Date of Preparation: 18th March 2021 Date of Teaching: 25th March 2021

UNIT 9: CITIES OF THE FUTURE

(GETTING STARTED)
Period: 83
I. AIMS AND OBJECTIVES:
+ Language content:
- To introduce some words and phrases relating to cities of the future
- To help Ss get to know the topic of the unit
+ Language function: To help Ss to:
- use the lexical items related to cities of the future.
- know more about the vocabulary and structures to talk about cities of the future
+ Educational aim:To enable Ss to get ready for all the lessons about cities of the future
1. Language:
a. Vocabulary:generate, solar panel, renewable energy
b. Structures: question tags and conditional sentences type 0
2.Skills: Integrated skills
3.Educational factor: To enable Ss to get to learn about cities of the future
II. TEACHER’S AND STUDENTS’ PREPARATION.
1. Method: Communicative approach
2. Techniques / Activities: pair-wok, explanation, Role- play
3. Materials needed: textbooks, references, video clip, pictures, CD, projector, and chalk
4. Students’ preparation: Lesson preparation and appliances for studying.
5. Previous exercises: Grammar
III. TEACHING PROCEDURE.
1. Stabilization: (1’) Good morning class! How are you today? / Who is absent today, monitor?
2. Checking up the previous knowledge: (4’)
Rewrite the sentences so that their meaning is not changed, using reduction of relative clauses. (10pts)
1. I think China will be the next country which will host the Olympic Games.
2. Do you know the boy? He is standing near the window.
3. I like this book. It was written by my friend.
3. Presentation of the new materials.
Tim Teacher’s activities Students’ activities The lesson content
e
(4’) I. WARM-UP: UNIT 9: CITIES OF THE
- Asks Ss to look at the picture - Look at the picture FUTURE
of the three people, guess what and answer Lesson 1: GETTING STATED
relationship is and what they are
talking about.
- Tells Ss that they are going to -Listen
listen to a conversation between
three students.
(10’) II. PRESENTATION: Suggested answer:They are
classmates and are discussing the
Activity 1: Listen and read.
topic “Our city in 2050” for their
- Play the recording twice and has - Listen and read the
assignment.
Ss listen and read the conversation silently.
Activity 2:Read the conversation
conversation silently.
(20’) III. PRACTICE: again. Answer the questions.
Key:
Activity 2: Read the
1. It’s about life in the city in the
conversation again. Answer the
year 2050.
questions.
2. Both think life will be better;
- Guides and reminds Ss of some - Listen to the
teacher’s explanation. Phong believes modern
tips to do this kind of task.
technology will be the reason,
- Asks Ss to work individually to
- Do activity 2 while Chi thinks there’ll be no
do activity 2 in 3’.
pollution.
- Goes around the class to help if individually in 3’.
 necessary. 3. They choose to talk about the
- Then asks Ss to compare their environment.
answers in pairs. - Compare their 4. Solar energy is mentioned. This
- CallsSs to present answers. answers in pairs. energy can be used for transport,
- Corrects and gives feedback - Give their answers lighting, cooking, heating water,
Activity 3: Find the question - Pay attention the and helping plants grow.
tags in the conversation and feedback and write 5. (students’ answers)
write them in the space down. Activity 3:Find the question tags in
provided. Underline the verb the conversation and write them in
forms. the space provided. Underline the
- Explains the task to Ss and asks verb forms.
students to look through the task, - Listen to the Key:
read the conversation again and teacher’s explanation. 1. It’s a group presentation, isn’t it?
Find the question tags in the 2. You mean it’ll be environmentally
conversation and write them in friendly, won’t it?
the space provided 3. We’ll have only ten minutes,
- AsksSs to work in pairs in 4’. won’t we?
- Goes around for help. - Work in pairs in 4’. 4. Phong presented them so well,
- Calls on Ss to give their didn’t he?
answers. - Write their answers 5. Phong, you will do the talking,
- Gives feedback and correct on the board. won’t you?
answers. - Listen and take Activity 4:Read the conversation
IV. PRODUCTION: notes. again and complete the conditional
(5’) Activity 4: Read the sentences.
conversation again and Key:
complete the conditional 1. If we use more solar energy, the
sentences. air will become cleaner and our
-Asks Ss to read the health will be better. (type 1)
conversation again and complete - Underline the verb 2. People can develop health
the conditional sentences. forms in the main problems and become ill if they
- Has Ss underline the verb clauses and breathe polluted air. (type 1)
forms in the main clauses and conditional clauses in 3. If we have solar panels on our
conditional clauses. pairs roofs, we’ll be able to generate
- Asks Ss to pick out conditional our own electricity. (type 1)
sentences type 1 4. If people use renewable energy,
V. CONSOLIDATION: their impact on the environment is
(2’) - Ask Ss: “What have you learnt less.
today?” - Listen and take
5. Let me know if you need anything
notes.
else.
4. Homework: (3’)
- Ask the Ss to:
+ Learn the new words and prepare the next lesson (Language)
IV. SELF -EVALUATION:

Ký duyệt của tổ CM

Vũ Thị Trinh
Date of Preparation: 19thMarch 2021 Date of Teaching: 30th March 2021
UNIT 9: CITIES OF THE FUTURE (LANGUAGE)
Period: 84

I. AIMS AND OBJECTIVES:

+ Language content:
- To introduce to Ss words and phrases related to cities of the future
- To help Ss learn about intonation: question tags
- To help Ss learn about question tags and conditional sentences type 0
+ Language function: To help Ss to:
- know more vocabulary related to cities of the future.
- practice intonation: question tag
- use question tags and conditional sentences type 0 in certain situations
+ Educational aim: To teach Ss to be aware of practicing and using language correctly
a. Vocabulary: urban, quality of life, overcrowded, renewable, infrastructure, inhabitant, sustainable, livable
b. Structures: question tags and conditional sentences type 0
2.Skills: Integrated skills
3.Educational factor: To educate Ss to be aware of their intonation on choice questions and using participle and
to-infinitive clauses flexibly.

II. TEACHER’S AND STUDENTS’ PREPARATION.

1. Method: Communicative approach
2. Techniques / Activities: Pair work, Group work, asking- answering, role-play
3. Materials needed: textbooks, pictures, flashcards, colored chalk, projector
4. Students’ preparation: Lesson preparation and appliances for studying.
5. Previous exercises: Exercises on vocabulary

III. TEACHING PROCEDURE.

1. Stabilization: (1’) Good morning class! How are you today?/ Who is absent today, monitor?
2. Checking up the previous knowledge: (3’) Complete following sentences with suitable words. (10pts)
1. The government is making plans to install sensors and cameras in the city centre to ____and drivers
to avoid traffic jams.
2. It's urgent to ____ the city's transport ____because almost all the roads get flooded after heavy rain.
3. We can improve the _____ of the inhabitants by reducing pollution.
4. _____can enjoy better health care than people living in the countryside, but they are usually busier
and more stressed because of the city's fast pace of life.
5. They are building a new waste processing plant to _____before it is reused or discharged into rivers.
6. Be prepared for ____and shopping malls when you visit big cities like Hong Kong and Beijing
Keys: 1. detect traffic problems 2. upgrade... infrastructure 3. quality of life 4. City dwellers 5. treat
wastewater 6. overcrowded streets
3. Presentation of the new materials.

Tim Teacher’s activities Students’ activities The lesson content

e
2’) I. WARM-UP: UNIT 9: CITIES OF THE
-Asks Ss: What do you think about the -Brainstorm and give FUTURE
city life in the future? answers LESSON 2: LANGUAGE
II. PRESENTATION:
(7’) PART 1: Vocabulary PART 1: Vocabulary
Activity 1: Write the words/ phrases Activity 1: Write the
given in the box next to their words/ phrases given in
meanings. the box next to their
- Explains to Ss what they are supposed - Listen to the teacher’s meanings.
to do. explanation. Keys:
- Asks Ss to write the words or phrases - Complete the 1. inhabitant
next to their meanings sentences individually 2. infrastructure
- Then asks Ss to compare their answers - Compare their answers 3. renewable
in pairs. in pairs. 4. urban
- Calls some Ss to give answers. - Some Ss give answers. 5. livable
- Checks and gives correct answers -Listen and take notes. 6. sustainable
Activity 2: Complete the sentences 7. overcrowded
with the right form of the words or 8. quality of life
phrases in Activity 1. Activity 2: Complete the
- Explains to Ss what they are supposed -Listen to the teacher. sentences with the right
to do. form of the words or
- Asks Ss to study the sentences given - Study the sentences phrases in Activity 1.
and work out the part of speech that and work out the part of Keys:
needs to be filled in. speech needed 1. urban
- Reminds Ss that they should discuss the - Discuss the contextual 2. livable
contextual clues that can help figure out clues that can help figure 3. infrastructure
the answers. out the answers. 4. overcrowded
-Has Ss do the task individually in 2’, - Do the task individually 5. inhabitants
then compare answers in pairs. and compare answers 6. renewable
-Checks the answer with the whole class. -Participate in checking 7. quality of life
(7’) PART 2: Pronunciation the answers 8. sustainable
* Intonation: Question tags PART 2:Pronunciation
Activity 1:Listen and decide whether Intonation on choice
the question tags in B’s responses have questions
a rising or falling intonation. Activity 1: Listen and
- Asks Ss to study the Do you know…? - Study the Do you decide whether the
box to learn some general rules of know…? box question tags in B’s
intonation patterns for question tags responses have a rising or
- Has Ss listen and notice the intonation - Listen and notice the falling intonation
patterns of the questions. intonation patterns of the Keys:
questions. 1. 
- Has them listen and repeat the - Listen and repeat the 2. 
exchanges with appropriate intonation exchanges with 3. 
Activity 2:Listen and repeat the appropriate intonation. 4. 
exchanges in Activity 1. 5. 
- Plays the recording and asks Ss to read - Read along with the Activity 2:Listen and
along with the recording, imitating the recording, imitating the repeat the exchanges in
intonation patterns. intonation patterns. Activity 1.
- Has Ss practise the exchanges in pairs. - Practise the exchanges
in pairs.
- Asks some pairs to role-play the - Some pairs role-play
exchanges in front of the class, using the exchanges in front of
 appropriate intonation patterns. the class.
- Gives comments on Ss’ performance. - Listen.
(17’) PART 3:Grammar PART 3:Grammar
Question tags and Conditional Question tags and
sentences type 0 - Look at the two Conditional sentences type
- Writes two sentences having the same sentences. 0
meaning on the board. - Give comments Activity 1: Match the
- Asks Ss to give comments on the form question tags with the
of the two sentences. - Read the Do you statements to make
- Asks Ss to read the Do you know…? know…? box on page 28 complete sentences.
box on page 28 make some more make some more Keys:
examples. examples 1. c
Activity 1: Match the question tags 2. h
with the statements to make complete 3. f
sentences. 4. d
- Introduces the use of question tags - Listen and take notes 5. g
and verb form in tags after positive 6. a
and negative statements. 7. b
- Asks Ss to study the Do you know - Study the Do you know 8. e
…? box. Draw their attention to the box
special cases (question tags used after
Let, imperatives, negative words, and
some special subjects in the Activity 2: Complete the
sentences). sentences with the correct
- Explains to Ss that if the sentence is a - Pay attention to the question tags.
complex structure that begins with I teacher’s explanation Keys:
think, I suppose, I believe, You mean, 1. is there
etc., the question tags follow the 2. can’t you
subject and verb in the clause after 3. has it
these expressions. 4. will/would/could/won’t
Example: I believe nobody survived in you
the plane crash, did they? 5. shall we
- Lets Ss work individually in 2’. - Work individually in 2’. 6. aren’t they
- Then asks Ss to compare their answers - Compare their answers 7. haven’t they
in pairs in 2’. in pairs in 2’. 8. has she
- Calls some Ss to give answers. - Some Ss give answers.
- Checks and gives feedback. - Listen. Activity 3: Match the if-
Activity 2: Complete the sentences clauses with the result
with the correct question tags. clauses.
- Asks Ss to read the statements - Work in groups of 4 to Keys:
carefully, underline the subjects and complete the sentences 1. e
verbs in these statements, and write the with the correct question 2. c
correct question tags in the blanks. tags 3. f
Activity 3: Match the if-clauses with 4. a
the result clauses. 5. h
- Asks Ss to read the conditional - Read the conditional 6. b
sentences used in the conversation sentences in the 7. d
again (Activity 4 – GETTING conversation 8. g
STARTED).
- Tells Ss that sentences 1, 2 and 3 are - Listen to the teacher. Activity 4: Combine the
type 1 and the other sentences are type sentences or rewrite them
0. to make conditional
- Explains to Ss the basic difference - Listen and take notes sentences. Decide whether
between type 0 and type 1. Type 0 is to use type 0 or 1.
used to talk about a general truth or Keys:
scientific fact, and the result (in the 1. If the baby is crying, he
 main clause) is obvious, habitual or may be hungry / The
automatic. In type 1, the present / baby may be hungry if
future activities or events are real, and he is crying.
the results are very probable. We use it 2. If you travel on budget
to talk about something that will flight, you have to pay
definitely happen if the condition in for your drinks and
the If-clause is met. food. / You have to pay
Example: If I get better tomorrow, I’ll go … if you travel… (type
to school. 0)
- Introduces Exercise 3 to students and - Do Exercise 3 3. If the weather is fine, I
explain how to do it. individually in 3’ and walk to work instead of
- Ask students to do Exercise 3 then compare their driving. / I walk … if
individually in 3’ and then compare their answers with a partner’s the weather is fine.
answers with a partner’s in another 2’. in another 2’. (type 0)
- Calls some Ss to write answers on the - Some Ss write answers 4. If people start using
board. on the board. more solar energy, there
- Correct mistakes. will be less pollution. /
Activity 4: Combine the sentences or There will be … if
rewrite them to make conditional people start using …
sentences. Decide whether to use type (type 1)
0 or 1. 5. If they have no
- Asks Ss to combine the sentences or - Work in groups of 4 to homework, they usually
rewrite them to make conditional combine the sentences or play soccer. / They
sentences. Tell them that they have to rewrite them to make usually play … if they
read the sentences carefully before conditional sentences, have … (type 0)
deciding whether to use type 0 or type 1 and then decide whether 6. If you travel by train, it
(4’) III. PRODUCTION: to use type 0 or type 1 takes five hours to get
- Asks Ss to work in groups of 3 or 4 Ss - Work in groups of 3 or to Nha Trang. / It takes
to make 5 sentences, question tags or 4 Ss to make 5 sentences. … if you travel … (type
conditional sentences type 0. 0)
- Asks them to write their answers on a - Write their answers on 7. If the government
piece of paper. a piece of paper. reduces / manages to
- Collects Ss’ answers to stick on the - Participate in giving reduce the use of fossil
board and feedbacks. comments. fuels, our city will
(1’) IV. CONSOLIDATION: become a more livable
-Asks Ss: What have you learnt today? - Give answers place. / Our city will
become … if the
government reduces /
manages to reduce …
(type 1)

4. Homework: (3’)
- Ask the Ss to:
+ prepare the next lesson: READING

IV. SELF -EVALUATION:

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Ký duyệt của tổ CM

Vũ Thị Trinh
Date of Preparation: 25th March 2021 Date of Teaching: 30th March 2021
UNIT 9: CITIES OF THE FUTURE (READING)
Period: 85

I. AIMS AND OBJECTIVES:

+ Language content: To help Ss read about tomorrow’s city
+ Language function: By the end of the lesson, students will be able to:
- develop the skill of reading (reading for general idea and specific information)
- know more vocabulary about the topic of tomorrow’s city
- use the language and ideas in the lesson for communication.
+ Educational aim: To enable Ss to get information about tomorrow’s city
1. Language:
a. Vocabulary: detect, promote, sensor, insoluble, dweller, warning
b. Structures: the simple present
2. Skills: Integrated skills
3.Educational factor: To help Ss to know what a smart city will look like in the future
II. TEACHER’S AND STUDENTS’ PREPARATION.
1. Method: Communicative approach
2. Techniques / Activities: Pair work, Group work, asking- answering, role-play
3. Materials needed: textbooks, pictures, flashcards, colored chalk
4. Students’ preparation: Lesson preparation and appliances for studying.
5. Previous exercises: Exercises on vocabulary
III. TEACHING PROCEDURE.
1. Stabilization: (1’) Good morning class! How are you today?/ Who is absent today, monitor?
2. Checking up the previous knowledge: (4’)
Choose the correct answer. (10pts)
1. According to the …… viewpoint, cities in the future will be unsafe places to live in.
A. pessimistic B. optimistic C. pessimist D. optimist
2. In the future, fossil …… will be replaced by renewable energy.
A. materials B. energy C. fuel D. fuels
3. Without pollution, our city will be sustainable and ………
A. lived B. unlivable C. livable D. unlived
4. Many people are wondering what life will be …… in the next twenty years.
A. such B. like C. alike D. so
Keys: 1. A 2. C 3.C 4. B
3. Presentation of the new materials.
Tim Teacher’s activities Students’ activities The lesson content
e
(3’) I. WARM UP: UNIT 9: CITIES OF THE
-Asks Ss to look at the picture. - Look at the picture and FUTURE
- Asks some questions as warm- work in groups to compare LESSON 3: READING
up: the answers. Encourage sts
1/ What do the colours indicate? to explain and give reasons
2/ What energy sources will be for their answers.
used in the future?
3/ Why is our planet placed in the
hand of a person?
II. PRE-READING
(7’) Activity 1: Use a dictionary to
find the meaning of the words in
the box. Then complete the Keys suggested
sentences with their correct - The clear, blue sky and
forms. green grass indicate that there
- Has Ss use a dictionary to find - Use a dictionary to find the will be no pollution.
the meaning of the words in the meaning of the words in the - Wind power (or renewable
box, if necessary, and complete box and complete the energy) will be used in the
 the sentences with the correct sentences with the correct future.
forms of these words. forms of these words - The future of our planet is in
- Explains the difference between the hands of humans. People’s
inhabitant and dweller. activities will affect life on
* inhabitant and dwellerhave a Earth.
similar meaning: a person or Activity 1: Use a dictionary
animal that lives in a particular to find the meaning of the
place. The difference is mainly in words in the box. Then
their collocations (especially in - Take notes complete the sentences with
compounds). their correct forms.
(20’) III. WHILE-READING Keys suggested:
Activity 2: Read the text about 1. warning
Superstar City and choose the 2. detect
best title for it. 3. a sensor
- Explains to Ss the task. - Listen to the teacher 4. promote
- Tells Ss that they are required to 5. an insoluble
read the text quickly to get the 6. dwellers
main idea of the text by choosing Activity 2: Read the text
A, B, or C. about Superstar City and
- Asks Ss to read the text quickly - Read the text silently choose the best title for it.
individually in 4’. individually in 4’. Key:
- Calls some Ss to present their - Present their choices. C. A Safe and Green City
choices. Activity 3:Read the text
- Checks the answers as a class. - Listen to the teacher. again and answer the
Activity 3: Read the text again questions.
and answer the questions. Keys:
- Checks if Ss can answer the - Read the Qs carefully and 1. Barbara is an engineer and
comprehension Qs without reading underline the key words to Mark is a city planner.
the text again. If Ss cannot, T gets do task. 2. It can predict and locate
them to read the Qs carefully and probable disasters by using
underline the key words to do task. sensors installed in every
- Gets Ss to read the text and check - Check their answers and home and public place.
their answers and explain their explain their choices in 5’. 3. Its main function is to deal
choices in 5’. with urban environmental
- T calls some Ss to read their - Some Ss read their problems to make
answers and explain their choices. answers and explain their SuperstarCity greener,
- T comments and gives feedbacks. choices. cleaner, and more
Activity 4: Complete the sustainable.
summary about Superstar City, 4. An example is people’s
using the words in the text. use of renewable fuels for
- Asks Ss to read through the - Read the passage gain cooking, lighting and
summary about Superstar City and and fill in the blanks. heating.
decide which part of speech may 5. because they have more
fit in each gap. time for study,
- Tells Ss that they have to use the entertainment, and
words in the text. relaxation; they can enjoy
- Has Ss write their answer - Write their answer the highest quality of life.
individually and check with their individually and check
partner. with their partner.
- Checks answers as a class & Activity 4:Complete the
provide feedback. summary about Superstar
(6’) IV. POST-READING City, using the words in the
Activity 5: Do you think that our text.
cities will all be like Superstar Keys:
City in the year 2060? Explain 1. safe
your reasons. 2. detecting
 - Has Ss review these key points 3. threats
before they start their discussion: 4. energy
1/ Superstar City is well-protected 5. carry out
from any threats; its inhabitants 6. deal with
feel safe. 7. paradise
2/ No global climate change; the Activity 5: Do you think that
city’s environment is clean and our cities will all be like
green. Superstar City in the year
3/ City’s dwellers high quality of 2060? Explain your reasons.
life.
- Asks Ss to discuss whether our - Work in pairs and discuss
cities in the year 2060 will the questions freely.
provide similar living conditions
for their inhabitants
- Has Ss work in pairs.
- Asks some pairs to summarise - One or two pairs to report
their discussion or present the the discussion results to the
main ideas to the rest of the class. class.
(2’) V. CONSOLIDATION:
-Asks Ss: What have you learnt
today?

4. Homework: (2’)
- Ask the Ss to:
+ Learn by heart the new words and phrases
+ Prepare the next lesson (Speaking)
+ Read the following passage and choose the correct word or phrase that best fits each blank.
If the cities of the past were shaped by people, the cities of the future are (1) …… to be shaped by ideas,
and there are (2) …… of competing ones about how such a futuristic urban space should look.
Some of these revolve around the idea that smarter equals greener. Sustainability experts predict carbon-
neutral cities full of (3) …… vehicles and bike-sharing schemes, with air quality so much improved that
office workers can actually open their windows for (4) …… first time.
Visions of a green city often include skyscrapers (5) …… living and office space vie with floating
greenhouses or high-rise vegetable patches and green roofs, as we try to combine (6) …… with a return to
our pastoral past.
Behind (7) …… greenification of cities lies a very pressing need.
"Cities are (8) …… breaking point," says Prof David Gann, who heads up Imperial College's Digital
Economy Lab. "Traffic jams are getting (9) ……, queues longer and transport networks more prone (10)
…… delays, power outages more common."
1. A. like B. seem C. likely D. look
2. A. a lot B. a lots C. much D. lot
3. A. electricians B. electricity C. electrically D. electric
4. A. a B. an C. the D. x
5. A. which B. where C. when D. who
6. A. urban B. urbanize C. urbanizing D. urbanization
7. A. so B. such C. as D. such a
8. A. reaching B. going C. touching D. coming
9. A. bad B. good C. worse D. better
10. A. at B. with C. for D. to
Keys: 1.C 2.A 3.D 4.C 5.B 6.D 7.A 8.A 9.C 10.B

Ký duyệt của tổ CM

Vũ Thị Trinh
Date of Preparation: 25th March 2021 Date of Teaching: 6th April 2021
UNIT 9: CITIES OF THE FUTURE (SPEAKING)
Period: 87
I. AIMS AND OBJECTIVES:
+ Language content: To help Ss explain facts and give predictions.
+ Language function: By the end of the lesson, students will be able to:
- develop the skill of speaking
- create their own situations, make and respond to exchanges
+ Educational aim: To help Ss speak naturally
1. Language:
a. Vocabulary: advanced technology, ageing population, offshore, self-driving electric taxi, fertilise, compost
b. Structures: the simple future
2.Skills: Integrated skills.
3.Educational factor: To enable Ss to be able to get involved in certain communicative situations
II. TEACHER’S AND STUDENTS’ PREPARATION.
1. Method: Communicative approach
2. Techniques / Activities: Pair work, Group work, asking- answering, role-play
3. Materials needed: textbooks, pictures, flashcards, colored chalk
4. Students’ preparation: Lesson preparation and appliances for studying.
5. Previous exercises: Cloze-text
III. TEACHING PROCEDURE.
1. Stabilization: (1’) Good morning class! How are you today?
Who is absent today, monitor?
2. Checking up the previous knowledge: (4’)
Read the following passage and choose the correct word or phrase that best fits each blank. (10pts)
If the cities of the past were shaped by people, the cities of the future are (1) …… to be shaped by ideas,
and there are (2) …… of competing ones about how such a futuristic urban space should look.
Some of these revolve around the idea that smarter equals greener. Sustainability experts predict carbon-
neutral cities full of (3) …… vehicles and bike-sharing schemes, with air quality so much improved that
office workers can actually open their windows for (4) …… first time.
Visions of a green city often include skyscrapers (5) …… living and office space vie with floating
greenhouses or high-rise vegetable patches and green roofs, as we try to combine (6) …… with a return to
our pastoral past.
Behind (7) …… greenification of cities lies a very pressing need.
"Cities are (8) …… breaking point," says Prof David Gann, who heads up Imperial College's Digital
Economy Lab. "Traffic jams are getting (9) ……, queues longer and transport networks more prone (10)
…… delays, power outages more common."
1. A. like B. seem C. likely D. look
2. A. a lot B. a lots C. much D. lot
3. A. electricians B. electricity C. electrically D. electric
4. A. a B. an C. the D. x
5. A. which B. where C. when D. who
6. A. urban B. urbanize C. urbanizing D. urbanization
7. A. so B. such C. as D. such a
8. A. reaching B. going C. touching D. coming
9. A. bad B. good C. worse D. better
10. A. at B. with C. for D. to
Keys: 1.C 2.A 3.D 4.C 5.B 6.D 7.A 8.A 9.C 10.B
3. Presentation of the new materials.
Tim Teacher’s activities Students’ activities The lesson content
e
(3’) I. WARM–UP: UNIT 9: CITIES OF THE
- Informs the class of the lesson - Listen to the teacher. FUTURE
objections: learning some facts LESSON 4: SPEAKING
about some big cities and the
problems they face, and
 improving speaking skills by Activity 1: Choose sentences (a-d)
practicing a conversation and to complete the conversation
giving predictions about the cities between two Londoners.
(10’) of the future. Keys:
II. PRE-SPEAKING: 1. c
Activity 1: Choose sentences (a- 2. d
d) to complete the conversation 3. a
between two Londoners. - Read the conversation 4. b
-Explains to Ss the task’s and match the answers
requirement. with gaps Activity 2: Answer the questions.
- Asks Ss to read the conversation Keys suggested.
quickly to get an overall 1. London is a stressful and
impression of the text. overcrowded city with a lot of
- Has them read it again and traffic jams and pollution.
match the sentences (a-d) with the - Give answers 2. They are making plans to
gaps (1-4) in the conversation. improve the transport system
- Checks answers as a class and to make London a green
- Work in pairs. Identify
Activity 2: Answer the city.
the main ideas of the
questions. 3. Yes. It’ll be cleaner and more
conversation by
- Has Ss identify the main ideas sustainable.
answering the questions
of the conversation by answering
the questions. Activity 3: Practise the
- Practice the
Activity 3: Practise the conversation with a partner.
conversation in pairs.
conversation with a partner. Then role-play in front of
- Asks Ss to practice the Activity 4: Choose one of the
the class (one or two
conversation in pairs. cities below. Use the ideas
pairs).
(17’) - Invites some pairs to role-play it provided or your own to make a
in front of the class. similar conversation.
- Encourages them to use
appropriate intonation on the
questions.
III. WHILE-SPEAKING:
Activity 4: Choose one of the - Listen to the teacher’s
cities below. Use the ideas explanation.
provided or your own to make
a similar conversation.
- Explains to Ss the task - Study the useful
requirement to make sure that phrases and the example
they know what they are - Work in pairs. Choose
supposed to do. one city and make
- Asks Ss to study the useful similar conversation.
phrases and the example given. - Try to use question tags
- Has Ss work in pairs. They to check information or
7’) should choose one city and make to ask for agreement.
a similar conversation.
- Encourages Ss to use question TOKYO in 2050
tags to check information or to - Current facts: good
ask for agreement: Tokyo’s trains infrastructure, overcrowded
are overcrowded during the rush trains, ageing population
hour, aren’t they? New York will - Future plans: promote advanced
be an eco city in 2050, won’t it? technology to make greener
IV. POST-SPEAKING: -Work in pairs.
cars, faster trains, and more
Activity 5: Work with a convenient facilities for old
partner. Make predictions people; use robots to do
about a future city in Viet Nam. housework
Take notes. - Aim: to make Tokyo the most
 - Asks Ss to work in pairs and livable city
(1’) choose one city of Vietnam. NEW YORK CITY in 2050
- Suggests some ideas for Ss’ - Current facts: crowded public
discussion including current transport; piles of smelly
facts such as the environment, rubbish; ageing electricity
people’s quality of life and - Give answers. network
infrastructure; future plans and - Future plans: promote self-
predictions about the city. driving electric taxis; use city’s
- Asks Ss to take notes of the building roofs for gardens
ideas and predictions they fertilized with compost; build
brainstorm for later use in the plants to turn waste into energy;
WRITING section. build offshore wind farms
V. CONSOLIDATION: - Aim: to make New York City an
-Asks Ss: What have you learnt eco city
today?

4. Homework: (2’)
- Ask the Ss to:
+ Do an exercise: Choose the best option A, B, C or D to fill in each gap.
1. A: _____________ visit the royal tomb? – B: It sounds great!
A. How about B. Why don’t we C. Let D. What do you think
about
2. A: Would you like a trip to Quoc Hoc High School? – B: Well, ___________ in it.
A. I don’t like B. I’m not excited C. I’m not interested D. I don’t enjoy
3. – “Do you have a minute, Dr. Keith?” – “_____________”
A. Sorry, I haven’t got it here. B. Good, I hope so
C. Sure. What’s the problem? D. Well. I’m not sure when
4. – “You’ve done a much better job this time.” – “______________”
A. Writing? Why? B. Thank you. It’s really encouraging.
C. You’re welcome. D. What did you say? I’m not shy.
5. – “How much do you earn a month, Phong?” – “I’d ______________.”
A. rather don’t say B. better not to say C. rather not say D. prefer not say
Keys: 1.B 2.C 3.C 4.B 5.B
+ Prepare the next lesson: LISTENING

IV. SELF -EVALUATION:

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
……

Ký duyệt của tổ CM

Vũ Thị Trinh
Date of Preparation: 27th March 2021 Date of Teaching: 8th April 2021
UNIT 9: CITIES OF THE FUTURE (LISTENING)
Period: 88

I. AIMS AND OBJECTIVES:

+ Language content: To help Ss listen for specific information about future cities
+ Language function: By the end of the lesson, students will be able to:
- practice and develop the skill of listening
- listen for specific information about future cities
+ Educational aim: To help Ss get some information about future cities
1. Language:
a. Vocabulary: traffic jam, untreated waste, air pollution, slum, fresh water shortage, water pollution
b. Structures: the future simple
2. Skills: Integrated skills
3.Educational factor: To help Ss to learn two different viewpoints on our cities in the future
II. TEACHER’S AND STUDENTS’ PREPARATION.
1. Method: Communicative approach
2. Techniques / Activities: Pair work, Group work, asking- answering, role-play
3. Materials needed: textbooks, pictures, flashcards, colored chalk
4. Students’ preparation: Lesson preparation and appliances for studying.
5. Previous exercises: Communicative structures
III. TEACHING PROCEDURE.
1. Stabilization: (1’) Good morning class! How are you today?
Who is absent today, monitor?
2. Checking up the previous knowledge: (4’)
Choose the best option A, B, C or D to fill in each gap. (10pts)
1. A: _____________ visit the royal tomb? – B: It sounds great!
A. How about B. Why don’t we C. Let D. What do you think
about
2. A: Would you like a trip to Quoc Hoc High School? – B: Well, ___________ in it.
A. I don’t like B. I’m not excited C. I’m not interested D. I don’t enjoy
3. – “Do you have a minute, Dr. Keith?” – “_____________”
A. Sorry, I haven’t got it here. B. Good, I hope so
C. Sure. What’s the problem? D. Well. I’m not sure when
4. – “You’ve done a much better job this time.” – “______________”
A. Writing? Why? B. Thank you. It’s really encouraging.
C. You’re welcome. D. What did you say? I’m not shy.
5. – “How much do you earn a month, Phong?” – “I’d ______________.”
A. rather don’t say B. better not to say C. rather not say D. prefer not say
Keys: 1.B 2.C 3.C 4.B 5.B
3. Presentation of the new materials.
Tim Teacher’s activities Students’ activities The lesson content
e
(4’) I. WARM-UP: UNIT 9: CITIES OF THE
Activity 1: Discuss with a partner. - Look at the pictures in FUTURE
- Has Ss look at the pictures in the the textbook and discuss LESSON 5: LISTENING
textbook and discuss the questions the questions with a Activity 1: Discuss with a
with a partner. partner. partner.
1/ Are there any plans to deal with
these problems now?
2/ How will the problems be solved
in the future?
=> Leads in the lesson.
(7’) II. PRE-LISTENING:
Activity 2: Listen to a talk on
predictions about our future cities.
 Underline the words or phrases
that you hear.
- Explains the meaning of any - Listen to the teacher
unfamiliar words, if necessary.
- Plays the recording without
pausing.
- Asks Ss to listen and underline the - Listen and underline the
words or phrases that they hear. words or phrases
(20’) III. WHILE-LISTENING:
Activity 3: Listen again. Decide Keys suggested.
which of the following predictions 1/ All these problems currently
will come true (T) and which will exist in big cities in Vietnam
not (NT), according to the two like Hanoi and Ho Chi Minh
kinds of viewpoints. Tick the city.
correct box. 2/ It’s likely that many of them
- Has Ss listen again for more - Listen and do task 3 will be solved in the next twenty
specific details and decide whether years, as local authorities are
each prediction will come true or taking measures to deal with
not according to each viewpoint. them step by step.
- Plays the recording twice if
necessary. Activity 2: Match the words
- Checks answers as a class & - Check their answers with the correct pictures.
provide feedback. Keys:
Activity 4: Listen again and a. pessimistic
complete the summaries of the two b. optimistic
viewpoints. d. global warming
- Asks Ss to read through the - Read through the e. overcrowded
summaries of the two viewpoints in summaries of the two h. available
the talk and try to complete the viewpoints in the talk Activity 3: Listen again.
sentences. and try to complete the Decide which of the following
- Plays the recording again for Ss to sentences. predictions will come true (T)
check their answers. Is Ss cannot - Listen and complete and which will not (NT),
find the words to complete the the sentences according to the two kinds of
sentences; stop the recording after viewpoints. Tick the correct
the sentence containing the box.
appropriate information or word. Key:
- Asks Ss to compare their answers Keys expected
with a partner. 1. T
- Checks answers as a class. - Check their answers in 2. NT
(5’) IV. POST-LISTENING: pairs. 3. NT
Activity 5:Which viewpoint do you 4. T
agree with, the optimistic or 5. T
pessimistic? Provide your reasons. 6. T
- AsksSsto work in groups of three - Work in groups of three 7. NT
or four to discuss the question: or four to discuss the
Which viewpoint do you agree with, question Activity 4: Listen again and
the optimistic or pessimistic? complete the summaries of the
- Asks Ss some warm-up questions two viewpoints.
before they start the discussion. Keys:
Do you think our cities will be 1. healthy, effective,
better or worse than they are now? overcrowded, heavier
What factors do you need to 2. medicine, Renewable, fossil
consider?
Are you an optimist or a pessimist?
- Asks Ss to consider these points: Activity 5:Which viewpoint do
environmental problems, people’s you agree with, the optimistic
 use of energy sources, achievements or pessimistic? Provide your
in technology and medicine, etc. reasons.
- Has some Ss present their reports - Present the reports
to the class.
- Gives remarks
(1’) V. CONSOLIDATION:
-Asks Ss: What have you learnt - Give answers
today?

4. Homework: (3’)
- Ask the Ss to:
+ Learn the new words and the lesson contents
+ Prepare the next lesson: WRITING
+ Choose the suitable words from the box to complete the sentences.
urban detect traffic jam warning insoluble
slums impact renewable capable installed

1. Experts say that we should make use of ………… sources of energy such as wind and solar power.
2. The report assesses the ……………… of AIDS on the gay community.
3. It was reported that there was serious damage to both ……………… and rural environmental after
the earthquake.
4. The tests are designed to ……………… the disease early.
5. She had ignored the ……………… signs of trouble ahead.
6. These chemicals are practically ……………… in water.
7. The hotel chain has recently ……………… a new booking system.
8. Our coach was caught in a ……………… and got to Heathrow forty minutes late.
9. She was brought up in the ……………… of Leeds that were very poor, dirty and in bad condition.
10. I’m perfectly ……………… of doing it myself, thank you.
Keys: 1.renewable 2.impact 3.urban 4.detect 5.insoluable 6.warning 7.installed 8.traffic jam
9.slums 10.capable

IV. SELF -EVALUATION:

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………

Ký duyệt của tổ CM

Vũ Thị Trinh
Date of Preparation: 30th March 2021 Date of Teaching: 12th April 2021
UNIT 9: CITIES OF THE FUTURE(WRITING)
Period: 89
I. AIMS AND OBJECTIVES:
+ Language content: Help Ss write an email to a friend about city life in the future
+ Language function: By the end of the lesson, students will be able to:
- practice and develop the skill of writing.
- use the vocabularies which have been learnt in previous lessons for their piece of writing.
+ Educational aim: Enable Ss to understand more about writing an email
1. Language:
a. Vocabulary:optimistic, pessimistic, fossil, renewable, fertilise, compost.
b. Structures: structures of an email
2.Skills: Integrated skills
3.Educational factor: Enable Ss to write an email to a friend and express different viewpoints on city life in
the future
II. TEACHER’S AND STUDENTS’ PREPARATION.
1. Method: Communicative approach
2. Techniques / Activities: Pair work, Group work, asking- answering, role-play
3. Materials needed: textbooks, pictures, flashcards, colored chalk
4. Students’ preparation: Lesson preparation and appliances for studying.
5. Previous exercises: New words
III. TEACHING PROCEDURE.
1. Stabilization: (1’) Good morning class! How are you today?
Who is absent today, monitor?
2. Checking up the previous knowledge: (3’)
Choose the suitable words from the box to complete the sentences. (10pts)
urban detect traffic jam warning insoluble
slums impact renewable capable installed

1. Experts say that we should make use of ………… sources of energy such as wind and solar power.
2. The report assesses the ……………… of AIDS on the gay community.
3. It was reported that there was serious damage to both ……………… and rural environmental after
the earthquake.
4. The tests are designed to ……………… the disease early.
5. She had ignored the ……………… signs of trouble ahead.
6. These chemicals are practically ……………… in water.
7. The hotel chain has recently ……………… a new booking system.
8. Our coach was caught in a ……………… and got to Heathrow forty minutes late.
9. She was brought up in the ……………… of Leeds that were very poor, dirty and in bad condition.
10. I’m perfectly ……………… of doing it myself, thank you.
Keys: 1.renewable 2.impact 3.urban 4.detect 5.insoluable 6.warning 7.installed 8.traffic jam
9.slums 10.capable
3. Presentation of the new materials.
Tim Teacher’s activities Students’ activities The lesson content
e
(3’) I. WARM UP: UNIT 9: CITIES OF THE FUTURE
- Informs the class of the - Listen to the LESSON 6: WRITING
lesson objectives: expressing teacher’s Activity 1: Hung and his friend Tanaka
views and writing an email to introduction are exchanging emails about the future
a friend about life in a city in of their cities. Read Tanaka’s email and
the future. answer the questions.
(10’) II. PRE-WRITING: Keys expected
Activity 1: Hung and his 1. To answer Hung’s question about
friend Tanaka are Tokyo in the future.
exchanging emails about the 2. Because the government will use
future of their cities. Read advanced technology to deal with the
 Tanaka’s email and answer transport problem and make people’s
the questions. life easier and more comfortable.
- Asks Ss to read the email - Read the email and 3. Tokyo is threatened by nuclear and
and answer the questions. answer the questions radiation accidents and natural
- Draws Ss’ attention to the in pairs. disasters (earthquakes and tsunamis).
two different viewpoints on 4. Tanaka wants to know Hung’s
life in Tokyo 40 years from viewpoint on Vietnam’s capital city in
now on. the future.
- Calls some Ss to give - Read their answers. Activity 2: Put the sections of the email
answers. in the correct order.
- Gives feedback. Keys expected:
Activity 2: Put the sections of 1. g (Recipient)
the email in the correct 2. a (Subject of the email)
order. 3. c (Salutation)
- Asks Ss to read through the - Work in pairs and 4. b (Reasons for writing)
list (a-g) and put parts in the identify different 5. f (Sender’s predictions and
order they appear in the email parts of an email. explanations)
- Calls Ss to give answers. 6. d (Closing)
- Gives feedback and correct 7. e (Sender’s name)
the answers. Activity 3: Use the information below
(15’) III. WHILE-WRITING: about New York city to write an email of
Activity 3: Use the about 160-180 words to a friend.
information below about
New York city to write an
email of about 160-180
words to a friend.
- Asks Ss to work in pairs - Work in pairs
and discuss the suggested
ideas about New York City.
- Has Ss write their drafts - Write their drafts
individually, and then individually, and
exchange them with a partner then exchange them
for peer feedback. with a partner for
- Encourages Ss to make peer feedback.
revisions, if necessary.
* Sample email:
(10’) IV. POST-WRITING:
Dear Nam,
- Collects some of the Ss’ - Listen and take
I received your email last week, in which
final drafts and give notes.
you asked me about my city New York in
comments
2050. There are different ideas about this
(1’) V. CONSOLIDATION:
question. I thought about it a lot, and now I
- Asks Ss: What have you - Give answers
can give you two predictions.
learnt today?
Let's take an optimistic viewpoint. In 2050
New York will become a more livable city
than ever before for lots of reasons. The
city authorities have made a very careful
plan la promote self-driving electric taxis
to deal with crowded public transport. In
addition, the city dwellers are encouraged
to use city's building roofs for gardens
fertilised witan compost in order to recycle
rubbish and reduce pollution. The
government will also build offshore wind
farms to replace ageing electricity network.
On the other hand, pessimistic people think
that the city life won't be a safe place to
live in because the government cannot
 control the use of guns, and therefore the
crime rate; will be higher. People's life will
also continue to be threatened because of
natural disasters such as floods, storms,
earthquakes. The effects of global warming
have great impacts on the city dwellers.
That's all about my answer to your
question. I hope you will be satisfied with
it, Nam.
Best wishes,
John

4. Homework: (2’)
+ Write your predictions about a future city in Viet Nam in an email of 160 words to a friend. You can
use the ideas brainstormed in the SPEAKING section 5.
+ Prepare for the new lesson: COMMUNICATION AND CULTURE

IV. SELF -EVALUATION:

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
……

Ký duyệt của tổ CM

Vũ Thị Trinh
Date of Preparation: 1st April 2021 Date of Teaching: 13th April 2021
UNIT 9: CITIES OF THE FUTURE
(COMUNICATION AND CULTURE)
Period: 90
I. AIMS AND OBJECTIVES:
+ Language content:
- To help Ssdiscuss about ideal cities of the future and read about
- To provide Ss with information about a smart city in South Korea
+ Language function: By the end of the lesson, students will be able to:
- improve their listening, speaking and reading skills.
- talk about their ideal city of the future
+ Educational aim: To help Ss to contribute to the group discussion and improve their reasoning and
persuasion skills
1. Language:
a. Vocabulary: disposal, sensor, inhabitant, teleconference, upgrading, from scratch
b. Structures: the simple future
2. Skills: Integrated skills
3. Educational factor: To raise the Ss’ awareness of working in groups and improvingtheir reasoning and
persuasion skills
II. TEACHER’S AND STUDENTS’ PREPARATION.
1. Method: Communicative approach
2. Techniques / Activities: Pair work, Group work, asking- answering, role-play
3. Materials needed: textbooks, pictures, flashcards, and colored chalk
4. Students’ preparation: Lesson preparation and appliances for studying.
5. Previous exercises: Writeyour predictions about a future city in Viet Nam in an email of 160 words to a
friend.
III. TEACHING PROCEDURE.
1. Stabilization: (1’) Good morning class! How are you today?
Who is absent today, monitor?
2. Checking up the previous knowledge: (4’) Checks Ss’ workbook. (10pts)
3. Presentation of the new materials.
Tim Teacher’s activities Students’ activities The lesson content
e
(2’) I. WARM UP: UNIT 9: CITIES OF THE
- Has Ss work in groups to make a - Work in groups to FUTURE
list of features of an ideal city in the list features of an ideal LESSON 7:
future. city in the future. COMMUNICATION AND
 Leads in: Informs the class of the - Listen and take CULTURE
lesson objectives: further skill notes.
development COMMUNICATION:
(15’) II. COMMUNICATION: Activity 1: Use the information
Activity 1: Use the information about the cities mentioned in this
about the cities mentioned in this unit (London, Tokyo, New York
unit (London, Tokyo, New York City, and Superstar City) and
City, and Superstar City) and complete the diagram about the
complete the diagram about the ideal city of the future.
ideal city of the future. Suggested answer
- Asks Ss to refer to the information 1. Public transport(eco-buses ?
about the cities mentioned in the - Work individually smart underground transport
unit, select the relevant details and then in pairs networks)
(about transport, energy sources and 2. Renewable sources of energy:
treatment of waste) for their ideal wind and sun power.
city of the future. 3. - Waste is treated and turned
- Has Ss complete the diagram with into energy or fertilisers.
the appropriate details. - Wastewater is treated and
 - Asks Ss to work with a partner to turned into drinking water
compare their answer. - Compare answers.
Activity 2: Discuss the questions in Activity 2: Discuss the questions
groups. in groups.
-Has Ss work in groups and use the - Work in groups 1/ What will the ideal city of the
information in the diagram to future look like?
answer the questions You can talk about its means of
- Asks them to expand on the transport, environmental
answers by adding other aspects of conditions, energy sources,
the ideal city: climate or weather treatment of waste, climate, etc.
conditions, inhabitants’ working 2/ How do you think an ideal city
conditions, medical facilities, etc. should be created: by upgrading an
- Checks Ss’ understanding of the - Give answers existing one or by building a
second question. completely new one from scratch?
- Explains words or expressions - Listen to the
such as “upgrading” and “from teacher’s explanation
scratch”. If necessary, mention
some of the new cities planned
around Ha Noi: Son Tay will be a
city of culture, history, resorts and
tourism; Xuan Mai will specialise in
services and support industries and
handicrafts; Soc Son will specialise
in services for
NoiBaiInternationalAirport.
- Asks representatives of different - Representatives of
groups to report their groups’ different groups report
opinions to the rest of the class. their groups’ opinions
to the rest of the class
(17’) III. CULTURE: CULTURE:
Activity 1: Read the text about Activity 1: Read the text about
Songdo, a smart city, and Songdo, a smart city, and
complete the table below. complete the table below.
- Has Ss read the text about - Listen Keys expected
Songdo, a smart city, and complete 1. 60 km southwest of Seoul
the table. 2. 53.3 square kilometers
- Before Ss read the text, asks them - Work in pairs and 3. 2005
to go through the four points in the complete the table. 4. more than 65,000 people
table to make sure they know the
types of information they need to
look for. Activity 2: Decide whether the
- Sets a time limit for the first following statements about
reading and ask Ss to scan the text Songdo are true (T), false (F), or
rather than trying to read and absorb not given (NG). Tick the correct
all the information. box.
Activity 2: Decide whether the Keys expected
following statements about Songdo 1. F 2. T 3. NG
are true (T), false (F), or not given 4. F 5. T 6. T
(NG). Tick the correct box. 7. NG
- Asks Ss to read the text again to - Work individually
decide whether the statements are and then work in pairs
true, false, or not given. to compare the Activity 3: Discuss with a
- Encourages Ss to read more answers partner.
carefully this time. Explain any Would you live in Songdo if you
unfamiliar words or expressions, if had a chance? Why or why not?
necessary.
 - Has Ss compare their answers
with a partner.
- Checks answers as a class. If time - Check answers with
allows, asks Ss to correct the false the teacher
statement.
Activity 3: Discuss with a partner.
- Has Ss discuss the questions in - Some pairs to report
pairs. After the discussion, ask their opinions to the
some pairs to report their opinions class
to the class - Listen to comments
- Has the rest of class give comments, & correction
and correct errors.
- Gives remarks & correction.
(1’) V. CONSOLIDATION:
- Asks Ss: What have you learnt - Give answers
today?

4. Homework: (5’)
- Prepare for the new lesson: LOOKING BACK AND PROJECT
- Do an extra exercise: Complete each of the following sentences with a correct preposition.
1. Thanks to the availability of high-speed Wi-Fi, offices, schools, homes, and restaurants are all
connected ……… the network.
2. After two days of hard work, I came ……… with the answer to the teacher’s question.
3. Wastewater is treated and turned ……… drinking water.
4. Whenever the weather is fine, I walk to school instead ……… driving.
5. I love eating beef. ……… the contrary, my sister is a vegetarian.
6. Solar energy will be used ……… transport in the future.
7. Renewable energy use has less impact ......... the environment.
Keys: 1.to 2.up 3.into 4.of 5.on 6.for 7.on

IV. SELF -EVALUATION:

…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………

Ký duyệt của tổ CM

Vũ Thị Trinh
Date of Preparation: 8thApril 2021 Date of Teaching: 15th April 2021
UNIT 9: CITIES OF THE FUTURE
(LOOKING BACK AND POJECT)
Period: 91
I. AIMS AND OBJECTIVES:
+ Language content: To help Ss revise all the knowledge of the unit.
+ Language function: By the end of the lesson, students will be able to review what they have learnt in the
unit.
+ Educational aim: To help Ss design a poster about an ideal city of the future
1. Language:
a. Vocabulary: overcrowded, advanced technology, infrastructure, city dweller, urban planner, detect
b. Structures: question tags, conditional sentences type 0
2.Skills: Integrated skills
3.Educational factor: Educate Ss to learn to collaborate with others when working in groups
II. TEACHER’S AND STUDENTS’ PREPARATION.
1. Method: Communicative approach
2. Techniques / Activities: Pair work, Group work, asking- answering, role-play
3. Materials needed: textbooks, pictures, flashcards, colored chalk
4. Students’ preparation: Lesson preparation and appliances for studying.
5. Previous exercises: Exercises on prepositions
III. TEACHING PROCEDURE.
1. Stabilization: (1’) Good morning class! How are you today?
Who is absent today, monitor?
2. Checking up the previous knowledge: (3’)
Complete each of the following sentences with a correct preposition.
1. Thanks to the availability of high-speed Wi-Fi, offices, schools, homes, and restaurants are all
connected ……… the network.
2. After two days of hard work, I came ……… with the answer to the teacher’s question.
3. Wastewater is treated and turned ……… drinking water.
4. Whenever the weather is fine, I walk to school instead ……… driving.
5. I love eating beef. ……… the contrary, my sister is a vegetarian.
6. Solar energy will be used ……… transport in the future.
7. Renewable energy use has less impact ......... the environment.
Keys: 1.to 2.up 3.into 4.of 5.on 6.for 7.on
3. Presentation of the new materials.
Tim Teacher’s activities Students’ activities The lesson content
e
(2’) * WARM-UP: UNIT 9: CITIES OF THE
- Informs the class of the lesson -Listen FUTURE
objectives: reviewing LESSON 8: LOOKING BACK
pronunciation, vocabulary and AND PROJECT
grammar
(12’) A. LOOKING BACK A. LOOKING BACK
1. Pronunciation 1. Pronunciation
Activity 1: Decide whether the * Activity 1:Decide whether the
question tags in B’s responses question tags in B’s responses have
have a rising or falling a rising or falling intonation.
intonation. Mark ↗ (rising Mark ↗ (rising intonation)
intonation) or ↘ (falling or ↘ (falling intonation) after the
intonation) after the question question tags.
tags. Keys expected
- Helps Ss to review the intonation -Listen 1. 
patterns for questions tags (rising 2. 
intonation, and falling intonation 3. 
to ask for agreement or 4. 
confirmation)
- Plays the recording. -Listen and mark the * Activity 2:Listen and repeat the
- Has Ss write the symbols rising or falling sentences in Activity 1. Pay
indicating rising and falling intonation for each attention to the intonation on the
intonation after the question tags. question. question tags.
- Asks Ss to work with a partner to - Compare answers 1. A: Global warming will continue
compare their answers. with friends’ to be a big threat to life on Earth.
- Plays the recording again. B: Then we can’t afford to ignore its
- Has Ss listen and confirm - Listen again and effects any longer, can we?
answers. confirm answers 2. A: I think the use of fossil fuels
- Checks answers as a class. - Check answers causes pollution.
Activity 2: Listen and repeat the B: Then we should stop using them,
sentences in Activity 1. Pay shouldn’t we?
attention to the intonation on the 3. A: Did you see the game show last
question tags. night?
- Plays the recording. Ask Ss to -Listen and repeat the B: I did. It was fantastic, wasn’t it?
repeat individually and chorally. sentences. 4. A: What’s the weather forecast?
- Has Ss practice saying the - Practise in pairs. B: It’s going to rain. Don’t forget
exchanges out loud in pairs. your raincoat, will you?
- Invites some pairs to role-play
them in front of the class. 2. Vocabulary
- Praises Ss who try to use Complete the sentences with the
appropriate intonation. correct form of the words or
2. Vocabulary: phrases in the box.
Complete the sentences with the Keys expected
correct form of the words or 1. city dwellers
phrases in the box. 2. infrastructure
- Tells Ss: The six words and -Listen and pay 3. overcrowded
phrases in the box are the ones attention to the words/ 4. advanced technology
most frequently used in the unit. phrases 5. detect
- Has Ss write them in the correct - Write them in the 6. urban planners
gaps, making changes to the word correct gaps
forms if necessary. 3. Grammar
- Extends the activity by asking Ss - Make their own Activity 1:Complete the sentences
to make their own sentences with sentences with these with the correct question tags.
these words and phrases. words and phrases. Keys expected
3. Grammar 1. shall we
Activity 1: Complete the 2. don’t they
sentences with the correct 3. aren’t there
question tags. 4. will you
- Has Ss work in pairs to work out -Discuss in pairs 5. haven’t you
the answers. 6. do they
- Monitors the activity and offer 7. should they
help, if necessary. 8. isn’t it
- Checks Ss’ answers by asking -Give answers Activity 2: Answer the questions,
individuals to take turns reading using conditional sentences.
aloud their answer. Keys expected
Activity 2: Answer the questions, 1. Flowers die if they are not
using conditional sentences. watered/ If flowers are not
- Asks Ss to work in pairs and - Work in pairs watered, they die.
discuss the answers to the 2. I expect my teacher to correct
questions. my mistake if I make one/ If I
- Explains to Ss that the questions - Listen to the teacher’ make a mistake, I expect my
are about scientific facts, general instruction. teacher to correct it.
 truths, and habitual or automatic 3. People need to leave tall
results; therefore, both clauses use buildings quickly if there is an
the present simple as in type 0 earthquake./ If there is an
conditionals. Ss should also use earthquake, people need to
conditional sentences type 0 in their leave tall buildings quickly.
answers 4. I get green if I mix blue and
- Has Ss practice asking and - Practice asking and yellow./ If I mix blue and
answering questions in pairs. answering questions yellow, I get green.
- Invites Ss from different pairs to - Write answers on the 5. I dial (the emergency number)
write the sentences on the board. board 114 if there is a fire./ If there is
- Checks answers as a class - Check with the a fire, I dial 114.
teacher 6. If I don’t have to go to school in
(25’) B. PROJECT the morning, I usually get up at
Activity 1: Work in groups of 4 8./ I usually get up at 8 if I don’t
or 6. Discuss and decide on your have to go to school in the
ideal city of the future. You can morning.
expand the ideas you 7. I usually ask my best friend for
brainstormed in the help if I’m in trouble./ If I’m in
COMMUNICATION section. trouble, I usually ask my best
- Informs the class of the lesson - Work in groups to friend for help.
objectives: further exploring the design a poster of 8. I usually go to the park if I want
topic in a collaborative way. their ideal city. to enjoy some fresh air./ If I
- Has Ss look at the sample poster. want to enjoy some fresh air, I
- Draws their attention to the - Look at the sample usually go to the park.
information they should provide in poster
the poster. B. PROJECT
- Asks Ss to review the ideas they - Review the ideas Activity 1: Work in groups of 4 or
brainstormed in the they brainstormed and 6. Discuss and decide on your ideal
COMMUNICATION section 2 add more information city of the future. You can expand
and add more information. the ideas you brainstormed in the
- Asks them to organize their ideas - Organize their ideas COMMUNICATION section.
into different groups: geographical into different groups: Guiding information:
features geographical features. 1. The city’s name
Activity 2: Introduce your poster 2. Geographical features: location,
to the class. Present the features area, population, weather
of your city and explain what conditions
makes it the most livable city in 3. Infrastructure: means of transport,
the world. environmental conditions, energy
- Has Ss put up their posters on the - Put up the posters on sources, treatment of waste
board the board 4. People’s life and work: education,
- Asks each group to introduce - Introduce their ideal health care, working hours
their ideal city to the class, city to the class
highlighting the features that will
make their city the most livable
and sustainable in the world
(1’) * CONSOLIDATION:
-Asks Ss: What have you learnt - Give answers
today?

4. Homework: (1’)
+ Prepare for the new lesson: Getting started (Unit 9)
Ký duyệt của tổ CM
Vũ Thị Trinh