Planning date :…/

Teaching date:…
Period:….
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
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 (generation gap, conflict, extended family,
and set a time limit for the game. nuclear family, characteristic, digital native,
- T throws the ball to one student and has him/her argument…)
call 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’ CONTENTS
ACTIVITIES
Vocabulary pre-teaching New words:
- Teacher introduces the vocabulary. 1. impact (n)
- Teacher explains the meaning of the new 2. public transport (n)
vocabulary by pictures. 3. infrastructure (n)
- Teacher checks students’ understanding with 4. traffic jam (n)
the “Rub 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’ CONTENTS

ACTIVITIES
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 Answer key:
again and work independently to find the 1. green areas
answers. 2. traffic jams
- Ss work independently to find the answers. 3. technology
- Teacher has Ss compare the answers in pairs 4. housing
before checking with the whole class.
- 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 Answer key:
do the matching. 1. public transport
- Teacher asks Ss to read out the phrases they 2. private vehicles
have 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, 1. seems a good solution
using 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’ CONTENTS

ACTIVITIES
Task 5. Interview
- Teacher asks Ss to work in pairs. Ask them to Students’ own creativity.
draw 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
Planning date :…/
Teaching date:… /
Period:….

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
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 Notes:
in spoken English. - When we speak naturally, we don’t pause
- Teacher explains that the linking is already between most words. We usually link the end
marked, and asks Ss to read the sentences first and and beginning of some words so that they
say which sounds are linked. are easy to say and flow together smoothly.
- Teacher plays the recording and asks Ss to listen - Consonant-to-vowel is very
and repeat. Tell them to pay attention to linked common and occurs between a word
sounds. ending with a consonant sound and
- Teacher asks Ss to practice reading the sentences a word beginning with a vowel sound.
aloud in pairs.
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 Answer key:
between the sounds they think are linked when 1. Traffic jams are the city's biggest
speaking. problem, especially during rush hour.
- Play the recording and have Ss check their 2. This is the most beautiful city I’ve ever
answers. visited.
- Play the recording again, pausing after each 3. Would you like a guided tour of the city
sentence, for Ss to repeat. Then say the linked this afternoon?
words for Ss to check their answers. 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 Answer key:
and phrases and match them to their meanings. 1. c
- Check answers as a class. Call on one student to read an 2. d
item 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 1. Traffic jam
used to complete each of the sentences. T explains that 2. city dwellers
they should use the context clues to decide on the word / 3. roof gardens
phrase, e.g. in the first sentence, the gapped word is 4. skyscraper
 about the facilities needed for a city to run smoothly. 5. urban centres
- Check answers as a class. Have Ss call out the word and
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 Answer key:
on page 30. Check understanding of the grammar point 1. think
by asking questions and eliciting what stative verbs are 2. are thinking
and in which situation they can be used in the 3. don’t see
continuous form.
- 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 1. The urban lifestyle seems more
of the grammar point by asking questions, e.g. What exciting to young people.
are linking verbs? When do we use them? - What goes 2. The museum building looks beautiful
after a linking verb? from a distance.
 - In weaker classes, give more examples to make sure 3. Widening the road sounds a good
Ss understand the use of linking verbs, e.g. The solution to traffic problems in this area.
perfume smells 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 Student’s creativity
sure they all understand the context and what they have
to [Link] 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.

5. 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.
Planning date :…/
Teaching date:… /
Period:….

UNIT 3: 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

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’ CONTENTS
ACTIVITIES
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)
- Ask Ss to work in groups of three or four to Questions:
discuss the questions. Have Ss look at the pictures 1. What will future cities look like?
and elicit questions such as What do you see in the 2. Do you think they will be ‘smarter’ and
picture? What is the city like? And then lead into more sustainable? Why/Why not?
the topic of the 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 1. sustainable (adj)
vocabulary by pictures. 2. to operate (v)
- Teacher checks students’ understanding with the 3. efficient (adj)
“Rub out and remember” technique. 4. renewable (adj)
- Teacher reveals that these six words will appear in 5. pedestrian zone (n)
the reading text and asks students to open their 6. livable/liveable (adj)
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: 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)
- Ask Ss to read the whole text once to get an overall Answer key:
idea. 1. A
- T then has Ss focus on the highlighted words, looking 2. A
for 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:
- Remind Ss that the statements may include 1. F
paraphrased information so they should look for 2. T
synonyms or words with similar meaning. 3. T
- Tell Ss to read through the text to locate information 4. F
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. Answer key:
For example, in the first sentence the missing 1. support
information is a verb which expresses the purpose of 2. operate
the modern technology used in the city, so the answer 3. green space
is ‘support’. 4. infrastructure
Extension: Ask Ss to close their books. Choose three
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:
- T asks Ss to review the text quickly to get the ideas 1. I would like to live in a smart city because
for their answers. In strong classes, have Ss explain of its modern infrastructure. As a person who
their answers with other ideas that they may come has a great interest in technology, I’d love to
up with. see how smart technologies are used in a
- Encourage Ss to explain their answers using as smart city and how they can make city
many reasons as possible. 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.

5. 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.
 Planning date :…/
Teaching date:… /
Period:….

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

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 Link:

questions. [Link]
- Are there any differences between life in the v=m1z1rAC7nBs&feature=share
video with that of ours?
- 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 1. environment (n)
“Rub 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 Answer key:
appropriate blanks. 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 3. A
to 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 the future?
 in 2. B: Well, I think people’s lives will be
- Note that Ss can choose one aspect in 1 (transport, easier because AI technologies will help
infrastructure or living conditions) to make their them do many daily activities.
conversation. A: So, what kinds of activities can be done
- Invite some pairs to role-play their conversation in by AI technologies?
front of 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 people of possible congestion in the street.
the conversation by using their own ideas or elaborate It really saves people time and money.
more based on the ideas given. 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 Students’ practice
cities 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.
5. 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.
 Planning date :…/
Teaching date:… /
Period:….
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
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 1. to interact (v)
for Task 1. 2. privacy (n)
- Write ‘Living in a smart city’ and elaborate with 3. sense of community (n)
questions, e.g, Do any of you live in a smart city? If 4. neighbourhood (n)
not, Have you heard of it? Can you name something Answer key:
that you can see in a smart city?,… 1. c
- Introduce the topic of the lesson and ask Ss to read 2. d
the words and match them with the meanings. 3. b
- Call on some Ss to give their answers to the class. 4. a
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 1. B
check comprehension. Elicit or explain any unfamiliar 2. A
or difficult 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 Answer key:
each gap. 1. right to privacy
- Encourage them to guess what part of speech might fit 2. smart technologies
each gap, e.g. 1. N, 2. N, 3. V, 4. N 3. interact
- Play the recording once (twice in weaker classes) for 4. sense of community
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 Suggested answers:
with Ms Stevens’ opinions about living in a smart city. In our group, we all agree with Ms
E.g: Do you agree with Ms Stevens about the Stevens. She mentioned a lack of privacy,
advantages of living in a smart city? Is the problem of collecting personal information by
privacy serious? Do you think the sense of community is technological companies, difficulties with
important? … setting up smart household appliances
- Put Ss into groups to discuss which of the and a lack of sense of community. We all
disadvantages, in their opinion, is the most serious and think the lack of the sense of community is
explain why. the most serious problem for city
- Remind Ss that they can use the ideas from the dwellers. They will feel lonely and
listening. In stronger classes, encourage them to come isolated when there is no interaction
up with their own ideas to support their opinion. among them. This can also lead to health
- Invite some groups of Ss to present their ideas to the problems, especially for old people.
class.
e. Assessment
- Teacher observes Ss' performance, provides help if necessary.
- Teacher’s feedback and peers’ feedback.

5. 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.
Planning date :…/
Teaching date:…
Period:….
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
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 Students’ creativity
each 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 topic of the writing, e.g. Does Ms Stevens like living in a Answer key:
smart city? What disadvantages does she mention? Does she Advantages: 1, 4, 5
mention any advantages? Disadvantages: 2, 3, 6
- 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 Answer key:
the 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 3-4. C
answers in 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.
- T explains the writing task. Go through the Suggested answer:
outline and recap the structure of an article. Smart cities are built on new technologies to improve
- Have Ss work individually and write their people’s lives. The idea of living in one of them
articles based on the ideas in the unit and sounds very exciting. But is a life controlled by smart
the outline given. Walk round the class and technologies good or bad for us?
offer help. When walking round the class to Let’s start with the advantages. Living in a smart
monitor, make a note of common mistakes. city can reduce the negative impact on the
After all Ss finish the writing task, write environment. Future smart cities will be built in new
these on the board, making sure they are urban areas with a lot of green space. City dwellers
anonymous. Ask Ss to correct them as a will also care more about the environment, so they
class. will try to find ways to make their cities greener and
- If time allows, encourage Ss to swap their more sustainable, for example, by growing vegetables
writing with a partner for peer feedback. in their roof gardens.
Ask them to focus on both the content and What about the disadvantages? Smart cities can
language in their comments. Encourage Ss also affect people’s private lives. When cameras are
 to make some revisions based on their installed for security purposes, city dwellers will lose
partners’ suggestions. their right to privacy. They may think that someone is
- Collect Ss’ writings and provide written watching them all the time, and feel uncomfortable.
feedback in the next lesson. 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 1. Organisation: …/10
other’s writing. Teacher shows a writing rubric to help Ss do 2. Legibility: …/10
the peer 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.

5. 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.
Planning date :…/
Teaching date:… /
Period:….

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
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’ CONTENTS

ACTIVITIES
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 1. B
more high-rise buildings in the city? (I’m not so sure.) Do 2. A
you 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 Useful expressions
mixed 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:
- Revise common expressions used to express certainty 1
and uncertainty. In weaker classes, go through the A: I heard that in the future all vehicles
expressions in the table and check understanding. such as cars and buses will be
- Put Ss into pairs. Give them a few minutes to come up driverless. Do you think that will be
with ideas to support their answers. possible?
- In weaker classes, brainstorm some ideas as a class and B: I’m sure about it. With the help of
write them on the board. modern technologies, cars and buses
E.g: Modern technologies will allow cars to run without will be driven automatically without
drivers; Although AI robots can do many household drivers.
chores, there are still many things that should be done by 2
humans. B: Do you think AI robots will do all
- Allow Ss enough time to practise their conversations. household chores?
Then invite some pairs to role-play them in front of the A: I’m not really sure about it. Robots
class. may not cook well because they may not
- Praise for good effort, clear pronunciation, fluent eat organic food or taste things. Only
delivery and interesting ideas. human can do this.

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 Answer key:
you think are smart ones? What makes them smart? 1. Singapore
- Ask Ss what they want to know about the topic. Write 2. Toronto
their questions on the board, e.g . Which city has one of 3. London
the largest bike-sharing systems? Which city allows you 4. New York
to book an appointment with a doctor online?,… 5. Copenhagen
- 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
- Ask Ss some specific questions, e.g., Are the card to pay for travelling on bus. This
technologies mentioned in the text available in Viet makes the payment much easier and more
Nam? Which one would you like to have in your city? convenient than paying in cash. I hope
Would you like to have a smart bike-sharing system or our city will have a smart bike-sharing
use a bank card to pay for travelling on the bus? system soon. People will not have to use
- Call on some Ss to present their ideas in front of the their own vehicles for short distances.
class. This will reduce traffic jams and save
people’s time.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
5. 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.
Planning date :…/
Teaching date:… /
Period:….

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
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 3. pedestrian zone
without answering the question. 4. liveable
- If they choose the other numbers, one student of a 5. infrastructure
group picks up a piece of paper and sees the word on
it.
- 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
- Check answers as a class by playing the recording city.
and writing appropriate marks on the board. 2. It’s‿a busy street with great shops‿and
- Ask Ss to practice the sentences in pairs. Draw their restaurants.
attention to the sounds that are linked. 3. The government wants to build‿a smart
- Call on some Ss to read the questions out loud in city in the south‿of the country.
front of the class. 4. The apartment was‿expensive, but my
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 Answer key
words 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. 1. am thinking
- Have Ss do this activity individually, then compare 2. unhappy
their answers with their partners. 3. tastes
- Check answers by asking individual Ss to write the 4. an intelligent person
sentences on the board. Have Ss explain what
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 Students’ presentations
 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.
5. 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.