Period 77 REVIEW 3

Lesson 1: Language

I. OBJECTIVES:
By the end of the lesson, students will be able to :
- Revise words related to artificial intelligence, the world of mass media, and wildlfe conservation;
- Revise stress in two-syllable words and three-syllable words; linking /r/ between two vowels;
- Revise active and passive causatives; adverbial clauses of manner and result and adverbial clauses of
condition and comparison.
* Attitude: By the end of the lesson, students will be able to develop self-study skills.
- Raise students’ awareness of wildlife conservation;
- Have better understanding about benifits of artificial intelligence in the mass media.
II. LANGUAGE KNOWLEDGE:
Review the language they have learnt in Unit 6,7 and 8..
III. INSTRUCTIONAL RESOURCES:
- Grade 12 textbook, Review 1
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- hoclieu.vn
III. PROCEDURES:
Teacher’s and Students’ activities Contents
WARMING-UP: (5 minutes)

Aims:
- To create a friendly and lively atmosphere in the
classroom
- To enhance students’ skills of cooperating with Suggested words:
teammates 1. Enclosure
HIDDEN WORDS 2. Mammal
- Teacher prepares some words written on pieces of paper 3. Primate
and puts them in the box. 4. Loss
- Teacher divides the class into two teams. 5. Extinct
- Teacher asks students to pick one paper from a box. 6. Captivity
- Then the student has to use body language or speech to 7. Conserve
express the meaning of the word (without mentioning the 8. Survive
word). The rest of the class guess what that word is. 9. Biodiversity
- Ss work in groups. 10. clearance
- Some students go to the board.
- The rest guess what the word is.
- The team with more words becomes the winner.
PRONUNCIATION (15 minutes)
Aims:
- To check if Ss can identify different sounds and word
stress.
- To help Ss review homophones;
- To check whether Ss can identify the parts where the
linking /r/ can appear and assimilation can occur.

Task 1: Mark the letter A, B, C, or D to indicate the Answer key:

word whose underlined part differs from the other 1. B
three in pronunciation. (3 mins) 2. D
- T has Ss pronounce all words, pay attention to the
underlined sounds.
- Ss read the words.
- If there is any word whose pronunciation Ss are not sure
about, T tells them to skip it and focus on the others. If
any two words share the same underlined sounds, they
cannot be the correct answers. If not, one of them is the
correct answer.
- Ss choose the answer.
- T has Ss compare their answers in pairs.
- Ss compare their answers in pairs.
- T checks the answers with the class.
- T has Ss work in pairs to practise saying these words.

Task 2: Mark the letter A, B, C, or D to indicate the Answer key:

word which differs from the other three in the 1. A
position of the main stress. (3 mins) 2. C
- T has Ss pronounce all words, pay attention to the word
stress.
- Ss pronounce all words.
- If there is any word whose stress Ss are not sure about,
T tells Ss to skip it and focus on the others. If any two
words share the same stress, they cannot be the correct
answers. If not, one of them is the correct answer.
- Ss choose the answer.
- T has Ss compare their answers in pairs.
- Ss compare their answers in pairs.
- T checks the answers with the class.
Task 3: Listen and complete the sentences with the Answer key:
correct words. Then practice saying them in pairs. (3 1. We often see some sea turtles on the beach.
mins) 2. This is not the right way to write an email.
- T asks Ss to read the sentences 1-2, tells them that two
words to fill in the gaps are homophones and review the
knowledge about homophones on the board or go to
Language sections in Unit 6.
- Ss fill in the missing words.
- T tells Ss to listen and complete the sentences with the
correct words.
- Ss listen to the recording.
- T has Ss compare their answers in pairs and explain
why they are homophones.
- Ss compare the answers.
- T plays the recording for Ss to listen, pausing after each
sentence for Ss to check their answers.
- T has Ss work in pairs to practise saying these
sentences.

Task 4: Mark the places where the linking /r/ can Answer key:
appear. Listen and check. Then practise saying the 1. A number of nature reserves have been
sentences in pairs. (3 mins) created to protect rare animals.
- T asks Ss to read the sentences 1-2 and try to mark the 2. There is a new national park that I want to
sounds between which the linking /r/ can appear by visit, but it is too far away from my city.
themselves. Review the knowledge about linking /r/ on
the board or go to Language sections in Unit 7.
- Ss read the sentences and mark the sounds.
- T tells Ss to listen and check their answers.
- Ss listen to the recording and check.
- T plays the recording for Ss to listen, pausing after each
sentence to check the answers with the class.
- T has Ss work in pairs to practise saying these
sentences.
- Ss work in pairs and practice saying these sentences.

Task 5: Read the sentences and underline the parts Answer key:
where assimilation can occur. Focus on the 1. My brother was in Paris to see an
highlighted parts. Listen and check. Then practise exhibition on modern media.
saying the sentences in pairs. (3 mins) 2. They wrote many reports on how to
- T asks Ss to read the sentences and pay attention to the protect pandas in China.
highlighted words.
- Ss read the sentences.
- T tells Ss to listen and identify the parts where
assimilation can occur.
- Ss listen and identify the parts where assimilation
occurs.
- T plays the recording for Ss to listen, pausing after each
sentence to check the answers with the class.
- T tells Ss to explain how assimilation can occur in these
parts.
- T has Ss work in pairs to practise saying these
sentences.
- Ss practice saying the sentences.
VOCABULARY (15 mins)
Aims:
- To help Ss review topic-related words and phrases from
Units 6-8, and provide further vocabulary practice.

Task 1: What are the missing letters? Complete the Answer key:
sentences using the pictures. (3 mins) 1. chatbot
- T asks Ss to read the sentences 1-4 and try to 2. viewers
understand the general meaning of each sentence. 3. extinct
- Ss read the sentences.
- T tells Ss to predict the words and/or phrases using the
photos and beginning letters provided. 4. Facial recognition
- Ss predict the words.
- T asks Ss to compare their answers in pairs.
- Ss compare their answers in pairs.
- T confirms the correct answers.

Task 2: Mark the letter A, B, C, or D to indicate the

word CLOSEST in meaning to the underlined word.
(4 mins) Answer key:
1. B
2. D
- T asks Ss to read and try to understand the meaning of
each sentence.
- T tells Ss to replace the underlined word with each of
the words from four options.
- Ss work independently to do the activity.
- If they are not sure about the meaning of any word, skip
it and focus on the others. The words that change the
meaning of the sentence cannot be the correct answers.
- T asks Ss to share their answers with the class.
- Ss compare the answers in pairs.
- T confirms the correct answers. Answer key:
Task 3: Mark the letter A, B, C, or D to indicate the 1. A
word OPPOSITE in meaning to the underlined word. 2. C
(4 mins)
- T asks Ss to read and try to understand the meaning of
each sentence.
- T tells Ss to replace the underlined word with each of
the words from four options. If they are not sure about
the meaning of any word, skip it and focus on the others.
The word that makes the meaning of the sentence
opposite can be the correct answer.
- Ss work independently to do the activity.
- T asks Ss to share their answers with the class.
- Ss compare the answers in pairs.
- T confirm the correct answers.
Answer key:
Task 4: Mark the letter A, B, C, or D to indicate the 1. A
correct answer. (4 mins) 2. C
- T asks Ss to do the activity individually and tell Ss to 3. A
read and try to understand the meaning of each sentence. 4. B
- T has Ss look through four options and tell them to put 5. D
each word from four options into the gap. 6. B
- T tells them to choose the word that makes the sentence 7. D
meaningful. 8. B
- Ss work individually to choose the correct answer.
- T asks individual Ss to share their answers with the
class.
- Ss share and check the answers.
- T confirms the correct answers.
- T checks Ss’ exercises individually and gives feedback.
GRAMMAR (10 mins)
Aims:
- To help Ss revise the uses of active and passive
causatives, and adverbial clauses of manner and
condition;
- To help Ss revise the uses of adverbial clauses of
manner, result, condition and comparison;
- To help Ss revise the uses of active and passive
causatives, adverbial clauses of manner, result, condition
and comparison.

Task 1: Mark the letter A, B, C, or D to indicate the Answer key:

correct answer. (3 mins) 1. A
2. A
3. B
4. D
- T asks Ss to read each sentence first and check the
meaning.
- T tells Ss to identify the grammar point needed for the
gap by studying four options.
- T tells Ss to eliminate the options that can be
grammatically incorrect.
- In weaker classes, categorize these sentences into
groups corresponding to the grammar points Ss learnt in
Units 6-8 and quickly review the uses of the grammar
points on the board or go back to Language sections in
these Units. Answer key:
- Ss work individually to finish the task. 1. D
2. B
3. A
4. C
- Then T has them compare answers in pairs, before
confirming answers as a class.
- Ss compare their answers in pairs and with the whole
class.

Task 2: Mark the letter A, B, C, or D to indicate the

sentence that best combines each pair of sentences. (3
mins)

- T has Ss work in pairs. Tell them to read the sentences

carefully and study the relationship between these Answer key:
sentences (e.g. 1. manner, 2. result, 3. condition, 4. 1. A –> so
result). 2. C –> as
- T tells Ss to read four options and choose the option 3. C –> if
that: 4. C –> updated
+ best represents the relationship between two sentences.
+ is grammatically incorrect.
+ does not change the meaning of the original sentences.
- T has Ss compare their answers in pairs.

- T confirms the correct answers with the whole class.

- Ss work individually to finish the task.

- Ss compare their answers in pairs and with the whole

class.

Task 3: Mark the letter A, B, C, or D to indicate the

underlined part that needs correction in each of the
following sentences. (4 mins) – T tells Ss to read the
whole sentence and focus on the underlined words/
phrases.
- T checks whether these underlined words/ phrases are
grammatically correct or not by studying both the
underlined parts, the phrases and the sentences that
contain these parts.
- If you're not sure about a choice, skip it and focus on
others to see if you can find the mistake in these choices
or not.
- Ss work individually to finish the task.
- Then T has Ss compare answers and correct the
mistakes in pairs, before confirming answers as a class.
- Ss compare their answers in pairs and with the whole
class.
- T observes Ss’ performance.
- T gives feedback and Ss give feedback.
Wrapping-up and homework: (3 mins)
Aims:
- To help students memorise the target language and
skills that they have learned
- To inform students what the final product of the project
should be and how students can prepare for it.
a. Wrap-up
- T asks students to talk about what they have learnt in
the lesson.
b. Homework
- Ss do exercises in the workbook.
- Ss prepare for the next lesson.

Period 78 REVIEW 3
Lesson 2: Skills (Listening & Speaking)

I. OBJECTIVES:
By the end of the lesson, students will be able to :
- Revise words related to artificial intelligence, the world of mass media, and wildlfe conservation;
- Revise stress in two-syllable words and three-syllable words; linking /r/ between two vowels;
- Revise active and passive causatives; adverbial clauses of manner and result and adverbial clauses of
condition and comparison.
* Attitude: By the end of the lesson, students will be able to develop self-study skills.
- Raise students’ awareness of wildlife conservation;
- Have better understanding about benifits of artificial intelligence in the mass media.
II. LANGUAGE KNOWLEDGE:
Review and improve such competencies as: communication, cooperation, problem solving, presentation
and creativity they have learnt in Unit 6,7 and 8..
III. INSTRUCTIONAL RESOURCES:
- Grade 12 textbook, Review 1
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- hoclieu.vn
III. PROCEDURES:
Teacher’s and Students’ activities Board display
WARMING-UP: (5 minutes) VIDEO WATCHING
Aims: Link: https://www.youtube.com/watch?
v=bgiPTUy2RqI

- To create a friendly and lively atmosphere in the

classroom;
- To enhance students’ skills of cooperating with
teammates.
- T plays the video and has Ss take notes of what
they’ve seen from the video.
- Ss watch the video and take notes.
- T asks Ss to work in groups and tell the whole class
some information about blue whales.
- Ss work in groups, discuss and tell the whole class
the information from the video.
- T asks Ss if they can provide any further
information about blue whales.
- T leads in the lesson.
LISTENING (17 mins)
Aims:
- To help Ss practise listening for the main idea.
- To help Ss practise listening for specific
information.
Answer key:
Task 1: Listen and choose the factors that have A, B, D, E
affected the blue whale population. There is one
extra option. (9 mins)
- T tells Ss that they are going to hear a talk about the
blue whale population. Ask Ss to read through five
factors that have affected the blue whale population
and predict what can be the major reasons.
- Ss read through five factors and predict.
- Ss listen and choose the factors that have affected
the blue whales.
- T calls on some Ss to share their predictions.
- T reminds Ss to choose four of the factors that have
affected the blue whale population while they are
listening.
- T plays the recording for Ss to listen and check.
- Ss check the answers in pairs.
- T confirms the correct answers and asks Ss to give
the clues that help them work out the answer.
Answer key:
Task 2: Listen again and choose the correct 1. A
answer A, B, or C. (8 mins) 2. C
- T asks Ss to look at the questions and underline the 3. B
key words. Then tell them to look through the options 4. C
following each question and try to identify the
differences between them.
- Ss look at the questions and underline the key
words.
- T plays the recording again and have Ss listen and
choose the correct answers.
- In weaker classes, play the recording again, pausing
after the clues. In stronger classes, ask Ss to provide
the clues for their answers.
- Ss listen and choose the best answer.
- T has Ss work in pairs to compare their answers.
- Ss check the answers in pairs and with the whole
class.
- T checks the answers as a class.
SPEAKING (20 mins)
Aims:
- To help Ss develop the ideas for the speaking task.
- To give Ss an opportunity to take part in a group
discussion, then report their discussion to the whole
class.
Task 1: Work in pairs. Match the threats facing Answer key:
blue whales with the solutions. (10 mins) 1. b
- T has Ss read through the threats and solutions. 2. a
Draw the table on the board if necessary. 3. d
- T asks them to work in pairs to match the threats 4. c
facing blue whales with the appropriate solutions.
- Ss work in pairs and match the threats with the
solutions.
- T walks around the class to offer help if necessary.
- Ss check the answer with the whole class.
- T invites some pairs to share the answers.
- T confirms the answers as a class.

Task 2: Work in groups. Discuss each solution

above and think about what each individual can
do to help save the blue whales. Then report to the Suggested answer:
class. (10 mins) Discussion:
A: As we have learnt, the blue whale population is
decreasing rapidly for several reasons. Today, we
- T asks Ss to look at the solutions from activity 1 in need to discuss what each individual should do to
Speaking again. Then tell them to think about what protect the blue whales.
each individual can do to help save blue whales. B: Well, I think people should stop buying and
- T has Ss work in groups and discuss what each eating whale meat. If there is no demand for
individual can do to help save blue whales. whale meat, then the whales will not be hunted.
- Ss work in groups to discuss each solution above C: I totally agree with you. We should also raise
and think about what each individual can do to help people’s awareness about plastic pollution that
save the blue whales. can cause the death of blue whales.
- T walks around the class to offer help if necessary. A: Yes, unfortunately, there’re still people who
- T invites some groups to present a summary of their aren’t concerned about the plastic pollution in our
group discussion to the class. oceans. We should all reduce our plastic use
- Ss present to the class. because plastic pollution is the greatest threat to
- T gives feedback. ocean life.
Summary:
Our group focused on two main threats: hunting
blue whales and plastic pollution. We all agree
 that people should stop buying and eating whale
meat. If there is no demand for whale meat, then
they won’t be hunted for commercial purposes.
We also think that there are still people who
aren’t concerned about plastic pollution. We
suggest that there should be more awareness
raising activities. Each individual should reduce
their plastic use. This in turn will help reduce the
amount

of plastics that is released or dumped in oceans.

Wrapping-up and homework: (3 mins)
Aims:
- To help students memorise the target language and
skills that they have learned
- To inform students what the final product of the
project should be and how students can prepare for
it.
a. Wrap-up
- T asks students to talk about what they have learnt
in the lesson.
b. Homework
- Ss do exercises in the workbook.
- Ss prepare for the next lesson.
 REVIEW 3
Lesson 3: Skills (Reading & Writing)
I. OBJECTIVES:
By the end of the lesson, students will be able to :
- Revise words related to artificial intelligence, the world of mass media, and wildlfe conservation;
- Revise stress in two-syllable words and three-syllable words; linking /r/ between two vowels;
- Revise active and passive causatives; adverbial clauses of manner and result and adverbial clauses of
condition and comparison.
* Attitude: By the end of the lesson, students will be able to develop self-study skills.
- Raise students’ awareness of wildlife conservation;
- Have better understanding about benifits of artificial intelligence in the mass media.
II. LANGUAGE KNOWLEDGE:
Review and improve such competencies as: communication, cooperation, problem solving, presentation
and creativity they have learnt in Unit 6,7 and 8..
III. INSTRUCTIONAL RESOURCES:
- Grade 12 textbook, Review 1
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- hoclieu.vn
III. PROCEDURES:
Teacher’s and Students’ activities Contents
WARMING-UP: (5 mins) VIDEO WATCHING
QUIZZES Link:
Aims: https://www.youtube.com/watch?v=DNJhyEahKjg

- To create a friendly and lively atmosphere in the

classroom.
- To enhance students’ skills of cooperating with
teammates.
Video watching
- Tplays the recording and has Ss take notes of what
they’ve seen from the video.
- Ss watch the video and take notes.
- T asks Ss to work in groups and tell the whole
class about AI’s pros and cons.
- Ss work in groups, discuss and tell the whole class
about AI’s pros and cons.
- T asks Ss if they can provide any further
information about AI or advanced technology.
- T leads in the lesson.
READING (17 mins)
Aims:
- To help Ss practise reading for the main idea.
- To help Ss practise reading for the specific
information.

Task 1: Read the article below. Match each Answer key:

section (A–C) with the heading (1–5). There are A - 5
TWO extra headings. (10 mins) B-2
C-4
- T has Ss read five headings provided in the box
first and check their understanding.
- Ss read the text individually first.
- Then T asks Ss to read the whole text once. For
each paragraph, tell Ss to read the first and the last
sentences of the paragraph, which can possibly help
them get the main idea. After that, Ss look through
the headings again and match the paragraph with the
heading containing most relevant/ suitable
information.
- T puts Ss into pairs to do the activity.
- Ss work in pairs to find the suitable heading for
each paragraph.

- Ss compare their answers with their partners and

with the whole class.
- T checks answers as a class and explains why
options A and C are wrong, e.g. No paragraph
Suggested answer
mentioned the changes in users’ appearance, and
1-B; 2-C; 3-A; 4-D
paragraph 1 only mentioned that “AI can
automatically change data into various forms”, but
it did not tell readers about writing a newspaper
automatically.

Task 2: Read the article again. Choose the

correct answer A, B, C, or D. (7 mins)

- T has Ss read through the questions and the

options and makes sure Ss understand the questions.
- Ss read through the questions individually.
- T asks Ss to underline the key words in each
question.
- Then T has Ss read the text. For each question, tell
Ss to locate the key words as well as the paraphrases
of these key words in the text and decide the best
option for each question.
- Ss work in pairs to finish the task.
- T has Ss work in pairs to compare their answers.
- Ss compare their answers.

- T checks the answers as a class and ask Ss to

explain their choice.
WRITING (20 mins)
Aims:
- To help Ss practise writing an essay about the
benefits and possible problems of using AI in
creating content on the mass media.

Write an essay (180–200 words) about the Suggested answers:

benefits of using ai in creating content for the For and against AI in mass media
mass media and the problems caused by it. Select The mass media has undergone many changes
and combine information from Reading and the over the last century. It has also been affected by
suggested ideas below. (20 mins) the rise of artificial intelligence. Although AI has
brought some benefits, there are some risks and
challenges associated with using AI in creating
- T has Ss read through the problems of using AI in content for the mass media.
creating contents on the mass media and reasons. One obvious benefit is that AI can help spot false
- Ss read through the problems of using AI in stories. Moreover, the advanced technology is
creating contents on the mass media and reasons. able to sort information from different sources and
- T asks Ss to make a list of the benefits and automatically change it into various forms such as
possible problems of using AI in creating content on online graphic organisers or videos. In addition,
the mass media. Tell Ss to select and combine the AI has the ability to collect and analyse
information from the text in Reading and from the information about the habits of TV viewers. This
table in Writing. has helped content creators identify popular trends
- T has Ss work in pairs. Ask them to discuss the and produce programmes more likely to be
organization of the text. watched by many people.
- Ss discuss the organization of the text in pairs. However, AI also presents some dangers. It is
- T gives Ss enough time to write an essay about the believed that AI can reduce people’s creativity in
benefits and possible problems of using AI in content writing. With the help of the software,
creating content on the mass media. Set a time limit most content can be automatically generated, so it
depending on the Ss’ ability level. will not be necessary for people to think of
- Ss write the essay and cross-check with their imaginative ideas. This can also result in loss of
partner. jobs in
- T walks around the class and offer help if the mass media where writers, editors, and
necessary. journalists are at risk of being replaced by smart
- If time allows, T asks Ss to swap their essays with robot workers in the future.
a partner for peer review and encourages them to
make revisions based on peer feedback and then In conclusion, although artificial intelligence has
proofread it carefully for any mechanical mistakes become a powerful tool for creating content for the
such as spelling, punctuation, and capitalisation. mass media, it can also create problems that need
- T collects Ss’ essays to mark and provide written to be carefully considered and resolved.
feedback in the next lesson.

- In weaker classes, T provides Ss with the outline

below.
Wrapping-up and homework: (3 mins)
Aims:
- To help students memorise the target language and
skills that they have learned
- To inform students what the final product of the
project should be and how students can prepare for
it.
a. Wrap-up
- T asks students to talk about what they have learnt
in the lesson.
b. Homework
- Ss do exercises in the workbook.
- Ss prepare for Unit 9