Unit 9-SGK11 Thi diem

Time/Stages

Activities

Interactions

1. Warm up

   5 minutes   

Lead in

- Ask Ss listen to answer some questions to lead Ss to the lesson.

- Ask Ss to tell the class about cities of the future.

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2. New lesson

7 minutes

12 minutes

8 minutes

10 minutes

Activity 1:  Phong, Chi and Ha are discussing their class assignment. Listen and Read

- Tell Ss that they are going to listen to a conversation between Phong, Chi and Ha.

- Ask them to read the heading and guess what the two speakers will be talking about

- Play the recording. Have Ss listen and read the conversation silently. Then ask Ss if their predictions were correct. Have Ss summarise the conversation.

- Ss listen and read the conversation, take notes new word

Activity 2:  Answer the questions

- Ask Ss to read the conversation again and answer the questions.

- Let Ss compare their answers in pairs or groups.

- Check Ss’ answers as a class.

Keys:

1. It’s about life in the city in the year 2050

2. Both think life will be better; Phong believes modern technology will be the reason, while Chi thinks there will be no pollution

3. They choose to talk about the environment

4. Solar energy is mentioned. This energy can be used for transport, lighting, cooking, heating water and helping plants grow

5. Yes. Thanks to the development of science and technology, our life will be better and more liveable in the year 2050.

Activity 3:  Find the question tags in the conversation

- Ask Ss to read the conversation again and find the question tags.

- Let Ss compare answers in pairs or groups.

- Check Ss’ answers as a class.

Keys:

1. It’s a group presentation, isn’t it?

2. You mean it will be environmentally friendly, won’t it?

3. We will have only ten minutes, won’t we?

4. Phong presented them so well, didn’t he?

5. Phong, you will do the talking, won’t you?

Activity 4: Read the conversation again and complete the conditional sentences.

- Ask Ss to complete the sentences.

- Have them write the sentences in the space provided

- Check Ss’ answers. Ask Ss to explain the differences between the sentence structures.

* Keys:

1. … the air will become cleaner and our health will be better (1)

2. People can develop health problems and become ill … (1)

3. … we’ll be able to generate our own electricity (1)

4. … their impact on the environment is less (0)

5. Let me know … (0)

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Whole class

Pair work

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Group work

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Pair work

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3.

Consolidation

2 minutes   

- Ask Ss: What have you learnt today? What can you do now?

- Summarize the main points of the lesson.

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4. Homework

1 minute

- Words and phrases about cities of the future

- Practice the conversation

- Do the task again

- Read Unit 9 - Language at home

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Time/Stages

Activities

Interactions

1. Check up

  3 minutes   

- Ask some Ss to write some new words and do the tasks again

- Take notes and give feedback.

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2. New lesson

8 minutes

5 minutes

12 minutes

14 minutes

A. Vocabulary:

Activity 1: Write the words or phrases given in the box next to their meaning

- Have Ss go through the words given in the box and discuss with a partner their meanings.

- Ss fill the blanks with the right form of the word from the box. Have Ss complete the sentences individually, then compare their answers in pairs or groups.

* Keys: 1. inhabitants           2. infrastructure           3. renewable

4. urban                                 5. liveable                    6. sustainable

7. overcrowded                     8. quality of life

Activity 2: Complete the sentences with the right forms of the words in the phrases in 1

- Ask Ss to read the uncompleted sentences and pay attention to the contextual clues such as words surrounding the gap and the part of speech needed.

- Have Ss complete the sentences individually, then compare answers in pairs or groups.

- Check Ss’ answers as a class.

* Keys: 1. urban         2. liveable            3. infrastructure

4. overcrowded           5. inhabitants        6. renewable

7. quality of life          8. sustainable

2. Pronunciation

Intonation:  Question tags

Activity 1: Listen and decide whether the question tags in B’s responses have  a rising or falling intonation

- Have Ss listen and notice the intonation pattern of the questions

- Have them listen and repeat the exchanges with appropriate intonation.

- Ask them to study the Do you know…? box to learn some general rules of intonation patterns for question tags.

Keys: 1. falling          2. rising         3. rising      4. falling    5. rising

Activity 2: Listen and repeat the exchanges in 1

- Play the recording and ask Ss to read along with the recording, imitating the intonation patterns.

- Have them practice the exchanges in pairs, taking turns to ask and answer the questions.

- Ask some pairs to role-play the exchanges in front of the class, using appropriate intonation patterns.

- Praise Ss who can reproduce these exchanges with good pronunciation and appropriate intonation. 

2. Grammar:  Question tags

Activity 1: Mach the question tags with the statements to make complete sentences

- Have S work individually first

- Encourage them to refer to the Do you know..? box to get more information about the classes. Ask Ss questions to check if they understand the general rules related to the form and usage of this grammar point.

- Ask Ss to compare answers in pairs

- Check Ss’ answers as a class.

*Keys: 1. c    2. h    3. f    4. d    5. g    6. a    7. b    8. e         

Activity 2: Complete the sentences with the correct question tags

- Ask Ss to read the statements carefully, underline the subjects and verbs in these sentences, and write the correct question tags in the blanks.

- Have Ss rewrite their sentences on the board.

- Check Ss’ answers as a class.

*Keys: 1. is there      2. can’t you                      3. has it

4. will/would/could/won’t you                           5. shall we

6. aren’t they            7. haven’t they                   8. has she

Conditional sentences type 0

Activity 3: Match the if clauses with the result clauses

- Ask Ss to read through the conditional sentences used in the conversation again.          

- T explains to Ss the basic different between type 0 and type 1.

- Ask Ss to do the task.

Keys: 1. e       2. c       3. f       4. a       5. h       6. b       7. d       8. g

Activity 4: Combine the sentences or rewrite them to make conditional sentences.

- Ask Ss to combine the sentences to make conditional sentences.

- Have Ss rewrite their sentences on the board.

- Check Ss’ answers as a class.

*Keys:  1. If the baby is crying, he may be hungry (1)

2. If you travel on a budget flight, you have to pay for your drinks and food (0)

3. If the weather is fine, I walk to work instead of driving (0)

4. If people start using more solar energy, there will be less pollution (1)

5. If they have no homework, they usually play soccer (0)

6. If you travel by train, It takes five hours to get to Nha Trang (0)

7. If the government reduces the use of fossil fuels, our city will become a more liveable place (1)

Individually

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Whole class

Pair work

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Individually

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Individually

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Individually

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Pair work

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3.

Consolidation

2 minutes   

- Ask Ss: What have you learnt today? What can you do now?

- Summarize the main points of the lesson.

+ Vocabulary related to the cities in the future

+ Intonation in question tags; Conditional sentences

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4. Homework

1 minute

- T asks Ss to do exercises again at home.

- Prepare for the next lesson.

- Complete Exercises in workbook.

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Time/Stages

Activities

Interactions

1. Homework

   8 minutes   

- Ask some Ss to do the tasks again

- Feedback

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2. New lesson

7 minutes

7 minutes

10 minutes

8 minutes

2 minutes

Activity 1: Use a dictionary to find the meaning of the words in the box. Then complete the sentences with their correct form

- Ask Ss to look at the picture. Ask some questions as warm-up:

+ What do the colours indicate?

+ What energy sources will be used in the future?

+ Why is our planet placed in a hand of a person?

- Have them do the task individually, and then compare their choice in pairs or groups

- Elicit answers from Ss, encouraging all possible reasons. Have Ss explain their choices

- Pre-teach some of the unfamiliar vocabulary items in the text, but not the highlighted ones because Ss will be required to work out their meaning from the context the words are used in.

Keys:     1. a warning       2. detect                  3. a sensor

4. promote                        5. an insoluble        6. dwellers

Activity 2:  Read the text about Superstar City and choose the best title for it

- Ask Ss to go through the three headings. Ask Ss to read the text quickly to choose the heading that best summarises the main idea.

- Set a time limit for this activity since skimming is a speed-reading technique with the purpose of getting a general overview of the content

- Have Ss work individually, and then compare their answers in pairs or small groups

- Check Ss’ answer as a class.

Keys:

The best title of the reading passage is C – A safe and green city

Activity 3: Read the text carefully, answer the following questions

- Ask Ss to look at the questions quickly and underline key words which can help them to locate the specific information in the text.

- Let them read the text individually to find the information, them compare their answers in pairs or groups. Encourage Ss to explain exactly which information from the text helped them to answer the questions

- Check Ss’ answers as a class.

*Keys: 1. Barbara is an engineer and Mark is a city planner

2. It can depict and locate probable disasters by using the sensor installed in every home and public place

3. Its main function is to deal with urban environmental problems to make Superstar City greener, cleaner and more sustainable

4. An example is the people’s use of renewable fuels for cooking , lighting and heating

5. Because they have more time for study , entertainment and relaxation; they can enjoy the highest quality of life

Activity 4: Complete the following summary about Superstar City using the words in the text

- Ask Ss to read through the summery about Siperstar City and decide which part of speech may fit in each gap.

- Invite several pairs to summarise the discussions and present their decisions to the rest of the class. Encourage other Ss to ask follow-up questions.

Keys:          1. safe              2. detecting                      3. threats

4. energy   5. carry out       6. deal with                      7. paradise

Activity 5: Do you think that our cities will all be like Superstar City in the year 2060?

- T helps Ss know how to do the task.

- Let SS work in groups to do this task at home.

Pair work

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Individually

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Group work

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Pair work

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3.

Consolidation

2 minutes   

- Summarize the main points of the lesson

- Vocabulary related to helping people with disabilities

- Reading skills: skimming, scanning, guessing the meaning of new words/phrases through context

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4. Homework

1 minute

- Ask students to learn by heart the new words.

- Prepare for the next lesson.

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Time/Stages

Activities

Interactions

1. Check up

   8 minutes   

- Ask Some Ss to go to the board and do the tasks again

- Feedback

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2. New lesson

10 minutes

10 minutes

14 minutes

 Activity 1: Choose the sentences to complete the conversation between two Londoners

- Ask Ss to read the conversation quickly to get an overall impression of the text.

-Ask Ss comprehension questions to make sure they understand the text

- Explain any further unfamiliar vocabulary, if necessary

- Have Ss match the sentences with the gap.

Suggested answers:

1. c

2. d

3. a

4. b

Activity 2: Answer the questions

- Ask Ss to look at the questions quickly and underline key words which can help them to locate the specific information in the text.

- Let them read the text individually to find the information, them compare their answers in pairs or groups. Encourage Ss to explain exactly which information from the text helped them to answer the questions

- Check Ss’ answers as a class.

Keys:

1. London is stressful and overcrowded city with lots of traffic jams and pollution

2. They are making plans to improve the transport system and to make London a green city

3. Yes, it will be cleaner and more sustainable

Activity 3: Practice the conversation with a partner

- Ask Ss to practice the conversation in pairs.

- Set a time limit for the pair’s preparation and practice

- Invite some pairs to role-play in front of the class.

- Encourage Ss to give feedback on things such as interesting content, original ideas, fluency of speech and good presentation skills.

Activity 4: Choose one of the cities below. Use the ideas provided or your own to make a similar conversation

- Ask Ss to work in pairs. Ss should choose one city and make a similar conversation.

- Encourage Ss to use question tags to check information or ask for agreement.

Example: Tokyo’s trains are overcrowded during rush hours, aren’t they?

Activity 5: Work with a partner. Make predictions about a future cities

- Suggest some ideas for Ss’ discussion including current facts such as the environment, people’s quality of life and infrastructure; future plans and predictions about the city.

Pair work

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Group work

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Ss <--> Ss

Pair work

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Pair work

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3.

Consolidation

2 minutes   

- Summarize what they have learnt by asking Ss some questions:

What have you learnt today? What can you do now?

- Vocabulary related to our cities in the future

- Speaking skills: making a conversation based on the sample

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4.Homework

1 minute

- Vocabulary related to our world heritage sites

- Speaking skills: Making a conversation based on the sample

- Do the tasks again

- Complete tasks  at home

- Read Unit 9 - Listening at home

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Time/Stages

Activities

Interactions

1. Check up

   5 minutes   

- Ask some pairs of Ss to talk about future cities.

- Feedback

- Inform the class of the lesson objectives: Listening for specific information about future cities.

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2. New lesson

10 minutes

8 minutes

9 minutes

10 minutes

A better or worse place to live in?

Task 1: Discuss with a partner

- Ask Ss to look at the pictures and discuss the questions with a partner.

- Encourage Ss who don’t know anything about the site to make some predictions using the words and phrases in the box.

*Suggested answers:

 - All these problems currently exist in big cities in VN like Hanoi and HCM City.

- It’s likely that many of them will be solved in the next twenty years, as local authorities are taking measures to deal with them step by step.

Task 2: Listen to a talk on predictions about our future cities. Underline the words or phrases that you hear

- Ask Ss to look at the words and phrases that can be heard in the talk.

- Have Ss compare answers in pairs or groups.

- Explain the meaning of any unfamiliar words, if necessary.

- Check Ss’ answers as a class.

Keys:        a        b       d       e       h

Task 3: Listen again. Decide which of the following predictions will come true (T) and which will not (NT)

- Ask Ss to look at the three options and make their own predictions for the answers.

- Have Ss listen to the recording and choose one of the three options given

- Have them compare their answers in pairs or groups

- Check Ss’ answers as a class

- Let them listen again and pause the recording after the sentences mentioning the word geological

*Key:

1. T          2. NT        3. NT        4. T       5. T        6. T      7. NT

Task 4: Listen again. Complete the summaries of the two viewpoints

- Ask Ss to read the through the summaries of the two viewpoints in the talk and try to complete the sentences..

- Give Ss sufficient time to listen to the recording so they can extract the information needed and hear the  words they have to write down.

- Have Ss compare answers in pairs or groups

- Check Ss’ answers as a class

*Key:

1. healthy; effective; overcrowded; heavier

2. medicine; renewable; fossil fuel

Task 5: Which viewpoint do you agree with, the optimistic or pessimistic?

- Have Ss work in groups and discuss the questions

- Ask Ss some warm-up questions before they start the discussion:

+ Do you think our cities will be better or worse than they are now?

+ What factors do you need to consider?

+ Are you an optimist or a pessimist?

-  Ask some groups to report their plans to the class.

- Consider these points: Environmental problems, people’s use of energy sources, achievements in technology and medicine, etc.

Pair work

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Pair work

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Group work

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Group work

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3.

Consolidation

2 minutes   

- Ask Ss to consolidate the main contents.

- Ask Ss: What have you learnt today?

               What can you do now?

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4.Homework

1 minute

- Vocabulary related to the topic of our world heritage sites

- Do the tasks again

- Prepare for the next lesson.

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Time/Stages

Activities

Interactions

1. Check up

   5 minutes   

- Inform the class of the lesson objectives: Writing an essay about the reasons why Trang An Scenic Landscape Complex was recognized as a World Heritage Site.

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2. New lesson

9 minutes

10 minutes

18 minutes

Different predicyions

Task 1: Hung and his friend Tanaka are exchanging emails about the future of their cities. Read the email and answer the questions

- Ask Ss to work in pairs or groups to answer the questions.

- Draw Ss’ attention to the two different viewpoints on life in Tokyo 40 years from now on.

* Keys:

1. To answer Hung’s question about Tokyo in the future

2. Because the government will use advanced technology to deal with the transport problem and make people’s life easier and more comfortable

3. Tokyo is threatened by nuclear and radiation accidents and natural disasters

4. Tanaka wants to know Hung’s viewpoint on VN’s capital city in the future

Task 2: Put the sections of the email in the correct order

- Ask them to read through the list (a-g) and put the parts in the order they appear in the email.

- Have Ss discuss in pairs or groups, and put the points under the right subheadings

- Check Ss’ answer as a class

*Key:            

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

Task 3: Use the information below about New York City to write an email of about 160-180 words to a friend

- Set time limit for them to write the first draft of their essays.

- Have Ss exchange their drafts in pairs or groups for peer review. Encourage them to comment on the content and structure, on clarity of expression, grammar and spelling. Add any additional feedback, if necessary

- Have Ss revise their drafts based on their partners’ comments and your feedback.

- Collect Ss’ essay for checking or marking.

Task 4: Write your predictions about a future city in Vietnam in an email of 160 words to a friend

- Set time limit for them to write the first draft of their essays.

- Have Ss exchange their drafts in pairs or groups for peer review. Encourage them to comment on the content and structure, on clarity of expression, grammar and spelling. Add any additional feedback, if necessary

- Have Ss revise their drafts based on their partners’ comments and your feedback. (This can be done at home)

- Collect Ss’ essay for checking or marking.

Pair work

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Group work

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Individually

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3.

Consolidation

2 minutes   

- Ask Ss to consolidate the main contents.

- Ask Ss to complete the essay at home and collect

- Ask Ss: What have you learnt today?

               What can you do now?

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4.Homework

1 minute

- Write the text again at home.

- Prepare for the next lesson.

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Time/Stages

Activities

Interactions

1. Warm up

   5 minutes   

- Ask some Ss to go to the board and read their writings

- Feedback

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2. New lesson

17 minutes

20 minutes

1. Communication:

 Task 1: Use the information about the cities mentioned in this unit and complete the diagram about the ideal city of the future

- Ask Ss to refer to the information about the cities mentioned in the unit, select the relevant details for their ideal city of the future.

- Ask Ss to study the example to get an idea about the language they can use and what they are supposed to discuss.

Let Ss form groups of three and start their discussion. Have one of them take notes

- Walk around to offer help, if necessary and encourage all members to participate in the group activity.

Keys:

1. Public transport (eco-buses, smart underground transport networks)

2. Renewable sources of energy: wind and sun power

3. - Waste is treated and turned into energy or fertilizers

    - Wastewater is treated and turned into drinking water.

Task 2: Discuss the questions in groups

- Ask Ss to look at the questions quickly and underline key words which can help them to locate the specific information in the text.

- Let them read the text individually to find the information, them compare their answers in pairs or groups. Encourage Ss to explain exactly which information from the text helped them to answer the questions

- Check Ss’ answers as a class.

1. What will the ideal city of the future look like?

means of transport, environmental conditions, energy sources, treatment of waste, climate …

2. How do you think an ideal city should be treated: by upgrading an existing one or by building a completely new one from scratch?

 2. Culture: 

Activity 1: Read the text about Songdo,  a smart city, and complete the table below

- Ask Ss to read the text and complete the table.

- Encourage them to share any information or facts they know about this city. Even if Ss haven’t heard about it, encourage them to make some predictions.

*Suggested answers:

1. 60km southwest of Seoul, South Korea

2. 53.3 square km

3. 2005

4. more than 65,000 people

Activity 2: Decide whether the following statements are T, F, or NG

- Ask Ss to read the text again to decide whether the statements are true, false or not given.

- Encourage Ss to work out the meaning of each new word from the contextual clues in the text.

- Explain any unfamiliar words or expressions, if necessary.

* Keys: 

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

Group work

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Pair work

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  Pair work

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Pair work

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Pair work

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3.

Consolidation

2 minutes   

- Ask Ss to consolidate the main contents.

- Ask Ss: What have you learnt today?

               What can you do now?

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4.Homework

1 minute

- T asks Ss to learn the structures and vocabulary.

- Prepare for the next lesson.

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Time/Stages

Activities

Interactions

1. Homework

   5 minutes   

* Checking

- Speak out their ideas and opinions, knowledge that they have learnt in Unit 8. 

- Feedback.

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2. New lesson

10 minutes

8 minutes

19 minutes

Pronunciation:

Activity 1: Decide whether the question tags in B’s responses have a rising or falling intonation

- Ask Ss to listen to the exchanges and mark the intonation patterns on the questions using a downward upward arrow on each choice.

- Have Ss compare their answers in pairs or groups

- Check Ss’ answer as a class

Keys: 1. falling

2. rising

3. falling

4. rising

Activity 2: Listen and repeat the sentences in 1

- Play the recording again and ask Ss to listen and read along

- Ask Ss to practise in pairs, taking turns to ask and answer the questions

- Walk around, comment on the pairs’ performance and praise Ss who try to use the appropriate intonation.

Vocabulary:

Activity 1: Complete the sentences with the correct form of the words or phrases in the box

- Ask Ss to write the word in each sentence

- Let them compare their answers in pairs or groups

- Check Ss’ answers as a class and give further explanation, if necessary.

*Keys:  1. city dwellers         2. infrastructure         3. overcrowded

4. advanced technology          5. detect                     6. urban planners

Grammar:

Activity 1:  Complete the sentences with the correct question tags

- Ask Ss to work individually, and then compare their answers in pairs or groups

- Check Ss’ answers as a class and give further explanations, if necessary.

*Keys:      1. shall we           2. don’t they           3. aren’t there

4. will you                            5. haven’t you         6. do they

7. should they                      8. isn’t it

Activity 2:  Answer the questions, using conditional sentences

- Let Ss work individually, and then compare their answers in pairs or groups.

- Ask individual Ss to write their sentences on the board.

- Check Ss’ answers as a class.

*Keys: 1. Flowers died if they are not watered

2. I expect my teacher to correct my mistake if I make one.

3. People need to leave tall buildings quickly if there is an earthquake

4. I get green if I mix blue and yellow

5. I dial 114 if there is a fire

6. If I don’t have to go to school in the morning, I usually get up at 8

7. I usually ask my best friend for help if I’m in trouble

8. I usually go to the park if I want to enjoy some fresh air.

 Project:

- Work in groups of four to six. Discuss and decide on your ideal city of the future

- Introduce your poster to the class. Present the features of your city and explain what make it the most liveable city in the world

- Ask Ss to do the task

- Let the groups do the task in their free time.

Individually

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Pair work

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Pair work

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Individually

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Individually

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Group work

3.

Consolidation

2 minutes   

- Ask Ss to consolidate the main contents.

- Ask Ss: What have you learnt today?

               What can you do now?

Expected answer:  Learn more about:

- Revise what Ss have learnt in unit 9

- Work in groups, talk about future cities.

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4.Homework

1 minute

- T asks Ss to learn the structures and vocabulary.

- Revise what Ss have learnt in unit 9.

- Do the tasks again.

- Prepare for the next lesson.

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