PERIOD 18.

UNIT 3: CITIES OF THE FUTURE

LESSON 1 – GETTING STARTED: AN EXHIBITION OF FUTURE CITIES
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I. OBJECTIVES:
- To create a friendly and lively atmosphere in the classroom;
- To introduce the unit topic ( Cities of the future);
- To introduce some vocabulary and the grammar points to be learnt in the unit;
- To check Ss’ comprehension of the conversation;
- To introduce collocations to describe cities, consisting of an adjective and a noun;
- To help ss identify stative verbs in continuous form and linking verbs.

II. LANGUAGE FOCUS:

- Key terms/ Vocabulary: impact, publictransport, infrastructure, traffic jam, carbon footprint, …
- Structure: stative verbs in the continuous form and linking verbs.

III. INSTRUCTIONAL RESOURCES:

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

IV. PROCEDURES:
Contents and techniques for organizing Expected products and
Stages
students’ learning activities assessment of students’ work
A. WARM-UP ACTIVITY 1: GAME: HOT POTATO
ACTIVITY - Ss stand in a circle or two rows facing each other
(5 minutes) and set a time limit for the game. Observation
- T throws the ball to one student and has him/her Student’s talk
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.

Target words in Unit 2

(generation gap, conflict, extended family, nuclear
family, characteristic, digital native, argument…)

B. KNOWLEDGE ACTIVITY 2: Vocabulary pre-teaching

FORMATION - Teacher introduces the vocabulary. Student’s talk
ACTIVITIES - Teacher explains the meaning of the new Observation
(7 minutes) vocabulary by pictures.
- Teacher checks students’ understanding with the
“Rub out and remember” technique.
- Teacher reveals that these five words will appear
in the reading text and asks students to open their
textbook to discover further.
New words:
1. impact (n)
2. public transport (n)
3. infrastructure (n)
4. traffic jam (n)
5. carbon footprint (n)
C. PRACTICE ACTIVITY 3: Task 1. Listen and read. (5 mins)
ACTIVITIES - Teacher asks Ss to look at the pictures in the Student’s answers
(20 minutes) book as well as the dialogue and answer the Observation
questions.
- Ss answer the questions in pairs. Answer keys:
- Teacher plays the recording twice. Ss listen and - Tall buildings, roads in the
read. air, flying private
- Teacher checks Ss’ prediction. T calls 2 Ss to vehicles
read the conversation aloud. - People travel by flying
objects instead of going
Questions: by car or bus. …
- What can you see in the picture? - Life will be more
- How is the city different from that now? convenient without
- What do you benefit from living in this city? pollution.

ACTIVITY 4: Task 2. Read the conversation

again and complete the notes. Use no more than Student’s answers
TWO words for each blank. (5 mins) Observation
- Teacher tells Ss to read the conversation
again and work independently to find the Answer keys:
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.

ACTIVITY 5: Task 3. Match the words to make

phrases mentioned in 1. (5 mins) Student’s answers
- Teacher has Ss look at task 3, and ask Ss to do Observation
the matching.
- Teacher asks Ss to read out the phrases they have Answer keys:
found and explain the meaning of them. 1. public transport
- Check answers as a class. 2. private vehicles
3. modern infrastructure
4. high-rise buildings
5. smart city

ACTIVITY 6: Task 4. Complete the sentences Student’s answers

with phrases from 1. (5 mins) Observation
- Teacher asks Ss to read the three statements.
- Teacher asks Ss to complete the sentences, using Answer keys:
the correct phrases from the text. 1. seems a good solution
- Check answers as a class. 2. looks beautiful
3. ‘m thinking of

D. APPLICATION ACTIVITY 7: Task 5. Interview

ACTIVITIES - Teacher asks Ss to work in pairs. Ask them to draw
(10 minutes) their city of the future. Then, look at the picture and Students’ conversations/
ask each other. interactions
- Teacher invites 1 or 2 pairs to come to the stage Observation
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. HOMEWORK
(3 minutes) - T asks Ss to talk about what they have learnt in Students’ notes
the lesson. Observation

HOMEWORK
- Write a short paragraph about how cities of the
future look like.
- Prepare for the project in Lesson 8

PERIOD 19. UNIT 3: CITIES OF THE FUTURE

 LESSON 2 – LANGUAGE
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I. OBJECTIVES:
- To help ss recognise and practise linking between a final consonant and an initial vowel;
- To introduce words and phrases related to cities and smart living;
- To help ss practise using the words and phrases related to the topic in meaningful contexts;
- To give ss an opportunity to practise stative verbs in the continuous form;
- To give ss an opportunity to practise linking verbs;
- To help ss practise stative verbs in the continuous form and linking verbs in a speaking activity.

II. LANGUAGE FOCUS:

- Key terms/ Vocabulary: impact, publictransport, infrastructure, traffic jam, carbon footprint, …
- Structure: stative verbs in the continuous form and linking verbs.

III. INSTRUCTIONAL RESOURCES:

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

IV. PROCEDURES:
Contents and techniques for organizing Expected products and
Stages
students’ learning activities assessment of students’ work
A. WARM-UP ACTIVITY 1: GAME.
ACTIVITY PUT PIECES OF PAPER TOGETHER Giving instructions
(5 minutes) - Ss work in 4 groups. Each group is given some Student’s time
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.

B. KNOWLEDGE ACTIVITY 2: Task 1: Listen and repeat. Pay

FORMATION attention to the linking between the words in
ACTIVITIES the sentences. (7 mins) Student’s talk
(12 minutes) - Teacher explains the importance of linking Observation
words in spoken English.
- Teacher explains that the linking is already
marked, and asks Ss to read the sentences first and
say which sounds are linked.
- Teacher plays the recording and asks Ss to listen
and repeat. Tell them to pay attention to linked
sounds.
- Teacher asks Ss to practice reading the sentences
aloud in pairs.

Notes:
- When we speak naturally, we don’t pause
between most words. We usually link the end and
beginning of some words so that they are easy to
say and flow together smoothly.
- Consonant-to-vowel is very common and occurs
 between a word ending with a consonant sound
and a word beginning with a vowel sound.

ACTIVITY 3: Task 2: Listen and mark the

consonant and vowel sounds that are linked.
Then practise saying the sentences. (5 mins) Student’s answers
- Ask Ss to read the sentences and put a mark Observation
between the sounds they think are linked when
speaking.
- Play the recording and have Ss check their
answers.
- Play the recording again, pausing after each
sentence, for Ss to repeat. Then say the linked
words for Ss to check their answers.

C. PRACTICE ACTIVITY 4: Task 1. Match the words and

ACTIVITIES phrases with their meanings. (6 mins) Student’s answers
(12 minutes) - Ask Ss to work in pairs. Ask them to read the Observation
words and phrases and match them to their
meanings. Answer keys:
- Check answers as a class. Call on one student to 1. c 2. d 3. e
read an item aloud and another student to read its 4. a 5. b
meaning.
- Check answers as a class.

ACTIVITY 5: Task 2. Complete the sentences

using the correct forms of the words and Student’s answers
phrases in 1. (6 mins) Observation
- T has Ss work in pairs, tells them to read the
sentences carefully and decide which word and Answer keys:
phrase in Task 1 can be used to complete each 1. Traffic jam
of the sentences. T explains that they should 2. city dwellers
use the context clues to decide on the word/ 3. roof gardens
phrase, e.g. in the first sentence, the gapped 4. skyscraper
word is about the facilities needed for a city to 5. urban centres
run smoothly.
- 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.

D. APPLICATION ACTIVITY 6: Task 1. Choose the correct forms

ACTIVITIES of the verbs to complete the following sentences. Students’ answers
(13 minutes) (4 mins) Observation
- Tell Ss to read the explanations in the Peer correction
Remember! box on page 30. Check understanding
of the grammar point by asking questions and Answer keys:
eliciting what stative verbs are and in which 1. think
situation they can be used in the continuous form. 2. are thinking
- In weaker classes, give more examples to make 3. don’t see
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.

ACTIVITY 7: Task 2. Find and correct the

mistakes in the following sentences. (5 mins)
- Ask Ss to read the explanation and examples in Students’ answers
the Remember! box on page 30. Check their Observation
understanding of the grammar point by asking
questions, e.g. What are linking verbs? When do Answer keys:
we use them? - What goes after a linking verb? 1. excitingly  exciting
- In weaker classes, give more examples to make 2. beauty  beautiful
sure Ss understand the use of linking verbs, e.g. 3. solve  solution
The 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.
 ACTIVITY 8: Task 3. Work in pairs. Talk about
future developments in your neighbourhood. Use Students’ answers
stative verbs in continuous form and linking Observation
verbs. (4 mins)
- Have Ss read the instructions and example, and
make sure 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. HOMEWORK
(3 minutes) - T asks: What have you learnt today? Students’ notes
Observation
HOMEWORK
- Do exercises in the workbook.
- Prepare for Lesson 3 - Reading.
 PERIOD 20. UNIT 3: CITIES OF THE FUTURE
LESSON 3 – READING: CHARACTERISTICS OF FUTURE CITIES
--------------------
I. OBJECTIVES:
- To activate ss' background knowledge about the topic and get ss involved in the lesson;
- To help Ss practise quessing the meaning of words and phrases from context;
- To help Ss practise reading for main ideas;
- To help Ss practise reading for specific information;
- To help ss use the language and ideas from the reading to express opinions and give reasons.

II. LANGUAGE FOCUS

- Key terms/ Vocabulary: sustainable, to operate, efficient, renewable, pedestrian zone, livable/ liveable
- Structure: stative verbs in the continuous form and linking verbs.

III. INSTRUCTIONAL RESOURCES

- Grade 11 textbook, Unit 3, Reading
- Projector/ TV/ pictures and cards
- hoclieu.vn.

IV. PROCEDURES
Contents and techniques for organizing students’ Expected products and
Stages
learning activities assessment of students’ work
A. WARM-UP ACTIVITY 1: Kim’s game
ACTIVITY - Ss work in two teams. Try to remember the Student’s talk
(5 minutes) things on screen without writing. Observation
- After that, Ss have 20 seconds to go to the board
and write all the words (name of the things). Answer key:
- The team with more correct words is the winner. 1. tall buildings
2. No pollution
3. computers/ robots
4. No traffic jam/ congestion

B. KNOWLEDGE ACTIVITY 2: Task 1. Work in groups. Discuss

FORMATION the questions. (4 mins) Student’s guessing
ACTIVITIES Observation
- Ask Ss to work in groups of three or four to discuss
(9 minutes)
the questions. Have Ss look at the pictures and elicit
questions such as What do you see in the picture?
What is the city like? And then lead into 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.

Questions:
1. What will future cities look like?
2. Do you think they will be ‘smarter’ and more
sustainable? Why/ Why not?

ACTIVITY 3: Vocabulary pre-teaching (5 mins)

- Teacher introduces the vocabulary. Student’s guessing
- Teacher explains the meaning of the new Observation
vocabulary by pictures.
- Teacher checks students’ understanding with the
“Rub out and remember” technique.
- Teacher reveals that these four words will appear
in the reading text and asks students to open their
textbook to discover further.
1. sustainable (adj)
2. to operate (v)
3. efficient (adj)
4. renewable (adj)
5. pedestrian zone (n)
6. livable/ liveable (adj)

C. PRACTICE ACTIVITY 4: Task 2. Read the article. Circle the Student’s answers
ACTIVITIES correct meanings of the highlighted words and Observation
(20 minutes) phrases. (6 mins)
- Ask Ss to read the whole text once to get an overall Answer keys:
idea. 1. A 2. A 3. C 4. B
- T then has Ss focus on the highlighted words,
looking for context clues in the text and working out
the correct
meaning.
- 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.

ACTIVITY 5: Task 3. Read the article again and

decide whether the statements are true (T) of
false (F). (7 mins) Student’s answers
- T asks Ss to read the statements and checks Observation
comprehension.
- Remind Ss that the statements may include Answer keys:
paraphrased information so they should look for 1. F 2. T 3. T 4. F
synonyms or words with similar meaning.
- 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.

ACTIVITY 6: Task 4. Read the article again and

complete the diagram with information from the
text. Use no more than TWO words for each Student’s answers
answer. (7 mins) Observation
- T asks Ss to read the points in the diagram using
the Answer keys:
information in the text. Focus their attention on the 1. support
gaps and explain they only need two words for each 2. operate
gap. 3. green space
- Tell Ss to read through the text to locate sentences 4. infrastructure
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 example, in the first sentence the
missing information is a verb which expresses the
purpose of the modern technology used in the city,
so the answer is ‘support’.

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.

D. APPLICATION ACTIVITY 7: DISCUSSION

ACTIVITIES - T asks Ss to review the text quickly to get the ideas
(8 minutes) for their answers. In strong classes, have Ss explain Students’ conversations/
their answers with other ideas that they may come up interactions
with. Observation
- Encourage Ss to explain their answers using as many Group discussion
reasons as possible.
- Invite some Ss from different groups to give their
answers to the class.

E. HOMEWORK T asks: What have you learnt today?

(3 minutes) Students’ answers and notes
HOMEWORK Observation
- Do exercises in the workbook.
- Prepare for the next lesson – Speaking.
 PERIOD 21. UNIT 3: CITIES OF THE FUTURE
LESSON 4 – SPEAKING: DISCUSSING CITIES OF THE FUTURE.
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I. OBJECTIVES:
+ To introduce more ideas for the speaking tasks;
+ To provide a model conversation in which speakers one aspect of future cities and practise using Wh-
questions to keep the conversation going;
+ To give ss an opportunity to talk about one of the features of future cities;
+ To give ss an opportunity to have a group discussion about cities of the future and report their
discussion to the class.

II. LANGUAGE FOCUS:

- Key terms/ Vocabulary: environment, private vehicle, public transport, infrastructure, eco-friendly,
sensor technology, …
- Structure: how to start a conversation or discussion.

III. INSTRUCTIONAL RESOURCES:

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

IV. PROCEDURES:
Contents and techniques for organizing Expected products and
Stages
students’ learning activities assessment of students’ work
A. WARM-UP ACTIVITY 1: Watch a video
ACTIVITY https://youtube.com/watch?v=m1z1rAC7nBs
(5 minutes) Student’s answers
Teacher plays the video and asks Ss some Observation
questions.
- Are there any differences between life in the
video with that of ours?
- Do you like living there?

B. KNOWLEDGE ACTIVITY 2: Vocabulary revision (5 mins)

FORMATION - Teacher writes words on the board Student’s talk
ACTIVITIES - Teacher checks students’ understanding with the Observation
(15 minutes) “Rub out and remember” technique.
- Teacher asks Ss to take notes on their notebooks. 1. environment (n)
2. private vehicles (n)
3. public transport (n)
4. infrastructure (n)
5. eco-friendly (adj)
6. sensor technology (n)

ACTIVITY 3: Task 1. Work in pairs. Complete Students’ answers

the diagram with the ideas below. (4 mins) Observation
- Ask Ss to work in pairs and decide which of the
ideas are related to each aspect of cities in the Answer keys:
future (Transport, Infrastructure and Living 1. B 2. C 3. A
conditions) by putting the statements in the
 appropriate blanks.
- 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.

ACTIVITY 4: Task 2. Match the questions Students’ answers

with the answers to make a conversation. Then Observation
practice it in pairs. (6 mins)
- T explains that these three questions and answers Answer keys:
are based on a feature in 1 (transport). Point out 1. B 2. C 3. A
that the idea is further developed by using Wh-
questions.
- Tell Ss to read the questions carefully and check
understanding before they do the matching.
- Call on some Ss to read the questions and
answers to the class.
- Further explain the use of Wh-questions to keep
the conversation going and encourage Ss to use
them while making conversations.

C. PRACTICE ACTIVITY 5: Task 3. Work in pairs. Ask and

ACTIVITIES answer questions about one of the features of Student’s answers
(7 minutes) future cities in 1. Use the model and the tips in Observation
2 to help you. (7 mins)
- T keeps Ss in pairs to talk about the features of Suggested answers:
future cities. A: How will city dwellers’ life
- Remind Ss to use the model conversation and the be like in the future?
tips in 2. B: Well, I think people’s lives
- Note that Ss can choose one aspect in 1 will be easier because AI
(transport, infrastructure or living conditions) to technologies will help them do
make their conversation. many daily activities.
- Invite some pairs to role-play their conversation A: So, what kinds of activities
in front of the class. can be done by AI
- Praise for interesting answers and fluent delivery technologies?
B: Robots can help people do
Extension: In stronger classes, encourage Ss to household chores and smart
expand the conversation by using their own ideas sensors can inform people of
or elaborate more based on the ideas given. possible congestion in the
street. It really saves people
time and money.
A: That’s great.

D. APPLICATION ACTIVITY 6: Task 4. Work in groups. Discuss

ACTIVITIES what the cities of the future will be like and Students’ practice
(15 minutes) present your groups’ ideas to the whole class.
(7 mins)
- Ask Ss to work in groups and discuss what future
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.

ACTIVITY 7: Further practice (8 mins)

- T asks Ss to work in pairs and talk about the Students’ practice
features that they like most about the future cities.
- T invites some pairs to present.
- T gives feedback and gives marks to Ss’
performance.
E. HOMEWORK
(3 minutes) - T asks: What have you learnt today? Students’ notes
Observation
HOMEWORK
- Do exercises in the workbook.
- Prepare for the next lesson – Listening.
 PERIOD 22. UNIT 3: CITIES OF THE FUTURE
LESSON 5 – LISTENING: LIVING IN A SMART CITY
--------------------
I. OBJECTIVES:
- To activate prior knowledge about the topic and get ss involved in the lesson;
- To help ss practise listening for the main idea;
- To help ss practise listening for specific information;
- To give ss an opportunity to use the language and ideas from the listening to express an opinion.

II. LANGUAGE FOCUS:

- Key terms/ Vocabulary: interact, privacy, sense of community, neighbourhood, …
- Structure: stative verbs in the continuous form and linking verbs.

III. INSTRUCTIONAL RESOURCES:

- Grade 11 textbook, Unit 3, Listening
- Projector / TV/ pictures and cards
- hoclieu.vn

IV. PROCEDURES:
Contents and techniques for organizing Expected products and
Stages
students’ learning activities assessment of students’ work
A. WARM-UP ACTIVITY 1: Excellent memory
ACTIVITY - Ss look at the picture for 20 seconds. Try to Student’s answer
(5 minutes) remember all the smart city components. Observation
- 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.

B. KNOWLEDGE ACTIVITY 2: Task 1. Match the words and

FORMATION phrase with their meanings. (9 mins)
ACTIVITIES - Teacher introduces the vocabulary by showing Student’s talk
(9 minutes) pictures, actions, synonyms,... to get Ss to prepare Observation
for Task 1.
- Write ‘Living in a smart city’ and elaborate with Answer keys:
questions, e.g, Do any of you live in a smart city? 1. c
If not, Have you heard of it? Can you name 2. d
something that you can see in a smart city?,… 3. b
- Introduce the topic of the lesson and ask Ss to 4. a
read the words and match them with the meanings.
- 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.
 Vocabulary:
1. to interact (v)
2. privacy (n)
3. sense of community (n)
4. neighbourhood (n)

C. PRACTICE ACTIVITY 3: Task 2. Listen to an interview

ACTIVITIES and choose the correct answers A, B, or C. Student’s answers
(20 minutes) (6 mins) Observation
- T tells Ss that they’re going to listen to an
interview with Ms Stevens, a smart city dweller. Answer keys:
- Have Ss read the questions and answer choices, 1. B
and check comprehension. Elicit or explain any 2. A
unfamiliar 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.

ACTIVITY 4: Task 3. Listen to the interview

again and complete the table. Use no more than
THREE words for each answer. (7 mins) Student’s answers
- T asks Ss to read the text in the table. Make sure Observation
they understand they need to write no more than 3
words in each gap. Answer keys:
- Encourage them to guess what part of speech 1. right to privacy
might fit each gap, e.g. 1. N, 2. N, 3. V, 4. N 2. smart technologies
- Play the recording once (twice in weaker classes) 3. interact
for Ss to complete the table. 4. sense of community
- 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.

D. APPLICATION ACTIVITY 5: POST-LISTENING. Task 4.

ACTIVITIES Work in groups. Discuss the following Students’ answers
(8 minutes) questions. (7 mins) Observation

Do you agree with Ms Stevens? Which of the Suggested answers:

disadvantages she mentioned do you think is the In our group, we all agree with
most serious? Why? Ms Stevens. She mentioned a
lack of privacy, collecting
- T asks some lead-in questions to see whether Ss personal information by
agree with Ms Stevens’ opinions about living in a technological companies,
smart city. E.g: Do you agree with Ms Stevens difficulties with setting up
about the advantages of living in a smart city? Is smart household appliances and
the problem of privacy serious? Do you think the a lack of sense of community.
sense of community is important? … We all think the lack of the
 - Put Ss into groups to discuss which of the sense of community is the most
disadvantages, in their opinion, is the most serious serious problem for city
and explain why. dwellers. They will feel lonely
- Remind Ss that they can use the ideas from the and isolated when there is no
listening. In stronger classes, encourage them to interaction among them. This
come up with their own ideas to support their can also lead to health
opinion. problems, especially for old
- Invite some groups of Ss to present their ideas to people.
the class.

E. HOMEWORK
(3 minutes) - T asks: What have you learnt today? Students’ notes
Observation
HOMEWORK
- Do exercises in the workbook.
- Prepare for the next lesson – Writing.
 PERIOD 23. UNIT 3: CITIES OF THE FUTURE
LESSON 6 – WRITING: AN ARTICLE ABOUT THE ADVANTAGES AND
DISADVANTAGES OF LIVING IN A SMART CITY
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I. OBJECTIVES:
- To help ss develop ideas for their writing;
- To familiarise ss with the structure and language of an article;
- To help ss practise writing an article about the advantages and disadvantages of living in a smart city.

II. LANGUAGE FOCUS:

- Key terms/ Vocabulary: impact, publictransport, infrastructure, traffic jam, carbon footprint, …
- Structure: structure and language of an article

III. INSTRUCTIONAL RESOURCES:

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

IV. PROCEDURES:
Contents and techniques for organizing Expected products and
Stages
students’ learning activities assessment of students’ work
A. WARM-UP ACTIVITY 1: STORY STARTERS
ACTIVITY - T asks Ss to work in groups of 8 students. The
(5 minutes) first student of each group starts with: “I like Student’s answers
living in a smart city.” or “I don’t like living in a Observation
smart city.” Then the next student continues by
saying one sentence about the reason …

B. KNOWLEDGE ACTIVITY 2: Task 1. Read the following ideas

FORMATION and decide whether they are advantages or
ACTIVITIES disadvantages of living in a smart city. Tick the Student’s talk
(12 minutes) appropriate box. (5 mins) Observation
- T asks Ss questions to recall ideas from the
listening and elicit the topic of the writing, e.g. Answer keys:
Does Ms Stevens like living in a smart city? Advantages: 1, 4, 5
What disadvantages does she mention? Does she Disadvantages: 2, 3, 6
mention any 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.

ACTIVITY 3: Task 2. Read the article below

and match its parts with the correct Student’s talk
descriptions. (7 mins) Observation
 - T asks Ss to read the model article and checks Answer keys:
understanding of the vocabulary. 2. A
- Have Ss match its parts with the descriptions 1. B
individually. 3-4. C
- Put Ss in pairs and ask them to discuss and 5. D
compare their answers in pairs.
- 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?

C. PRACTICE ACTIVITY 4: Task 3. Write an article (120-150

ACTIVITIES words) about other advantages and Student’s answers
(15 minutes) disadvantages of living in a smart city. Use the Observation
suggested ideas in 1, the sample in 2, and the
outline below to help you. Suggested answer:
Smart cities are built on
- T explains the writing task. Go through the new technologies to improve
outline and recap the structure of an article. people’s lives. The idea of
- Have Ss work individually and write their living in one of them sounds
articles based on the ideas in the unit and the very exciting. But is a life
outline given. Walk round the class and offer controlled by smart
help. When walking round the class to monitor, technologies good or bad
make a note of common mistakes. After all Ss for us?
finish the writing task, write these on the board, Let’s start with the
making sure they are anonymous. Ask Ss to advantages. Living in a
correct them as a class. smart city can reduce the
- If time allows, encourage Ss to swap their negative impact on the
writing with a partner for peer feedback. Ask environment. Future smart
them to focus on both the content and language cities will be built in new
in their comments. Encourage Ss to make some urban areas with a lot of
revisions based on their partners’ suggestions. green space. City dwellers
- Collect Ss’ writings and provide written will also care more about
feedback in the next lesson. the environment, so they
will try to find ways to make
their cities greener and
more sustainable, for
example, by growing
vegetables in their roof
gardens.
What about the
disadvantages? Smart cities
can also affect people’s
private lives. When cameras
are installed for security
purposes, city dwellers will
 lose their right to privacy.
They may 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.

D. APPLICATION ACTIVITY 5: CROSS-CHECKING

ACTIVITIES - Teacher has the pairs swap and gives feedback Students’ answers
(12 minutes) on each other’s writing. Teacher shows a writing Observation
rubric to help Ss do the peer review. Peer correction
- Ss do the task as required.
- After peer review, Ss give the writing back to the Writing rubric
owner and discuss how to improve it - Teacher 1. Organization: …/10
then chooses one piece of writing and gives 2. Legibility: …/10
feedback on it as a model. 3. Ideas: …/10
- Teacher chooses some useful or excellent words/ 4. Word choice: …/10
phrases/ expressions/ word choices Ss have used 5. Grammar usage and
to give suggestions to other Ss. mechanics: …/10
- Teacher chooses some typical errors and corrects TOTAL: …/50
the whole class without nominating the Ss’ names.

E. HOMEWORK
(3 minutes) - T asks: What have you learnt today? Students’ notes
Observation
HOMEWORK
- Do exercises in the workbook.
- Prepare for the next lesson – Communication and
Culture.
 PERIOD 24. UNIT 3: CITIES OF THE FUTURE
LESSON 7 – COMMUNICATION & CULTURE/ CLIL
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I. OBJECTIVES:
+ To provide model conversations in which speakers express certainty and uncertainty about the future;
+ To review expressions for expressing certainty and uncertainty;
+ To help ss practise expressing certainty and uncertainty about the future;
+ 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.

II. LANGUAGE FOCUS:

- Key terms/ Vocabulary: sustainable, to operate, efficient, renewable, pedestrian zone, livable/ liveable
- Structure: stative verbs in the continuous form and linking verbs.

III. INSTRUCTIONAL RESOURCES:

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

IV. PROCEDURES:
Contents and techniques for organizing students’ Expected products and
Stages
learning activities assessment of students’ work
A. WARM-UP ACTIVITY 1: THINGS OF THE FUTURE
ACTIVITY - T shows some pictures on the screen and asks Ss
(5 minutes) some questions: Student’s answers
+ Have you seen these things in real life? Observation
+ Guess what they are.
+ Which one would you like to own in the future?

B. KNOWLEDGE ACTIVITY 2: Task 1: Listen and complete the

FORMATION conversations with the expressions in the box. Then
ACTIVITIES practice it in pairs (6 mins) Student’s talk
(20 minutes) - Check if Ss know any phrases for expressing Observation
certainty or uncertainty by asking, e.g. Do you think
there will be more high-rise buildings in the city? (I’m Answer keys:
not so sure.) Do you think more people will live in 1. B
cities in the future? (Yes, I’m sure about it.) 2. A
- 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.

ACTIVITY 3: Useful expressions (7 mins)

- Teacher gives students a list of expressions which are Student’s answers
mixed together. Ss have to classify them into 2 groups: Observation
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.

ACTIVITY 4: Task 2: Work in pairs. Use the

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

C. PRACTICE ACTIVITY 5: Task 1. Read the text on page 36 and

ACTIVITIES decide in which city you can do the following. Student’s answers
(15 minutes) (7 mins) Observation
 - T asks Ss some questions to find out what they Answer keys:
already know about the topic, e.g. Which cities in the 1. Singapore
world do you think are smart ones? What makes them 2. Toronto
smart? 3. London
- Ask Ss what they want to know about the topic. 4. New York
Write their questions on the board, e.g . Which city 5. Copenhagen
has one of the largest bike-sharing systems? Which
city allows you to 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.

ACTIVITY 6: Work in groups. Discuss the

questions. (8 mins) Student’s answers
- Have Ss work in pairs to discuss the technologies Observation
they would like to have in their city or neighbourhood.
- Ask Ss some specific questions, e.g., Are the Suggested answers:
technologies mentioned in the text available in Viet In Viet Nam, we would like to
Nam? Which one would you like to have in your city? use a bank card to pay for
Would you like to have a smart bike-sharing system or travelling on bus. This makes
use a bank card to pay for travelling on the bus? the payment much easier and
- Call on some Ss to present their ideas in front of the more convenient than paying in
class. cash. I hope our city will have
a smart bike-sharing system
soon. People will not have to
use their own vehicles for
short distances. This will
reduce traffic jams and save
people’s time.

D. APPLICATION ACTIVITY 6: Work in groups. Discuss the

ACTIVITIES questions. (8 mins) Student’s answers
(5 minutes) - Have Ss work in pairs to discuss the technologies Observation
they would like to have in their city or neighbourhood.
- Ask Ss some specific questions, e.g., Are the Suggested answers:
technologies mentioned in the text available in Viet In Viet Nam, we would like to
Nam? Which one would you like to have in your city? use a bank card to pay for
Would you like to have a smart bike-sharing system or travelling on bus. This makes
use a bank card to pay for travelling on the bus? the payment much easier and
- Call on some Ss to present their ideas in front of the more convenient than paying in
class. cash. I hope our city will have
 a smart bike-sharing system
soon. People will not have to
use their own vehicles for
short distances. This will
reduce traffic jams and save
people’s time.

E. HOMEWORK
(3 minutes) - T asks: What have you learnt today? Students’ notes
Observation
HOMEWORK
- Do exercises in the workbook.
- Prepare for Lesson 8 – Looking back and project.
 PERIOD 25. UNIT 3: CITIES OF THE FUTURE
LESSON 8 – LOOKING BACK & PROJECT
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I. OBJECTIVES:
- To help ss revise linking between a final consonant and an initial vowel;
- To help ss revise words and phrases they have learnt in this unit;
- To help ss revise stative verbs in the continuous form and linking verbs;
- To provide an opportunity for ss to develop their research and collaboration skills, and to practise
giving a poster presentation.

II. LANGUAGE FOCUS:

- Key terms/ Vocabulary: sustainable, to operate, efficient, renewable, pedestrian zone, livable/ liveable
- Structure: stative verbs in the continuous form and linking verbs.

III. INSTRUCTIONAL RESOURCES:

- Grade 11 textbook, Unit 3, Looking back and project
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

IV. PROCEDURES:
Contents and techniques for organizing Expected products and
Stages
students’ learning activities assessment of students’ work
A. WARM-UP ACTIVITY 1: GAME: LUCKY NUMBER
ACTIVITY - Ss work in 2 teams
(5 minutes) - There are 7 numbers, 2 of which are lucky ones. Student’s answers
- If Ss choose a lucky number, they get one point Observation
without answering the question.
- If they choose the other numbers, one student of a Suggested words:
group picks up a piece of paper and sees the word 1. privacy
on it. 2. efficiently
- This student has to use words or actions to 3. pedestrian zone
describe it (without saying the word directly) 4. liveable
- Other Ss try to guess the words. One point for a 5. infrastructure
correct answer.
- The group with the most points is the winner.

B. KNOWLEDGE ACTIVITY 2: Task 1: Listen and mark ( ) the

FORMATION consonant and vowel sounds that are linked.
ACTIVITIES Then practise saying the sentences. (4 mins) Student’s talk
(12 minutes) - T asks Ss to listen to the recording and mark the Observation
consonant and vowel sounds that are linked.
- Check answers as a class by playing the recording Answer keys:
and writing appropriate marks on the board. 1. Many young people want to
- Ask Ss to practice the sentences in pairs. Draw live‿in the
their attention to the sounds that are linked. City.
- Call on some Ss to read the questions out loud in 2. It’s‿a busy street with great
front of the class. shops‿and
restaurants.
3. The government wants to
build‿a smart city in the
south‿of the country.
4. The apartment
 was‿expensive, but my
parents could‿afford‿it.

ACTIVITY 3: Task 2: Complete the sentences.

Use words and phrases you have learnt in this Student’s answers
unit. (4 mins) Observation
- Ask Ss to complete the sentences with suitable
words or phrases. Tell them to use the given letter Answer keys:
as suggestions. 1. traffic jams
- Have Ss do this activity individually, then 2. liveable
compare their answers with their partners. 3. sustainable
- Check answers by asking individual Ss to write 4. city dwellers
the missing words /phrases on the board.

ACTIVITY 4: Task 3: Choose the correct words Student’s answers

and phrases to complete these sentences. Observation
(4 mins)
- Ask Ss to find and correct the mistakes in the Answer keys:
sentences. 1. am thinking
- Have Ss do this activity individually, then 2. unhappy
compare their answers with their partners. 3. tastes
- Check answers by asking individual Ss to write 4. an intelligent person
the sentences on the board. Have Ss explain what
grammatical form they have used and why.

C. APPLICATION PROJECT: The ideal city of the future

ACTIVITIES - All groups exhibit their posters and make Students’ answers
(28 minutes) presentations. Observation
- When one group makes a presentation, others
listen and complete the evaluation sheet.

E. HOMEWORK
(3 minutes) - T asks: What have you learnt today? Students’ notes
Observation
HOMEWORK
- Do exercises in the workbook.
- Prepare for Review 1.