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Period 89. UNIT 7. ARTIFICIAL INTELLIGENCE

Lesson 5. Listening
Date of preparation: 18/02/2021
Date of teaching:
Class(es): 12C, D, G
I. OBJECTIVES:
1. Knowledge, skills, attitude
- Knowledge: understanding about what the AI in the future can handle, and what the effect that AI can bring about.
- Skills: Integrate listening into speaking and writing skills.
2. Ability:
- Students are able to develop their listening skill, other language competences, and collaborative competence.
- Students are able to understand the importance and the potential of AI.
3. Quality:
- Students have serious learning attitude, love learning English, energetically and actively participate in learning
activities.
- Students develop their interest in science and technology.
II. PREPARATION OF TEACHER AND STUDENTS:
1. On the teacher’s part: Available recording of the dialogue “the Future of A.I”, Bluetooth speaker,
cellphone with the downloaded record, text book…
2. On the students’ part: Revising words, phrases and previous knowledge related to the topic, pens or
pencils, draft papers.
III. TEACHING PROCEDURE:
1. Stabilization (2ms): Checking attendance.
2. Formerly assigned assignments check-up: During the lesson.
3. Classroom activities:
3.1 WARM UP ACTIVITY (5ms)
Aims of the Lesson content & techniques for Expected products &
* Activity organising students’ learning activities assessment of student work
Motivating students Divides the class into two groups, A and B. “Draw a rectangle at the top. In the rectangle
to participate in the Group As will need a piece of paper and a draw a small square near the top right hand
lesson Creating pencil or pen and they need to be seated corner and a small square in the top left hand
interest in the topic of with their backs facing towards the board. corner. Under the two squares in the centre,
AI. It’s vital they don’t turn around and look at draw a long thin rectangle. (this is the face
the board. Group Bs should face the board of the robot!) Continue until the robot is
and find a partner from group A and sit completed. If the seating arrangements for
facing them. When the students are seating this * Activity are impossible you can
correctly, draw a simple line drawing of a dictate the robot drawing to the whole group
robot on the board. Students in group B or give one of the students the picture and
should describe the picture to their group A get them to do it.
partner who should draw the same line
drawing.
3. 2. KNOWLEDGE FORMATION ACTIVITIES:

* ACTIVITY 1: Matching words in column A with their definitions in column B (5ms)
Activity organising students’ learning activities assessment of student work
Pre-teaching MATCHING WORDS IN COLUMN A
vocabulary through a WITH THEIR DEFINITIONS IN B.
matching * Activity Students work in pairs matching the new
vocabulary words with the meanings on the 1c;
next column. After, discuss it as a class to 2d;
make sure that everyone understands the 3a;
meaning of each word). 4f;
Facilitate a discussion using these 5b;
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new terms by asking the students 6e;
Eliciting vocabulary – questions. Have them respond in
Checking full sentences using the new
comprehension vocabulary words.
-Have you been implanted a false tooth?
-Has your computer got any cyber-attack?
When did it happen? Students’ answers.
- Do you think that it is possible that an AI
robot will exterminate human society?
* ACTIVITY 2: GUESSING (3 ms)

* Activity organising students’ learning activities assessment of student work
Guessing the answers. Gives students time for reading 2 in the text Students’ guessing
Orientating direction for book and guess whether the statements are
the following while true/false/not given.
listening
3.3. PRACTICE ACTIVITIES

* Activity 1: T/F or NG: (8ms)
Helping students to Plays the record and if students don’t get the 1 NG
scan detail answers or they are doubtful. 2. NG
information. Elicits answers from students; pair them up 3. F
for them to check their answers. 4. F
5.T
6.T
* Activity 2: Question answering:

Enabling students to Tell students they will listen again to the 1. It is about artificial intelligence.
listen and answer conversation and must answer the questions 2. He is an author, inventor, and futurist.
comprehend they have on their worksheet in pairs. 3. He's very talented.
questions. Replay text as necessary. Come together as a 4. They will think more quickly than
class to discuss their answers. humans.
5. He calls them nanobots.
3. 4. APPLICATION AND EXTENSION ACTIVITIES

* Activity 1: Open discussion (7ms)
Aims of the * Activity Lesson content & Expected products &
techniques for organising assessment of student work
Instructing students to give Has students discuss Kurweil’s idea (Students’ answers)
and share their opinion with Gives them a few minutes to think about this
their partners. before they begin a discussion. Encourage them
to try and use the vocabulary words taught in this
lesson.
Has students share this with class at the end. Tell
them to take notes on the discussion as they will
need the information for their homework.
IV. HOMEWORK (5 ms)

- Summarize the main points of the lesson.
- Guide Ss to consolidate the listening lesson
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- Ask students to learn the vocabulary by heart and practice answering questions about the listening text.
* Further practice:
Part IV. SPEAKING
Exercise 8. Mark the letter A.B.C or D to indicate the correct response to each of the following exchanges.
91. A: Hello, is that Liz speaking? - B: ____
A. Yes, who's that? I can hardly hear you. B. Hello, how are you?
C. Hi, there. I'm Juliet. D. You can leave a message, please.
92. A: Hello, could I speak to Chris, please? - B: ____
A. Sorry, he's not in. B. Yes, you could. C. Sure, go ahead. D. Certainly I am.
93. A: Shall I ring you later? - B: ____
A. No, you won't. B. Yes, but I may be out.
C. Sorry, I'm busy now. D. I couldn't agree more.
94. A: Do you know how this machine works? - B: ____
A. It's very expensive. B. Will you call the mechanic tomorrow?
C. Plug it in and push the green button. D. I think it's quite heavy.
95. A: ____ - B: Oh, the bulb went out when I switched it on.
A. Are there anything wrong? B. What matters to the lamp?
C. Does the machine work properly? D. What's wrong with the lamp?
96. A: Do you mind if I make a phone call? - B: ____
A. Yes, certainly. The phone's in the hall. B. No, of course not. The phone's in the hall.
C. I don't think so. It's so annoying. D. Why not? I'm using my mobile phone.
97. A: Would you take this calculator along to the office for me? - B: ____
A. Never mind. B. Yes, with pleasure. C. Yes, that's right. D. Not at all.
98. A: How often do you check mail? - B: ____
A. Almost every day. B. It's not normal. C. It's quite far from here. D. No, I really don't
99. A: I have bought you a new toy car. Happy birthday to you! - B: ____
A. Have a nice day! B. The same to you! C. What a lovely toy! Thanks. D. What a pity!
100. A: Guess what? I've been awarded a scholarship to study about information technology in the U.S. - B: Uh, really? ____
A. Take care of yourself! B. Congratulations! C. You are always lucky! D. Lucky as you are!
101. A: ____ - B: Yes. I'd like to buy a computer.
A. Do you look for something? B. Good morning. Can I help you?
C. Excuse me. Do you want to buy it? D. Can you help me buy something?
102. A: Can you help me carry this vacuum cleaner upstairs? - B: ____
A. I think that, too. B. Yes, I'm afraid not. C. Not completely. D. Why not?
103. A: I believe that modern robots will be more intelligent and replace humans in many dangerous jobs.
B: ____
A. That's just what I think of course. B. That sounds interesting.
C. That's a good idea. D. Why not? Believe me!
104. A: Watching television is a waste of time. - B: ____
A. I enjoy watching cartoons. B. I don't think so either.
C. I think so, too. D. News is not my favorite program.
105. A: Do you like using a desktop computer or laptop?” - B: ____
A. Yes, I'd love to. B. I couldn't agree more.
C. No, I have no choice. D. I prefer something portable.
Part V. READING
Exercise 9. Read the following passage and mark the letter A, B, C or D to indicate the correct answer to each of the questions.
SCIENCE FLYING IN THE FACE OF GRAVITY
It looked just like another aircraft from the outside. The pilot told his young passengers that it was built in 1964, a Boeing KC-135
refuelling tanker, based on the 707. But appearances were deceptive, and the 13 students from Europe and the USA who boarded the
aircraft were in for the flight of their lives.
Inside, the area that normally had seats had become a long white tunnel. Heavily padded from floor to ceiling; it looked a bit like a
lunatic asylum. There were almost no windows, but lights along the padded walls eerily illuminated it. Most of the seats had been
taken out apart from a few at the back, where the young scientists quickly took their places with a look of apprehension.
From 12 months, science students from across the continents had competed to win a place on the flight at the invitation of the
European Space Agency. The challenge had been to suggest imaginative experiments to be conducted in weightless conditions. For
the next two hours the Boeing's flight resembled that of an enormous bird which had lost its reason, shooting upwards towards the
heavens before hurting towards Earth. The intention was to achieve weightlessness for a few seconds.
The aircraft took off smoothly enough, but any feelings that I and the young scientists had that we were on anything like a scheduled
passenger service were quickly dismissed when the pilot put the plane into a 45-degree climb which lasted around 20 seconds. Then
the engine cut out and we became weightless. Everything became confused, and left or right, up or down no longer had any
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meaning. After 10 seconds of free-fall descent, the pilot pulled the aircraft out of its nosedive. The return of gravity was less
immediate than its loss, but was still sudden enough to ensure that some students came down with a bump.
After two hours of going up and down in the plane doing experiments, the predominant feeling was one of exhilaration rather than
nausea. Most of the students thought it was an unforgettable experience and one they would be keen to repeat.
106. What does the writer say about the plane?
A. It had no seats. B. It had no windows.
C. The inside was painted white. D. The outside was misleading
107. What does the word eerily in paragraph 2 mean?
A. badly B. brightly C. clearly D. strangely
108. What did the pilot do with the plane?
A. He climbed and made the plane turn over.
B. He climbed and made the plane fall slowly.
C. He quickly climbed and stopped the engines.
D. He took off normally and then cut the engines for 20 seconds.
109. What does the word it in the last paragraph refer to?
A. the exhilaration B. the opportunity C. the plane D. the trip
110. Why was this passage written?
A. To encourage young people to take up science.
B. To describe the outcome of a scientific competition.
C. To report on a new scientific technique.
D. To show scientists what young people can do.
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Lesson 6. Writing
Date of teaching:
I. OBJECTIVES:
1. Knowledge:
- Knowledge: understanding about what the AI in the future can handle, and what the effect that AI can bring about.
2. Ability:
- Students are able to develop their integrated skill, other language competences, and collaborative competence.
3. Quality:
activities.
II. TEACHING EQUIPMENT AND LEARNING MATERIALS:
1. On the teacher’s part: Handouts, textbook, lesson plan and pieces of papers, colored chalk.
2. On the students’ part: Textbook, new words
1. Stabilization (2ms): Checking attendance.
2. Formerly assigned assignments check-up: Ask students questions about listening text.
3. Classroom activities: pair work, individually, group work
3. 1. WARM UP ACTIVITY (5ms)

Aims of the * Lesson content & techniques for Expected products & assessment of
Activity organising students’ learning activities student work
Game: Scrambled words - Students can review vocabulary more
The aim of this * The words chosen for the game: robot, effectively.
Activity is to hacker, workforce, computer, reduce,
rovide students errors, damage
with some new - The group that scores more points will
words that they can win
use to describe the - Declares the winner.
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advantages and T: What do you think of intelligent robots
disadvantages of today? Do they have advantages and
intelligent disadvantages?
machines. - Leads to the new lesson: "Today we’ll -Assesses students’ work , corrects, and
learn how to write an essay about the declares the winner.
advantages and disadvantages of intelligent
machines."
3.2. KNOWLEDGE FORMATION ACTIVITIES (10 ms)

* Activity 1: Put the following phrases about intelligent robots in the appropriate columns.
Lesson content & techniques for Expected products & assessment of
Aims of the Activity
organising students’ learning activities student work
The aim of this Activity Unit 7: (cont')
is to provide students Lesson: Writing
with some useful ideas Advantages and disadvantages of Task 1:
that they can use to intelligent machines Key:
describe the advantages - T asks students to work in pairs to read + Advantages: 2, 3, 6
and disadvantages of the sentences carefully and put them in + Disadvantages: 1, 4, 5
intelligent machines. the correct columns.
Task 1: Put the following phrases Advantages Disadvantages
about intelligent robots in the
appropriate columns.
1. costly to train the operating staff and
upgrade the computer programs
2. complete tasks faster and more
precisely than humans
3. have fewer errors and defects
4. malfunctions due to computer system
crashes
5. hackers taking control of computers
and causing damage
6. reduce the workforce and cost of - Assesses students’ work , corrects,
production
- Calls some students to give their ideas
in front of the class.
- Gives feedback.
* Activity 2: Matching (5 ms)

This Activity provides - T asks students to read and match the Key:
more ideas for the sentence halves individually, then has Task 2:
writing task. It also them compare their answers in pairs. 1-d
helps students to form Task2: Read and combine the sentence 2-f
coherent and well- halves. 3-b
structured sentences. 1. A.I robots are a. but can also make 4-a
widely used in fewer errors than 5-c
many areas, humans 6-e
2. Obviously, robots
b. and reduce the
bring advantages to
cost of production.
many areas;
c. and helping
3. The use of robots
human doctors to
can replace the
identify damaged
human workforce
organs.
4. They can not d. including the car
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only complete tasks and food industries,
faster than humans, and medicine.
5. In hospitals,
robots will work as e. A.I. robots may
medical doctors lead to the misuse
performing and destruction to
operations on the world.
patients,
f. however, there - Assesses students’ work , corrects,
6. When attacked
are also
by malware or
disadvantages using
viruses or disabled
them.
by power failure
- T checks answers.
3.3. PRACTICE ACTIVITIES:

* Activity 1: Writing an outline and an essay (10 ms)
Lesson content & techniques for Expected products & assessment
organising students’ learning activities of student work
Task 3: Write an essay of about 220-
The aim of this 260 words to discuss the advantages
Activity is to develop and disadvantages of intelligent robots Helpful ideas: (HANDOUT)
students’ writing skills in industries and medicine.
- T asks students to study the suggested
plan and complete the suggested plan and
prompts, and write their drafts
individually.
- T goes around the class and gives help
when needed.
- Teacher elicits the outline from students - Assesses students’ work , corrects.
- Students write the essay easily.
- Asks students to write their essay based

on the outline.
-T goes around the class, looks at
students’ writing and writes students’
common and important mistakes (for
correction afterwards).
* Activity 2: Correction(6 ms)

Lesson content & techniques for
Expected products & assessment of
Aims of the Activity organising students’ learning
student work
activities
- T asks them to compare their writing
- to develop Ss’ in pairs and obtain peer feedback. T ( Appendix)
correction skills encourages them to make revisions
when reworking and finalising their - Assesses students’ work, corrects.
drafts.
- Students compare their writing in pairs
and correct their mistakes by
themselves.
- T collects some final drafts, comments
on their writing and gives feedback.
- T gives students the sample writing
3.4. APPLICATION AND EXTENSION ACTIVITIES

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* ACTIVITY 1: Expressing ideas (5ms)
Lesson content & techniques for Expected products & assessment
Aims of the * Activity
organising students’ learning activities of student work
The aim of this * - Asks students to work in groups of 8
Activity is to help and talk about the advantages and
students be more self- disadvantages of computer .
confident when - Students express their ideas in front of
expressing their ideas in the class.
front of the class. -Asks one or two good students of each
group to express his/her ideas in front of - Assesses students’ work ,
the class. corrects.
- Gives comment and makes necessary
corrections.
IV. HOMEWORK (2 ms)

- Summarize the main point of the lesson: Form of the writing.
- Complete the writing at home
- learn the lesson well
- prepare for the next lesson (communication and culture)
HANDOUT
Helpful ideas:
1. Introduction
- robots are widely used in the food industry and medicine
- they have advantages and disadvantages
2. Body
- advantages: reduce workforce in industries, help doctors to do surgery and do research
- disadvantages: become useless by power failure, attached and taken control of by hackers
leading to the misuse of robotic devices
3. Conclusion
- help humans improve their lives
- a threat to humans or not?
Sample writing:
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.
* Further practice: Write about the advantages and disadvantages of using Facebook.
* Sample writing
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The century of digital revolution has brought us many wonderful inventions of technology such as social network sites.
Similarly, one of the greatest inventions- Facebook- has strongly affected our life. The main advantage of Facebook is
that it helps the users easily contact with each other all over the world. Not only by chatting, people also can talk and
see their friend’s faces by using webcams. One of the greatest things that we are beneficial from Facebook is a variety
of useful information. By selecting some pages created by famous people, we can get the lastest helpful news from them.
For example, if we “like” some online bookstore’s pages such as Fahasa or Vinabook, we can know when they have
books on sale so that we can spend less money to buy a good new book,… etc. On the other hand, there are some
disadvantages of using Facebook nowadays. First of all, some adults now just sit down all day, and staring at the
computer’s screen. They are busy chatting with their friends and avoid taking part in outdoor activities. In addition,
some students also are are also addicted to playing games and ignoring doing their homework and It seems very
dangerous doing their homework, which seems very dangerous if they continue to do doing it usually. Futhermore,
Facebook or other means of social website always be are always the places where most hackers and robbers most
hacking and robberies take place and using it for with the aim of bad purposes. So, everybody has to be alert when
using it them/social websites. In conclusion, although Facebook has a lot of disadvantages, we can not deny its own
advantages. How it affects you depends on how you use it. Therefore, everybody has to be wise to use it.
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Lesson 7. Communication & Culture
Date of teaching:
I. OBJECTIVES:
1. Knowledge:
- Knowledg: To enrich students’ knowledge by reading about the different attitudes of people in developed countries
towards artificial machines
- Skills: - To help students with further skill development of listening, reading and speaking
- To help students develop the skill of working in pairs and groups
2. Ability:
- Students are able to develop their language skill, other language competences, and collaborative competence.
3. Quality:
activities.
1. On the teacher’s part: the lesson plan, teaching aids (cassette player, sub-board, handouts…)
2. On the students’ part: Books, notebooks…
Prepare some new words of the reading text in the CULTURE part.
C. Methods: - The whole lesson: Integrated, mainly communicative.
1. Stabilization (2ms): Checking attendance
PART I: Communication: Artificial intelligence in science-fiction films

3.1. WARM UP ACTIVITY (4ms)
Lesson content & techniques for organising Expected products & assessment
students’ learning activities of student work
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To helps students GAME:
warm up before - divides students in to 2 teams , members of Star wars
learning the new each team will in turn go to the board and write Avatar
lesson. down the names of science fiction films they Osiris child
know or have seen. Which team has more correct Super 8
answers will be the winner. …….
- Says something about the topic and leads to the
lesson.
3.2. KNOWLEDGE FORMATION ACTIVITIES (…ms)

* Activity 1: Dealing with words (3 ms)
Aims of the Lesson content & techniques for organising Expected products & assessment of
Activity students’ learning activities student work
To help students - Explains the meaning of some phrases 1. evolve from (v) hư cấu
deal with new - Students guess the meaning of the words/ 2. destroy(v)
words. phrases destruction (n)
- helps students with correct pronunciation 3. science-fiction (n)
-Students get the meaning and pronunciation of
the words/ phrases
* Activity 2: Prediction(4ms)
Aims of the Lesson content & techniques for organising Expected products & assessment
Activity students’ learning activities of student work
To help students - tells students that they are going to listen to a - students’ answers
guess the content conversation between Linh and Nam about
they’re going to artificial intelligence in science-fiction films.
listen - T asks students to read the statements and guess
the answers before they listen to the recording.
- calls for students’ guess of the ideas given in the
statements.

* Listen and choose the correct answer to complete the sentences (6ms)
Aims of the * Lesson content & techniques for organising Expected products & assessment
To provide further
listening practice of Plays the recording twice for students to do the Key: .1B 2.C 3.C 4.B
the topic of activity, gives brief explanations of how films are 5.B
artificial rated.
intelligence in (Ref.https://en.wikipedia.org/wiki/Motion_Picture
science-fiction _Association_of_America_film_rating_system)
films - T asks students to compare their answers in
pairs.
Students give answers
- T checks answers. gives feedback and comment

* Discuss and recommend an interesting film about A. I. (5ms)
To provides - T tells students to discuss the questions in
students with groups. T can also suggest some social media sites + Arrival
further speaking on the Internet where students can do some + Blade runner
practice after the research or watch science-fiction (sci-fi) films +……….
listening activity. about the rise of intelligent machines (Zing TV,
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YouTube, PhimMoi.net, etc.)
Students can recommend science-fiction (sci-fi)
films about the rise of intelligent machines to
others
- T asks some representatives of the groups to

present their recommendations to the class.
PART II: Culture: People’s attitudes towards intelligent machines
1. WARM UP ACTIVITY (3ms)

activity students’ learning activities of student work
To helps students - - shows pictures of some kind of machines asks
warm up before students can recommend science-fiction (sci-fi) Robots
learning the new films about the rise of intelligent machines to Vacuum cleaner
lesson. others Washing machine
to say out the name of the machines …….
……
(source: the internet)
Says something about the topic and leads to the
lesson
2. KNOWLEDGE FORMATION ACTIVITIES (…ms)

* Activity 1: Dealing with words (3 ms)
Aims of the * Lesson content & techniques for organising Expected products & assessment of
To help students - Explains the meaning of some phrases 1. robotic applications (n)
deal with new - Students guess the meaning of the words/ 2. domestic (a)
words. phrases 3. positive attitude (n)
- helps students with correct pronunciation negative attitude (n)
4.science-fiction scenario (n)
* Activity 2: Brainstoming(3ms)
activity students’ learning activities student work
To help students - has students brainstorm what they know about
guess the content popular domestic robots in use today
they’re going to - asks students to give their opinions about these Students’ answers
read automated machines, writes students’ opinions on
the board
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- Students have a general guess of what they’re
going to read.
- asks students to compare theirs with those
expressed by the people in the reading text (in
groups).
- calls for Ss’ answer
3. PRACTICE ACTIVITIES
* Read the text and answer the questions (5ms)
To enrich students’
knowledge by - asks students to read the questions and underline Key:
reading about the the key words before scanning the text for 1. To help robot designers and
different attitudes answers. developers to visualize / envision the
of people in - tells students to compare their answers in pairs. roadmap for their future development.
developed countries - T checks answers. 2. A lot of people think they are small
towards intelligent domestic machines that can be
machines. Students give the correct answer for each question controlled. A few want robots to be
friends that can speak and
communicate with them.
3. People don’t want robots to look
after children or animals.
4. Because they fear that
malfunctioning robots could be
harmful and dangerous, and humans
might lose control over them.
5. ( Ss’ answer…)
4. APPLICATION AND EXTENSION ACTIVITIES

* Talk about an intelligent machine you expect to have in the future (5ms)
To provides - T tells students to discuss about an intelligent Ex: In the future, I would like to have a
students with machine they expect to have in the future ( name domestic robot, this robot will help me
further speaking of the machine, the use of the machine, how they to do all of the household chores such
practice after the benefit from the machine,…) as cleaning the house, wash the dishes,
reading * Activity - T asks some representatives of the groups to ironing, doing the laundry…I would
present their ideas to the class. also like this robot to be able to speak
because he can talk to me when I feel
bad…
IV. HOMEWORK (2ms)

- Summarize the main point of the lesson.
- Ask students to:
+ Learn by heart all the new words, answers.
+ Read the text again to master the content clearly
* Further practice:
Exercise 10. Read the following passage and mark the letter A, B, C or D to indicate the correct answer to each of the questions.
The word “robot” first appeared in a 1921 stage play by Czech writer Karel Capek. In the play, a man makes a machine that can
think, which he calls a robot and which ends up killing its owner. In the 1940s, the American science fiction writer, Isaac Asimov,
wrote a series of stories about robots and invented the term 'robotics', the science of robots. Meanwhile, in the real world, the first
robots were developed by an engineer, Joseph F. Engelberger, and an inventor, George C. Devol. Together they started Unimation, a
manufacturing company that produced the first real robot in 1961, called the Unimate. Robots of this type were installed at a General
Motors automobile plant and proved to be a success. They worked reliably and saved money for General Motors, so other
companies were soon acquiring robots as well.
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These industrial robots were nothing like the terrifying creatures that can often be seen in science fiction films. In fact, these robots
looked and behaved nothing like humans. They were simply pieces of computer-controlled machines, with metal "arms" or "hands".
Since they were made of metal, they could perform certain jobs that were difficult or dangerous for humans, particularly jobs that
involve high heat. And since robots were tireless and never got hungry, sleepy, or distracted, they were useful for tasks that would be
tiring or boring for humans. Industrial robots have been improved over the years, and today they are used in many factories around
the world. Though the use of robots has meant the loss of some jobs, at the same time other jobs have been created in the design,
development, and production of the robots.
Outside of industry, robots have also been developed and put into use by governments and scientists in situations where humans
might be in danger. For example, they can be sent in to investigate an unexploded bomb or an accident at a nuclear power plant.
Researchers also use robots to collect samples of hot rocks or gases in active volcanoes. In space exploration, robots have performed
many key tasks where humans could not be present, such as on the surface of Mars. In 2004, two robotic Rovers, small six-wheeled
computerized cars, were sent to Mars.
111. When did the word robot appear?
A. before the 1920s B. in the early 1920s
C. in the mid-1920s D. in the late 1920s
112. Which of these statements is TRUE about Karel Capek?
A. He is a famous American playwright.
B. He was the first to create the word “robot”.
C. He invented a machine that can think like humans.
D. He made a robot kill a person.
113. What does the word they in paragraph 2 refer to?
A. terrifying creatures B. humans C. science fiction films D. industrial robots
114. What are industrial robots like?
A. They are computer-controlled machines. B. They are built with metal arms and legs.
C. They behave like humans. D. They can think like humans.
115. Which of the following is NOT mentioned as a characteristic of robots?
A. They never need food to survive. B. They can survive without any sleep.
C. They are tired like humans. D. They can do jobs involving intense heat.
116. What can be inferred from the passage about robots?
A. Their appearance negatively affects the job market.
B. They can stop active volcanoes from erupting.
C. They help humans travel to the outer space.
D. They take away some jobs but offer some in return.
117. Which of the following best paraphrases the sentence in bold in the first paragraph?
A. Because they were reliable and economical to General Motors, other companies started to use robots.
B. Other companies started to produce reliable and efficient robots for General Motors.
C. Every other company made use of robots because they were time-consuming and safe.
D. Robots worked well for General Motors, but caused certain trouble to others.
118. What is the author's attitude towards robots in this passage?
A. He appreciates them. B. He dislikes them.
C. He thinks they are a nuisance. D. He is crazy about them.
Exercise 11. Read the following passage and mark the letter A, B, C or D to indicate the correct word or phrase that best fits each
of the numbered blanks.
MODERN SCIENCE
It seems entirely (119) ____ to us that there are teams of scientists in universities and (120) ____ institutions around the
world, attempting to (121) ____ the way the world works. However, it hasn't always been that (122) ____. Although the
scientific method is now four or five hundred years old, the ancient Greeks, for example, believed that they could work out
the (123) ____ of natural events just by the power of thought.
During the 17th century, more and more people began to realize that they could (124) ____ their scientific ideas by
designing a relevant (125) ____ and seeing what happened. A lot of (126) ____ was made in this way by individual
scientists. These men and women often worked alone, carrying out (127) ____ into many different areas of science, and
they often received very little (128) ____ for their hard work. (129) ____ the start of the 20th century, though, it became
(130) ____ that science was becoming more complicated and more expensive. This individual scientist disappeared, to be
replaced by highly qualified teams of experts. Modern science was born.
119. A. natural B. physical C. unreal D. typical
120. A. another B. every C. other D. whole
121. A. construct B. create C. discover D. invent
122. A. method B. route C. technique D. way
123. A. aims B. causes C. purposes D. reasons
124. A. calculate B. collect C. measure D. test
125. A. analysis B. attempt C. experiment D. event
126. A. development B. evolution C. movement D. progress
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127. A. discovery B. education C. experiment D. research
128. A. present B. gift C. prize D. reward
129. A. At B. In C. On D. For
130. A. accurate B. actual C. clear D. true
Part IV. WRITING
Exercise 12. Mark the letter A, B, C or D to indicate the sentence that is closest in meaning to each of the following questions.
131. Why don't we get someone to fix our computer?
A. Fixing our computer is someone else's duty. B. Let's have someone to fix our computer.
C. Someone will have our computer fixed. D. Why don't we have our computer fixed?
132. My car needed servicing, so I took it to a garage.
A. I took my car to a garage to have it serviced.
B. I took my car, which needed to be servicing, to a garage.
C. I had a garage get serviced my car.
D. My car was taken to a garage to have it serviced.
133. Someone stole my dad's mobile phone last night.
A. My dad had his mobile phone stolen last night.
B. My dad got someone steal his mobile phone last night.
C. My dad asked someone to steal his mobile phone last night.
D. My dad was robbed of his mobile phone last night.
134. Someone is checking my car tyres for me.
A. I'm getting my car tyres checked.
B. I'm having my car tyres to be checked by someone.
C. I have my car tyres checked regularly.
D. My car tyres are being checked by myself.
135. Why don't you get someone to update the new computer program for me?
A. I suggest that you update the new computer program for me.
B. Shall I have the new computer program updated for you?
C. Why don't you ask someone to update the new computer program for me?
D. Why don't you have the new computer program updated by yourself?
136. We have decided to employ someone to put in a better lock.
A. A better lock has been decided to be put in. B. We have decided to have a better lock put in.
C. We have decided to put in a better lock. D. We have decided that we put in a better lock.
137. Jane recommended asking someone to mow the lawn.
A. It is recommended by Jane that the lawn was mowed.
B. Jane recommended getting the lawn mowed.
C. Jane recommended mowing the lawn.
D. Someone was recommended to be mowed the lawn.
138. The teacher had his students use their laptops to surf the Net for resources in his class.
A. According to the teacher, the students had their resources surfed on their laptops.
B. Laptops must be used to surf for resources by the students in the class.
C. The teacher asked his students to use their laptops to surf the Net for resources in his class.
D. With the laptops, the students could surf the Net for resources in class.
139. We cannot live in outer space without special equipment.
A. It is impossible for us to live in outer space without special equipment.
B. We are impossible to live outer space without special equipment.
C. Without special equipment, we are very likely to live in outer space.
D. But for special equipment, we couldn't have lived in outer space.
140. Had he known more about computer programming, my brother would have worked for a computer company.
A. A better knowledge of computer programming will help my brother find a job in a computer company.
B. My brother didn't know much about computer programming, so he didn't work for a computer company.
C. My brother wishes he had known more about computer programming and could work for a computer company.
D. Knowing more about computer programming, my brother would find a job in a computer company.
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Period 92. (TC23). WRITING PRACTICE

Advantages & Disadvantages of intelligent
14
machines
Date of teaching:
I. OBJECTIVES:
1. Knowledge:
- Knowledge: understanding about what the robot can handle, and what the effect that robots can bring about.
2. Ability:
- Students are able to develop their writing skill, other language competences, and collaborative competence.
3. Quality:
activities.
1. Stabilization (2ms)
- Students pratice writing about advantages and disadvantages of using robots.
* Sample writing:
The efficiency of the workplace improves amazingly with the help of intelligence machines. Robots, known as steel-collar workers,
are widely employed in different fields such as marine research, space exploration, and some modern assembly lines. Robots
undoubtedly bring about advantages though they are not as versatile as expected.
The advantages of robots are innumerable. The employment of robots on assembly lines saves labor forces. In addition, they work
accurately and tirelessly. That is the reason why they are used popularly in automobile and electronic production line.
Another merit is that robots can take the place of human beings and work in dangerous environments that are not accessible to us.
Human beings have extended their cognition to the outer space where there are unpredictable dangers. Robots can work in any kind
of situation, no matter how awful the environment is. In the hospital, robots work as professional doctors doing the operation on the
patients. Furthermore, robots can work around the clock, never knowing what tiredness is.
However, the disadvantages of robots are undeniable. Firstly, all the robots and other intelligent machines are designed by human
beings. What robots do is to follow the instructions and pre-set programming by human beings. If there is something wrong with the
electric circuit or programs, robots will become good-for-nothing machines. Besides, robots cannot work creatively when
confronted with the complicated situation. In short, robots are subsidiary to human beings. However competent they are in various
kinds of field, robots will never take the place of human beings and will not play a decisive role in our work and life
IV. HOMEWORK:
- Ask students to complete the writing at home.
- Prepare for the next lesson – Lesson 8. Looking back & Project
-------------------------------------------------

Lesson 8. Looking back and project
Date of teaching:
I. OBJECTIVES:
1. Knowledge:
- Knowledge: + students will be able to consolidate vocabulary and structures related to artificial intelligence and
develop their further skills
+ Students will be able review the grammar points: The causatives active and passive.
15
- Skills: To enable the students to read sentences with stressed words, use words and structures exactly, and present their
project
2. Ability:
- Students are able to develop their integrated skills, language competences, and collaborative competence.
3. Quality:
activities.
1. On the teacher’s part: Plan the lesson, teaching aids (cassette player, sub-board…)
2. On the students’ part: Books, notebooks, project presentation
1. Stabilization (2ms): Checking attendance
3. Classroom activities
3.1. START/ WARM UP * ACTIVITY (3ms)

To helps sts warm up - Asks students to tell the whole class what
before learning the new they have learnt about pronunciation, Unit 7:
lesson. vocabulary, and grammar. ARTIFICIAL INTELLIGENCE
 Leads in: Inform the class of the lesson Lesson: Looking back
objectives: reviewing pronunciation, and Project
vocabulary, and grammar and practising in
groups freely
- Asks students to work in groups and take
turns to go to the board to draw network of
the words in unit 7 ***Network
3.2. KNOWLEDGE FORMATION ACTIVITIES (9 ms)

* Activity 1: I. Pronunciation (4ms)
To enable the students - Helps students review stress. A. Looking back:
to read sentences with - Plays the recording and let students listen I. PRONUNCIATION:
stressed words and underline the stress syllables Key:
- Checks answers as a class by asking some 1. inter’nationally/ ‘standard
students to read the sentences out loud. 2. ‘largest/ ‘powerful
- Plays the recording again and lets students 3. ‘A’I ‘robots/ de’velop/ ‘memory
listen and repeat the sentences. 4. ‘acronym/ uni’dentified
5. ‘package/ ‘A’S’A’P
6. ‘G’P’S/’ missing
7. to’gether/ ‘evening
8. FM/ trasmitting
9. ‘money/ ‘A’T’M/ ‘
* Activity 2: Vocabulary (5 ms)

To help the students to - Reminds students of the tips to do this II. VOCABULARY
consolidate vocabulary kind of task quickly. Key:
related to artificial - Asks students to work individually in 2’. 1. malfunction 2. futurists
intelligence - Asks them to compare their answers with 3. life-threatening 4. exterminated
a partner’s. 5. operating 6. reduce
- Calls on some students to give answers. 7. leading
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- Gives feedback.

* ACTIVITY 1: Circle the correct answers (5ms)
To help students review - explains the requirement to ss. III. GRAMMAR:
the grammar points: The - does a sentence as an example. * Activity 1:
causatives active and - asks students to do * Activity 1 Suggested answers:
passive. individually in 3’. 1. C
- asks students to compare their answers 2. C
with a partner in 1’. 3. B
- calls on some students to write their 4. D
answers on the board. 5. A
- elicits comment from class and gives 6. D
final feedback. 7. C
* ACTIVITY 2: Complete the sentences, using the causatives (5 ms)

To help students - explains the requirement to students * Activity 2: Key:
understand more review - asks students to work individually first in 1. I’ll have a friend cut it./ I’ll have my
the grammar points: the 3’. hair cut./ I’ll get may hair cut.
causatives active and - asks students to compare their answers 2. I’ll have a worker paint it./ I’ll have it
passive and apply them with a partner in 1. painted./ I’ll get it painted.
3. Why don’t you have the computer
in contexts. - calls on some students to read their
technician repair it?/ Why don’t you
answers aloud.
have it repaired?/ Why don’t you get it
- elicits comment from class and give final repaired?
feedback. 4. Yesterday I had my brother fix it./ I
had it fixed yesterday./ I got it fixed
yesterday.
5. I’ll have a repairman update it./ I’ll
have it updated./ I’ll get it updated.
6. I’ll have a porter bring my suitcase./
I’ll have a my suitcase brought by the
porter.

* ACTIVITY 1: Project (15ms)
To train students’ - allows 15 minutes for 3 groups to present B. Project:
presentation skill. their projects as assigned before Key: Students’ preparation and
+ group 1 deal with a kind of robot in performance
medicine
+ group 2 deal with a kind of robot
industry
+ group 3 deal with a popular science
fiction film about AI
+ one representative for each group or
they can take turns to present
- reminds students of the presentation
criteria
- Asks other students to make questions
according to each presentation
- Gives comments.
17
* ACTIVITY 2: Accessing and summing up (3 ms)

To help students - invites students to give comments on their Students’ notes
recognize their strong presentations.
points/ weak points and - votes for the best presentation.
look back what they - evaluates and gives marks
have learnt in unit 7.
IV. HOMEWORK (3ms)

+ Look overall of unit 7
+ Complete the project.
+ Prepare the next lesson.
* Further practice:
ĐỀ MINH HỌA ĐỀ THI THỬ THPTQG NĂM 2020
Môn thi: TIẾNG ANH
Thời gian làm bài: 60 phút, không kể thời gian phát đề
Mark the letter A, B, C, or D to indicate the word whose underlined part differs from the other three in pronunciation in each of
the following questions.
Question 1: A. serves B. hopes C. likes D. writes
Question 2: A. park B. start C. card D. catch
Mark the letter A, B, C, or D to indicate the word that differs from the other three in the position of the primary stress in each of
Question 3: A. express B. enter C. employ D. reduce
Question 4: A. purity B. chemical C. habitat D. destruction
Mark the letter A, B, C or D to indicate the correct answer to each of the following questions.
Question 5: He rarely goes fishing, ____________?
A. doesn't he B. is he C. does he D. isn't he
Question 6: Have you ever considered____________to study in a foreign country?
A. going B. to go C. to be going D. having gone
Question 7: If people paid more attention to the environment, the Earth __________ greener.
A. would be B. will be C. would have been D. had been
Question 8: In my company, the director deputy usually___________ the responsibility for organizing meetings and conferences.
A. took B. take C. has taken D. takes
Question 9: I knew they were talking about me___________they stopped when I entered the room
A. because B. so that C. because of D. despite
Question 10: A few months ago I moved into a very small flat ___________ for years with my parents.
A. after I have lived B. before I had lived C. before I was living D. after I had lived
Question 11: It would be to your advantage to prepare questions___________
A. by chance B. on the whole C. in advance D. for short
Question 12: Many of the pictures _ _ from outer space are presently on display in the public library.
A. to send B. sent C. sending D. were be sent
Question 13: I______ think that we should do something immediately to change the situation we are in.
A. person B. personal C. personally D. personality
Question 14: “Sorry for being late. I was …….. in the traffic for more than an hour.”
A. carried on B. held up C. put off D. taken after
Question 15: I have no idea to____________ this kind of business.
A. make B. turn C. take D. run
Question 16: There's a(n) ____________ of difference between liking someone and loving them.
A. world B. earth C. whole D. entirety
Question 17: His answer was so confusing that it hardly made ____
A. meaning B. interpretation C. indelibility D. sense
Question 18: The children are really getting in my___________ Tell them to go and play out side.
A. hair B. nerves C. mouth D. books
Mark the letter A, B, C or D to indicate the word(s) CLOSEST in meaning to the underlined word(s) in each of the following
questions.
Question 19: I hope things will start to look up in the new year.
A. get better B. get worse C. become popular D. get bored
18
Question 20: Drunk driving can lead to some tragic results.
A. miserable B. peaceful C. delighted D. lasting
Mark the letter A, B, C or D to indicate the word(s) OPPOSITE in meaning to the underlined word(s) in each of the following
questions.
Question 21: He was so insubordinate that he lost his job within a week.
A. fresh B. disobedient C. obedient D. understanding
Question 22: If you are at a loose end this weekend, I will show you round the city.
A. free B. confident C. occupied D. Reluctant
Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that best completes each of the following exchanges
Question 23: Sarah and Kathy are talking about bad habits of children.
~ Sarah: "Children under ten shouldn't stay up late to play computer games." ~ Kathy: "..........."
A. I don't quite agree with you B. You are absolute right.
C. Yes, I share your opinion. D. Surely, they shouldn't.
Question 24: ~ Daisy: "What an attractive hair style you have got, Mary!" ~ Mary: "........."
A. Thank you for your compliment! B. I don't like your sayings.
C. You are telling a lie. D. Thank you very much! I am afraid.
Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that
best fits each of the numbered blanks from 25 to 29.
Why is it that many teenagers have the energy to play computer games until late at night but can't find the energy to get out of
bed in time for school? According to a new report, today's generation of children are in danger of getting so (25) ___________sleep
that they are putting their mental and physical health at risk. Adults can easily survive on seven to eight hours' sleep a night, (26)
___________teenagers require nine or ten hours. According to medical experts, one in five youngsters gets anything between two
and five hours' sleep a night less than their parents did at their age.
This (27) ___________ serious questions about whether lack of sleep is affecting children's ability to concentrate at school. The
connection between sleep deprivation and lapses in memory, impaired reaction time and poor concentration is well (28)
___________Research has shown that losing as little as half an hour's sleep a night can have profound ef fects on how children
perform the next day. A good night's sleep is also crucial for teenagers because it is while they are asleep (29)___________they
release a hormone that is essential for their 'growth spurt' (the period during teenage years when the body grows at a rapid rate). It's
true that they can, to some extent, catch up on sleep at weekends, but that won't help them when they are dropping off to sleep in
class on a Friday afternoon.
Question 25: A. less B. little C. few D. much
Question 26: A. because B. so C. or D. whereas
Question 27: A. rises B. raises C. comes D. results
Question 28: A. arranged B. organized C. established D. acquired
Question 29: A. where B. that C. which D. at which
Read the following passage and mark the letter A, B, C, or A to indicate the correct answer to each of the question.
Orbis is an organisation which helps blind people of everywhere. It has built an eye hospital inside an aeroplane and flown it all
over the world with an international medico team. Samantha Graham, a fourteen-year-old schoolgirl from England, went with the
plane to Mongolia. Samantha tells the story, of the Eukhtuul, a young Mongolian girl.
'Last year, when Eukhtuul was walking home from school, she was attacked by boys with sticks and her eyes were badly
damaged. Dr. Duffey, an Orbis doctor, said that without an operation she would never see again, I thought about all the things I do
that she couldn't, things like reading schoolbooks, watching television, seeing friends, and I realised how lucky I am.'
'The Orbis team agreed to operate on Eukhtuul and I was allowed to watch, together with some Mongolian medical
students. I prayed the operation would be successful. The next day I waited nervously with Eukhtuul while Dr. Duffey
removed her bandages. "In six months your sight will be back to normal," he said. Eukhtuul smiled, her mother cried, and I
had to wipe away some tears, too!'
Now Eukhtuul wants to study hard to become a doctor. Her whole future has changed thanks to a simple operation. We should all
think more about how much our sight means to us.’
(Source: haps..Mooks.google.corn.vnj
Question 30: What information can be learned from this passage?
A. the best way of studying medicine B. the international work of some eye doctors
C. the difficulties for blind travellers D. the life of schoolchildren in Mongolia
Question 31: The word "she" in the passage refers to .
A. the writer B. the nurse C. Eukhtuul D. the medical studen
Question 32: After meeting Eukhtuul, Samantha felt .
A. angry about Eukhtuul's experience B. grateful for her own sight
C. proud of the doctor's skill D. surprised by Eukhtuul's ability
Question 33: What is the result of Eukhtuul's operation?
A. After some time she will see as well as before.
B. Before she recovers, she needs another operation.
C. She can see better but can never have normal eyes,
D. She can't see perfectly again.
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Question 34: What is the writer's main purpose in writing this passage?
A. to describe a dangerous trip B. to explain how sight can be lost
C. to report a patient's cure D. to warn against playing with sticks
Read the following passage and mark the letter A, B, C, or D to indicate the correct answer to each of the question.
Grandparents are becoming the forgotten generation, with youngsters now too busy to listen to their stories from the
olden days.
A study of 1,000 five to 18 year-olds reveals just 21 per cent will visit their older relatives to hear about how their lives
were different in the past; such as where they worked, how it was living in the war, and how they met the love of their life.
More than half of youths have no idea what job their grandparent did before retirement - admitting they'd never thought to
ask. Sadly, one in 10 admitted they are simply not interested in their grandmother's or grandad's previous job or talents
and interests, and a quarter only turn up to see them for pocket money. But 23 per cent claim the reason they don't know
anything about their older relatives is because they don't really get the chance to talk properly.
Geoff Bates, spokesman for McCarthy 8/. Stone's Inspirational Generation campaign, said: We know this generation have lived
full lives with heroic tales to tell and so much to offer, but how many of us have actually thought to ask these questions of our
older family members? We want to shout about the amazing feats retirees have achieved in their lifetime and put the
spotlight on the wonderfully colorful lives of today's older people. We are calling on parents and children to talk to their
grandparents, to find out what they have done in their lives - and continue to do, and tell us all about it so we can give them
the credit they deserve."
Researchers found that although 65 per cent of youngsters do see their grandparents every single week, 37 per cent
claim this is only because their parents want them to. And while 39 per cent talk to their grandparents on the phone,
Facebook or Skype at least once a week - 16 per cent once a day - conversation is rarely focused on what they are doing or
have done in the past. Four in 10 kids have no idea what their grandparents proudest achievements are, while 30 per cent
don't know if they have any special skills or talents. And 42 per cent don't spend any time talking about their grandparent's
history -and are therefore clueless about what their grandmother or grandad was like when they were younger. Perhaps due
to this lack of communication and respect, just six per cent of children say they look up to their grandparents as a role model
and inspiration. However, grandchildren are agreed their grandparents are both loving and friendly, while 43 per cent
think they're funny - with 23 per cent admitting they often have more fun with their elderly relatives than their parents.
(Source: haps://www.independent.co.uk)
Question 35: Which of the following could be the main idea of the passage?
A. Grandparents are outdated people in their families.
B. Young people now do not concern much about their grandparents.
C. Grandparents are not interested in telling stories about their life in the past any more.
D. Young people are too busy to take care of their grandparents.
Question 36: According to the study in paragraph 2, which information is NOT true?
A. Merely over one fifth of people in the survey keep asking about the bygone time of their grandparents.
B. Over 50% of the young don't know about their older relatives' professions before superannuation.
C. Most of youths visit their grandparents to ask for money.
D. Nearly a quarter of young people don't have proper opportunities to converse with their older relatives.
Question 37: The word " feats" in the third paragraph is closest in meaning to____ .
A. accomplishments B. failures C. difficulties D. differences
Question 38: What does the word "they" in paragraph 3 refer to?
A. parents B. children C. colorful lives D. grandparents
Question 39: It can be inferred from paragraph 3 that McCarthy & Stone's Inspirational Generation campaign .
A. encourages people to ask more questions about their grandparents' jobs.
B. would like to honour the retirees with their remarkable achievements and experienced life.
C. hopes to give recognition to the older family members,
D. intends to retell the heroic tails of the older generation and find out what they have done in the past.
Question 40: According to the last paragraph, the proportion of the young voluntarily visiting their older family members
every week is .
A. 37% B. 65% C. 28% D. 39%
Question 41: The author implied in the last paragraph that .
A. youngsters nowadays are too indifferent with their grandparents' lives in the former times.
B. more youths use modern technology to keep in touch with their older generation.
C. grandchildren do not have much time to care for their elderly relatives' special skills and talents.
D. lack of communication and respect is the main reason why youngsters are not interested in what their
grandparents have done in the past.
Question 42: The word "inspiration" in the last paragraph mostly means .
A. disincentive B. encumbrance C. stimulation D.hindrance
Mark the letter A, B, C, or D on your answer sheet to indicate the underlined part that needs correction in each of the following
questions.
Question 43: The passengers, tired after a very long trip, was relaxing in every available seat in the airport lobby.
20
A. The B. very C. was relaxing D. available
Question 44: Sleeping, resting, and to drink fruit juice are the best ways to care for a cold.
A. Sleeping B. to drink C. juice D. best ways
Question 45: He was so exhausted that he felt asleep at his desk.
A. so B. exhausted C. felt asleep D. at
Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that is closest in meaning to each of the following
questions
Question 46: No one in our club can speak English as fluently as Mai.
A. Mai speaks English more fluently than no one in our club.
B. Mai is the worst English speaker in our club.
C. Mai speaks English as fluently as other people in our club.
D. Mai speaks English the most fluently in our club.
Question 47: "Don't forget to submit your assignments by Thursday," said the teacher to the students.
A. The teacher reminded the students to submit their assignments by Thursday.
B. The teacher allowed the students to submit their assignments by Thursday.
C. The teacher ordered the students to submit their assignments by Thursday.
D. The teacher encouraged the students to submit their assignments by Thursday.
Question 48: It’s very likely that the company will accept his application.
A. The company needs accept his application. B. The company might/ may accept his application.
C. The company must accept his application. D. The company should accept his application.
Mark the letter A, B, C, or D on your answer sheet to indicate the sentence that best combines each pair of sentences in the
following questions
Question 49: His friends supported and encouraged him. He did really well in the competition.
A. If his friends had given him support and encouragement, he could have done really well in the competition.
B. No matter how much his friends supported and encouraged him, he couldn't do well in the competition.
C. Such were his friends' support and encouragement that he couldn't do really well in the competition.
D. Without his friends' support and encouragement, he couldn't have done so well in the competition.
Question 50: The government does not know what to do with household rubbish in large cities.
A. Little does the government know what to do with household rubbish in large cities.
B. It is unknown what to do with household rubbish in large cities by the government.
C. Rarely the government knows what to do with household rubbish in large cities.
D. Hardly any government knows what to do with household rubbish in large cities.
ĐÁP ÁN
1 2 3 4 5 6 7 8 9 10
A D B D C A A D A D
11 12 13 14 15 16 17 18 19 20
C B C B D A D A A A
21 22 23 24 25 26 27 28 29 30
C C D A B D B C B B
31 32 33 34 35 36 37 38 39 40
C B A C B C A D B C
41 42 43 44 45 46 47 48 49 50
A C C B C D A B D A
--------------------------------------------------------------------
Period 94. (TC24). REVISION

The future perfect tense – Double comparison
Date of teaching:
I. OBJECTIVES:
1. Knowledge:
- Knowledge: Students do exercises on the future perfect tense and double comparisons.
2. Ability: Students are able to develop their integrated skill, other language competences, and collaborative
competence.
3. Quality:
activities.
- Students become confident and independent in learning and using English.
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1. Stabilization (2ms)
Exercise 1. Use the verbs in brackets to complete the sentences.

1. I'll tell you tomorrow. I ...................................................... by then. (decide)
2. When you come next time, we ........................................................ in a new house. (move)
3. By the time we reach the coast, the storm ................................................ . (end)
4. In two years's time I ................................................... my university studies. (finish)
5. He .......................................................... the film before he retires. (complete)
6. Next year we ................................................... in Spain for ten years. (be)
7. Don't worry. I ............................................................ the manager by noon. (contact)
8. The dinner will be ready when we get back. Mum ...................................................... it. (cook)
9. Please, call again later. Mr. Jones ......................................................... by two o'clock. (return)
10. The garden party will be in July. Do you think the grass ................................... in time? (grow)
Answer keys:
1. I'll tell you tomorrow. I will have decided by then.
2. When you come next time, we will have moved in a new house.
3. By the time we reach the coast, the storm will have ended.
4. In two years's time I will have finished my university studies.
5. He will have completed the film before he retires.
6. Next year we will have been in Spain for ten years.
7. Don't worry. I will have contacted the manager by noon.
8. The dinner will be ready when we get back. Mum will have cooked it.
9. Please, call again later. Mr. Jones will have returned by two o'clock.
10. The garden party will be in July. Do you think the grass will have grown in time?
Exercise 2.
1. When we reach Land’s End we will have walked 1,500 km.
2. I just remembered that I have not paid the rent yet. I’m surprised that the landlord has not rung me up and reminded
me.
3. It’s a beautiful drive. I am sure you will enjoy the scenery.
4. The car doesn’t start. If you get in Tom and I will give you a push.
5. I put the five-pound notes into one of the books; but the next day it took me ages to find it because I forgot which
book I had put it in.
6. He has been playing the bagpipes since six this morning. He has just stopped.
7. My son has not started work yet. He’s still at High School. – How long has he been at school? - He
has been there for six years. Before that he spent five years at primary school.
8. Mary: I wonder what he is saying now. Ann: Well, his girlfriend comes from Japan too, so I suppose
he is speaking Japanese.
9. When I first met him he was studying architecture.
10. While we were fishing someone broke into the house and left us this note.
11. It won’t be easy to get out of the country .The police are watching all of the ports.
12. If I catch some fish, will you cook them for me?
13. He did not forget to come.
14. It has been raining for the last two hours so the game has been postponed
15. When I saw him he was painting a picture of his wife. – Do you like it?
16. The car had nobody I it but the engine was running.
17. Tom can’t have the newspaper now because his aunt is reading it.
18. This shop is closing for good next Monday.
19. Where are you going tonight? – I am going out with Peter.
20. At 3 a.m. Jane woke up her husband and said that she thought that someone was trying to get into the house.
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21. When you see me next time I will be wearing my new sunglasses.
22. This bike has been in our family for the last 14 years. My father used it for the first five years, then
my brother rode it and I have had it since then.
23. Some time ago I read that our mayor wanted to go to Iceland. What does he want to do there?
24. You see, Doctor, she fell ill two days ago and since then she has not eaten anything. I’m sure she has lost several
kilos.
25. Most people were at work when the fire started.
Exercise 3.
Use double comparartive to complete these following sentences
1. They are big, they fall fast.
 The ______________________________________________________
2. It is hot, I feel miserable.
 The ______________________________________________________
3. I look into your eyes much, I love you much.
 The ______________________________________________________
4. He got old, he became bad-tempered.
 The ______________________________________________________
5- He worked hard. He felt very bad.
 The ______________________________________________________
6- When we think of the exam, we get more and more excited.
 The ______________________________________________________
7- As this road gets busier, it becomes more and more dangerous.
 The ______________________________________________________
8- When you get near to the Equator, the temperature becomes high.
 The ______________________________________________________
9- If she stays in England a long time, her English will be very good.
 The ______________________________________________________
10- You write fast, your writing becomes illegible.
 The ______________________________________________________
11. She is mature, she becomes beautiful.
 The ______________________________________________________
12. He study much, he becames stupid.
 The ______________________________________________________
13. He drinks much water, he becomes thirsty.
 The ______________________________________________________
14. He is mature, he becomes intelligent
 The ______________________________________________________
15. You speak English much, your English will be good.
 The ______________________________________________________
16. People save much paper, much wood pulp is preserved
 The ______________________________________________________
17. We make much paper, it becomes cheap.
 The ______________________________________________________
18. Petrol becomes expensive, people drive little.
 The ______________________________________________________
19. You make much money, you spend much.
 The ______________________________________________________
20. You work hard, you will get good results.
 The ______________________________________________________
21. You learn with him much, you will know him well.
 The ______________________________________________________
22. Many people live in this city, they need many services.
 The ______________________________________________________
23. You do much exercise, you are fit.
 The ______________________________________________________
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24. He wrote much, his writing becomes good.
 The ______________________________________________________
25. They use much wood pulp, they cut many trees.
 The ______________________________________________________
26. They travel much, they know about the world good.
 The ______________________________________________________
27. Jack eats much, he becomes fat.
 The ______________________________________________________
28. We start late, we get into many traffic jams.
 The ______________________________________________________
29. We breathe much polluted air, we will get weak.
 The ______________________________________________________
30. Means of transport are cheap, they become popular.
 The ______________________________________________________
31. She studies hard, she will get good grades.
 The ______________________________________________________
32. You rest much, you will feel better.
 The ______________________________________________________
33. The weather is warmer, I feel better.
 The ______________________________________________________
34. We leave early, we will arrive soon.
 The ______________________________________________________
35. We have much knowledge, we become wise.
 The ______________________________________________________
36. You are young, you learn easily.
 The ______________________________________________________
37. the hotel is expensive, the services are good.
 The ______________________________________________________
38. You use much electricity, your bill will be high.
 The ______________________________________________________
39. I thought about the plan, I like it little.
 The ______________________________________________________
40. He is old, he learns slowly.
 The ______________________________________________________
Answer key.
1. The bigger they are, the faster they fall.
2. The hotter it is, the more miserable I feel
3. The more I look into your eyes, the more I love you.
4. The older he got, the more bad-temper he became.
5- The harder he worked , the worse he felt .
6- The more we think of the exam, the more excited we get
7- The busier this road gets, the more dangerous it becomes
8- The nearer you get to the equator, the higherthe temperature becomes.
9- The longer she stays in England , the better her English will be
10- The faster you write, the more illegible your writing becomes
12. the more he study, the more stupid he becames.
11. The more mature she is, the more beautiful she becomes.
13. The more water he drinks, the thirstier he becomes.
14. The more mature he is, the more intelligent he becomes
15. The more you speak English, the better your English will be.
16. The more paper people save , the more wood pulp is preserved
17. The more paper we make, the cheaper it becomes.
18. The more expensive petrol becomes, the less people drive.
19. The more money you make, the more you spend.
20. The harder you work, the better results you will get.
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21. The more I learn with him, the better you will know him .
22. The more people live in this city, the more services they need.
23. The more exercise you do, the fitter you are.
24. The more he wrote, the better his writing becomes.
25. The more wood pulp they use, the more trees they cut.
26. The more they travel, the better they know about the world.
27. The more Jack eats, the fatterhe becomes.
28. The later we start, the more traffic jams we get into.
29. The more polluted air we breathe, the weaker we will get.
30. The cheaper means of transport are, the more popular they become.
31. The harder she studies, the better grades she will get.
32. The more you rest, the better you will feel.
33. The warmer the weather is, the better I feel.
34. The earlier we leave, the sooner we will arrive.
35. The more knowledge we have, the wiser we become.
36. The younger you are, the more easily you learn.
37. The more expensive the hotel is, the better the services are.
38. The more electricity you use, the higher your bill will be.
39.The more I thought about the plan, the less I like it
40. The older he is , the slowlier he learns.
4. Homework:
- Remind students of some common mistakes they made.
- Ask sts to complete all exercises at home and prepare for the next lesson.
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Period 97. UNIT 8. THE WORLD OF WORK

Lesson 2. Language
Date of teaching:
I. OBJECTIVES:
1. Knowledge:
- Knowledge
+ To enrich their vocabulary with words or phrases related to the world of work;
+ To help sts how to recognize stressed words;
+ To have sts know how to use practise the reported speech.
- Skills: Integrated skills (Listening, speaking Reading , and writing)
2. Ability:
- Students will be able to use some key words and phrases related to the world of work;
3. Quality:
activities.
- Students appreciate working and types of job.
1. On the teacher’s part: textbooks, pictures, flashcards, colored chalk, projector
2. On the students’ part: lesson preparation and appliances for studying (textbooks, notebooks)
III. Teaching procedures
1. Stabilization (1m) Check the attendance.
A. VOCABULARY:
1. WARM UP ACTIVITY (3 ms)
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To make Ss -Has sts remind some new words related to the Expected answers:
curious, focus their world of work Some words related to world of work
attention, provide - Corrects mistakes
them purpose and - Leads to the new lesson
motivation.
2. KNOWLEDGE FORMATION ACTIVITIES

* Activity 1: - Asks Ss to find the words from the left-hand column in the conversation and underline them. (5 ms)
To help Ss focus - Asks Ss to find the words from the left-hand A. VOCABULARY
on the meaning of column in the conversation and underline them. Key:
certain key - Asks them to guess the meaning of the words 1.D 2. A 3. B 4. E 5. C
vocabulary related then match them with their definitions in the right
to the topic. column
- Asks them to compare their answers.
- Have one st give answer on board and others
give comments.
- Give feedback and correction.
3. PRACTICE ACTIVITIES:
* Activity 2: Read the text carefully and use the contextual clue to work out which worde best completes each of the
gaps (5 ms)
To help Ss focus - Helps them to understand clearly the meaning of Key:
on the meaning of each word before doing the task. 1. apply 2. relevant
certain key - Read the text carefully and use the contextual 3. qualifications
vocabulary related clue to work out which word best completes each 4. recruited 5. probation
to the topic. of the gaps
- check their answers
4. APPLICATION AND EXTENSION ACTIVITIES: (home assignment)

To help Ss apply - Ask students to make up 5 sentences, using the Suggested answer:
their knowledge words they have learnt. 1. Jack has got enough qualifications
(vocabulary) to - check their answers. to apply for the positions in that
deal with a - Give feedback and correction. finacial company.
situation. 2. We should include relevant
examples to illustrate your working
experience.
3. 50 volunteers have been recruited
to prepare for the summer camp.
4. I’m on probation for 6 months, so
I’ve really got to work hard.
B. PRONUNCIATION
1. WARM UP ACTIVITY
To attract students’ - T reads the sentence: Do you know that Peter Expected answers:
attention and used to be a journalist?
provide them - Raise questions: + No.
purpose and + Are all words pronounced with the same
motivation. intension? + Some words are stressed.
+ Whích words can you hear more clearly?
 Word stress
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2. KNOWLEDGE FORMATION ACTIVITIES
To help Ss - Ask students to study “Do you know..” in their
understand the rule book to learn the rules. Example: If he had enough
to stress or unstress - Have them work in groups of 4 to give qualifications, he could apply for the
words examples. job.
- Ask some students to report their answer.
- Have others give comments.
3. PRACTICE ACTIVITIES: Listen and repeat the sentences, paying attention to the stressed words
To have Sts pay - Plays the recording and asks Ss to listen Expected answers:
attention to the carefully and underline the stressed words 1. I'll help you to write the CV if I can
stressed words - Asks students to study "Do you know..." to learn 2. We would send you the application if we
the rules for exceptions to unstressed words could
3. Her mother can't help her with the job
- Checks the answers
application letter, but her sister can.
4. He isn't interested in that job, but she is.
5. She has the right skills to do the job,
and he does, too.
6. A: You can't work under time pressure.
B: I can work under time pressure
7. I couldn't write a CV two years ago, but
I can write one now.
4. APPLICATION AND EXTENSION ACTIVITIES: (home assignment)

To help Ss apply - Ask students to practice reading the dialogue in Example:
their knowledge to Getting Started, pay attention to the word stress Nam: Yeah, it's just a part-time job,
deal with a and intonation in each sentence.
situation and - Give feedback and correction. and I'll only work at the weekend.
provide sts My father advised me to get some
extensive practice. work experience.
Mai: Well, my mum thinks working
while still at school is a waste of
time.
Nam: Really?
C. GRAMMAR
1. WARM UP ACTIVITY
To attract students’ - T asks students to work in pairs and tell their
attention and partner 1 sentence about their sister/brother’s job. A: My sister is working in a bank.
provide them - Then T raise question: B. My brother gave up his job last
purpose and “What did A tell you about his brother/sister?” year.
motivation.
 Reported speech Answer T’s question:
A said that his sister was working in a
bank.
2. KNOWLEDGE FORMATION ACTIVITIES: Introduce some verbs related to reported speech (5 ms)
To focus Ss’ Reported Speech: reporting orders, requests, Expected answers:
attention on the offers, advice and instructions Reported Speech: reporting
verbs that related - Ask Ss to read the Do you know…? orders, requests, offers, advice and
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to reported speech - Let Sts read and analyse the structure of the instructions
example.
3. PRACTICE ACTIVITIES:
ACTIVITY 1: Rewrite the sentences in reported speech (5 ms)
To help Ss to use - Explain the requirements of the task then ask Expected answers:
the verbs in the them to finish it individually 1. Our teacher told us to study hard
reported speech - Try to identify the functions of each sentence for the final exam.
then use the verbs to rewrite them in reported 2. The job applicant asked if the
speech. company provided computers for all
employers
- Check the answers in the whole class
3. The career adviser advised us to
develop our communication and
planning skills
4. My mother offered to find
information about short courses on
organizational skills for me
ACTIVITY 2: Complete the sentences, reporting what was said (5 ms)

To help Ss to use - Ask Ss to read the sentences in direct speech and Expected answers:
the verbs in the idnetify the functions of these sentences. 1. The monitor invited me to see him
reported speech - Have them work individually first play in a football match.
exactly - Check their answer in front of the class 2. The applicant asked the head of the
human resources department to tell
him wht 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
4. APPLICATION AND EXTENSION ACTIVITIES

ACTIVITY 1: Make the sentences with the reported speech. (5 ms)
To provide Ss with - Ask students to do the activity individually first. Keys
more practice in -Review them the form of the Reported speech. 1. My mother told me to spend more
using reported - Ask students to compare their answers in pairs. time studying and less time playing
speech - Alternately, have individual students read their games
answers aloud in front of the class. 2. The students asked the scientist to
tell them about the importance of
species diversity for all forms of life.
3. The environmentalist 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/her their reports on
wildlife.
5. My brother offered to help me with
my research into the latest generation
of androids.
6. the A.I expert advised the students
to learn how to use the new
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IV. HOMEWORK (5 ms)
- Summarize the main points.
- Ask students to complete all exercises at home and prepare for the next lesson.
* Further practice:
Part I. PHONETICS
Exercise 1. Mark the letter A, B, C or D to indicate the word whose underlined part differs from the other three in
pronunciation in each of the following questions.
1. A. advertisement B. applicant C. candidate D. management
2. A. relevant B. energetic C. enthusiastic D. engineer
3. A. organized B. prioritize C. important D. opportunity
4. A. competitive B. entrepreneur C. apprenticeship D. conscientious
5. A. challenging B. energetic C. management D. organized
Exercise 2. Mark the letter A, B, C or D to indicate the word that differs from the other three in the position of the primary
stress in each of the following questions.
6. A. experience B. apprenticeship C. administration D. prioritize
7. A. advertisement B. probation C. competitive D. relevant
8. A. organization B. enthusiastic C. compassionate D. qualification
9. A. encourage B. interview C. graduate D. organize
10. A. successful B. significant C. experienced D. challenging
Part II. VOCABULARY
Exercise 3. Mark the letter A, B, C or D to indicate the correct answer to each of the following questions.
11. He has all the right ____ for the job.
A. certificates B. degrees C. diplomas D. qualifications
12. Before we apply for any jobs, we need to prepare a good CV and a ____ very carefully.
A. resume B.job interview C. covering letter overing D. reference
13. Employers always want job ____ to be able to demonstrate their skills and qualities.
A. employees B. workers C. staff D. applicants
14. There are usually a lot of job seekers applying for one position. Only a few of them are ____ for an interview.
A. shortlisted B. listed C. screened D. tested
15. My application was not successful; there were more than 4,000 applicants and only 20 were selected. I realized that
apprenticeship were very ____.
A. demanding B. crowding C. competitive D. difficult 104
16. When preparing a CV, university ____ can consider attaching a separate report about official work experience during the
course.
A. graduates B. leavers C. candidates D. applicants
17. An apprentice is required to do several years' ____.
A. coaching B. education C. formation D. training
18. According to everyone in the ____, she's a very good boss.
A. apartment B. compartment C. department D. employment
19. She's looking for a better position with another ____.
A. association B. firm C. house D. society
20. It's wise to think about choosing a ____ before leaving school.
A. business B. career C. living D. profession
21. A doctor is a member of a respected ____.
A. occupation B. profession C. trade D. work
22. If you want a job, you have to ____ for one.
A. applicate B. apply C. ask D. request
23. You'll probably have to ____ an application form.
A. fill down B. fill in C. fill on D. fill through
24. And you'll need to give the names of two or three ____.
A. hostages B. judges C. referees D. umpires
25. All the members of our ____ are expected to work hard.
A. personal B. personnel C. staff D. gang
26. Some of my work is interesting, but a lot of it is just ____.
A. habit B. practice C. tradition D. routine
27. If you are paid monthly, rather than weekly, you receive ____.
A. revenue B. a reward C. a salary D. wages
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28. The purpose of running a business is to make a ____.
A. service B. profit C. money D. contribution
29. The ____ were delivered to the warehouse by lorry.
A. data B. goods C. material D. stuff
30. Many young people travel all over the world and do all kinds of jobs before they ____.
A. lie down B. settle down C. touch down D. put down
31. In Britain, people are usually unwilling to tell other people how much they ____.
A. earn B. obtain C. deserves D. gain
32. If you're a(n) ____ you have to do what your boss tells you.
A. director B. employee C. employer D. manager
33. You can earn more money by working ____.
A. extraordinary hours B. overhours C. overtime D. supplementary hours
34. It's difficult these days for a young person to find a well-paid ____ job.
A. eternal B. reliable C. permanent D. stable
35. She was ____ after three years with the company.
A. advanced B. raised C. elevated D. promoted
Exercise 4. Mark the letter A, B, C or D to indicate the word(s) CLOSEST in meaning to the underlined word(s) in each of
36. My work is challenging, of course, because it involves both a sales function and a technique function.
A. fascinating B. rewarding C. stimulating D. demanding
37. She's doing well so she was promoted last year. Now she's in charge of a small team of four people.
A. controls B. supervises C. takes over D. rules
38. Somebody looks at the detailed specification for the installation and then another colleague researches the cost of the labor
and materials.
A. co-worker B. employee C. staff D. supervisor
39. I've been working here for over ten years now and I'm on first-name terms with everyone, even the CEO.
A. getting on B. happy
C. having an informal/friendly relationship D. satisfied
40. Jane used to be very excellent as a child and now she's the CEO of a big multi-national company. However, her brother is
a blue-collar worker in a small local factory.
A. mental B. low-paid C. manual D. regular
41. Employers usually look for candidates who have qualifications and relevant experience.
A. excellent B. rich C. appropriate D. extensive
42. I registered with some online employment agencies, and they found a vacancy almost immediately.
A. work B. an available job C. career D. place
43. Jacob was made redundant last month due to his company's downsizing policy. He's on a short-term contract with a
medium-sized company at the moment.
A. permanent B. temporary C. part-time D. full-time
44. When applying for a certain job, you'll be at an advantage if you have hands-on experience.
A. relevant B. prior C. practical D. considerable
45. When the factory closed, over a hundred people were made redundant.
A. fired B. sacked C. laid off D. appointed
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Period 98. UNIT 8. THE WORLD OF WORK

Lesson 3. Reading
Date of teaching:
I. OBJECTIVES:
1. Knowledge:
- Knowledge: + To scan a text for specific information about the world of work.
+ To teach Ss new vocabulary by completing true false task.
+ To develop their reading skill through choosing the main idea for each paragraph.
+ To learn new vocabulary by finding words or expressions with the definitions given.
- Skills: To promote Ss to develop the skill of working in pairs and groups
2. Ability:
- Students will be able to develop their vocabulary and reading skills through topic: work/career.
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3. Quality:
activities.
- Students appreciate working and types of job.
II. Preparation of teacher and students
1. On the teacher’s part: Appliances for studying
2. On the students’ part: Lesson preparation
III. Teaching procedures
1.Stabilization (2ms): Checking attendance
2.Formerly assigned assignments check-up: Check students’ homework.
3.Classroom activities:
3.1. WARM UP ACTIVITY (5ms)

Lesson content & techniques for organising Expected products & assessment of
Aims of the activity
students’ learning activities student work
To get ss to know the - Asks ss some questions: Answer the questions:
topic about the world 1. Do you think that you are qualified to go to work? Ss answers may vary.
of work. 2.What skills do you need when working as a.....?
3. What qualities do you need when working as ......?
-Elicits more ideas from and introduce the new
lesson.
3.2. KNOWLEDGE FORMATION ACTIVITIES (…ms)

* Activity 1:
To provide some - Write some new words and phrases on the board Vocabulary
words and phrases - Ask students to guess the meanings of the words 1. well-spoken
related to the topic - Ask students to read the words in chorus twice. 2. articulate
- Call two students to read the words in front of the 3. self-motivated
class 4. flexible
- Comment and give the correct 5.prioritize
1. well-spoken 6. apprenticeship
2. articulate
3. self-motivated
4. flexible
5.prioritize
6. apprenticeship
- practise reading these words
* Activity 2: Tick the ones that you have. (5ms)

To guess the - have them work individually first, ticking the Ss answers may vary
situation before skills and qualities that they have
reading - ask them to talk with partners to get the same
information about him or her
- invite some Ss to tell the class about themselves
and their partners

* Activity 1: Match the highlighted words in the advertisement with the following meanings. ( 7 ms)
To check sts’ - ask Ss to read carefully the definitions provided Keys suggested:
understanding and look at the highlighted words in the 1. administrator
through the job advertisement. 2. specializing
advertisement. - let them study the context around the highlighted 3. prioritise
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words which will help them to work out the meaning 4. shortlisted
of these words 5. approachable
- check their answers as a class
* Activity 2: Read the text again and decide whether the statements below are T or F. (5 ms)
To focus on - ask them to work individually to read the questions Keys suggested:
comprehension. carefully to decide whether the statements are T, F 1. F
or NG 2. T
- check Ss' answers and explain any things that they 3. T
dont understand 4. NG ( flexiblity is one valuable
quality but many or may not be the
most important
5. NG ( long term prospects are only a
possibility after the apprenticeship)
* Activity 3: Giving short answers to the questions. ( 7 ms)

To recognize verb - ask Ss to look at the questions quickly and Keys suggested:
with the correct underline some key words which can help them to 1. Competitive pay, ongoing training,
preposition locate the specific information in the text 12 days of annual leave, and a long
- let them read the final part to find the information term job prospects in the company
to answer the questions after completion of the apprenticeship
- check their answers 2. I need to email my CV and a cover
letter to hr@hungphamcarsales.com
3. For additional information, I can
call Ms Kim Thanh at 01235678788
4. Only short listed candidates will be
contracted and invited to an interview
3.4.APPLICATION AND EXTENSION ACTIVITIES
ACTIVITY 1: Students work in small groups ( in pairs) ( 5 ms)

To help sts recognize - ask Ss to discuss the questions in pairs and give Ss' answers
the tenses reasons for their answers
- invite some pairs to perform in front of the class
IV. HOMEWORK (5 ms)

- Asks sts to
+ summaries the main points of the lesson
+ Learn new words
+ Read and translate the reading text into Vietnamese
+ Prepare the next lesson.
* Further practice:
Exercise 5. Mark the letter A, B, C or D to indicate the word(s) OPPOSITE in meaning to the underlined word(s) in each
of the following questions.
46. Should you hire a full-time employee on a permanent contract?
A. long-term B. long-lasting C. temporary D. limited
47. If the candidates can perform well and impress the interviewers during the interview, they can be recruited.
A. taken on B. dismissed C. employed D. chosen
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48. To become a librarian, you need to be really well-organized.
A. in order B. neat and tidy C. compassionate D. messy
49. What exactly are white collar workers? They are people who work in offices and administrative positions.
A. manual B. intellectual C. official D. desk-job
50. Most, not to say all of the employers want to look for candidates with punctuality, so make sure you make a positive
impression on them by showing up on time for the interview.
A. good time management B. ability to meet deadlines C. being late D. being in time
Part III. GRAMMAR
Exercise 6. Mark the letter A, B, C or D to indicate the correct answer to each of the following questions.
51. The shop assistant finally agreed ____ a full refund.
A. giving me B. to give me C. give to me D. to me to give
52. Bill asked me why ____ to go shopping with me.
A. I hadn't invited him B. hadn't I invited him
C. I hadn't him invited D. hadn't I him invited
53. "Don't come to the interview late," my mom said.
A. My mom told me do not come to the interview late.
B. My mom told me did not come to the interview late.
C. My mom told me not to come to the interview late.
D. My mom told me not coming to the interview late.
54. "I will help you with your CV, Mary," Peter said.
A. Peter advised Mary to write the CV. B. Peter promised to help Mary with her CV.
C. Peter advised Mary not to write her CV. D. Peter wanted Mary to help with the CV.
55. “____,” the doctor advised his patient.
A. You had better stop drinking B. You had better to drink
C. I would like you to drink D. Please drink some more
56. The woman said she ____ in this company for over 20 years.
A. has been working B. was working C. had been working D. works
57. US scientists claim that they ____ a new vaccine against malaria.
A. were developed B. have developed C. had developed D. was developing
58. If you saw a layer, he'd advise you ____ legal action.
A. take B. taking C. to take D. for taking
59. The lecturer recommended ____ a number of books before the exam.
A. reading B. to read C. we reading D. to have read
60. The boss ____ because he was always behind the deadlines.
A. threatened to dismiss him B. suggested him to dismiss
C. threatened him to dismiss D. promised him to dismiss
61. “Go ahead. Jump again,” the instructor ____.
A. urged B. promised C. demanded D. required
62. “____” Jim offered.
A. Can I get you a drink? B. May I drink? C. Do you want to drink? D. Could I drink?
63. “____,” the workers refused.
A. We would like to work overtime
B. We had better work overtime
C. We're afraid that we really don't want to work overtime
D. We're willing to work overtime
64. “____,” Paul reminded me.
A. Don't forget to tailor your CV to match the job descriptions
B. I would tailor your CV if you do not mind
C. I remember to tailor the CV
D. I remember tailoring your CV
65. Ellie asked Stan ____ to look at the new catalogue.
A. did he want B. do you want C. whether he wants D. if he wanted
66. Stephen ____ me he'd bought that suit in a sale.
A. said B. spoke C. told D. claimed
67. “What did the man say when you challenged him?”
“He said he ____ pay for the things in his bag, but I didn't believe him!”
A. is going to B. has been going to C. goes to D. was going to
68. When I last saw Carrie, she told me she ____ of applying for another job, but now she's changed her mind.
A. thought B. is thinking C. was thinking D. has been thinking
33
69. “What did they say when they realized you weren't a shoplifter?”
“They apologized ____ me.”
A. to doubt B. they had doubted C. for doubting D. the doubt of
70. “What did Maria ask you?”
“She asked me ____ I had ever been abroad.”
A. that B. whether C. for D. About
71. It's about time Mrs Richards apologized to me ____ me a gossip in front of everybody.
A. to have called B. from calling C. that she called D. for having called
72. She may claim ____ a PhD but nobody's ever actually seen the certificate.
A. having B. to have C. for having D. if she has
73. Tammy responded ____ that at least she'd never lied to her parents.
A. to say B. that she said C. by saying D. with having said
74. The woman asked ____ get lunch at school.
A. can the children B. if the children can
C. whether the children could D. could the children
75. They said they had got back ____.
A. the following day B. the day after tomorrow C. the next day D. the previous day
76. The accused denied ____ in the vicinity of the murder scene.
A. to have ever been B. have ever been C. having been ever D. ever having been
77. We complained ____ the manager ____ the poor service we received at the restaurant.
A. on - about B. at - for C. with - of D. to - about
78. Police are advising ____ away from the building.
A. people to stay B. people staying C. people stay D. people will stay
79. The old man warned the young boys ____ in the deep river.
A. to swim B. not to swim C. don't swim D. against not swimming
80. “You must give me your essays,” Mrs. Vine said.
Mrs. Vine said we ____ give her our essays.
A. were having to B. will have to C. had to D. would have to
Exercise 7. Mark the letter A, B, C or D to indicate the underlined part that needs correction in each of the following
questions.
81. He complained with his friends about the terrible working condition at that factory.
A B C D
82. She refused to tell me what was the director's salary was because that information was confidential.
A B C D
83. You had better learning a foreign language before applying for a job.
A B C D
84. The applicant asked the head of the human resources department to tell him what the skills he needed in
A B C D
order to get that job.
85. My friend offered finding more information about the company that I was applying to.
A B C D
86. She asked me what the most important thing to remember at an interview is.
A B C D
87. The shop has volunteered that it will deliver the chairs by the end of the week.
A B C D
88. The old man warned the children to not swim in that river because it was very deep and dangerous.
A B C D
89. We were disappointed when the receptionist tells that the hotel was fully booked that week.
A B C D
90. Before the meeting finished, they arranged when they met next.
A B C D
Period 99. (TC25). PRACTICE: REPORTED SPEECH

Date of teaching:
I. OBJECTIVES:
1. Knowledge:
- Knowledge: Students are able to use reported speech correctly to deal with communicative situations
34
- Skills: Students will be able to develop the skill of working in pairs and groups and their skill of doing tests.
2. Ability:
- Students will be able to develop their vocabulary and grammar and apply their knowledge to deal with real
communicative situations correctly.
3. Quality:
activities.
1. On the teacher’s part: Appliances for studying
2. On the students’ part: Lesson preparation
1.Stabilization (2ms): Checking attendance
2.Formerly assigned assignments check-up: Check students’ homework.
3.Classroom activities:
Exercise 1.
1. Mary said:”I will play cards the day after tomorrow”. (Mary informed me…)
 Marry informed me that she would play cards the following day/the next day.
2. Sophie said:”I went to bed early last night”. (Sophie said ….)
 Sophie said that she had gone to bed early that night.
3. The teacher said to Jenny: “You have to learn your grammar”. (The teacher told Jenny…)
 The teacher told Jenny that she had to learn her grammar.
4. Monique to the immigration officer:” This is my first trip to England.” (Monique told the immigration officer…)
 Monique told the immigration officer that it was her first trip to England.
5. He told me:”You are the most beautiful girl I have ever seen”. (He told me …)
 He told me that I was the most beautiful girl he had ever seen.
6. Nick said:”I’m going to visit my parents next month”. (Nick declared that …)
 Nick declared that he was going to see his parents the following month.
7. Lilly: “My parents are fine and I really get on with them”. (Lilly said …)
 Lilly said that her parents were really fine and she really got on with them.
8. Gloria:” I am sorry but I can’t come to your birthday party because I am going away for the weekend.”
(Gloria explained that …)
 Gloria explained that she was really sorry but she couldn’t come to my party because she was going away for the
weekend.
9. Mark:”My friend Gary has found a new job in the music business.” (Mark said that …)
 Mark said that his friend Gary had found a new job in the music business.
10. Judy: “I have already written this essay four times.” (Judy complained that …)
 Judy complained that she had already written that essay four times.
11. Peter: “I will not stop until this factory is shut down”. (Peter announced that …)
 Peter announced that he would not stop until that factory was shut down.
12. Her boyfriend told her: “You have bought yourself a wonderful dress. “ (Her boyfriend told her…)
 Her boyfriend told her that she had bought herself a wonderful dress.
13. Paul: “I don’t like my new flat” (Paul said that …)
 Paul said that he didn’t like his new flat.
14. My father to Ben:”I am sure I saw you here last week.” (My father told Ben…)
 My father told Ben that he was sure he had seen him there the week before.
15. Betty:”If I knew the answer I would tell you”. (Betty assured me ….)
 Betty assured me that if she had known the answer she would have told me.
16. He said:” Tomorrow at five o’clock I will be sitting on a train to Glasgow.” (He said that…)
 He said that the next day at five o’clock he would be sitting on a train to Glasgow.
35
17. Miss Jackson:”I warned you to study for the test a month ago.” (Miss Jackson reminded me...)
 Miss Jackson reminded me that she had warned me to study for the test a month before.
18. Dave:”I was outside the classroom during the break but I saw a group of my colleagues inside the room.” (Dave said
that …)
 Dave said that he had been outside the classroom during the break but he had seen a group of his colleagues inside
the room.
19. Mrs Wilson: “No one has ever spoken to me like this before.” (Mrs Wilson said …)
 Mrs Wilson said that no one had ever spoken to her like that before.
20. Little Johnny to his neighbour:” I am not proud of what I have done”. (Little Johnny admitted…)
 Little Johnny admitted that he was not proud of what he had done.
Exercise 2. Choose the best answer A, B, C or D that best to complete each of the following sentences.
1. She asked me where I _______ from.
A. come B. coming C. to come D. came
2. I asked Martha _______ to enter law school.
A. are you planning B. if she is planning C. was she planning D. if she was planning
3. Nam wanted to know what time _______.
A. the movie began B. the movie begins
C. does the movie begin D. did the movie begin
4. Julia said that she _______ there at noon.
A. is going to be B. was going to be C. will be D. can be
5. Paul asked her, “Have you got 20 pounds?”  Paul asked her _______ 20 pounds.
A. if she got B. if she had got C. whether she got D. whether had she got
6. He told me _______ him up at six o'clock.
A. please pick B. to pick C. should pick D. I can pick
7. He said that Linda and John _______ married _______.
A. were getting / tomorrow B. are getting / the next day
C. were getting / the next day D. will getting / the day after
8. They asked me when _______.
A. did I arrive B. will I arrive C. I had arrived D. I can arrive
9. The farmer said, “I didn’t see her.”  The farmer said _______ her.
A. he had seen B. I hadn’t seen C. she didn’t see D. he hadn’t seen
10. I wondered _______ the right thing.
A. if I am doing B. was I doing C. am I doing D. whether I was doing
11. Charlie _______ that his father was in hospital.
A. told me B. told to me C. said me D. asked me
12. Mr. Brown said, “I watched TV last night.”  Mr. Brown said that he _______ TV the night before.
A. was watching B. watched C. had watched D. has watched
13. “I'll never make that mistake again”, Robert said.  Robert promised _______ that mistake again.
A. no making B. not made C. never to make D. never made
14. “I'd like you to tell me the truth,” Lara said.  Lana wanted _______ her the truth.
A. I to tell B. me to tell C. me telling D. me tell
15. “You should quit smoking and eat more vegetable”, said the doctor.
 The doctor advised him _______ more vegetable.
A. to quit smoking and eat B. quit smoking and eat
C. to quit smoking and to eating D. quitting smoking and eating
16. “Please come and join our party tonight”, said Lana.  Lana invited us_______.
A. to come and join our party tonight B. to their party that night
C. to come and join their party that night D. to our party tonight
17. “Be aware of the dog,” said Tom.  Tom warned us _______.
A. to be aware of the dog B. being aware of the dog
C. we should be aware of the dog D. aware of the dog
18. He asked _______ him some money.
A. her to lend B. her lending C. she has lent D. she lends
36
19. Andrew told me that they _______ fish two_______ days.
A. have not eaten / ago B. had not eaten / previous
C. did not eat / before D. would not eat / last
20. John often says he _______ boxing because it _______ a cruel sport.
A. does not like / is B. did not like / were
C. not liked / had been D. had not liked / was
21. The host asked Peter _______ tea or coffee.
A. whether he preferred B. that he preferred C. did he prefer D. if he prefers
22. The mother asked her son _______.
A. where he has been B. where he had been C. where has he been D. where had he been
23. “Please don't tell anyone what happened," Ann said to me.
A. Ann said to me please don't tell anyone what happened.
B. Ann told me didn't tell anyone what had happened.
C. Ann said me not to tell anyone what happened.
D. Ann told me not to tell anyone what had happened.
24. “Would you like to go to the cinema with me tonight?” he said.
A. He invited me to go to the cinema with him that night.
B. He offered me to go to the cinema with him tonight.
C. He asked me if I'd like to go to the cinema with him tonight.
D. He would like me to go to the cinema with him this night.
25. “Remember to pick me up at 6 o'clock tomorrow afternoon” she said.
A. She told me to remember to pick her up at 6 o'clock tomorrow afternoon.
B. She reminded me to pick her up at 6 o'clock the following afternoon.
C. She reminded me to remember to pick her up at 6 o'clock the next afternoon.
D. She told me to pick her up at 6 o'clock the next day afternoon.
26. “If I were you, I'd tell him the truth,” she said to me.
A. She said to me that if I were you, I'd tell him the truth.
B. She will tell him the truth if she is me.
C. She suggested to tell him the truth if she were me.
D. She advised me to tell him the truth.
27. “I'm really sorry for being late again,” said Ann.
A. I felt sorry for Ann's being late again.
B. Ann was sorry for my being late again.
C. Ann excused for my being late again.
D. Ann apologized for being late again.
28. “How beautiful the dress you have just bought is!” Peter said to Mary.
A. Peter promised to buy Mary a beautiful dress.
B. Peter said thanks to Mary for her beautiful dress.
C. Peter complimented Mary on her beautiful dress.
D. Peter asked Mary how she had just bought her beautiful dress.
IV. HOMEWORK:
- Summarize the main point of the lesson.
- Remind students of some common mistakes they made.
- Ask students to complete all exercises at home and prepare for the next lesson.
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1

Period 89. UNIT 7. ARTIFICIAL INTELLIGENCE

3. 2. KNOWLEDGE FORMATION ACTIVITIES:

* ACTIVITY 2: GUESSING (3 ms)

3.3. PRACTICE ACTIVITIES

* Activity 2: Question answering:

3. 4. APPLICATION AND EXTENSION ACTIVITIES

IV. HOMEWORK (5 ms)

Period 90. UNIT 7. ARTIFICIAL INTELLIGENCE

3. 1. WARM UP ACTIVITY (5ms)

3.2. KNOWLEDGE FORMATION ACTIVITIES (10 ms)

* Activity 2: Matching (5 ms)

3.3. PRACTICE ACTIVITIES:

- Asks students to write their essay based

* Activity 2: Correction(6 ms)

3.4. APPLICATION AND EXTENSION ACTIVITIES

IV. HOMEWORK (2 ms)

Period 91. UNIT 7. ARTIFICIAL INTELLIGENCE

PART I: Communication: Artificial intelligence in science-fiction films

3.2. KNOWLEDGE FORMATION ACTIVITIES (…ms)

3.3. PRACTICE ACTIVITIES

3.4. APPLICATION AND EXTENSION ACTIVITIES

- T asks some representatives of the groups to

PART II: Culture: People’s attitudes towards intelligent machines

1. WARM UP ACTIVITY (3ms)

2. KNOWLEDGE FORMATION ACTIVITIES (…ms)

4. APPLICATION AND EXTENSION ACTIVITIES

IV. HOMEWORK (2ms)

Period 92. (TC23). WRITING PRACTICE

- Students pratice writing about advantages and disadvantages of using robots.

Period 93. UNIT 7. ARTIFICIAL INTELLIGENCE

3.1. START/ WARM UP * ACTIVITY (3ms)

3.2. KNOWLEDGE FORMATION ACTIVITIES (9 ms)

* Activity 2: Vocabulary (5 ms)

3.3. PRACTICE ACTIVITIES

* ACTIVITY 2: Complete the sentences, using the causatives (5 ms)

3.4. APPLICATION AND EXTENSION ACTIVITIES

* ACTIVITY 2: Accessing and summing up (3 ms)

IV. HOMEWORK (3ms)

Period 94. (TC24). REVISION

Exercise 1. Use the verbs in brackets to complete the sentences.

Period 97. UNIT 8. THE WORLD OF WORK

2. KNOWLEDGE FORMATION ACTIVITIES

4. APPLICATION AND EXTENSION ACTIVITIES: (home assignment)

4. APPLICATION AND EXTENSION ACTIVITIES: (home assignment)

ACTIVITY 2: Complete the sentences, reporting what was said (5 ms)

4. APPLICATION AND EXTENSION ACTIVITIES

Period 98. UNIT 8. THE WORLD OF WORK

3.1. WARM UP ACTIVITY (5ms)

3.2. KNOWLEDGE FORMATION ACTIVITIES (…ms)

* Activity 2: Tick the ones that you have. (5ms)

3.3. PRACTICE ACTIVITIES

* Activity 3: Giving short answers to the questions. ( 7 ms)

3.4.APPLICATION AND EXTENSION ACTIVITIES

ACTIVITY 1: Students work in small groups ( in pairs) ( 5 ms)

IV. HOMEWORK (5 ms)

Period 99. (TC25). PRACTICE: REPORTED SPEECH

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