UNIT 3: CITIES OF THE FUTURE

Lesson 1: Getting started – An exhibition of future cities

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic Cities of the future;
- Gain vocabulary to talk about cities and smart living;
- Get to know the language aspects: stative verbs in the continuous form and linking
verbs.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities
3. Personal qualities
- Arouse interests in life in cities of the future;
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Unit 1, Getting started
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Vietnames
Form Pronunciation Meaning e
equivalent
1. impact (n) /ˈɪmpækt/ the effect or influence that an event, ảnh hưởng
situation etc has on someone or
something

2. public /ˈpʌblɪk buses, trains etc that are available for phương
transport (n) ˈtrænspɔːt/ everyone to use tiện công
cộng

3. infrastructure /ˈɪnfrəˌstrʌktʃə/ the basic systems and structures that a cơ sở hạ

(n) country or organization needs in order tầng
to work properly, for example roads,
 railways, banks etc

4. traffic jam /ˈtræfɪk dʒæm/ a long line of vehicles on a road that tắc nghẽn
(n) cannot move or can only move very giao thông
slowly

5. carbon /ˈkɑːbən ˈfʊt the amount of carbon dioxide that a dấu chân
footprint (n) ˌprɪnt/ person or organization produces by cac-bon
the things they do, used as a way of
measuring the amount of harm they do
to the environment

Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups so
Students are reluctant to work in
that they can help each other.
groups.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
Students may lack vocabulary to deliver
- Provide vocabulary and useful language before
a speech
assigning tasks
- Encourage students to work in groups so that they
can help each other.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of an exhibition of
future cities;
- To set the context for the listening and reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Game: Hot potato (Revise some of the target words learnt in Unit 2).
c. Expected outcomes:
- Students can revise some target words learnt in Unit 2.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Game: Hot potato Target words in Unit 2
- Ss stand in a circle or two rows facing each other and (generation gap, conflict, extended family,
set a time limit for the game. nuclear family, characteristic, digital
- T throws the ball to one student and has him/her call native, argument…)
out one target word or phrase from Unit 2. Then he/she
throws the ball to another student, who has to say
another target word.
- The game continues until the time is up or all Ss have
had a chance to say a word or phrase.

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: PRESENTATION (7 mins)

a. Objectives:
- To get students to learn vocabulary related to the topic.
b. Content:
- Pre-teach vocabulary related to the content of the dialogue.
c. Expected outcomes:
- Students can use key language more appropriately before they read.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching New words:
- Teacher introduces the vocabulary. 1. impact (n)
- Teacher explains the meaning of the new vocabulary 2. public transport (n)
by pictures. 3. infrastructure (n)
- Teacher checks students’ understanding with the “Rub 4. traffic jam (n)
out and remember” technique. 5. carbon footprint (n)
- Teacher reveals that these five words will appear in the
reading text and asks students to open their textbook to
discover further.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: PRACTICE (20 mins)

a. Objectives:
- To check Ss’ comprehension of the conversation.
- To introduce words and phrases related to healthy lifestyles.
b. Content:
 - Task 1: Listen and read (p.28)
- Task 2. Read the conversation again and complete the notes. Use no more than TWO words
for each blank. (p.29)
- Task 3. Match the words to make phrases mentioned in 1. (p.29)
- Task 4. Complete the sentences with phrases from 1. (p.29)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks
successfully.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Listen and read. (5 mins)
- Teacher asks Ss to look at the pictures in the
book as well as the dialogue and answer the
questions.
- Ss answer the questions in pairs.
- Teacher plays the recording twice. Ss listen and
read.
- Teacher checks Ss’ prediction. T calls 2 Ss to
read the conversation aloud.

Questions:
- What can you see in the picture?
- How is the city different from that now?
- What do you benefit from living in this city?

Suggested answers:
- Tall buildings, roads in the air, flying private
vehicles
- People travel by flying objects instead of going
by car or bus. …
- Life will be more convenient without pollution.
…
Task 2. Read the conversation again and complete the notes. Use no more than TWO words for
each blank. (5 mins)
- Teacher tells Ss to read the conversation again Answer key:
and work independently to find the answers. 1. green areas
- Ss work independently to find the answers. 2. traffic jams
- Teacher has Ss compare the answers in pairs 3. technology
before checking with the whole class. 4. housing
- Teacher checks the answers as a class and gives
feedback.
Task 3. Match the words to make phrases mentioned in 1. (5 mins)
- Teacher has Ss look at task 3, and ask Ss to do Answer key:
the matching. 1. public transport
- Teacher asks Ss to read out the phrases they have 2. private vehicles
found and explain the meaning of them. 3. modern infrastructure
- Check answers as a class. 4. high-rise buildings
5. smart city
Task 4. Complete the sentences with phrases from 1. (5 mins)
- Teacher asks Ss to read the three statements. Answer key:
- Teacher asks Ss to complete the sentences, using 1. seems a good solution
the correct phrases from the text. 2. looks beautiful
- Check answers as a class. 3. ‘m thinking of

e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: PRODUCTION (10 mins)

a. Objectives:
- To help Ss practice speaking skills;
- To help Ss imagine their cities of the future.
b. Content:
- Interview
c. Expected outcomes:
- Students can give a short talk about their cities of the future.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 5. Interview
- Teacher asks Ss to work in pairs. Ask them to draw Students’ own creativity.
their city of the future. Then, look at the picture and ask
each other.
- Teacher invites 1 or 2 pairs to come to the stage and do
the interview.
- Teacher asks other students to listen and give
comments.
- Teacher gives feedback and gives marks to the
students with good performance.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Write a short paragraph about how cities of the future look like.
- Prepare for the project in Lesson 8

Board Plan

Date of teaching
Unit 3: Cities of the future
Lesson 1: Getting started
*Warm-up
Hot potato
* Vocabulary
1. impact (n)
2. public transport (n)
3. infrastructure (n)
4. traffic jam (n)
5. carbon footprint (n)

- Task 1: Listen and read.

- Task 2. Read the conversation again and complete the notes.
- Task 3. Match the words to make phrases mentioned in 1.
- Task 4. Complete the sentences with phrases from 1.
- Task 5: Interview

*Homework
 UNIT 3: CITIES OF THE FUTURE
Lesson 2: Language

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic cities of the future;
- Recognise and practise linking final consonants to initial vowels;
- Review the use of stative verbs in the continuous form and linking verbs.
2. Core competence
- Be collaborative and supportive in pair work and team work;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Be ready to know more about cities and smart living;
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Unit 3, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Stative verbs in the continuous form Linking verbs
1. Describe a state rather than an action 1. Link the subject with an adjective or a
- Thoughts and opinions (agree, believe, noun that describes or identifies the subject.
remember, think, understand) 2. Common linking verbs: be, seem, look,
- Feelings and emotions (hate, love, prefer) become, appear, sound, taste, smell
- Sense (appear, feel, look, see, seem, smell,
taste)
- Possession (belong, have, own)
2. Stative verbs are not normally used in the
continuous form. However, some stative
verbs can be used in the continuous form to
describe actions, depending on the context.
Eg: My dad has a new car.
He is having a good time.
 Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups so
Students are reluctant to work in that they can help each other.
groups.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
Students may lack vocabulary to deliver
a speech - Provide vocabulary and useful language before
assigning tasks
- Encourage students to work in groups so that they
can help each other.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of cities and smart
living;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Put the pieces of paper together into a picture of cities and smart living
c. Expected outcomes:
- Students can learn new vocabulary related to smart cities.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Put pieces of paper together Suggested answers:
- Ss work in 4 groups. Each group is given some pieces
of paper.
- Ss have to put the pieces of paper together into a
picture and give it a name
- The group that has the picture in the shortest time and
a relevant name is the winner.

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: PRONUNCIATION (12 mins)

a. Objectives:
 - To help Ss recognise and practise linking between a final consonant and an initial vowel.
b. Content:
- Task 1: Listen and repeat. Pay attention to the linking between the words in the sentences.
(p.29)
- Task 2: Listen and mark the consonant and vowel sounds that are linked. Then practice
saying the sentences. (p.29)
c. Expected outcomes:
- Students can correctly pronounce the linking between a final consonant and an initial
vowel.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and repeat. Pay attention to the linking between the words in the sentences. (7
mins)
- Teacher explains the importance of linking words in Notes:
spoken English. - When we speak naturally, we don’t pause
- Teacher explains that the linking is already marked, and between most words. We usually link the
asks Ss to read the sentences first and say which sounds end and beginning of some words so that
are linked. they are easy to say and flow together
- Teacher plays the recording and asks Ss to listen and smoothly.
repeat. Tell them to pay attention to linked sounds. - Consonant-to-vowel is very
- Teacher asks Ss to practice reading the sentences aloud common and occurs between a word
in pairs. ending with a consonant sound and
a word beginning with a vowel sound.
Task 2: Listen and mark the consonant and vowel sounds that are linked. Then practise saying
the sentences. (5 mins)
- Ask Ss to read the sentences and put a mark between Answer key:
the sounds they think are linked when speaking. 1. Traffic jams are the city's biggest
- Play the recording and have Ss check their answers. problem, especially during rush hour.
- Play the recording again, pausing after each sentence, 2. This is the most beautiful city I’ve ever
for Ss to repeat. Then say the linked words for Ss to visited.
check their answers. 3. Would you like a guided tour of the city
this afternoon?
4. The Fine Art Museum was built in the
new urban area last year.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Students in class listen and give feedback on their friends’ performance.

3. ACTIVITY 2: VOCABULARY (12 mins)

a. Objectives:
- To introduce words / phrases related to cities and architecture.
- To help Ss practise the words in meaningful contexts.
b. Content:
 - Task 1: Match the words and phrases with their meanings. (p.30)
- Task 2. Complete the sentences using the correct forms of the words and phrases in 1.
(p.30)
c. Expected outcomes:
- Students understand the meaning of words, memorise them and are able to use them in a
meaningful context.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Match the words and phrases with their meanings. (6 mins)
- Ask Ss to work in pairs. Ask them to read the words and Answer key:
phrases and match them to their meanings. 1. c
- Check answers as a class. Call on one student to read an item 2. d
aloud and another student to read its meaning. 3. e
- Check answers as a class. 4. a
5. b
Task 2. Complete the sentences using the correct forms of the words and phrases in 1. (6 mins)
- T has Ss work in pairs, tells them to read the sentences Answer key:
carefully and decide which word and phrase in 1 can be used 1. Traffic jam
to complete each of the sentences. T explains that they should 2. city dwellers
use the context clues to decide on the word / phrase, e.g. in the 3. roof gardens
first sentence, the gapped word is about the facilities needed
for a city to run smoothly. 4. skyscraper
- Check answers as a class. Have Ss call out the word and 5. urban centres
phrase they have used in each sentence first.
- Confirm the correct answers. Ask Ss to give reasons why
they have chosen the word / phrase by referring to the context
clues.
- Ask individual Ss to read the complete sentences.
- Extension: Have Ss make more sentences using the words
and phrases they have learnt. In stronger classes, divide the
class into teams and give each team five minutes to write as
many sentences as they can. Make sure there is at least one
sentence with each word or phrase. Ask teams to read them
and give a point for each correct sentence. The team with the
most points is the winner.
e. Assessment
- Teacher observes Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: GRAMMAR (13 mins)

a. Objectives:
- To give Ss an opportunity to practise stative verbs in the continuous form and linking verbs.
 - To help Ss practise stative verbs in the continuous form and linking verbs in a speaking
activity.
b. Content:
- Task 1: Choose the correct forms of the verbs to complete the following sentences. (p.30)
- Task 2: Find and correct the mistakes in the following sentences. (p.30)
- Task 3: Work in pairs. Talk about future developments in your neighbourhood. Use stative
verbs in continuous form and linking verbs. (p.31)
c. Expected outcomes:
- Students know how to use the stative verbs in the continuous form and linking verbs.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Choose the correct forms of the verbs to complete the following sentences. (4 mins)
- Tell Ss to read the explanations in the Remember! box on Answer key:
page 30. Check understanding of the grammar point by 1. think
asking questions and eliciting what stative verbs are and in 2. are thinking
which situation they can be used in the continuous form. 3. don’t see
- In weaker classes, give more examples to make sure Ss
understand the use of stative verbs,
Eg: I see no problems.
vs I’m seeing my friend tonight.
This cake tastes delicious.
vs The cook is tasting the soup now.
- In stronger classes, have Ss come up with their own
example sentences.
- Ask Ss to work in pairs or individually to choose the
correct form of the verb in each sentence. Explain that they
can use the context clues to decide on the correct tense form
of the verb, e.g. the first sentence expresses an opinion so we
can’t use the continuous form.
- Check answers as a class and ask Ss to explain their
choices
Task 2. Find and correct the mistakes in the following sentences. (5 mins)
- Ask Ss to read the explanation and examples in the Key:
Remember! box on page 30. Check their understanding of 1. The urban lifestyle seems more
the grammar point by asking questions, e.g. What are exciting to young people.
linking verbs? When do we use them? - What goes after a 2. The museum building looks
linking verb? beautiful from a distance.
- In weaker classes, give more examples to make sure Ss 3. Widening the road sounds a good
understand the use of linking verbs, e.g. The perfume smells solution to traffic problems in this area.
nice. The cake tastes delicious. He appears/seems like a nice
person.
- In stronger classes, have Ss come up with their own
example sentences using linking verbs. Ask Ss if linking
verbs can be stative verbs (yes, some verbs such as be, look,
smell, taste, and sound are both linking and stative verbs).
- Ask Ss to work independently to find and correct the
mistakes in the sentences.
- Have Ss work in pairs to compare their answers.
- Check answers as a class by having individual Ss read out
the sentences or write them on the board.
Task 3: Work in pairs. Talk about future developments in your neighbourhood. Use stative verbs
in continuous form and linking verbs. (4 mins)
- Have Ss read the instructions and example, and make sure Student’s creativity
they all understand the context and what they have to do.In
weaker classes, model a short conversation with a student.
- Have Ss first brainstorm ideas for future developments in
their neighbourhoods, and write them down as prompts, e.g.
building a new road, designing more green spaces, creating
more walking and cycle paths, building a new shopping
centre.
- Put Ss in pairs and have them talk about their
neighbourhoods, using stative verbs in the continuous form
and linking verbs.
- Invite some Ss to report back to the class.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Lesson 3. Reading.

Board Plan

Date of teaching
Unit 3: Cities of the future
Lesson 2: Language
*Warm-up
Put pieces of paper together
* Pronunciation
- Task 1: Listen and repeat.
- Task 2: Listen and mark the consonant and vowel sounds that are linked.
* Vocabulary
- Task 1: Match the words and phrases with their meanings.
- Task 2: Complete the sentences.
* Grammar
- Task 1: Choose the correct forms.
- Task 2: Find and correct the mistakes in the sentences.
- Task 3: Talk about future developments in your neighbourhood.
*Homework
 UNIT 1: CITIES OF THE FUTURE
Lesson 3: Reading – Characteristics of future cities

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Develop reading skills for general ideas and for specific information about
characteristics of future cities.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
- Actively join in class activities.
3. Personal qualities
- Activate Ss’ background knowledge about characteristics of future cities;
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Unit 3, Reading
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Vietnames
Form Pronunciation Meaning e
equivalent
1. sustainable /səˈsteɪ.nə.bļ/ involving the use of natural products bền vững
(adj) and energy in a way that does not
harm the environment

2. to operate (v) /ˈɒp.ər.eɪt/ to work in a particular way hoạt động

3. efficient (adj) /ɪˈfɪʃənt/ working well without wasting time, có hiệu quả
money, or energy

4. renewable (adj) /rɪˈnjuːəbəl/ of energy and natural resources that is có thể hồi
replaced naturally or controlled phục
carefully and can therefore be used
without the risk of using it all up
 5. pedestrian /pəˈdɛstrɪən an area that has been concerted for the khu vực
zone (n) zəʊn/ use of pedestrians only, by excluding dành cho
all motor. người đi bộ

6. livable/liveable /ˈlɪv.ə.bļ/ fit to live in đáng sống

(adj)

Assumption
Anticipated difficulties Solutions
1. Students may lack knowledge about Provide students with the meaning and pronunciation
some lexical items. of words.
- Let students read the text again (if necessary).
- Create a comfortable and encouraging environment
2. Students may have underdeveloped
for students to speak.
reading, speaking and co-operating
- Encourage students to work in pairs, in groups so
skills.
that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of characteristics of
future cities;
- To set the context for the reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Kim’s game
c. Expected outcomes:
- Students can find out all the words as well as the key word based on the definitions given by
the teacher.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Kim’s game
- Ss work in two teams. Try to remember the
things on screen without writing.
- After that, Ss have 20 seconds to go to the board
and write all the words (name of the things).
- The team with more correct words is the winner.
 Suggested answers:
1. tall buildings
2. No pollution
3. computers/robots
4. No traffic jam/congestion

e. Assessment
- Teacher observes the groups, gives feedback.

2. ACTIVITY 1: PRE-READING (9 mins)

a. Objectives:
- To get students learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Lead-in activity (Task 1)
- Vocabulary pre-teaching
c. Expected outcomes:
- Students can use key language more appropriately before they read.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Work in groups. Discuss the questions. (4 mins)
Questions:
- Ask Ss to work in groups of three or four to discuss the
questions. Have Ss look at the pictures and elicit 1. What will future cities look like?
questions such as What do you see in the picture? What 2. Do you think they will be ‘smarter’ and
is the city like? And then lead into the topic of the more sustainable? Why/Why not?
lesson.
- Encourage Ss to come up with their own ideas. Focus
on the two main characteristics of future cities (smart
and sustainable).
- In weaker classes, write some prompts on the board for
Ss to think about, e.g. population, transport,
architecture. Ask questions related to each one, e.g.
Population: Do you think cities will be larger and more
crowded? Transport: Do you think there will be more
cars? Will people walk or ride bicycles? Will there be
flying vehicles? Architecture: Do you think all buildings
will be skyscrapers?
- Invite some groups to share their ideas with the class.
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. New words:
- Teacher explains the meaning of the new vocabulary 1. sustainable (adj)
by pictures. 2. to operate (v)
- Teacher checks students’ understanding with the “Rub 3. efficient (adj)
out and remember” technique. 4. renewable (adj)
- Teacher reveals that these six words will appear in the 5. pedestrian zone (n)
reading text and asks students to open their textbook to 6. livable/liveable (adj)
discover further.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: WHILE-READING (20 mins)

a. Objectives:
- To help Ss practise guessing the meaning of words from context;
- To develop reading skills for general information about future cities
- To develop reading skills for specific information about future cities
b. Content:
- Task 2. Read the article. Circle the correct meanings of the highlighted words and phrases.
(p.31)
- Task 3. Read the article again and decide whether the statements are true (T) of false (F)
(p.32)
- Task 4. Read the article again and complete the diagram with information from the text. Use
no more than TWO words for each answer. (p.32)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks
successfully.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 2. Read the article. Circle the correct meanings of the highlighted words and phrases. (6
mins)
Answer key:
- Ask Ss to read the whole text once to get an overall idea.
1. A
- T then has Ss focus on the highlighted words, looking for 2. A
context clues in the text and working out the correct 3. C
meaning.
4. B
- Encourage Ss to use the context in which the words are
used rather than looking them up in the dictionary.
- Have Ss to discuss the context clues option and compare
answers in small groups.
- Check answers as a class by inviting Ss to write them on
the board.
Task 3. Read the article again and decide whether the statements are true (T) of false (F). (7 mins)
- T asks Ss to read the statements and checks
comprehension. Answer key:
1. F
- Remind Ss that the statements may include paraphrased 2. T
information so they should look for synonyms or words
3. T
with similar meaning.
4. F
- Tell Ss to read through the text to locate information
related to each statement, then read again, but this time
paying attention only to the parts of the text that contain the
answers.
- Check answers as a class. In stronger classes, have Ss
correct the false statements in pairs. Write them on the
board.
Task 4. Read the article again and complete the diagram with information from the text. Use no
more than TWO words for each answer. (7 mins)
- T asks Ss to read the points in the diagram using the
information in the text. Focus their attention on the gaps
and explain they only need two words for each gap.
- Tell Ss to read through the text to locate sentences
containing the answers.
- Have Ss work in pairs or groups to compare answers.
- Check answers as a class. In stronger classes, ask Ss to
explain the context clues they used for each answer. For Answer key:
example, in the first sentence the missing information is a 1. support
verb which expresses the purpose of the modern technology 2. operate
used in the city, so the answer is ‘support’. 3. green space
Extension: Ask Ss to close their books. Choose three 4. infrastructure
sentences from the text and write them on the board. Have
Ss read them aloud several times. Then erase two or three
words from each sentence and have Ss say them again,
including the missing words. Erase more words and repeat
until Ss are saying the full sentences from an almost empty
board.

e. Assessment
- Teacher’s observation on Ss’ performance.
 - Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-READING (8 mins)

a. Objectives:
- To check students’ understanding about the reading passage;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Discussion: Would you like to live in a smart and sustainable city? Why/Why not?
c. Expected outcomes:
- Students can use the language and ideas from the unit to reflect on their own lifestyle.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 5. Discussion Suggested answers:
1. I would like to live in a smart city
- T asks Ss to review the text quickly to get the ideas for
their answers. In strong classes, have Ss explain their because of its modern infrastructure. As a
answers with other ideas that they may come up with. person who has a great interest in
technology, I’d love to see how smart
- Encourage Ss to explain their answers using as many
technologies are used in a smart city and
reasons as possible.
how they can make city dwellers’ life better.
- Invite some Ss from different groups to give their
answers to the class. 2. I wouldn’t want to live in a smart city
because life will become very expensive. I
think using technological advances will also
increase the taxes in smart cities and people
won’t be able to afford some services. In
addition, buying your own home or renting
a place will become very expensive.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Write a short paragraph about the smart and sustainable city you would like to live in.
- Do exercises in the workbook.
- Prepare for the next lesson – Speaking.
 Board Plan

Date of teaching
Unit 3: Cities of the future
Lesson 3: Reading – Characteristics of future cities
*Warm-up
* Vocabulary
1. sustainable (adj)
2. to operate (v)
3. efficient (adj)
4. renewable (adj)
5. pedestrian zone (n)
6. livable/liveable (adj)
- Task 1. Discuss the questions.
- Task 2. Read the article. Circle the correct meanings of the highlighted words and
phrases.
- Task 3. True or false.
- Task 4. Complete the diagram.
- Task 5: Discussion

*Homework
 UNIT 3: CITIES OF THE FUTURE
Lesson 4: Speaking – Discussing cities of the future

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about how to discuss different features of future cities;
- Memorize vocabulary to talk about different features of future cities.
2. Competences
- Gain some language expressions to talk about different features of future cities;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Acknowledge and be able to talk about different features of future cities;
- Develop self-study skills;
- Actively join in class activities.

II. MATERIALS
- Grade 11 textbook, Unit 3, Speaking
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Form Pronunciation Meaning
1. environment (n) /ɪnˈvaɪrənmənt/ the natural world in which people, animals
and plants live

2. private vehicle (n) /ˈpraɪvət ˈviːəkl/ any vehicle that is used primarily for the
private purpose of the person who owns it

3. public transport /ˌpʌblɪk the system of buses, trains, etc. provided by

(n) ˈtrænspɔːt/ the government or by companies, which
people use to travel from one place to another

4. infrastructure (n) /ˈɪnfrəstrʌktʃə(r)/ the basic systems and services that are
necessary for a country or an organization to
run smoothly, for example buildings,
transport and water and power supplies

5. eco-friendly (adj) /ˌiːkəʊ ˈfrendli/ not harmful to the environment

 6. sensor technology /ˈsensə(r) tek a technology that uses sensors to acquire
(n) ˈnɒlədʒi/ information by detecting the physical,
chemical, or biological property quantities
and convert them into readable signal.

Assumption
Anticipated difficulties Solutions
Students may lack more vocabulary to - Provide vocabulary and useful language if
deliver a speech. necessary.
- Encourage students to work in groups so that they
can help each other.
- Give short, clear instructions and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on different features of future
cities;
- To set the context for the speaking part;
- To help Ss warm up and get ready for the lesson by watching a video.
b. Content:
- Watch a video about some features of future cities.
c. Expected outcomes:
- Students feel excited about the new lesson.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Watch a video

Teacher plays the video and asks Ss some questions. Link:

- Are there any differences between life in the video https://youtube.com/watch?
with that of ours? v=m1z1rAC7nBs&feature=share
- Do you like living there?

e. Assessment
- Teacher listens, collects their answers and gives feedback.

2. ACTIVITY 1: CONTROLLED PRACTICE (15 mins)

a. Objectives:
- To get students to revise vocabulary related to the topic.
- To introduce more ideas for the main speaking task and get Ss involved in the lesson.
 - To provide a model conversation in which speakers discuss one aspect of future cities and
practise using Wh-questions to keep the conversation going.
b. Content:
- Revise vocabulary related to the content of the lesson
- Task 1: Work in pairs. Complete the diagram with the ideas below. (p. 32)
- Task 2: Match the questions with the answers to make a conversation. Then practice it in
pairs. (p.33)
c. Expected outcomes:
- Students can use key language more appropriately when they speak;
- Students have an overview on how to talk about different features of future cities.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Vocabulary revision (5 mins)
- Teacher writes words on the board New words:
- Teacher checks students’ understanding with the “Rub1. environment (n)
out and remember” technique. 2. private vehicles (n)
- Teacher asks Ss to take notes on their notebooks. 3. public transport (n)
4. infrastructure (n)
5. eco-friendly (adj)
6. sensor technology (n)
Task 1. Work in pairs. Complete the diagram with the ideas below. (4 mins)

- Ask Ss to work in pairs and decide which of the ideas

are related to each aspect of cities in the future
(Transport, Infrastructure and Living conditions) by
putting the statements in the appropriate blanks. Answer key:
1. B 2. C 3. A
- Have Ss read the three statements and the text in the
diagram. Check understanding of more difficult words
and phrases.
- Check answers as a class by calling on pairs to read
their diagrams and explain the reasons for their answers.
Task 2. Match the questions with the answers to make a conversation. Then practice it in pairs. (6
mins)

- T explains that these three questions and answers are

based on a feature in 1 (transport). Point out that the
idea is further developed by using Wh-questions.
Suggested answers:
- Tell Ss to read the questions carefully and check
1. B
understanding before they do the matching.
2. C
- Call on some Ss to read the questions and answers to 3. A
the class.
- Further explain the use of Wh-questions to keep the
conversation going and encourage Ss to use them while
making conversations.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.

3. ACTIVITY 2: LESS CONTROLLED PRACTICE (7 mins)

a. Objectives:
- To help Ss discuss the future cities and keep a conversation going by using Wh-questions
- To give Ss an opportunity to practise discussing features of future cities
b. Content:
- Task 3. Work in pairs. Ask and answer questions about one of the features of future cities in
1. Use the model and the tips in 2 to help you. (p.33)
c. Expected outcomes:
- Students know how to discuss what the cities of the future will be like with the help of Wh-
questions.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 3. Work in pairs. Ask and answer questions about one of the features of future cities in 1.
Use the model and the tips in 2 to help you. (7 mins)

- T keeps Ss in pairs to talk about the features of future Suggested answers:

cities. A: How will city dwellers’ life be like in
- Remind Ss to use the model conversation and the tips in 2. the future?
B: Well, I think people’s lives will be
- Note that Ss can choose one aspect in 1 (transport,
infrastructure or living conditions) to make their easier because AI technologies will help
conversation. them do many daily activities.
A: So, what kinds of activities can be
- Invite some pairs to role-play their conversation in front of
done by AI technologies?
the class.
B: Robots can help people do household
- Praise for interesting answers and fluent delivery chores and smart sensors can inform
Extension: In stronger classes, encourage Ss to expand the people of possible congestion in the
conversation by using their own ideas or elaborate more street. It really saves people time and
based on the ideas given. money.
A: That’s great.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
 4. ACTIVITY 3: FREE PRACTICE (15 mins)
a. Objectives:
- To strengthen students’ understanding about the language use in discussing cities of the
future;
- To help some students enhance presentation skills;
- To practise team working;
b. Content:
- Task 4. Work in groups. Discuss what the cities of the future will be like and present your
groups’ ideas to the whole class. (p.33)
- Further practice: Students discuss which features of future cities they like best.
c. Expected outcomes:
- Students can use the language and ideas from the unit to express their ideas.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 4. Work in groups. Discuss what the cities of the future will be like and present your
groups’ ideas to the whole class. (7 mins)

- Ask Ss to work in groups and discuss what future cities Students’ practice
will be like.
- Remind Ss to use the ideas already given in the previous
activities. In stronger classes, encourage Ss to come up with
their own ideas.
- Call on some groups to present their ideas to the class.
Further practice (8 mins)
- T asks Ss to work in pairs and talk about the features that
they like most about the future cities.
- T invites some pairs to present. Students’ practice.
- T gives feedback and gives marks to Ss’ performance.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Listening.

Board Plan
 Date of teaching
Unit 3: Cities of the future
Lesson 4: Speaking – Discussing the cities of the future
*Warm-up
Watch a video
* Vocabulary
- Task 1. Complete the diagram with the ideas below
- Task 2. Match the questions with the answers to make a conversation.
- Task 3. Ask and answer questions about one of the features of future cities.
- Task 4. Presentation
- Further practice

*Homework
 UNIT 3: CITIES OF THE FUTURE
Lesson 5: Listening – Living in a smart city

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about living in a smart city;
- Memorize vocabulary to talk about a smart city.
2. Competences
- Develop listening skills: listening for the main idea and listening for specific details
about living in a smart city
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Develop self-study skills;
- Actively join in class activities.

II. MATERIALS
- Grade 11 textbook, Unit 3, Listening
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Form Pronunciation
1. to interact (v) /ˌɪn.təˈrækt/

2. privacy (n) /ˈprɪvəsi/

3. sense of community (n) /sens əv kəˈmjuː.nə.ti/

4. neighbourhood (n) /ˈneɪbəhud/

Assumption
Anticipated difficulties Solutions
Students may lack more vocabulary to - Provide vocabulary and useful language before
deliver a speech. assigning tasks.
- Encourage students to work in groups so that they
can help each other.
- Give short, clear instructions and help if necessary.
Students cannot follow the speed of the - Make sure they understand the meaning and
 recording. pronunciation of important words.
- Teach them the skill of underlining key words in the
questions before they listen.
- Play more time if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on smart cities;
- To set the context for the listening part;
b. Content:
- Game: Excellent memory
c. Expected outcomes:
- Students gain knowledge on the topic.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Excellent memory
- Ss look at the picture for 20 seconds. Try to
remember all the smart city components.
- Teacher divides the class into 2 teams. Call one
student from each team to say the component, then call
another student from the other team. Game ends when
students can’t give more answers.
- After the game, the team with the higher point is the
winner.
- Teacher leads in the lesson.

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.

2. ACTIVITY 1: PRE-LISTENING (9 mins)

a. Objectives:
- To get students learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Task 1: Match the words and phrase with their meanings.
c. Expected outcomes:
- Students are able to understand the meaning and know how to pronounce some words from
the recording that they will listen to later.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Match the words and phrase with their meanings. (9 mins)
- Teacher introduces the vocabulary by showing Vocabulary:
pictures, actions, synonyms,... to get Ss to prepare for 1. to interact (v)
Task 1. 2. privacy (n)
3. sense of community (n)
- Write ‘Living in a smart city’ and elaborate with
questions, e.g, Do any of you live in a smart city? If not, 4. neighbourhood (n)
Have you heard of it? Can you name something that you Answer key:
can see in a smart city?,… 1. c
2. d
- Introduce the topic of the lesson and ask Ss to read the
3. b
words and match them with the meanings.
4. a
- Call on some Ss to give their answers to the class.
Extension: In stronger classes, encourage Ss to make
more sentences with the words in different contexts to
make sure they understand the meaning of the words
and phrases before moving to the next activities.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: WHILE-LISTENING (20 mins)

a. Objectives:
- To help Ss practise listening for the main idea about living in a smart city
- To help Ss practise listening for specific information about living in a smart city
- To provide Ss with some basic information about smart cities.
b. Content:
- Task 2. Listen to an interview and choose the correct answers A, B, or C (p.33)
- Task 3. Listen to the interview again and complete the table. Use no more than THREE
words for each answer. (p.33)
c. Expected outcomes:
- Students can catch the main idea as well as specific details of the recording and complete
the tasks successfully.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 2. Listen to an interview and choose the correct answers A, B, or C. (6 mins)
- T tells Ss that they’re going to listen to an interview with
Ms Stevens, a smart city dweller. Answer key:
- Have Ss read the questions and answer choices, and check 1. B
comprehension. Elicit or explain any unfamiliar or difficult 2. A
words. 3. A
- Play the recording and have Ss do the activity. Check
answers as a class. In stronger classes, ask Ss to explain
their choices.
- Play the recording again if many Ss have incorrect
answers, pausing at the places where they can find the
correct information.
Task 3. Listen to the interview again and complete the table. Use no more than THREE words for
each answer. (7 mins)

- T asks Ss to read the text in the table. Make sure they

understand they need to write no more than 3 words in each Answer key:
gap. 1. right to privacy
2. smart technologies
- Encourage them to guess what part of speech might fit
3. interact
each gap, e.g. 1. N, 2. N, 3. V, 4. N
4. sense of community
- Play the recording once (twice in weaker classes) for Ss to
complete the table.
- Ask ss to work with a partner to compare their answers.
- Check answers by calling on some Ss to write their
answers on the board or read them aloud.
- Play the recording again if many Ss have incorrect
answers, pausing at places where they can get the correct
information.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-LISTENING (8 mins)

a. Objectives:
- To check students’ understanding and memorize the information in the recording;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Group discussion: Disadvantages of living in a smart city
c. Expected outcomes:
- Students can use the language and ideas from the unit to understand more about living in
smart cities.
d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 4. Work in groups. Discuss the following questions. (7 mins)
Do you agree with Ms Stevens? Which of the disadvantages she mentioned do you think is the
most serious? Why?
- T asks some lead-in questions to see whether Ss agree with Suggested answers:
Ms Stevens’ opinions about living in a smart city. E.g: Do In our group, we all agree with Ms
you agree with Ms Stevens about the advantages of living in Stevens. She mentioned a lack of
a smart city? Is the problem of privacy serious? Do you privacy, collecting personal
think the sense of community is important? … information by technological
- Put Ss into groups to discuss which of the disadvantages, in companies, difficulties with setting up
their opinion, is the most serious and explain why. smart household appliances and a lack
- Remind Ss that they can use the ideas from the listening. In of sense of community. We all think the
stronger classes, encourage them to come up with their own lack of the sense of community is the
ideas to support their opinion. most serious problem for city dwellers.
- Invite some groups of Ss to present their ideas to the class. They will feel lonely and isolated when
there is no interaction among them.
This can also lead to health problems,
especially for old people.
e. Assessment
- Teacher observes Ss' performance, provides help if necessary.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson –Writing.

Board Plan

Date of teaching
Unit 3: Cities of the future
Lesson 5: Listening – Living in a smart city
*Warm-up
Excellent memory
* Vocabulary
1. to interact (v)
2. privacy (n)
3. sense of community (n)
4. neighbourhood (n)
- Task 1. Match the words and phrases with their meanings.
- Task 2. Listen to an interview and choose the correct answers A, B, or C.
- Task 3. Complete the table.
- Task 4: Discuss the questions.

*Homework
 UNIT 3: CITIES OF THE FUTURE
Lesson 6: Writing
An article about the advantages and disadvantages of living in a smart city

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about how to write an article about advantages and disadvantages of
living in a smart city;
- Apply structures to express suggestions, invitation or acceptance.
2. Competences
- Develop writing skills in terms of vocabulary, grammar, coherence and cohesion.
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Be polite and clear when writing an article;
- Develop self-study skills;
- Actively join in class activities.

II. MATERIALS
- Grade 11 textbook, Unit 3, Writing
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Guide students to make an outline before they write.
writing skills. - Encourage students to work in pairs and in groups so
that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ ideas about living in a smart city;
- To set the context for the writing part;
b. Content:
- Story starters
c. Expected outcomes:
- Students brainstorm some advantages or disadvantages of living in a smart city.
 d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Story starters
T asks Ss to work in groups of 8 students. The first student of each Students’ creativity
group starts with: “I like living in a smart city.” or “I don’t like
living in a smart city.” Then the next student continues by saying
one sentence about the reason…

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.

2. ACTIVITY 1: PRE-WRITING (12 mins)

a. Objectives:
- To help students develop ideas for their writing
- To familiarise Ss with the structure and language of an article.
b. Content:
- Task 1. Read the following ideas and decide whether they are advantages or disadvantages
of living in a smart city. Tick the appropriate box. (p.34)
- Task 2. Read the article below and match its parts with the correct descriptions (p. 34)
c. Expected outcomes:
- Students are able to get some ideas about advantages and disadvantages of living in a smart
city.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Read the following ideas and decide whether they are advantages or disadvantages of
living in a smart city. Tick the appropriate box. (5 mins)

- T asks Ss questions to recall ideas from the listening and elicit the
Answer key:
topic of the writing, e.g. Does Ms Stevens like living in a smart city?
Advantages: 1, 4, 5
What disadvantages does she mention? Does she mention any
Disadvantages: 2, 3, 6
advantages?
- Put Ss into pairs. Ask them to read the statements and decide
whether they describe advantages or disadvantages of living in a
smart city.
- Check answers as a class by asking individual Ss to read the
statements and say why they are advantages or disadvantages, e.g.
Statement 1 explains how people’s lives will become easier – by
reducing household chores – so this is an advantage.
Task 2. Read the article below and match its parts with the correct descriptions. (7 mins)
- T asks Ss to read the model article and checks understanding of the Answer key:
vocabulary. 2. A
- Have Ss match its parts with the descriptions individually. 1. B
- Put Ss in pairs and ask them to discuss and compare their answers in 3-4. C
pairs. 5. D
- Call on some Ss to read their answers to the class and confirm the
correct answers.
- To check understanding of the structure and language of the article,
ask questions, such as What does the writer include in the
introduction? What kind of question does she use to introduce the
topic? (Rhetorical question) What expression does she use to
introduce the disadvantages? How many body paragraphs does the
article include? What does each paragraph present? What does the
conclusion include?
e. Assessment
- Teacher observes Ss’ work and gives feedback.

3. ACTIVITY 2: WHILE-WRITING (15 mins)

a. Objectives:
- To help Ss practise using common structures in an article;
- To help Ss write a complete article about advantages and disadvantages
b. Content:
- Task 3. Write an article (120-150 words) about other advantages and disadvantages of
living in a smart city. Use the suggested ideas in 1, the sample in 2, and the outline below to
help you. (p.35)
c. Expected outcomes:
- Students can write a complete article based on the suggested ideas and given outline in
which the language is clear, short and simple
d. Organisation
TEACHER’S AND STUDENTS’ CONTENTS
ACTIVITIES
Task 3. Write an article (120-150 words) about other advantages and disadvantages of living in a
smart city. Use the suggested ideas in 1, the sample in 2, and the outline below to help you.
Suggested answer:
- T explains the writing task. Go through the
outline and recap the structure of an article. Smart cities are built on new technologies to
improve people’s lives. The idea of living in one of
- Have Ss work individually and write their them sounds very exciting. But is a life controlled
articles based on the ideas in the unit and the
by smart technologies good or bad for us?
outline given. Walk round the class and offer
Let’s start with the advantages. Living in a
help. When walking round the class to monitor,
make a note of common mistakes. After all Ss smart city can reduce the negative impact on the
environment. Future smart cities will be built in
 new urban areas with a lot of green space. City
finish the writing task, write these on the board,
making sure they are anonymous. Ask Ss to dwellers will also care more about the
correct them as a class. environment, so they will try to find ways to make
their cities greener and more sustainable, for
- If time allows, encourage Ss to swap their
example, by growing vegetables in their roof
writing with a partner for peer feedback. Ask
gardens.
them to focus on both the content and language
What about the disadvantages? Smart cities
in their comments. Encourage Ss to make some
revisions based on their partners’ suggestions. can also affect people’s private lives. When
cameras are installed for security purposes, city
- Collect Ss’ writings and provide written
dwellers will lose their right to privacy. They may
feedback in the next lesson.
think that someone is watching them all the time,
and feel uncomfortable.
In conclusion, there are both advantages and
disadvantages of living in a smart city. In my
opinion, the benefits are greater, and people will
find a way to adapt to the new lifestyle and
overcome the challenges.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-WRITING (10 mins)

a. Objectives:
- To do a cross-check and final check on students’ writing.
b. Content:
- Students exchange their work for cross-checking.
c. Expected outcomes:
- Students can evaluate others’ work as well as improve their own pieces of writing.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

CROSS-CHECKING Writing rubric
- Teacher has the pairs swap and gives feedback on each other’s 1. Organisation: …/10
writing. Teacher shows a writing rubric to help Ss do the peer 2. Legibility: …/10
review. 3. Ideas: …/10
- Ss do the task as required. 4. Word choice: …/10
- After peer review, Ss give the writing back to the owner and 5. Grammar usage: …/10
discuss how to improve it. TOTAL: …/50
- Teacher then chooses one piece of writing and gives feedback
on it as a model.
- Teacher chooses some useful or excellent words/ phrases/
expressions/ word choices Ss have used to give suggestions to
other Ss.
- Teacher chooses some typical errors and corrects the whole
class without nominating the Ss’ names.
e. Assessment
- Teacher observes Ss' performance, provides help if necessary.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Communication and Culture.

Board Plan

Date of teaching
Unit 3: Cities of the future
Lesson 6: Writing

- Task 1. Read the ideas and tick the appropriate box.

* Useful expressions
- Task 2. Read the article below and match its parts with the correct descriptions
- Task 3. Write about advantages and disadvantages of living in a smart city.
* Cross-checking
*Homework
 UNIT 3: CITIES OF THE FUTURE
Lesson 7: Communication and Culture / CLIL

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Expand vocabulary related to the topic of the unit;
- Understand more about technologies in the smart cities;
- Review expressions of certainty and uncertainty.
2. Core competence
- Be able to express certainty or uncertainty;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Feel confident to express certainty and uncertainty;
- Try their best to own the latest technologies in the future.

II. MATERIALS
- Grade 11 textbook, Unit 3, Communication and Culture
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups so
Students are reluctant to work in that they can help each other.
groups.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
Students may lack vocabulary to deliver
a speech - Provide vocabulary and useful language before
assigning tasks
- Encourage students to work in groups so that they
can help each other.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of future cities.
- To enhance students’ skills of cooperating with teammates.
b. Content:
 - Small game: Things of the future
c. Expected outcomes:
- Students can get ready to learn more about technologies used in smart cities
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

THINGS OF THE FUTURE
- T shows some pictures on the screen and asks Ss some
questions:
+ Have you seen these things in real life?
+ Guess what they are.
+ Which one would you like to own in the future?

1. plane 2. watch 3. motor 4. phone

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: EVERYDAY ENGLISH (20 mins)

a. Objectives:
- To provide a model conversation in which speakers express certainty and uncertainty.
- To review expressions for certainty and uncertainty.
b. Content:
- Task 1: Listen and complete the conversations with the expressions in the box. Then
practice it in pairs (p.35)
- Task 2: Work in pairs. Use the models in 1 to make similar conversations about these
predictions for the future. One of you is Student A, the other is Student B. Use the
expressions below to help you. (p.35)
c. Expected outcomes:
- Students can use appropriate language to express certainty and uncertainty.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and complete the conversations with the expressions in the box. Then practice it in
pairs (6 mins)
- Check if Ss know any phrases for expressing certainty or Answer key
uncertainty by asking, e.g. Do you think there will be more 1. B
high-rise buildings in the city? (I’m not so sure.) Do you 2. A
think more people will live in cities in the future? (Yes, I’m
sure about it.)
- Ask Ss to read through the expressions in the box and the
incomplete conversations, and check comprehension. In
stronger classes, have Ss complete the gaps based on context
clues in the conversations.
- In stronger classes, play the recording once for Ss to check
their answers. In weaker classes, play it twice, the first time
just to listen and the second time to write the letters for the
expressions they hear in the gaps.
- Check answers as a class by asking the questions and
having Ss to read out the complete answers.
- Ask Ss to practise the conversations in pairs.
Useful expressions (7 mins)
- Teacher gives students a list of expressions which are mixed Useful expressions
together. Ss have to classify them into 2 groups: offering help
and responding to offers.
- Ss work in groups to do the task.
- Check as a class.
- T asks if Ss can add some more expressions.

Task 2: Work in pairs. Use the models in 1 to make similar conversations about these predictions
for the future. One of you is Student A, the other is Student B. Use the expressions below to help
you. (7 mins)
- T has Ss read the predictions and checks understanding. Sample conversations:
1
- Revise common expressions used to express certainty and A: I heard that in the future all
uncertainty. In weaker classes, go through the expressions in vehicles such as cars and buses will be
the table and check understanding. driverless. Do you think that will be
possible?
- Put Ss into pairs. Give them a few minutes to come up with
B: I’m sure about it. With the help of
ideas to support their answers.
modern technologies, cars and buses
- In weaker classes, brainstorm some ideas as a class and will be driven automatically without
write them on the board. drivers.
2
E.g: Modern technologies will allow cars to run without
B: Do you think AI robots will do all
drivers; Although AI robots can do many household chores, household chores?
there are still many things that should be done by humans. A: I’m not really sure about it. Robots
- Allow Ss enough time to practise their conversations. Then may not cook well because they may
invite some pairs to role-play them in front of the class. not eat organic food or taste things.
Only human can do this.
- Praise for good effort, clear pronunciation, fluent delivery
and interesting ideas.
 e. Assessment
- Teacher obverses Ss’s work and gives feedback.
- Teacher gives a score to evaluate Ss’ performance.

3. ACTIVITY 2: CULTURE (15 mins)

a. Objectives:
- To help Ss learn about smart cities around the world
- To help Ss relate what they have learnt in the reading text to their own culture
b. Content:
- Task 1: Read the text on page 36 and decide in which city you can do the following (p.35)
- Task 2: Work in groups. Discuss the questions. (p.36)
c. Expected outcomes:
- Students get some knowledge/ideas about technologies used in some smart cities in the
world and are able to express their opinions about some of those technologies
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Read the text on page 36 and decide in which city you can do the following. (7 mins)
- T asks Ss some questions to find out what they already
know about the topic, e.g. Which cities in the world do you Answer key:
1. Singapore
think are smart ones? What makes them smart?
2. Toronto
- Ask Ss what they want to know about the topic. Write 3. London
their questions on the board, e.g . Which city has one of the 4. New York
largest bike-sharing systems? Which city allows you to 5. Copenhagen
book an appointment with a doctor online?,…
- Put Ss into pairs. Ask them to read the text about the four
cities and match the features with the cities.
- Walk round the class and offer help, explaining unfamiliar
words or answering questions.
- Check answers as a class by calling on pairs to write
names of cities on the board.
- Go back to the questions on the board, i.e. the things Ss
wanted to know about the topic. Ask which of the questions
they can answer now and cross them out. Assign the rest for
homework.

Extension: In stronger classes, encourage Ss to talk more

about other smart cities they know focusing on the activities
people can do in those cities.

Task 2. Work in groups. Discuss the questions. (8 mins)

- Have Ss work in pairs to discuss the technologies they Suggested answers:
would like to have in their city or neighbourhood. In Viet Nam, we would like to use a bank
card to pay for travelling on bus. This
- Ask Ss some specific questions, e.g., Are the technologies makes the payment much easier and
mentioned in the text available in Viet Nam? Which one more convenient than paying in cash. I
would you like to have in your city? Would you like to have hope our city will have a smart bike-
a smart bike-sharing system or use a bank card to pay for sharing system soon. People will not
travelling on the bus? have to use their own vehicles for short
distances. This will reduce traffic jams
- Call on some Ss to present their ideas in front of the class. and save people’s time.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Lesson 8 - Looking back and Project.
Board Plan

Date of teaching
Unit 3: Cities of the future
Lesson 7: Communication and Culture / CLIL
*Warm-up
* Everyday English
- Task 1: Listen and complete the conversations.
- Task 2: Make similar conversations.
* Culture
- Task 1: Read the text and decide in which city you can do the following.
- Task 2: Discussion.

*Homework

UNIT 3: CITIES OF THE FUTURE

Lesson 8: Looking back and Project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
 - Review the vocabulary and grammar of Unit 3;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
- Develop communication skills and creativity;
- Develop presentation skills;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Be more creative when doing the project;
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Unit 3, Looking back and project
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Encourage students to work in pairs and in groups so
speaking, writing and co-operating that they can help each other.
skills when doing the project. - Provide feedback and help if necessary.
Some students will excessively talk in - Explain expectations for each task in detail.
the class. - Have Ss who talk excessively practise.
- Continue to explain task expectations in small
chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and help Ss recalled the vocabulary about future cities they have
learnt in the unit
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Game: Lucky number
c. Expected outcomes:
- Students can recall the learnt vocabulary about future cities
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Game: Lucky number Suggested words:
- Ss work in 2 teams 1. privacy
- There are 7 numbers, 2 of which are lucky ones. 2. efficiently
- If Ss choose a lucky number, they get one point
without answering the question. 3. pedestrian zone
- If they choose the other numbers, one student of a 4. liveable
group picks up a piece of paper and sees the word on it. 5. infrastructure
- This student has to use words or actions to describe it
(without saying the word directly)
- Other Ss try to guess the words. One point for a correct
answer.
- The group having more points is the winner.

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: LOOKING BACK (12 mins)

a. Objectives:
- To help Ss review linking a final consonant and an initial vowel in spoken English.
- To help Ss revise words and phrases they have learnt in this unit.
- To help Ss review stative verbs in the continuous form and linking verbs.
b. Content:
- Task 1: Listen and mark ( ) the consonant and vowel sounds that are linked. Then practise
saying the sentences. (p.36)
- Task 2: Complete the sentences. Use words and phrases you have learnt in this unit (p.36)
- Task 3: Choose the correct words and phrases to complete these sentences (p.36)
c. Expected outcomes:
- Students can use the knowledge they have learnt in this unit to complete the tasks
successfully.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and mark ( ) the consonant and vowel sounds that are linked. Then practise
saying the sentences. (4 mins)
- T asks Ss to listen to the recording and mark the Answer key
consonant and vowel sounds that are linked 1. Many young people want to live‿in the
city.
- Check answers as a class by playing the recording and
2. It’s‿a busy street with great shops‿and
writing appropriate marks on the board.
restaurants.
- Ask Ss to practice the sentences in pairs. Draw their 3. The government wants to build‿a smart
attention to the sounds that are linked. city in the south‿of the country.
- Call on some Ss to read the questions out loud in front 4. The apartment was‿expensive, but my
of the class. parents could‿afford‿it.
Task 2: Complete the sentences. Use words and phrases you have learnt in this unit. (4 mins)
- Ask Ss to complete the sentences with suitable words Answer key
or phrases. Tell them to use the given letter as 1. traffic jams
suggestions. 2. liveable
- Have Ss do this activity individually, then compare 3. sustainable
their answers with their partners. 4. city dwellers

- Check answers by asking individual Ss to write the

missing words / phrases on the board.
Task 3: Choose the correct words and phrases to complete these sentences. (4 mins)
- Ask Ss to find and correct the mistakes in the Answer key:
sentences.
- Have Ss do this activity individually, then compare 1. am thinking
their answers with their partners. 2. unhappy
- Check answers by asking individual Ss to write the 3. tastes
sentences on the board. Have Ss explain what 4. an intelligent person
grammatical form they have used and why.
e. Assessment
- Teacher obverses Ss’s work and gives feedback.

3. ACTIVITY 2: PROJECT (28 mins)

a. Objectives:
- To provide an opportunity for Ss to develop their research and collaboration skills, and to
practise giving a poster presentation.
b. Content:
- Presentation of posters about cities of the future by groups in class.
c. Expected outcomes:
- Students practise giving a poster presentation.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Project: The ideal city of the future
- All groups exhibit their posters and make presentations. Students’ presentations
- When one group makes a presentation, others listen and
complete the evaluation sheet.
e. Assessment
- T gives comments and feedback to all posters and presentations, and awards a prize to the
group which has the most votes.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Unit 4.

Board Plan
 Date of teaching
Unit 3: CITIES OF THE FUTURE
Lesson 8: Looking back and project
*Warm-up
Lucky number
* Looking back
- Pronunciation
- Vocabulary
- Language

* Project: The ideal city of the future

*Homework