collaboration. When employees can communicate with each other, it is easier for them to work together to solve problems.

2. Culture:

Activity 1: Read the text about the job seeking experiences of Harry, an English school leaver, and decide whether the following statements about it are true (T), false (F), or not given (NG). Tick the correct boxes.

• T asks Ss to compare their answers in pairs or groups.
• T checks Ss' answers as a class.

Key: 1. F 2. T 3. NG 4. F 5. NG 6. T

Activity 2: Discuss with a partner. Do you think you can become successful without a university degree? Do you know any young people who have followed a similar career path in Viet Nam? What can you learn from Harry’s job seeking experience?

• The aim of this activity is to relate the text content to the situation in Viet Nam.
• T puts Ss into pairs to discuss the questions, then invites several Ss to present their answers to the class.

Key: Students' answers

Individually

T <--> Ss

3.

Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss: What have you learnt today?

What can you do now?

T <--> Ss

4. Homework 1 minute

• T asks Ss to learn the structures and vocabulary.
• Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

1. Warm-up 5 minutes

T informs the class the objectives: reviewing pronunciation, vocabulary and grammar. T reviews what sentence stress is and when the process happens.

2. New lesson 7 minutes

Pronunciation:

Activity 1: Listen to the following exchanges and underline the stressed words. Then practise them with a partner, using the correct sentence stress.

- T helps Ss to review the words that are usually stressed (content words,

8 minutes

15 minutes

7 minutes

negative auxiliaries, demonstrative pronouns when not followed by a noun, possessive pronouns, and question words) and exceptions to stressed words (auxiliary verbs and modal auxiliaries when not followed by a verb).

- T asks Ss to practise in pairs, taking turns to be A and B, walks around and comment on the pair’s performance.

Key: A: Do you think communication skills are really important?

B: Well, some people think they aren’t important, but, in fact, they are. A: Can people without a university degree apply for this job?

B: Yes, they can, provided that they have the right skills and qualities. A: Should I ask my brother to help me to write the CV?

B: Yes, certainly you should.

A: You haven’t been shortlisted for the interview. B: I have been shortlisted for it.

Vocabulary:

Activity 1: Underline the correct word in each sentence.

- T asks Ss to underline the correct word in each sentence, lets them compare their answers in pairs or groups. - T checks Ss’ answers as a class.

Key: 1. adverts 2. relevant 3. tailor 4. candidates 5. employee

Grammar:

Activity 1: Turn the following sentences into reported speech, using the reporting verbs in the box.

T lets Ss work individually, and then compare their answers in pairs or groups.

T asks individual Ss to write their sentences on the board. T checks Ss’ answers as a class.

Key: Mike asked Mira how long it would take her to finish writing her CV. Mira informed him that she would need another two hours.

Mike encouraged / urged her to try to finish it by 4 pm so that she could come and watch the football match.”

Mira exclaimed that that would give her only an hour. Mike urged her to write it quickly.

Mira refused to leave the house before 4 pm because she wanted to write a very impressive CV.”

Mike complained that she never came and saw him play.

Mira promised to go to his next match / that she would go to his next match.

Project:

Work in groups of four to six. Choose a profession or career that all members of your group are interested in.

-T asks Ss to form groups. (this can be done in the first lesson of the unit so that Ss have enough time to plan their project.) has Ss in each group choose a leader who will assign tasks to the members and monitor the work to make sure all members contribute equally.

3.

Consolidation 2 minutes

• Ask Ss to consolidate the main contents.
• Ask Ss: What have you learnt today? What can you do now?

4.Homework 1 minute

• T asks Ss to learn the structures and vocabulary.
• Prepare for the next lesson.

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Language - Vocabulary

1. Use the correct form of the word in the box to complete the sentences. A word may be used more than once

Language - Vocabulary

Do as appointed

Do the task then exchange the result with their partner qualities android/robot extinct

Robots Android probation

2. Complete the following table. Then use the words in the table to complete the sentences

Do the task then exchange the result with their partner

* Do as appointed

1. conservation 2. evolution 3. diversity

4. conserve 5. evolve 6. diverse

Pronunciation

3. Listen to part of the conversation below and mark stressed syllable

Pronunciation

* Do as appointed

Do the task then exchange the result with their partner

Grammar

4. Work with a partner. Practise asking questions and giving answer

Ask Ss to do the task then exchange the result with their partner

Grammar

Do as appointed

1. How many pages will you have written by tomorrow? I’ll have written five pages by then
2. How many trees will our class have planted by the end of the day? We’ll have planted 100 by then
3. How many robots will the A.I. company have invented by the end of the year? They’ll have invented 8 by then.
4. How long will this rhino have lived in the rescue centre by the end of this year? It’ll have lived there for 5 years by then
5. How many applications will the company have received by January 3rd? It will have received 200 by then
6. How many animals with the rescue centre have saved and taken in by this time next year? They’ll have saved and taken in hundreds by then

5. Complete the sentences using the correct forms of the

Do as appointed

Do the task then exchange the result with their partner

verbs in the box

1. to service 2. repair 3. published 4. pulled out

5. to design 6. stolen

6. Complete the sentences, report what was said.

Ask Ss to do the task then exchange the result with their partner

Do as appointed

1. My mother told me to spend more time studying and less time playing games
2. The students asked the scientist to tell them about the importance of species diversity for all forms of life
3. The environmentalists told the business community not to harm the environment or disturb the balance of the ecosystem
4. The teacher asked the students to show him their reports on wildlife
5. My brother offered to help me with my research into the latest generation of android
6. The A.I expert advised the students to learn how to use the new smart-phones apps

7. Turn the following sentences into reported speech, using the reporting verbs: warn, suggest, promise, explain, advise, remind

Let Ss do the task

Do as appointed

1. Minh reminded Quang to drop into the robot shop on the way home
2. My mother advised me to write a report on the saola
3. The old lady warned him not to pull the cat’s tail or it would scratch him
4. Huong promised to work harder to get good qualifications
5. The team leader suggested activating the next generation robot

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

SKILLS – Reading IUCN Red list

1. Read the text about IUCN red list
2. Read the text again decide whether the following statements are T, F or NG and tick the correct box

Ask Ss to do the task then exchange the result with their partner

SKILLS - Reading

Do as appointed Do as appointed

1. T 2. F 3. NG

4. F 5. T 6. F

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Speaking

Job skills and qualities

3. Work with a partner. Use the information below or your own ideas to make a conversation about the skills and/or qualities of one job

Speaking

Do as appointed

Work in pairs to do the task

Listening She’s so life-like

4. Listen to someone talking about his first encounter with a humanoid robot. Choose the best answer

Ask Ss to do the task then compare the result with that of their partner

Listening

Do as appointed

1. C 2. C 3. B

4. A 5. C 6. B

Writing - Tailoring a CV

1. Look at the job advertisements below. Which one would you like to apply for? Consider whether you have the necessary skills and qualities
2. Write your own CV to apply for one of the jobs advertised.

Writing - Tailoring a CV Do the task

Do as appointed

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

1. Mai and Jim are talking about their options after finishing secondary school. Listen and read

Explain new words if necessary

Do as appointed

Listen to the recording and read the conversation

2. Answer the questions

Ask Ss to do the task, then compare the result with their partner

1. She has been in contact with the English language centre at the British Council
2. She will apply for a scholarship and study in the

Do as appointed

1. He is searching for career advice
2. He want to apply for a temporary job of smart-phone marketing in a marketing company
3. She would like to become a doctor

UK

3. Match the words and phrases in the conversation with their definition

Ask Ss to do the task then exchange the result with that of their partner

Do as appointed

1. c 2. d 3. e 4. f 5. a 6. b

4. Find sentences with phrasal verbs consisting of a verb, an adverb and a preposition and adverbial clauses

Ask Ss to do the task, then compare the result with their partner

Do as appointed Phrasal verb

so that I can come up with a plan I’m look forward to the exam result adverbial clauses

If I had a band score of 6.5

I want to speak E as fluently as you

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

VOCABULARY

Complete the sentences with the words or phrases from 3 in GETTING STARTED

Ask Ss to do the tasks and compare the results with their partner

VOCABULARY

- Do as appointed

1. career advice 2. career

3. workforce 4. option

5. temporary 6. has secured

PRONUNCIATION - Unstressed words

1. Listen and part of the conversation in GETTING STARTED again. Underline the words that are not stressed

Play the recording and let Ss listen

PRONUNCIATION

- Do as appointed

2. Now listen to the conversation in 1 again. Practise it with a partner

Play the recording and let Ss listen

- Do as appointed

GRAMMAR - Phrasal verbs

1. Match the phrasal verb in A with its meaning in B Ask Ss to do the task then compare the answer with their partner

GRAMMAR

- Do as appointed

1. g 2. h 3. i 4. j 5. a

6. b 7. c 8. d 9. e 10. f

2. Complete each sentence using the correct form

Do as appointed

of a phrasal verb in 1

Ask Ss to do the task then compare the answer with their partner

drop out of drops in on

cut down on get on with

go on with keep up with think back on talked back to

Adverbial Clauses

3. Underline the adverbial clause in each sentence below

Ask Ss to do the task then compare the answer with their partner

Do as appointed

1. If I knew French 2. than her mother

1. like he is my father
2. that Nam drop out of school
3. unless he works harder

4. Combine each pair of simple sentences into one complex sentence containing an adverbial clause Ask Ss to do the task then compare the answer with their partner

1. If you do not tell me everything , I’ll not able to help you
2. We mixed the chemicals exactly as the lab instructor had told us to

Do as appointed

1. If you are late for work, you may lose your job
2. Secondary school students work as hard as factory workers
3. Linda was offered such a good job that she didn’t hesitate to accept it

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

1. Work with a partner. Guess what the students in the pictures may do after they leave school

Ask Ss to work in pairs to do this task

* Do as appointed

They may become mechanics, engineers , writers or tourist guide

2. Read some career advice for secondary school leavers. Choose the appropriate heading for each paragraph

* Do as appointed

Do the task then compare their answer with a partner

1. d 2. c 3. a 4. b

3. Find the words or expressions in the reading text which are closest in meaning to

* Do as appointed

1. smoother 2. apprentice

the following

Let Ss read the text, do the task, then compare their results

3. getting to grips with 4. shadowing them

1. taking to st like a duck to water
2. paper work

4. Read the text again and answer the questions

Let Ss read the text, do the task, then compare their results

1. They have their timetables and other paperwork stored in the first week at university
2. They can find a temporary job; they can take a year out and go travelling; they can speak to career advisers

* Do as appointed

1. Some websites that provide school leavers with practical advice about leaving school and taking the next step in their career.
2. They should learn to take responsibility when things go wrong
3. The best thing for apprentices is that they have the opportunities to earn while they learn

5. Discuss with a partner

Ask Ss to work in groups, do the task

Do as appointed

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

1. Choosing sentences a-f to complete the discussion between Linda, Lan and John

Ask Ss to work in groups and do the task

Do as appointed

1. e 2. d 3. b

4. a 5. f 6. c

2. Find the expression that John, Lan and Linda used to talk about their ambitions or dreams

Let Ss work in pairs and do the task

Do as appointed

• I’d like to
• What I’d love to do one day is
• One thing I’d like to do one day is
• I’ve always wanted to

1. Work in groups of three. Practice the conversation in
   1. Let Ss work in pairs and do the task
   2. Let Ss practice the conversation

Do as appointed

4. Work in groups of three. Use the expressions in 2 to make a similar conversation

Do as appointed

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

1. Look at the pictures, what job do the people in the pictures do? Write down the job under each picture Ask Ss to do the task, then compare the result with their partner

Do as appointed

1. a medical researcher
2. a flight attendant
3. a TV reporter

2. Match each words with its meaning Ask Ss to do this task in pairs

Do as appointed

1. c 2. e 3. d 4. b 5. a

3. Listen to the interview and match the career with each interviewee

Play the tape twice

Let Ss listen to the recording and work in pairs to do the task

Do as appointed

1. b 2. c 3. a

4. Listen again and decide if the following statements are T, F or NG

Ask Ss to do the task

Do as appointed

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

5. Work in groups of 3. First tell your group members what career you are looking for. Then discuss its positive and negative points

Ask Ss to do the task

Do as appointed

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

1. Look at the pictures, what job do the people in the pictures do? Write down the job under each picture Ask Ss to do the task, then compare the result with their partner

Do as appointed

1. a medical researcher
2. a flight attendant
3. a TV reporter

2. Match each words with its meaning Ask Ss to do this task in pairs

Do as appointed

1. c 2. e 3. d 4. b 5. a

3. Listen to the interview and match the career with each interviewee

Play the tape twice

Let Ss listen to the recording and work in pairs to do the task

Do as appointed

1. b 2. c 3. a

4. Listen again and decide if the following statements are T, F or NG

Ask Ss to do the task

Do as appointed

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

5. Work in groups of 3. First tell your group members what career you are looking for. Then discuss its positive and negative points

Ask Ss to do the task

Do as appointed

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

COMMUNICATION-Summer Jobs

1. Listen to Peter, Jane, and Mary talking about their summer jobs. What does each person do? Write his/her job under each picture.

• Ask Ss to look at 3 pictures and brainstorm some ideas about the kinds of jobs they show.
• Play the recording for Ss and ask them to write a job under each picture.
• Ask Ss to look at the pictures and compare their answers.

2. Listen again. Do Peter, Jane, and Mary like their jobs? Why or why not? Tick the correct column and take notes in the table.

• Ask Ss to look at the questions and answer them as best as they can, based on their first listening.
• Play the recording again for Ss to listen and tick and write notes in the space given in the table.
• Have Ss compare the answers in pairs or groups.
• Check answers as a class.

3. Work in groups. Imagine you are going to do a summer job. Tell your group about your job and why you like or dislike it.

COMMUNICATION-Summer Jobs

• Do as appointed

Key:

Dishwasher Tutor Tour guide

• Do as appointed

Key: 1. Peter- doesn’t like- It’s a pretty hard job, and it’s hot in the kitchen.

1. Jane-like- She loves working with the kids. It’s fun.
2. Mary- like- The work’s very interesting. She has the opportunity to see lots of historical buildings and sights.

• Do as appointed
• Discuss in groups to talk about what you like/dislike about your imaginary job.
• Work in groups and prepare their own ideas to talk about their imaginary summer jobs.

CULTURE-Taking a year out

1. Read the text about a year out and answer the questions

• Ask Ss to read the text individually to get an overall idea about its content.
• Have Ss read the questions and answer them.
• Ask Ss to compare the answers in pairs or groups.
• Check answers as class

2. Discuss the questions with a partner

• Ask Ss to work in pairs and discuss the questions
• Invite some pairs or individuals to present their ideas in front of the class.
• Encourage other Ss to give some comments.
• Do as appointed.
• Discuss the questions in pairs and present the ideas in front of the class.

CULTURE-Taking a year out

Key: 1. He would really like a break from the academic world.

1. He could work in a bank or do community work. He might even do something adventurous, such as joining an expedition to a rainforest.
2. His experience during a gap year will broaden his horizons and teach him new skills. It may also give him the chance to earn some money.
3. Before deciding to take a year out, he must make sure that the university will hold his place for him till the following year.
4. It means the education one gets from experience in the real world.

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

PRONUNCIATION

1. Listen and underline the unstressed words in the following sentences.

• Play the record and let Ss listen and underline the unstressed words.
• Check answers as a class by asking some Ss to read the sentences out loud.
• Play the recording again and let Ss listen and repeat the sentences

2. Underline the unstressed words in the following sentences and practise reading them aloud.

• Have Ss work individually, and then compare their answers in pairs.
• Check answers as a class.
• Ask Ss to read the sentences out loud.

PRONUNCIATION

- Do as appointed

Key:

1. I’m looking for a job to keep me busy this summer.
2. He saw the advertisement in today’s newspaper.
3. How far is it from here to your school?

- Do as appointed

Key:

1. I would like to take a year off first, and then go to university.
2. Working as a journalist, he has the opportunity to meet famous people and interview them.
3. I decided to be an apprentice to an electrician for two years, and then I will study electrical engineering at university.

VOCABULARY

Complete the sentence with the correct form of the words or phrases in the box.

- Have Ss complete the sentences with the correct forms of the words or phrases given in the box.

VOCABULARY

- Do as appointed

Key: 1. workforce 2. career 3. temporary

4. career advice 5. apprentice 6. Options

• Ask Ss to compare answers in pairs or groups.
• Check answers as a class.

GRAMMAR

1. Complete the sentences using the correct form of the phrasal verbs in the box.

• Ask Ss to complete the sentences with the correct form of the the phrasal verbs given.
• Have Ss work individually first, and then compare their answers in pairs.
• Check answers as a class.

2. Make a complex sentence from each pairs

GRAMMAR

- Do as appointed

Key: 1. go on with 2. Keep up with

3. come up with 4. Get on with

5. ran out of 6. Drop in on

7. cut down on 8. Dropped out of

- Do as appointed

Key: 1. If you eat too much, you may fall ill.

2. Kate is as beautiful as her mother.

Trang 4

of sentences. Use the words provided and make any necessary changes.

• Ask Ss to make a complex sentence from each pair of sentences.
• Have Ss work individually first, and then compare their answers in pairs.
• Check answers as a class.

1. He is not as bright as he thinks he is.
2. It rained so hart that the plane couldn’t take off.
3. Unless you run fast, you will be late for school.
4. It was such a good novel that she couldn’t put it down.
5. If I had one million dollars, I would travel around the world.
6. The apprentice finished the work as Mr Smith had requested.

PROJECT

1. Work in groups. Interview your group members about their future careers. Use the table below as a guide.

• Ask Ss to work in groups of 5, prepare their tables as guided.
• Ask each S to interview 4 members in his/her group and note down the information they get.

2. Present the results of the interviews to the class. Ask Ss to give their presentations.

• Encourage other Ss to give some comments.
• Have the class vote for the best presenter.

PROJECT

• Do as appointed
• Work in groups of 5 and take turns to interview other members about their future careers.
• Ask Ss to prepare their presentations, paying attention to the similarities and differences in the choices of the career of the group members.
• Do as appointed
• Present the results of the interviews in front of the class.

LISTENING

I. Hannah is listening to messages on her voicemail. Why is each person calling? Listen and circle the correct answer. (0.25 pt/item)

1. A. to remind her about a dental appointment
   1. to cancel a dental appointment
   2. to remind her about a business meeting
2. A. to tell her about a restaurant

1. A. to tell her the book has not arrived
   1. to tell her the book has arrived
   2. to tell her the book can’t be ordered
2. A. to copy her homework
   1. to chat with her about friends

1. to invite her to a movie
2. to cancel a date

C. to ask for help with her homework

1. Listen to the message. Complete the information. (0.25 pt/item) Message for: (5)_ . Name of caller: (6)_ .

Telephone number: (7) . Best time to call: between (8)_ _.and 6:00.

B. PHONETICS, GRAMMAR & VOCABULARY

Choose the word that has different stress pattern from that of the others. (0.25 pt/item)

1. A. visited B. decided C. handicapped D. wanted
2. A. each B. which C. changeable D. characteristic

IV. Choose the word that has main stress placed differently from the others. (0.25 pt/item)

1. A. education B. universal C. eradication D. population
2. A. volunteer B. struggle C. promise D. concentrate

V. Choose the best answer to complete each of the following sentences. (0.3 pt/item)

1. There was shortage of food and safe water after the flood.
   1. Ø B. an C. a D. the
2. . Mr. John thanked me helping him with the homework.
   1. to B. for C. of D. on
3. it was a formal dinner party, James wore his blue Jeans.
   1. Even though B. Since C. Only if D. Until
4. Population growth rate in recent years.
   1. has fallen B. had fallen C. have fallen D. fell
5. The children were warned in the lake without an adult present.
   1. not swim B. not to swim C. not swimming D. to not swim
6. It’s no use him _us.
   1. asking / helping B. asking / to help C. to ask/ helping D. to ask / to help
7. My handbag was stolen we were playing tennis.
   1. before B. while C. after D. during
8. If I had enough money, I a good dictionary.
   1. would buy B. would have bought C. will buy D. will have bought
9. He me that if he were me, he would do that work.
   1. told B. said to me C. said D. says
10. Lan: What do you think of the General Knowledge Quiz?

Nga: . It’s an opportunity to test my general knowledge.

• 1. Yes, that’s right B. Oh, it’s great C. It’s not a good idea. D. Ok, I don’t agree READING

Fill in each blank in the following passage with a suitable word. (0.25 pt/item)

The United Nations released new population projections for all countries in July 2014. Gerland analyzed the data (23)_ described the probabilistic population projections for the entire world as (24)_ as individual regions and countries. World population is (25)_ to continue growing for the rest of the century, with at (26)_ a 3.5-fold increase in the population of Africa. Furthermore, the ratio of working-age people to older people is almost certain to decline substantially in all countries, (27)_ just currently developed ones.

1. Read the following passage and choose the best answer. (0.25 pt/item)

One of the most serious problems threatening human life is the dirtying and poisoning of air and water. It is the pollution of our environment. Air pollution occurs when wastes are poured into the atmosphere and the air becomes contaminated and unpleasant to breathe. We depend for life on the air we breathe. As the air becomes more and more polluted, hazards to health increase. Today we have industrial air pollutants from factories and mills and engine- exhaust fumes. That’s why some large cities have to ban cars from the city center to wipe out smoke and limit the emission of poisonous gases and dangerous chemicals from industrial smoke stacks in order to clean the air in our living environment as much as possible.

1. One of the following is a serious problem threatening human life except _.
   1. dirty air B. the poisoning of water

C. environmental pollution D. environmental conservation

29. In some large cities people clean the air by .

Teacher’s activities

Students’ activities

I. Warm up.

• Ask Ss to answer the questions.
• Tell them to look at the main contents of the lesson. Introduce those points.

Ask Ss to listen to the recording and read the conversation.

II. Getting started

• Set their task.
• Play the CDs.
• Ask them if they understand the whole dialogue well.
• Tell them to do ex 3 (58) in pairs in 2'.
• Supply Ss with some vocab in groups in 2'.
• Get their answers back.
• Ask them if there is a different answer and point out the key word.
• Correct their answer.
• Tell them to listen and repeat the words/ phrases given.
• Ask the pairs to do 2 in 6'.
• Get their answer afterwards.

Warm up.

Oral work

When will you finish your learning? Why do you think so?

Why do you do that for so long?

1. Getting started Options for school leavers

- Individual work

1. Angelo and her grandpa are talking about keeping learning throughout life. Listen and read.

*New words

• institute (n) - compulsory (a)
• session (n) - do/ take a course (a)
• keep sb adj

1. True, false, or not given sentences. key: 1. F 2. T 3. F 4. T 5. NG
2. Find the words/ phrases in the conversation that mean the following.

- Work in pairs, ask and answer the questions Key: 1. Compulsory education 2. lifelong learning

3. self-motivated 4. Self-directed

5. Learning styles

4. Answer the questions

Teacher’s activities

Students’ activities

• Ask Ss to work individually, read each word or phrase and match it with its meaning.
• Provide support by encouraging Ss to use the context and clues in the conversation.
• Get their answer back.
• Remind Ss that they may have to change the form of the words to fit the sentences.
• Ask Ss to study the sentences given and work out the form of the words

LANGUAGE

1. Vocabulary.

- Individual and then pair work

Ex 1. Match the characteristics of lifelong learning (1-5) with their example actions.

1. c 2. d 3. b 4. e 5. a

Ex 2. Complete the sentences with the words or phrases from 3 in GETTING STARTED.

1. sef-motivation 2. lifelong learner; voluntarily

3. self-directed 4. learning style

2. Pronunciation. Intonation of questions

- Oral work. Listen to Cds

Teacher’s activities

Students’ activities

Lead-in

• Inform the class of the lesson objectives: skimming and scanning a text for main ideas and specific information.
• Ask Sts to answer the questions given.
• Have Ss work in pairs and encourage Ss to find the main idea of a paragraph.
• Ask Ss to individually skim the text and then choose the appropriate heading for each paragraph.
• Have them compare their answers in pairs.
• Tell students to carefully read the meanings and then go back

Lead-in

• pair work

Before you read:

• Pair work

Ex 1. Work with a partner. Guess what the students in the pictures may do after they leave school.

Suggested answers:

Question 1: I think it is a must because it gradually/ step by step enrich their knowledge as well as skills to meet the current demand of their jobs and better their life with the support of our government.

Question 2: She or he can do it by learning in many ways: with their friends, teachers, surrounding people, and with any kind of source they can access.

II. While you read:

• Individual work and then pair work.

Ex 2. Read the text about lifelong learning and choose the appropriate heading for each paragraph.

Key: 1. c 2. a 3. b

• Pair work

Ex 3. Find the words and phrases in the reading text which are closest in meaning to the following. Write them in the space below.

Teacher’s activities

Students’ activities

I. Pre-speaking

- Ask Ss to look at ex 1 and if they understand what to do.

• Ask students to do the ex.
• Ask Ss to read the conversation and the sentences (a-f).
• Ask Ss to complete the conversation with the appropriate sentences.
• Let Ss work individually, and then compare their answers in pairs.
• Check answers as a class.

II. While speaking

- Have Ss fill the gaps with the expressions in the conversation, and then compare their answers in groups.

• Check the answers as a class.
• Member in each group brainstorm ideas and vocabulary and then rank them in the order of popularity and present them to the whole class.
• Get two or three representatives from different groups to go to the board and give their presentations.
• Ask the rest to listen to the representatives and take notes.
• Ask Ss to work in groups of three.
• Set a time limit for the group’s preparation and practice.
• Invite some groups to present their conversations to the class.
• Do not stop Ss to correct their mistakes.
• Encourage them to speak freely and just give comments on things such as Ss’ ambitions and dreams about future jobs.

I. Pre-speaking. How to keep learning throughout life

- Work in pairs

+ Choose something of interest

+ attend professional conferences, seminars, and training courses

+ apply knowledge in everyday life

+ make a plan

+ put thoughts into action

1. Ex 1. Fill in the gaps in the presentation with some ideas in 1, and then complete its outline.

- Pair work.

1. choose something you’ll really enjoy learning about
2. make a plan
3. put your thoughts into action

II. While speaking.

Ex 2. Choose two ideas discussed in 1 or brainstorm your ideas to prepare a presentation about how to keep learning throughout life in 2.

• Group work.

Key

• Pair work - show their (dis)agreement expressions and point out their explanation.

* Vocabulary

III. After speaking

Ex 4. Work in groups of three. Use the expressions in 2 to make a similar conversation to talk about your own ambitions and dreams.

• Group work - Students' choice may vary.
• Oral work.

IV. Consolidation (1 min)

• Vocabulary related to new ways to leaving school and choosing a career
• Speaking skills: making presentations; presenting in front of the class.

V. Homework: (1 min)

• Vocabulary related to leaving school and choosing a career
• Speaking skills: - How to keep learning throughout life
• Do the tasks again.
• Read Unit 10 - Listening at home.

Teacher’s activities

Students’ activities

Warm- up

Use the picture in the textbook to introduce the listening lesson.

1. Pre- listening

• Ask Ss to look at the words and the meanings given, and then match the words with the appropriate meanings.

III. While- listening

• Have Ss compare their answers in pairs.
• Check answers as a class.
• Ask sts to look at the names of the three interviewees, and the list of careers, and then make their own predictions for the career each of them does.
• Have Ss listen to the recording and match the career with each interviewee

IV. After- listening.

• Have Ss compare their answers in pairs.
• Check the answers as a class.
• Ask Ss to look through all the statements and guess the answers based on their first listening.
• Have Ss listen to the recording again and decide if the statements are true (T), false (F) or not given (NG)

Wrapping – up:

• Ask Ss what they catch through the listening text.

I. Warm- up:

• Oral work

Match the word (1-5) with their meaning (a-e)

1. d 2. a 3. e 4. b 5. c

II. Pre- listening:

• Individual work

Guess the answr to questions.

Underline key words in sentences in ex 3.

III. While- listening.

• Individual and then pair work.

Ex2: Choose the best answer.

The aim of this activity is to introduce new vocabulary items which will help Ss to understand the listening exercise.

Key: 1. B 2. D 3. C 4. B 5. A

Ex 3. Listen again and decide if the following statements are true (T), or false (F).

This activity helps Ss to practice listening for specific information.

Key: 1. F 2. F 3. T 4. F 5. T

IV. After- listening.

• Group work.

Ex 5. Work in groups of three. Ask and answer about lifelong learner they know.

The aim of this follow-up activity is to provide opportunities for Ss to express their viewpoints in freer communication practice.

• Who she is/ - how she learns/ - why she learns

V. Consolidation (3 mins)

• Vocabulary related to the topic of new ways to learn
• Talk about your gender equality in your local areas
• Listening skills

VI. Homework: (1 min)

• Vocabulary related to leaving school and choosing a career
• listening skills: - the positive and negative points of some careers.
• Do the tasks again.
• Read Unit 9 - writing at home.

Teacher’s activities

Students’ activities

A. Warm -up

• Inform the class of the lesson objective: writing a job essay of description to describe barriers to lifelong learning.

B. Pre-writing.

• Ask Ss to read the chart.
• Fill in the gaps.
• Answer any other questions ss may ask about the suggestions.
• Ask Ss to read the advertisement and make a list of the personal qualities and experience they may need for the job.
• Help them with different types of transformation writing.

III. While you write.

• Get two Ss to write the essay on the paper.

A. Warm –up - Oral work

Ex 1. Complete the sentences describing the five barriers.

B Pre-writing.

- Oral work.

Ex 2: Read the job advertisement. Make a list of the qualities and experience you may need for the job.

The aim of this activity is to provide a job advertisement for Ss to analyse.

Suggested sentences

Lack of time was the second most important barrier.

Or Lack of time rank second in the chart of the barriers which inhibit lifelong learning.

1. showed/ picked 2. the second rate

3. interviewed/ asked 4. accounted for

5. A minority/ A very small number

C. While you write.

- Pair work.

Ex 3: Write a description in the form of an essay of around 150-180 wordsbasing on the suggestions.

The bar chart shows the results of a survey of approximately 500 employees about barriers to lifelong j[ learning. The survey found that there are five barriers that prevent people from participating in lifelong learning. However, these barriers are not equally important.

Lack of finances is rated by most of the survey participants as the most important factor. More than

Teacher’s activities

Students’ activities

Summer jobs

• Ask Ss to look at the four pictures and brainstorm some ideas about the lifelong learner
• Play the recording for Ss and

I. Communication: Oral work

1. Listen to Peter, Jane, and Mary talking about their summer jobs. What does each person do? Write his/her job under each picture.

This activity will help Ss to practice listening for specific

Teacher’s activities

Students’ activities

I. LOOKING BACK

• Play the recording and let Ss listen and recognize the intonation of the sentences. Then, put Ss in pairs to practice reading the sentences.
• Get their oral practice.
• Ask them if anyone has a different answer.
• Give them a feedback.
• Have Ss complete the sentences with the correct words/phrases given in the box.
• Ask Ss to compare their answers in pairs
• Check the answers as a class.
• Ask Ss to complete the sentences with the correct forms of the phrasal verbs given.
• Have Ss work individually and then compare their answers with their partners.
• Check the answers as a class.
• Ask them if anyone has a different answer.
• Give them a feedback.

II. PROJECT

• Ask Ss to make a complex sentence from each pair of sentences using the words provided.
• Have Ss to work in pairs and write down the sentences.
• Check the answers as a class.
• Ask Ss to do the survey.
• Let Ss to present the findings in front of the class.
• Get the peer correction.

I. LOOKING BACK

- Oral work

a- Pronunciation

1. Listen and mark the intonation patterns on the questions.

- Do as assigned

+ rising tune + falling tune + rising and falling tune

2. Practice these conversation.

• Work in pairs

b- Vocabulary

• Work individually and then in pairs t do peer correction. Complete the sentences with the correct forms of the words/phrases in the box.

Key: 1. Self-motivation 2. pursuit/ pursuit

3. self-directed 4. life-long learner

5. improving 6. flexible

7. professional 8. voluntarily

c- Grammar.

Ex 1. Complete the sentences using the correct forms of the verbs in the brackets.

Key: 1. Life-long learning will be successful if the learner is self-motivated.

1. If that school provided better educational materials, the students would be more interested in life-long learning.
2. If the life-long learn programmes had started earlier this year, I could have arranged my schedule to attend some of them.
3. If he had not kept learning while working here, he would not be the director now.
4. If you do not develop leadership skills, you will have difficulties in working with your staff.
5. If I had followed your advice on professional training, I would have got a higher salary.
6. If he had completed the previous management course, he would be recruited to the team now.
7. If we had taken online course, we would have saved more time.

II. PROJECT

1. Work in groups. Interview classmates on lifelong learning using a questionaire.
2. Report the result to the class. Prepare to debate the negative points of the topic your group has chosen with other groups.
3. Comment on their friend's presentation.

+ ideas + fluency/ pronunciation and stress

+ accuracy + gesture + miming + preparation

+ co-operation

III. Consolidation (3 minutes)

- Unstressed words in the sentences

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Language - Vocabulary

1. Use the correct form of the word in the box to complete the sentences. A word may be used more than once

Ask Ss to do the task then exchange the result with their partner

Language - Vocabulary

Do as appointed

1. careers 2. apprenticeship

3. pursue 4. professional

5. flexible 6. options

2. Complete the following table. Then use the words in the table to complete the sentences Ask Ss to do the task then exchange the result with their partner

* Do as appointed

1. full-time 2. self-learning

3. textbooks 4. life long

5. self-directed 6. workforce

Pronunciation

3. Listen to part of the conversation below and mark stressed syllable

* Do as appointed

Ask Ss to do the task then exchange the result with their partner

Grammar

4. Work with a partner. Practise asking questions and giving answer

Ask Ss to do the task then exchange the result with their partner

Grammar

Do as appointed

1. to cut down on 2. will think back on

3. to talk back to 4. dropping out of

5. come up with 6. keep up with

5. Complete the sentences using the correct forms of the verbs in the box

Ask Ss to do the task then exchange the result with their partner

Do as appointed

1. A person will not be able to adapt to changes in life and work unless he or she becomes a lifelong learner.
2. Lifelong learning has become so important in our lives that various courses and programs have been designed and developed to meet our needs.
3. Minh doesn’t read as many books as Kieu (does)
4. He acts as if he were/ was a career adviser.

1. If you don’t keep up with new technology, you’ll be left behind at work.
2. Tom studies harder than Jane (does)

6. Use your own ideas to complete the sentences below

Ask Ss to do the task then exchange the result with their partner

Do as appointed

1. … if you could help me to plan my career.
2. …, he couldn’t/ wouldn’t have done so many things in his life
3. …he will earn more money.
4. … she wouldn’t have achieved this level of success.
5. … he would make his lessons more interesting.
6. … he would now be able to work with new technologies.

TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

SKILLS - Reading

Lifelong learning: Why?

1. Read the text about lifelong learning
2. Read the text again and answer the questions

Ask Ss to do the task then exchange the result with their partner

SKILLS - Reading Do as appointed

1. They need to learn new skills and keep improving them throughout their lives because of the astonishing speed of technological development.
2. LLL means the continuous accumulation of an individual’s knowledge and skills.
3. It includes learning that happens in formal and organized settings like schools and universities, and very often leads to certificates or degrees.
4. Non-formal learning is learning gained in planned activities, whereas informal learning is learning acquired from daily life activities.
5. Apart from knowledge, skills, and learning experiences, it builds up systems of values necessary for all individuals.
6. With their skills, abilities, and ideas knowledgeable individuals make communities more productive and creative, and contribute to their country’s development

and prosperity.

Speaking

Career planning steps

3. Work with a partner.

Ask Ss work in pairs to do the task

Speaking

Do as appointed. Discuss the career planning steps below. Which one is the most important to you?

Listening

Lifelong learning: good or bad?

Ask Ss to do the task then compare the result with that of their partner

Listening

Do as appointed

1. T 2. T 3. T 4. F 5. NG 6. NG

4. Listen to a talk about lifelong learning. Decide whether the statements are TRUE, FALSE or NOT GIVEN

Writing A letter of application Ask Ss to do the task

6. Write a covering letter of around 180 words, applying for the job in 5.

Writing

Do as appointed

5. Read the job advertisement in the newspaper Viet Nam News and think about the qualities and experience you may need for the job.

Question 17. A. Vietnamese B. challenge

C. fortunate

D. gravity

Question 18. A. benefit B. aspiration

C. understand

D. engineer

tribute to Alfred Nobel on the anniversary of his death. Each prize includes a gold medal, a diploma, and a cash award of about one million dollars.

Question 19. What does this passage mainly discussed?

A. The Nobel prizes. B. Great contributions to mankind.

C. Swedish philanthropy. D. Alfred Bernard Nobel. Question 20. How often are the Nobel prizes awarded?

A. Five times a year B. Twice a year C. Once a year D. Once every two year Question 21. A Nobel prize would NOT be given to_ .

A. a doctor who discovered a vaccine B. an author who wrote a novel

C. a composer who wrote a symphony D. a diplomat who negotiated a peace settlement Question 22. Why are the awards presented on December 10?

A. Because that date was Nobel’s will. B. Because Central Bank administers the trust.

C. Because it is a tribute to the King. D. Because Alfred Nobel died on that day.

V. Choose the word (marked A, B, C, or D) whose underlined part is pronounced differently from the others of the same group.

Question 23: A. hesitate B. basic C. physics D. reserve Question 24: A. decided B. practiced C. laughed D. cooked

B. LISTENING:

1. PART 1. Listen to Eric talking to Mary about the weekend. Their friend, Carlos, Is coming to visit them. You will hear the conversation twice. For questions 25-28, choose A, B or C.

Question 25. When is the football match?

• 1. Saturday afternoonB. Saturday morning C. Sunday afternoon Question 26. Where are they going to eat on Saturday evening?

A. at home B. in a Chinese restaurant C. in an Italian restaurant Question 27. What are they going to do on Sunday morning?

A. go to the cinema B. get up late C. go for a drive Question 28. Where are they going to have lunch on Sunday?

A. in a pub B. in a café C. at home

VII. PART 2. You will hear a telephone conversation. A girl wants to speak to Martin, but he is not there. Listen and complete questions 29-32. You will hear the conversation twice.

Phone Message

To: MARTIN Time: (31)

From: (29) Please bring: a friend

Party at: (30)_ Her phone number: (32)

C. WRITING:

VIII. Rewrite each of the following sentences in such a way that the original meaning of the provided.

1. . The dress is more expensive than the skirt. → The skirt .
2. . “Turn off all the lights when you go out, Tim.” Jane said.→ Jane .
3. . The last time I saw him was in 2005. → I haven’t .
4. It was a bit difficult to get into work this morning. → Getting .

IX. WRITING A LETTER. (1 point)

Imagine that you want to join “Lien Son High School English Speaking Club” (LS ESC) for students. Write a letter of about 100 words to the Club Manager (Mr. Bright) to ask for permission.

You may follow the outline below:

Introduction

Request

Further information

Conclusion

• Reason to write?
• Your interest?

• Level of English?
• Membership?

• Eagerness to join?
• English proficiency?

Polite ending

THE END

Câu

Đbp bn cbc mã đề

168

257

346

479

01.

C

D

D

A

02.

B

C

D

B

03.

D

B

B

C

Câu

Đbp bn cbc mã đề

168

257

346

479

15.

C

B

A

B

16.

D

D

B

C

17.

B

A

D

D

04.

A

B

C

B

05.

C

A

C

B

06.

C

B

A

A

07.

C

A

A

C

08.

D

D

C

D

09.

B

B

C

A

10.

C

A

D

D

11.

A

C

C

B

12.

A

D

D

B

13.

D

C

D

A

14.

A

C

B

A

18.

C

A

C

B

19.

B

A

B

B

20.

B

C

B

D

21.

D

C

B

A

22.

C

D

A

A

23.

A

B

C

D

24.

D

A

C

B

25.

C

A

B

C

26.

C

B

C

C

27.

B

C

A

A

28.

C

A

B

A

29.

ELAINE

30.

THE GRAND HOTEL

31.

8.30 P.M. (p.m.)

32.

7245936

33.

The skirt is not (isn’t) as expensive as the dress.

34.

Jane told (asked) Tim to turn off the lights when he went out.

35.

I haven’t seen him since 2005.

36.

Getting into work this morning was (a bit) difficult.

Đú ng mã u thư trang trọ ng, đủ cá c phà n, đủ só từ

0,4 điẻ m

Bó cụ c cha ̣ t chẽ , lie n ké t ý, lie n ké t đoạ n tó t

0,3 điẻ m

Dù ng từ mạ ch lạ c, vó n từ phong phú

0,3 điẻ m

Tổng

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