Date of preparation: January 28th Date of signing: January 30th

Distributive period: 62 Date of teaching:

Unit 7 artificial intelligence
Lesson 1 Getting started
A. Objectives:
1. Language focus
To help Ss to know the overall topic of Unit 7: “Artificial intelligence”, some vocabulary related to
Artificial intelligent
- To check students’ comprehension thorough questions and answers
- To help learners get started with some language items in Unit 7
2. Skills
- To help learners get started with 4 skills in Unit 7.
- Reading: Reading for general ideas and specific information in an article about forms of mass media.
- Speaking: Talking about social networking.
- Listening: Listening for specific information in a conversation about social media: Language-learning
apps.
- Writing: Describing a pie chart showing the use of online resources.
3. Attitudes
- To help Ss get started for Unit 7 with the topic " Artificial intelligence"
- To provide Ss some motivation
B. Preparations:
- Teacher: Handouts, textbook, lesson plan, pieces of papers and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stag Activities Interactio
es ns
- T asks students to read the heading A.I., look at the picture, and
1. Warm
brainstorm what they know about the abbreviation. Write Ss’ ideas
up T <--> Ss
5 on the board and circle any words or phrases related to the topic or
minutes content of the conversation.
2. New Activity 1: Nam and Mai are talking about a film.
lesson Listen and read T <--> Ss
17 - T. plays the recording, asks Ss to listen and read silently.
minutes - Ss listen and read silently.
- T. tells Ss that they are going to listen to a conversation between
Nam and Mai talking about a film. Whole class
Activity 2: Answer the following questions
- T. asks Ss to read the questions, and underline any key words
before they scan the conversation for the answers.
- Ss read the questions, underline any key words and scan the Individually
conversation for the answers.
Keys:
1. The coastal cities are flooded due to the melting of polar ice
caps.
2. Because she had the only son whose life is threatened by a very
dangerous disease.
3. Because he wanted her to help him become a real boy. T <--> Ss
4. It was dangerous and incredible.
1
 5. They become extinct.
6. She thinks it’s interesting and she will watch it soon.
7. Students’ answers.
Activity 3: Find a word or phrase in the dialogue
10 that means the following.
minutes - T asks Ss to read the phrases (1-7) for comprehension, then refer
back to the conversation for the words or phrases having similar
meanings. Individually
- T tells Ss to work individually before comparing their answers in or
pairs. Pair work
- T checks answers as a class.
Key:1.science fiction 2. Threatening 3. destroyed 4. in vain
Activity 4: Discuss the underlined grammar points T <--> Ss
- This activity checks Ss’ knowledge of the causatives: active and
10 passive.
minutes - T Has Ss work in pairs, asks them to read the two sentences
carefully and discuss their structures, has Ss analyse the Individually
underlined structures and focus on the verb forms.
Key:… they are going to get the robotic boy destroyed  causative
passive
… she has someone take him to a faraway forest and leave him T <--> Ss
there  causative active
10
minutes
3. - Ask Ss: What have you learnt today? What can you do now?
Consolidatio - Summarize the main points of the lesson. T <--> Ss
n
2 minutes
4. - Ask Ss to learn by heart the words or phrases related to the topic
Homework - Prepare for the next lesson. T <--> Ss
1 minute
E. Experience:
…………………………………………………………………………………………………………….
Date of preparation: February 4th Date of signing: February 6th
Distributive period: 63 Date of teaching:
Unit 7 artificial intelligence
Lesson 2 Language
A. Aims and Objectives:
1. Language focus
- To provide learners some language items in Unit 7
- For vocabulary, that is words and phrases related to Artificial intelligence
- For pronunciation, that is the sentence stress in connected speech
- For grammar, that is the active and passive causatives.
2. Skills
- To promote Ss to develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.
2
 - Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stage Activities Interactio
s ns
1.
Homework - One student is called to the board and do as required. T <--> Ss
3 minutes
2. New A. Vocabulary:
lesson Activity 1: Match the words and phrases with their Individually
meanings.
5 minutes - Ss work individually, read each word or phrase and match it with
the definitions.
- T checks answers as a class. T <--> Ss
If necessary, ask a few Ss to say the equivalent meaning of these
7 minutes words and phrase in Vietnamese.
Key: 1.e 2.c 3.g 4.b 5.f 6.a 7.d
Activity 2: Complete the sentences with the correct
forms of the words in 1. Individually
1. - Sts do as required, bearing in mind a verb or a noun must be used
its suitable form (e,g. verb tense, singular or plural form of nouns).
- T asks Ss to complete the sentences individually. Alternatively, in
a weaker class, T has Ss work on the sentences in pairs.
- Sts find the suitable words to fill in the gaps. T <--> Ss
- T checks answers as a class.
Key: 1. emotion 2. capable
12 minutes 3. resurrected 4. activate 5. incredible
2. Pronunciation:
Sentence stress
Individually/
Activity 1. Listen and repeat, paying attention to
the stressed words
- T asks Ss to listen and repeat, paying attention to the stressed words. or
After that, has them identify the word class of the stressed words. This
will help them to understand that only the words mentioned in the Do you Pair work
know…? box are stressed.
- T plays the recording for Ss to listen and repeat all the sentences
chorally.
- Ss recognise and practise the sentence stress.
15 minutes - Ss repeat chorally and individually.
2. Grammar: The active and passive causatives T <--> Ss
Activity 1: Rewrite the sentences, using have +
object + bare infinitive.
- T asks Ss to study the Do you know…? box and check their
understanding.
- T tells Ss what they are going to change the sentences (1-6) into
Pair work
causative structures.
- T has Ss read and analyse the structure of the example; gives feedback
and explain that in the causative example the action is in the past and
Monica (the subject) arranged for someone (the object – Jimmy) to do the
action. T <--> Ss
- T asks Ss to work individually, and then has them compare their answers
in pairs.
- T checks answers as a class.
3
 Key:
1. The A. I. expert had his assistant activate the newly made robot.
2. The computer corporation had their workers eliminate malfunctioning Individually
products.
3. The robot manufacturer had his customers exchange their outdated
robots for the next generation robots.
4. The company had someone clear out all the junk in the store.
5. The manager had the workers move the machine to a new station.
6. The owner of the palace had a construction company remodel his
estate. Ss <--> Ss
Activity 2: Rewrite the sentences in 1, using get +
object + past participle.
- T asks Ss to read the example carefully, paying attention to the structure T <--> Ss
of passive causative with get.
- T allows enough time for Ss to do the activity individually first, and then
has them compare their answers in pairs.
T checks answers as a class.
Key:
1. The A. I. expert got the newly made robot activated.
Individually
2. The computer corporation got mafunctioning products eliminated.
3. The robot manufacturer got the outdated robots exchanged for the next
generation robots.
4. The company got all the junk in the store cleared out.
5. The manager got the machine moved to a new station.
6. The owner of the palace got his estate remodeled. Ss <--> Ss

3. - Ask Ss: What have you learnt today? What can you do now?
Consolidatio - Summarize the main points of the lesson. T <--> Ss
n Expected answers:
2 minutes + I can use: Sentence stress
The active and passive causatives
4. - T asks Ss to do exercises again at home.
Homework - Prepare for the next lesson. T <--> Ss
1 minute - Complete Exercises in workbook.
E. Experience:
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Date of preparation: February 4th Date of signing: February 6th
Distributive period: 64 Date of teaching:
Unit 7 artificial intelligence
Lesson 3 Reading
A. Aims and Objectives:
- To teach Ss to scan a text for specific information in an article in an article about artificial
intelligence application
- 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.
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:

4
Time/Stag Activities Interactio
es ns

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

1. Lead-in an article for general ideas and specific information, and learning
8 additional vocabulary and information related to the artificial T <--> Ss
minutes intelligence application
- Ss work in pairs, look at the vocabulary items in the word bank
and discuss their meanings.
2. New A. I application
lesson Activity 1: Discuss what the pictures below show
and where you might see these things. Pair work
7 minutes - The aim of this activity is to activate Ss’ previous knowledge of
A.I. applications.
- T asks Ss to work in pairs, look at the pictures, discuss what the T <--> Ss
images illustrate, and guess where they might see these things.
- T checks answers as a class.
Key:
a. a voice recognition application which can be seen in
smartphones, tablets and other electronic devices Pair work
b. a device using the GPS (Global Positioning System): a space-
based navigation system that provides location information in all
weather conditions, anywhere on or near the Earth, and can be
seen in advanced means of transport
c. a medical robot which can be seen in technologically advanced
hospitals T <--> Ss
d. an automated bomb disposal robot which is used by the military
Activity 2: Read the following text about some A.I.
12
applications. Circle the answers to the questions.
minutes
- T tells Ss that this activity focuses on comprehension and reading Pair work
for specific information; asks them to make predictions about the
reading text, and then skim the text quickly to check their guesses.
- T asks Ss to read the questions (1-6) and underline the key words
which will help them to identify the information which may lead to
the answers; explains that there may be more than one correct
answer to each question. T <--> Ss
- T has Ss scan the text carefully and find the answers to the
questions.
- T has Ss compare their answers in pairs.
- T checks answers as a class.
Key: 1.B, D 2.C, D 3.B, C 4A 5.A, D 6.D
Activity 3: Form a verb from each noun in the table.
7 minutes Then make a sentence with each verb.
- T asks Ss to work individually to complete the table, has them use
the dictionary, if necessary.
- T has them compare their answers in pairs, checks answers as a Individually/
class. Pair work
- T shows enough time for Ss to make their sentences individually,
has Ss swap their sentences with a partner and read them.
- T asks some Ss to read aloud their sentences
5
 Noun Verb
1 application apply
2 intervention intervene
3 interaction interact
4 navigation navigate
5 prediction predict
6 recognition recognise T <--> Ss
7 recommendation recommend
8 information inform
8 minutes Activity 4: Guess the robot.
- In groups, decide what type of robot you wish to act out. Do not
tell the other group members. The rest of the group takes turns to
ask questions in order to find out what type of robot you are (e.g. an
industrial robot, a medical robot, a military robot, an entertainment
robot, etc.) Group work
- T explains the game to the class and demonstrates how to play it,
checks Ss’ understanding by having a group of five Ss model the
game, writes the questions that the player ask on the board as
example.
- T sets a time limit for Ss to play the game.
The robot can only answer “yes” or “no”. The objective of the game
is to guess the type of robot by asking no more than 10 questions, T <--> Ss
for example: Can you join together car parts? Can you play music?
Can you cook? Can you detect explosive materials? Can you detect
illnesses? Do you work in a factory / hospital / restaurant / in
space?
3.
Consolidatio - Summarize the main points of the lesson T <--> Ss
n
2 minutes
4. - Ask students to learn by heart the new words.
Homework - Prepare for the next lesson. T <--> Ss
1 minute
E. Experience:
...................................................................................................................................................................................
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Date of preparation: February 11th Date of signing: February 13th
Distributive period: 65 Date of teaching:
Unit 7 artificial intelligence
Lesson 4 Speaking
A. Aims and Objectives:
- To teach Ss to talk about the risks of artificial intelligence.
- To teach Ss to practise sharing and giving responses to new information.
- By the end of the lesson, students will be able to:
+ Express their opinion about the risks of artificial intelligence
+ Perform their viewpoints to other people in real life.
B. Preparations:
- Teacher: Handouts, textbook, lesson plan and pieces of papers.
- Students: Textbook
6
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stag Activities Interactio
es ns

1. Warm - T informs the class of the lesson objective: Talking about the
up risks of artificial intelligence based on the related news items. T <--> Ss
4
minutes
2. New Talking about the risks of artificial intelligence
lesson Activity 1: Work in pairs. Discuss the following
questions. Pair work
10 Picture a. Do you know the name of this person?
minutes Picture b. What do you think this image illustrates?
T has Ss look at the pictures and say what they know about these
images, has them brainstorm their ideas in pairs, writes the most
interesting ideas on the board and highlight the ones that answer
the questions
NOTES
- Picture a is Professor (Prof.) Stephen Hawking. One of his books T <--> Ss
A Brief History of Time was an international best seller. In 1963,
Prof. Hawking contracted a life-threatening disease and was given
two years to live, however he went on to become a brilliant
researcher and a ground-breaking (making new discoveries; using
new methods) cosmologist (nhà vũ trụ học), in spite of being
wheelchair-bound and depending on a computerised voice system
for communication. From 1979 to 2009 he held the post of
Lucasian Professor at Cambridge*, the chair previously held by
people such as Isaac Newton and Charles Babbage. Professor
Hawking has over a dozen honorary degrees and was awarded the
CBE* in 1982. He is a fellow of the Royal Society and a member
of the United States’ National Academy of Sciences. Stephen
Hawking is regarded as one of the most brilliant theoretical
6 minutes physicists since Albert Einstein.
Activity 2: Read and complete the following news Pair work
item.
- T asks Ss to read the text and guess the words that can be used to
fill in each gap.
- T has Ss compare their answers in pairs.
- T checks answers as a class.
Key:
1. efforts T <--> Ss
2. threat
3. technology
4. communicate
5. consequences
6. destruction
12
7. evolution Pair work
minutes Activity 3: Complete the conversation using the
information in 2 and practise it.
- T asks Ss to work in pairs to read the news item, complete the
7
 conversation, and then practise it, encourages Ss to add their own
ideas to the conversation.
- T sets a time limit for Ss to do the activity, then invites a few
pairs to role play the conversation.
Key:
1. Who interviewed him
2. the threat of creating thinking machines and the development Ss <--> Ss
of full artificial intelligence
3. it can lead to the destruction of humanity
4. their slow bioloical evolution. Creating intelligence machines
that could match or surpass humans could lead to the
10 destruction of people Pair work
minutes Activity 4: Read the second news item. Make a
similar conversation. Practise it with a partner.
- T asks Ss to read the news item individually first, checks their
comprehension and help with the pronunciation of any names.
- T has Ss complete the conversation with information from the
news item, encourages them to write the completed answers on a
piece of paper.
- T has Ss compare their answers in pairs and agree on the best
ones before they practise the conversation. Ss <--> Ss
- T asks a few pairs to role play the conversation.
Nam: Did you read (1) …?
Mai: No, I didn’t. Who has signed (2) …?
Nam: 1,000 people from (3) … .
Mai: What does the letter call for?
Nam: It calls for (4) … .
Mai: Why have they called for the ban?
Nam: Because (5) … .
Suggested answers:
1. about the open letter singed by many famous people
2. the letter
3. the worlds of technology, space travel, computing and
mathematics
4. a ban on offensive autonomous weapons
they are afraid that autonomous killing machines could easily fall
into the hands of the wrong people, and be used for destroying
countries, and even the world
3. - Summarize what they have learnt by asking Ss some questions:
Consolidatio What have you learnt today? What can you do now? T <--> Ss
n
2 minutes
4.Homewo - Ask students to learn by heart the expressions.
rk - Prepare for the next lesson. T <--> Ss
1 minute
E. Experience:
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8
Date of preparation: February 11th Date of signing: February 13th
Distributive period: 66 Date of signing:
Unit 7 artificial intelligence
Lesson 5 Listening
A. Aims and Objectives:
- To develop Ss’ skill of listening to for specific information in a conversation about Ray
Kurzweil’s predictions about the future of A.I.
- To help Ss understand general ideas and specific details to answer comprehension questions.
- By the end of the lesson, students will be able to:
+ Listen and do the tasks.
+ Develop the listening skills for specific details.
+ Identify specific information through true false task and question answering
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stag Activities Interactio
es ns
- Inform the class of the lesson objectives: listening for specific
1. Lead-in information in a conversation about Ray Kurzweil’s predictions
5 about the future of A.I. T <--> Ss
minutes
2. New The future of A.I.
lesson Task 1: Match each word in column A with its
meaning in column B. Pair work
10 - The aim of this activity is to provide Ss with the key vocabulary
minutes that will help them to understand the conversation they are going
to listen to.
- T asks Ss to work in pairs to match the words and phrases with
their meanings. T <--> Ss
- T checks answers as a class.
Key: 1.c 2.d 3.a 4.f 5.b 6.e
Task 2: Listen to the conversation between Nam
10 and Mai. Decide whether the following statements
minutes are true (T), false (F), or not given (NG) and tick
the correct box.
- This activity focuses on listening for specific information. T tells Group work
Ss that they are going to listen to a conversation between Nam and
Mai. Ss have to decide if the sentences provided are true (T), false
(F), or not given (NG).
- T asks Ss to read the sentences and underline the key words
when they are listening. T <--> Ss
- T plays the recording twice: the first time all the way through,
and the second time pausing at appropriate places for Ss to tick the
correct boxes.
- T has Ss compare their answers in pairs.
- T checks answers as a class.
Key: 1. NG 2. F 3. F 4. T 5. T 6. T 7. T
Task 3: Listen again. Answer the following
9
 10 questions.
minutes - This activity focuses on listening for specific information and
answering comprehension questions. Individually
- T tells Ss to read through the questions and underline the key
words, asks them to pay attention to these words when they listen.
- T plays the recording without pausing, has Ss answer the
questions individually and then compare their answers in pairs.
- T checks answers as a class.
Suggested answers: T <--> Ss
1. It is about artificial intelligence.
2. He is an author, computer scientist, inventor, and futurist.
3. He’s very talented.
4. They will think quicker than humans.
5. He called them nanrobots.
6. Because she thinks of the tasks of the scientists: careful
developing A. I. programs while also detecting any
malfunctions and preventing cyber-attacks.
Task 4: Work in groups to get more information
7 minutes about Ray Kurzweil’s ideas and report to the class.
This activity is a follow-up activity which enables Ss to do some
research on Ray Kurzweil. If there is not enough time, assign the
activity as homework and have Ss report their research findings in
the next lesson.
Resource for ref. https://en.wikipedia.org/wiki/Ray_Kurzweil
3. - Ask Ss to consolidate the main contents.
Consolidatio - Ask Ss: What have you learnt today? T <--> Ss
n What can you do now?
2 minutes
4.
Homework - Prepare for the next lesson. T <--> Ss
1 minute
E. Experience:
...................................................................................................................................................................................
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Date of preparation: February 11th Date of signing: February 13th

Distributive period: 67 Date of signing:
Unit 7 artificial intelligence
Lesson 6 Writing
A. Aims and Objectives:
- To develop Ss’ skill of writing an essay about the advantages and disadvantages of intelligent
machines. resources.
- To provide Ss with the language and sentence structures used to describe trends.

10
 - By the end of the lesson, students will be able to:
+ Writing an essay about the advantages and disadvantages of intelligent machines.
resources.
+ Develop the writing skills in general. Build up vocabulary supported for writing.
B. Preparations:
- Teacher: Handouts, textbook, lesson plan and pieces of papers.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stag Activities Interactio
es ns
1. Check The lesson objective: Writing an essay about the advantages and
up disadvantages of intelligent machines. resources. T <--> Ss
5
minutes
2. New Advantages and disadvantages of intelligent
lesson machines
Task 1: Put the following phrases about intelligent Pair work
14 robots in the appropriate columns.
minutes - The aim of this activity is to provide Ss with some useful ideas
that they can use to describe the advantages and disadvantages of
intelligent machines.
- T asks Ss to read the sentences carefully and put them in the T <--> Ss
correct columns.
Key:
Advantages: 2, 3, 6
Disadvantages: 1, 4, 5
8 minutes Task 2: Read and combine the sentence halves.
- This activity provides more ideas for the writing task. It also Pair work
helps Ss to form coherent and well-structured sentences. &
- T asks Ss to read and match the sentence halves individually, Individually
then has them compare their answers in pairs.
- T checks answers as a class.
Key: 1.d 2.g 3.e 4.f 5.c 6.a 7.b
Task 3: Write an essay of about 220-260 words to
discuss the advantages and disadvantages of
intelligent robots in industries and medicine. T <--> Ss
- The aim of this activity is to develop Ss’ writing skills
- T asks Ss to study the suggested plan and prompts, and write their
drafts individually.
- T asks them to compare their writing in pairs and obtain peer
15 Individually
feedback. T encourages them to make revisions when reworking and
minutes finalising their drafts.
- T Collects some final drafts and give feedback.
Helpful ideas:
1. Introduction
- robots are widely used in the food industry and medicine
- they have advantages and disadvantages
2. Body T <--> Ss
- advantages: fewer human workers, errors, and defects
11
 - disadvantages: power failure, malfunction, hackers
3. Conclusion
- help humans improve their lives
- a threat to humans or not?
Suggested answer:
A. I. robots are widely used in areas such as the food industry and
medicine. Obviously, they bring advantages as well as disadantages.
The advantages of intelligent robots are countless. Robotic machines are
countless. Robotic machines can replace the human workforce in
industrial assembly lines because they cannot only complete tasks faster
than humans, but also make fewer errors. Furthermore, unlike humans,
they take no breaks. In modern manufacturing plants, one out of every
ten thousand workers is a robot. That is the reason why robots are so
widely used in the automobile and electronics factories.
In hospitals, A. I. robots can operate on patients, and help doctors to
discover damaged organs in patients. They also help experts to do
research on any serious side effects caused by the interactions of
different medications on patients that can lead to complications in
treatment.
The disadvantages of A. I. are undeniable. Robots and other robotic
machines are designed and programmed by humans. Therefore, they can
be attacked by malware or viruses or disabled due to power failure. In
such cases, the computer systems will crash and A. I. devices will
become useless machines. Another disadvantage is that the computer
operating systems could be taken control of by hackers, causing misuse
of robotic devices. This could potentially be dangerous to human lives.
In conclusion, robots benefit humanity because the aim of their creation
is replace people in stressful and dangerous jobs, and make their lives
better. But relying on them completely is dangerous, because so much
can go wrong with them. In the end, the advantages outweigh the
disadvantages.
3. - Ask Ss to consolidate the main contents.
Consolidatio - Ask Ss to complete the writing at home and collect T <--> Ss
n - Ask Ss: What have you learnt today?
2 minutes What can you do now?
4.Homewo - Write the text again at home.
rk - Prepare for the next lesson. T <--> Ss
1 minute

E. Experience:
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Date of preparation: October 15th Date of signing: October 17th

Distributive period: 47 Date of signing:
Unit 7 artificial intelligence
Lesson 7 Communication and culture

12
 A. Aims and Objectives:
1. Language focus
- To help Ss learn about people’s attitudes towards artificial intelligence in some developed
countries.
2. Skills
- To promote Ss to develop their communication skills and cultural understanding
- To help Ss develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
- By the end of the lesson, students will be able to:
+ Understand and communicate about communication skills and cultural understanding
B. Preparations:
- Teacher: Handouts, textbook, lesson plan and pieces of papers.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stag Activities Interactio
es ns
1. Warm - Inform the class of the lesson objectives: Further skill
up development T <--> Ss
5
minutes
2. New 1. Communication:
lesson Artificial intelligence in science-fiction films
Activity 1: Listen to a conversation between Linh Pair work
18 and Nam. Circle the correct letters to complete the
minutes sentences.
- The aim of this activity is to provide further listening practice of
the topic of artificial intelligence in science-fiction films.
- T tells Ss that they are going to listen to a conversation between
Linh and Nam about artificial intelligence in science-fiction films.
- T asks Ss to read the statements and guess the answers before T <--> Ss
they listen to the recording, plays the recording twice for Ss to do
the activity, gives brief explanations of how films are rated. (Ref.
https://en.wikipedia.org/wiki/Motion_Picture_Association_of_Am
erica_film_rating_system)
- T asks Ss to compare their answers in pairs.
- T checks answers as a class.
Key: .1B 2.C 3.C 4.B 5.B Group work
Activity 2: Discuss and recommend an interesting
film about A. I.
- This follow-up activity provides Ss with further speaking
practice after the listening activity.
- T tells Ss to discuss the questions in groups. T can also suggest T <--> Ss
some social media sites on the Internet where Ss can do some
research or watch science-fiction (sci-fi) films about the rise of
intelligent machines (Zing TV, YouTube, PhimMoi.net, etc.)
- T asks some pairs to present their recommendations to the class.
19 2. Culture:
13
 minutes People’s attitudes towards intelligent
machines
Activity 1: Read a text about people’s attitudes
towards intelligent machines. Answer the Individually
questions that follow.
- T informs Ss of the objective of the activity: enriching Ss’
knowledge by reading about the different attitudes of people in
developed countries towards intelligent machines.
- T has Ss brainstorm what they know about popular domestic
robots in use today, then asks them to give their opinions about
these automated machines, writes Ss’ opinions on the board and
ask them to compare theirs with those expressed by the people in
the reading text.
- T asks Ss to read the questions and underline the key words T <--> Ss
before scanning the text for answers.
- T tells them to compare their answers in pairs.
- T checks answers as a class.
Key:
1. To help robot designers and developers to visualise / envision
the roadmap for their future development.
2. They focus on the domestic use of robots.
3. A lot of people think they are small domestic machines that can
be controlled. A few want robots to be friends that can speak
and communicate with them.
4. People don’t want robots to llok after children or animals.
5. Because they fear that malfunctioning robots could be harmful
and dangerous, and humans might lose control over them.

3. - Ask Ss to consolidate the main contents.

Consolidatio - Ask Ss: What have you learnt today? T <--> Ss
n What can you do now?
2 minutes
4.Homewo - T asks Ss to learn the structures and vocabulary.
rk - Prepare for the next lesson. T <--> Ss
1 minute
E. Experience:
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Date of preparation: October 20th Date of signing: October 23rd
Distributive period: 28 Date of signing:
Unit 7 artificial intelligence
Lesson 8 Looking back and project
A. Aims and Objectives:
- To help Ss pronounce revise what they have learned in unit 7.
- To teach Ss some lexical items related to artificial intelligence.
- To give them a chance to do a small project in which they can develop their speaking skills
- To help Ss review and recognize the sentence stress in connected speech.
- To help Ss consolidate the use of passive causative.
- To provide further opportunities for Ss to use the language, skills and information they have learnt
in the unit 7.
- By the end of the lesson Ss are able to:
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 + Use the sentence stress in connected speech correctly.
+ Use some key words of the artificial intelligence.
+ Do the exercises on passive causative.
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stag Activities Interactio
es ns
-T informs the class the objectives: reviewing pronunciation,
1. Warm- vocabulary and grammar. T <--> Ss
up - T reviews what sentence stress is and when the process happens.
5
minutes
2. New Pronunciation:
lesson Activity 1: Listen and mark the stressed syllable
-T. asks Ss to listen to the recoding and mark the stressed syllables Individually
7 minutes and put the words in the correct box.
- Ss compare their answers in pairs or groups
- T. checks answers as a class.
- T plays the recording again and have Ss repeat the sentences
Key and audio script
1. In '1'8'8'4, 'G'M'T was a'dapted inter'nationally as a 'standard 'time
'zone.
2. The 'U'S'A is 'one of the 'largest and 'most 'powerful 'countries in the
'world.
3. The 'A. 'I. 'robots will 'help 'humans to de'velop a 'more 'powerful
'memory in the 'future.
4. 'U'F'O is the 'acronym for Uni'dentified 'Flying 'Object. T <--> Ss
5. I 'sent the 'package 'right 'away because I 'read the 'acronym 'A'S'A'P
on its 'cover.
6. 'Thanks to the 'G'P'S I could dis'cover 'where my 'missing 'car was.
7. 'Let’s 'get to'gether 'next 'Sunday at '7 in the 'evening.
8. 'F'M is a 'method of trans'mitting 'signals, e'specially in 'radio
'broadcasting.
9. I 'could 'not 'get 'money from the 'A'T'M be'cause it was 'broken.
8 minutes
Vocabulary:
Activity 1: Complete the sentences with the
correct words / phrases in the box.
The aim of the activity is to review the key vocabulary related to Pair work
the topic
T asks Ss to underline the key words in each sentence, then fill in
the gaps with the words given, making changes if necessary
- Ss compare their answers in pairs or groups.
- T gives feedback. T <--> Ss
Key:
1. malfunction 2. futurists 3. life-threatening
4.exterminated 5.operating 6.reduce 7. leading
Grammar:
15 Activity 1: Circle the correct answers.
minutes - The aim of this activity is to help Ss to review the causative:
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 active and passive structures, and use them in statements.
- T asks Ss to read each sentence carefully and select the Pair work
appropriate option to complete it.
- T has ss compare their answers in pairs.
- T checks answers as a class.
Key: 1.C 2.C 3.B 4.D 5.A 6.D 7.C
Activity 2: Complete the sentences, using the T <--> Ss
causatives.
have + somebody + bare infinitive
have + something + past participle
get + something + past participle
- The aim of this activity is to help Ss to review active and passive
causative structures, and use them in short exchanges.
- T tells Ss to read the sentences and underline the agents and
objects, explains that this will help them to use the appropriate
structure when rewriting the sentences.
- T asks Ss to work individually, and then compare their answers
in pairs. Individually
- T checks answers as a class.
Key:
1. I’ll have a friend cut it. I’ll have my hair cut.
I’ll get my hair cut.
2. I’ll have a worker paint it. I’ll have it painted.
I’ll get it painted.
3. Why don’t you have the computer technician repair it?
Why don’t you have it repaired?
Why don’t you get it repaired? T <--> Ss
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. I’ll have it updated.
I’ll get it updated.
6. I’ll have the porter bring my suitcase.
7 minutes
I’ll have my suitcase brought by the porter.
Project:
Work in groups of four. Do some research on one Group work
of the following topics. Make a poster and give a
presentation about your poster.
- a kind of robot that is in use in the world today e.g. industrial, T <--> Ss
medical, military
- a popular science-fiction film about artificial intelligence.
3. - Ask Ss to consolidate the main contents.
Consolidatio - Ask Ss: What have you learnt today? T <--> Ss
n What can you do now?
2 minutes
4.Homewo - T asks Ss to learn the structures and vocabulary.
rk - Prepare for the next lesson. T <--> Ss
1 minute

E. Experience:

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