Lesson plan English 11 - Period 83 to 90, Unit 9: Cities of the Future

’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
T Ss
Whole class
Pair work
T Ss
Individually
T Ss
Individually
T Ss
Individually
T Ss
Pair work
T Ss
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
T Ss
4. Homework
1 minute
- T asks Ss to do exercises again at home.
- Prepare for the next lesson.
- Complete Exercises in workbook.
T Ss
E. Experience:
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Date of preparation: March 26th 	 	 	 Date of signing: March 28th 
Distributive period: 85	 Date of teaching:
 Unit 9 cities of the future
Lesson 3	Reading
A. Aims and Objectives: 
1. Language focus
- To provide learners some vocabulary related to the topic of preserving the environment
2. Skills
- To promote Ss to develop their reading skills
- Skim the text to get the general idea
- Scan the text to get some specific details
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.
 - Students: Textbook 
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Homework
 8 minutes 
- Ask some Ss to do the tasks again
- Feedback
T Ss
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
T Ss
Individually
T Ss
Group work
T Ss
Pair work
T Ss
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
T Ss
4. Homework
1 minute
- Ask students to learn by heart the new words.
- Prepare for the next lesson.
T Ss
E. Experience:
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Date of preparation: March 26th 	 	 	 Date of signing: March 28th 
Distributive period: 86	 Date of teaching:
 Unit 9 cities of the future
Lesson 4	Speaking
A. Aims and Objectives:
1. Language focus
- To provide learners some vocabulary related to the predictions about cities of the future
2. Skills
- To promote Ss to develop their speaking skills
- 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
B. Preparations:
 - Teacher: Handouts, textbook, lesson plan and pieces of papers.
 - Students: Textbook 
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages
Activities
Interactions
1. Check up
 8 minutes 
- Ask Some Ss to go to the board and do the tasks again
- Feedback
T Ss
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
T Ss
Group work
T Ss
Ss Ss
Pair work
T Ss
Pair work
T Ss
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
T Ss
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
T Ss
E. Experience:
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Date of preparation: March 26th 	 	 	 Date of signing: March 28th 
Distributive period: 87	 Date of teaching:
 Unit 9 cities of the future
Lesson 5	Listening
A. Aims and Objectives: 
1. Language focus
- To provide learners some vocabulary and information related to cities of the future.
2. Skills
- To promote Ss to develop their listening skills
- 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
B. Preparations:
1. Teacher
- Teaching aids: Textbook, lesson plan and cassette
- Teaching method: Communicative language teaching
2. Students
- Read through English Unit 9 - Listening at home
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
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.
T Ss
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
T Ss
Pair work
T Ss
Group work
T Ss
Group work
T Ss
3.
Consolidation
2 minutes 
- Ask Ss to consolidate the main contents.
- Ask Ss: What have you learnt today? 
 What can you do now?
T Ss
4.Homework
1 minute
- Vocabulary related to the topic of our world heritage sites
- Do the tasks again
- Prepare for the next lesson.
T Ss
 E. Experience:
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Date of preparation: April 26th 	 	 	 Date of signing: April 28th 
Distributive period: 88	 Date of teaching:
 Unit 9 cities of the future
 Lesson 6	Writing
A. Aims and Objectives: 
1. Language focus
- To provide learners some vocabulary and information about future cities.
- To teach Ss to write an email to a friend about city life in the future.
- To teach Ss to develop ability to think in a logical way to form a well-structured text. 
2. Skills
- To promote Ss to develop their writing skills
- 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
B. Preparations:
 - Teacher: Handouts, textbook, lesson plan and pieces of papers.
 - Students: Textbook 
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
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.
T Ss
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
T Ss
Group work
T Ss
Individually
T Ss
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?
T Ss
4.Homework
1 minute
- Write the text again at home.
- Prepare for the next lesson.
T Ss
E. Experience:
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.........................................................................................................................................................................................Date of preparation: March 10th 	 	 	 Date of signing: March 14th 
Distributive period: 89	 Date of teaching:
 Unit 9 cities of the future
 Lesson 7	 Communication and culture
A. Aims and Objectives: 
1. Language focus
- To provide learners some communication samples and cultural items
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 en