GIÁO ÁN TIẾNG ANH 12
Unit 8:Life in the future
Lesson 1: Reading
I. Objectives:
By the end of the lesson Ss will be able to develop their reading skill through
+ Guessing meaning from the context
+ Deciding on True or False statements
+ Passage comprehension
+ Express their ideas about advantages and disadvantages of using technology.
II. Materials:
Book, handout, pictures….
III. Procedures:
Time
5'

Teacher’s activities
I. Warmer
-T. ask Ss to look at the 2 pictures (Page 84-textbook) to
elicit:
+Where are they?
+Do you think life will be better in the future?
-Ask Ss to brainstorm: What might happen in the future?

Life in the future

10’

II. Pre-reading
* Pre-teach vocabulary
+ terrorism(n)
+ to wipe out = destroy

Ask Ss to read the text and check whether the predictions
are T or F
2. Task 1(text book):Matching
- T. gives handouts to the Ss
- Ask them to read handouts carefully.
- Ask them to work in pairs and match the new words
with their meaning.
Hand out:
A

10’

B

Ss’ activities

Individual

Pair work and
Group work

1.People who always expect bad
a.be wiped out
things to happen
2.People who always expect good
b.economic
things to happen
depression
3.A period when there’s little
c.Space shuttle


Teacher’s activities
Ss’ activities
What will happen in an economic depression?
Why, according to pessimist, will security of the earth be
threatened?
Whole class
What will life be in the future, according to optimists?
What are the most important factors that will bring about
dramatic changes in different aspects of out lives?
- If students’ answers are right, repeat them, if not, give
the right answers.
- Ask students to do After you read in pairs:
Scan the text to find information to complete the note.
- Go around to supervise them. Note down the serious and
common mistakes
- Call some pairs to read their note.
- If students’ answers are right, repeat them, if not, give
the right answers
IV. Post reading
- Ask them to close the textbook
- Ask them to look at the diagram and fill the information
in it.
Optimists
Pesstimists
- Ask them to work in 2 groups
Each member of each group goes to the board and write
things will happen in future according to optimists and
pesstimisrs.
- T. checks and gives feedback

+ a cure for:
+ fatal diseases:
+ will have PII
Check vocab: Making sentences
III/ While- writing
Task 1
- Ask Ss to read all the newspaper and say what will
have happened by the end of the 21st century.
- Asks to work in pairs to do the task1one ask the other
answer
- T. models first
+ what do you think will have happened by the end of
the 21stcentury?
+ By the end of the 21st century new moon city open.
- T. Calls on some pairs to practice in front of the class.
Task 2.
- T. gives Ss handouts and asks them to tick and give the
reason.
prediction
likely unlikel reasons
y
1.New moon city
- too far
open
- development
th
2.150 birthdayparty
in science and
…
technology


Students’ activities
-living
standards
improved
- more diseases
- cures for fatal
diseases found
- too cold /hot
-thin
atmosphere
- too costly
- just
impossible

- Asks Ss to work in pairs to do the task
- T. checks and comments.
- Ask Ss to use the information above , talk as example
in the book.
- Calls on some Ss to present in front of the class
10’
2’

IV/ Post- speaking
- Ask Ss make their own prediction about their life in
ten years
V/ Homework
- Write a paragraph about your prediction (100words)

Work in groups to do

2. Pre-listening
* New words:
+ Incredible(a)
+ Fatal(a)
+ Centenarian(n)
+ Life expectancy(np)
+ Eternal life(n)
-Predict information in task 1(group
work)
3.While-listening
* Task 1: Listen and check the
information in Task 1.
1. F 2. F
3. F
4. T 5. T
-Feed back
* Task 2: Listen and gap filling
The factors that help people live longer
are looking after themselves, eating
more healthily(1)................... on things
like butter, alcohol and cigarettes but
the most important factor
is(2)................. because(3)........... form

- Listen
- Repeat
-Write down
- Check: What and where
G1
1.T

diseases
be brought under control


Tim
e

9’

1’

Teacher’s activities
old age, just from(4)...............that affect
people when they get older. In ten
year’s time Aids will
also(5)....................
Feed back
4. Post-listening
- Ask Ss to discuss the advantage and
disadvantage of having a long life.
- Check
5. Homework.
- Write a short paragraph about the
advantage and disadvantage of having a
long life.

Students’ activities
Advantage
- do many
thing they

- Introduce some new words and expressions
+ Under the threat of terrorism: trong sự đe
doạ của chủ nghĩa khủng bố
+ Live in harmony: sống hoà thuận
+ Live in clean healthy environment: sống
trong môi trường trong sạch, lành mạnh.
+ My main desire is …: mong ước, khát vọng
chính của tôi là…..
+ Materialistic (a): theo chủ nghĩa vật chất,
nặng về vật chất
- Let the whole class read the new words twice
or three times.
- Call 2-3 students to read new words again.
- Ask students to read the passage to
analyze it.
- Ask students to discuss the answers to the
questions in pairs.
- Go around to supervise students if necessary.
- Call some students to give the answers. If their
answers are right, repeat the answers, if they are
wrong, give them the answers:
1.What are the student’s concerns about?
World peace?
Employment?
The environment?
The people ?
2. Are your concerns similar to those?

Students’ activities
- Write down in the

Teacher’s activities
3. Do you have other concerns? What are they?
- Ask students to do Task 2 individually.
- Write about the ideal world in which you
would like to live in the year 2020 using the
ideas you have discussed in Task 1
- Try to use the expression like: my main desire
is to…., I would also wish…
- Go around to supervise them. Note down
serious and common mistakes.
- Show and correct some common mistakes
- Ask students to exchange their work to check
- Ask students to revise their description
- Ask students to hand in their work to mark

Students’ activities
pollution, larger parks,
wildlife is protected.
- People: less materialistic,
less selfish, less violent,
and more loving.
Yes, they are.
Yes, I wish people can do the
job that they like, and they no
longer suffer from fatal
diseases.
- Do Task 2 individually
- Write the description
- Listen to the teacher and
correct the mistakes

You have = You’ve
She has = She’s
It has = It’s
He has not = He hasn’t
I have not= I haven’t
She has not = She has
You have not = You haven’t
It has not= It hasn’t
*Practice
- Underline the contracted form of auxilaries
- Practise reading sentences in textbook
Grammar
*Presentation 2 : Prepositions
- T. gives a poster containing some structures with preposition
- on time
-at the end of …
- warn about
- in time
- believe in
- on business
- die of
- famous for
- get married to
Ask ss to find out
V + preposition
Adj + prep.
Prep. + N
Feedback and check
*Practise
EX 1: Choosing the appropriate preposition

6’

2’

Teacher’s activities
2.What do you call articles “an , a, and the”?
3.Can you tell the uses of them?
* Note
Indefinite articles : a, an
- a ,an + N(singular)
- an đi với danh từ bắt đầu bằng nguyên âm
- a đi với danh từ bắt đầu bằng phụ âm
Definite article : the
- Dùng với cấp so sánh hơn nhất : the tallest
- Đicùng số thứ tự the first , the second,….
- Chỉ những số duy nhất : The moon , the Atlantic…
*Practice
EX 2: Filling in each gap with a suitable article
Ask ss to work in pair
Check and give correct answers
1. φ
2. φ / φ/ φ/ 3. φ/the/the 4.the / φ
5. the / φ 6. the / φ
7. the /φ 8. an /the/the
9. φ / the
10. a/a
*Production
- T. gives ss a handout
Multipple choice
1.At ….home, I often help my mother … the housework

Whole class


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


Time

Teacher’s activities

3’

- Ask Ss questions.

A. Warm- up: Chatting:

10’

- Ask Ss to read the
statements carefully
before listening.

B. Listening:
Answers:
1. B
2. C
3. A
4. B
5. C

10’

10’

- Recall the
grammar of articles.
- Guide Ss how to do.
- Give them some
new words.
- Do the first as an
example.
- Ask students to do
the exercise.
- Call Ss to do on
the board.
- Go around the
class to control the
set’s activities.
- Give the keys.

Content



Students’ activities
- Answer the teacher’s
questions.
- Read the statements
carefully before listening.
- Listen to the passage
about predictions about
the second half of the
twenty- first century
and choose the best
answers to complete
the sentences.
- Some Ss answer in
front of the class

- Look at the textbook
and listen to the
teacher then read the
passage and choose the
statements are True or
False.
- Work in groups to
discuss about the
passage.
- Finish the task
- compare their results
with the other groups,
and correct.
- Listen to the teacher.

- I am working
- He (She / It) is
working
- You (We / They)
are working

Perfect
- I (You / We /
They) have
worked
- He (She / It) has
worked

Perfect continuous
- I (You / We /
They) have been
working
- He ( She / It) has
been working
- I (You / He / She /
It / We / They) had
been working

- I (He / She / It)
- I (You / He /
was working
She / It / We /
- You (We / They) They) had worked
were working
Future

2/ We (watch) __________ a good programme on TV last night.
3/ He (read) __________ that novel many times before.
4/ He (read) __________ that novel again during my last vacation.
5/ I (have) __________ a little trouble with my car last week.
6/ However, I (have) __________ no trouble with my car since then.
7/ I (not see) ___ John for a long time. I (see) __________ him 3 weeks ago.
8/ The school bell (ring) __________. We must go now.
9/ I (meet) _____ Mary last night. She (become) __________ a very big girl.
10/ He is very thirsty. He (not drink) __________ since this morning.


Review lesson 2
I. Aims
By the end of the lesson sts will be able to:
- revise main suffixes/prefixes in English
- distinguish the differences each other.
II. Teaching aids
- Textbooks, handouts
III. Procedures
WORD FORMATION
Noun + suffix
-ful
-less
-ly
-like
-y
-ish
-al
-ous
-ic

NOUN + LY = ADJECTIVE

NOUN + ful = ADJECTIVE
use ⇒ useful:
delight ⇒ delightful:
success ⇒ successful:
hope ⇒ hopeful:
care ⇒ careful:
help ⇒ helpful:
harm ⇒ harmful:
peace ⇒ peaceful:
waste ⇒ wasteful:
NOUN + OUS =
ADJECTIVE
adventure⇒ adventurous: poison
⇒ poisonous:
fame⇒ famous:
danger ⇒ dangerous:
adventure ⇒ adventurous:
miracle⇒miraculous:
NOUN + LIKE =

NOUN + ADJECTIVE
agriculture ⇒ agricultural:
nature ⇒ natural:
culture⇒ cultural:
continent⇒ continetal:
region⇒ regional:
occupation ⇒ occupational:
music ⇒ musical:

week ⇒ weekly:
month ⇒ monthlyyear ⇒
yearly:
hour ⇒ hourly:
VERB + ABLE =
VERB +ED = ADJECTIVE
ADJECTIVE
reason ⇒ reasonable:
disappoint ⇒ disappointed:
comfort ⇒ comfortable:
satisfy ⇒ satisfied:
enjoy⇒ enjoyable:
surprise ⇒ surprised:
divide ⇒ divisible: value ⇒ bore ⇒ bored:
valuable:
[1] : Give the correct form of the words in brackets:
1/ This country has a ________________________ climate. (continent)
2/ The __________ University of Ho Chi Minh City has a very large language centre.
(Nation)
3/ I think the prices here are ______________ (reason)
4/ I don’t think the food is very good, but it is _______________ (tolerate)
5/ This company offered a lot of ________________ jobs. (attract)
6/ I think it’s very ____ of him to expect us to work overtime every night this week.
(reason)
7/ Most of the food in supermarkets is very _______________ (attract)
8/ The Island has very few ___________________ resources. (nature)
9/ Burning garbage will give off __________________ odour. (pleasant)
10/ Oxygen is an ___________________ gas. (odour)
[B] : CÁCH THÀNH LẬP DANH TỪ
Formula

[C]: CÁCH THÀNH LẬP TIỀN TỐ
Formula
DIS + verb
Mis + verb
Out + verb
Over + verb
Re + verb
Under + verb
Adj + EN
EN + Adj / Noun
Noun / Adj + ISE / IZE

Verbs
Dislike, disagree,discharge, disinvest, dislocate…
Misunderstand, misread, mislead…
Outrun, outnumber, outweigh, outlive…
Overact, overpay, overheat, overturn, overchange…
Rewrite, reread, retell, recall…
Undercharge, underdevelop, underdo, underline, undersign…
Weaken, sharpen, tighten, loosen, shorten, foften…
enrich, enable, enlarge, encourage, endanger…
Sympathise, economise, socialize, memorize, industrialize…

[2]:Fill in the blanks with correct form of the word provided.
1. Film makers always try to show viewers the different life styles and interesting
________ aspects of many countries in the world. (culture)
2. Women nowadays have more _______ to participate in social activities. (free)
3. “Hoang Le Nhat Thong Chi” is a ________ novel. (history).
4. He has a ________ for English novels. (prefer)
5. SAI GON GIAI PHONG is published seven days a week. It is a _____ newspaper.

Formula: Because of +N / Ving.
Exercise 2: Rewrite the following sentences, using ( because of ) instead of (because).
We couldn’t go camping yesterday because the weather was not fine.
Because he was poor, he could not go to college.
He didn’t understand the lesson because he was absent from class yesterday.
We learn English because it is important.
Keys:
We couldn’t go camping because of bad weather.
He could not go to college because of his poverty ( being poor )
He didn’t understand the lesson because of his absence.
We learn English because of its importance.


Although, though, even though : mặc dự
Eg: Although he works hard, he didn’t have much money.
Or: He doesn’t get good marks although he learns very hard.
Formula: Although + S + V + ob
In spite of ( despite )
Eg: Inspite of working hard, he doesn’t earn much money.
Formula: In spite of/ Despite + N / Ving
Exercise 3: Finish each of the following sentences in such a way that it means as the
same as the sentence printed before it.
Although he took a taxi, Bill still arrived late for the concert.
 Inspite .........................................................................................................................
In spite of his suffering from a bad cold, William still went to school.
 Although ....................................................................................................................
In spite of his age, Mr Benson runs four miles before breakfast.
.....................................................................................................................................
Although he didn’t speak Dutch, Bob decided to settle in Amsterdam
 In spite …………………………………………………………………………….

The verb be usually takes the form were for all persons in these sentences.
If I were you I would tell her the truth.
3. Hypothetical past situations: past perfect + would have past participle.
Eg: These refer to past events
If I had known your address, I would have written to you.
Note: with modals.
a/ if you get wet, you should change your clothes at once.
- if you come early, we can discuss the problem togther.
b/ if I had the money, I could help you.
c/ if you hadn’t reminded me, I might have forgotten.
4. if only:
This adds emphasis to hypothetical situations. With past events it adds a sense of regret.
The second past of the sentence is often left out.
If only I had enough time.
If only I hadn’t driven so carelessly.
5. Unless = if ... not...
6. Past events with results in the present: past perfect + would.
Eg: If Jim hadn’t stayed up late, he wouldn’t feel sleepy now.
b) Practice.
- T. gives out the handouts for sts to practice and complete individually and then they
compare with their partners
Exercise 1: Put each verb in brackets into a right tense
Eg: If I (be)......you, I ( not do) ...........like that:  were / wouldn’t do
Exercise 2: Rewrite each sentence so that it contains the word in capitals.
Eg: We won’t go away if the weather is bad:
UNLESS.
 Unless the weather is bad, we will go away.
Exercise 3: Multiple choice.
- T. asks sts to retell their answers, T. calls on some sts to comment on the answers.
- T. checks and corrects with the whole class, gives feedback.