Giáo án Tiếng Anh Lớp 11 (Thí điểm) - Unit 9: Cities of the future - Năm học 2019-2020

Preparing date:
Teaching date:
02/06/2020
11B1
11B6
11B7
11B8
08/06/2020
11/06/2020
05/06/2020
06/06/2020
UNIT 9: CITIES OF THE FUTURE
PERIOD 75 LESSON 2 : LANGUAGE
I. OBJECTIVE:
1. Knowledge: By the end of the lesson, students will be able to: 
 - Use words and phrases related to city life in the future
 - Identify and use appropriate intonation on question tags
 -Use question tagsto check information or ask for agreement, and conditional sentencestype 0 to talk about a scientifi c fact orsomething that is generally true - Use words and phrases related to city life in the future.
2. Skills: 
- Improve SS’ listening, speaking and reading skills.
3. Attitude:
	- Have right attitude toward learning, have responsible attitude toward their schoolwork.
 - Be aware of the things that a city has to face in the future and be responsible for their study to better their future.
4. Competence:
	- Develop the skills of working in pairs and groups as well as time management ability.
II. MATERIAL NEEDED
1. Teacher: Textbook, lesson plan, references, CD and CD player...
2. Students: Students’ books, learning tools, drafting paper and/or extra board, marker
III. PROCEDURE: 
1. Warm up: (5 m)
Goal: Check vocabulary students have learnt in previous lesson.
+ Choose the best answer for each question.
Fossil fuels are _______________ energy resourses. 
newable B. non-renewable C. unlimited
If people use _________energy, their impact on the environment is less.
newable B. non-renewable C. unlimited
If we use solar pannels on the roofs, we’ll be able to_________our own electricity. 
A. make B. generate C. waste
 d. If there is no pollution, our city will be _________and more liveable.
A. sustain B. sustained C. sustainable
 * Answers: 1- B 2 – B 3 – C 4 – A
+ Lead in: All the answers is about the city in the world, so can you gues the topic of our lesson today? Yes, we’re going to learn about the city life in the future in 30 years.
Teacher’s activities
Students’ activities
A. VOCABULARY
ACTIVITY 1. Write the words/phrases next to their meaning. (5m)
* Aims: Provide Ss with some vocabulary related to the topic the future city.
- Have Ss go through the words given in the box and discuss with a partner their meanings.
- Help Ss to know all the given words/phrases in the box by matching them with the right definition.
ACTIVITY 2: Completethe sentences with the right form of the words/ phrases. (5m)
* Aims: Help Ss to be able to use the given words in the context corectly.
- Ask Ss to read the uncompleted sentences and pay attention to the contextual clues such as the words surrounding the gap and the part of speech needed. If a noun is required, Ss need to consider if the word is in the correct form (singular or plural).
+ Sentence No 5: N -> Plural one
- Have Ss complete the sentences individually, then compare answers in pairs or groups.
- Check Ss’ answers as a class.
- Individual work: Read the given words and choose the correct meanings. 
- Pair works: Exchange the answers with partners.
* Key
1. inhabitant 2. infrastructure
3. renewable 4. urban
5. liveable 6. sustainable
7. overcrowded 8. quality of life
- Make sure the right anwers. 
- Work individually to read the sentences and use the cues of doing word form to complete the sentences.
- Compare their answers in pairs or groups.
* Key
1. urban 2. liveable
3. infrastructure 4. overcrowded
5. inhabitants 6. renewable
7. quality of life 8. Sustainable
- Note down the correct answers. Remmember to use the words perfectively in the context.
PRONUNCIATION
“ Intonation: Question tags” 
ACTIVITY 1: Ask Ss to listen and decide whether the question tags in B’s responses have a rising or falling intonation. (5m)
* Aims: Help Ss to know how to pronounce question tags correctly. 
- Ask them to write for rising or for falling
intonation after the question tags.
- Have Ss listen and notice the intonation pattern of the questions.
ACTIVITY 2: Listen and repeat the exchanges in 1. (5m)
* Aims: Help Ss to practise pronouncing question tags correctly. 
- Ask them to study the Do you know ? box to learn some general rules of intonation patterns for question tags.
- Play the recording and ask Ss to read along with the recording, imitating the intonation patterns.
- Have them practice the exchanges in pairs, taking turns to ask and answer the questions.
- Ask some pairs to role-play the exchanges in front of the class, using appropriate intonation patterns.
- Praise Ss who can reproduce these exchanges with good pronunciation and appropriate intonation.
- Check answers as a class.
- Work individually and write for rising or for falling intonation after the question tags.
- Listen and check the right pronunciation.
* Key
1. falling 2. rising 3. rising 
4. falling 5. rising 
- The whole class: study the Do you know ? box to learn some general rules of intonation patterns for question tags.
- Practise repeating the exchanges.
* Notes
Rising intonation is used on question tags after statements expressing suggestions or polite requests (e.g. sentences 3 and 5).
- Role-play the exchanges in front of the class, using appropriate intonation patterns.
GRAMMAR: 
* QUESTION TAGS
ACTIVITY 1: Mach the question tags with the statements to make complete sentences.
(5m)
+ Aims: Introduce the use of question tags and verb forms in tags after positive and negative statements.
- Encourage them to refer to the Do you know..? box to get more information about the classes. 
- Ask Ss questions to check if they understand the general rules related to the form and usage of this grammar point.
- Ask Ss to compare answers in pairs
- Check Ss’ answers as a class.
ACTIVITY 2: Complete the sentences with the correct question tags. (5m)
+ Aims: Help SS to practise using queestion tags.
- Ask Ss to read the statements carefully, underline the subjects and verbs in these sentences, and write the correct question tags in the blanks.
- Have Ss rewrite their sentences on the board.
- Check Ss’ answers as a class.
* CONDITIONAL SENTENCES TYPE 0
ACTIVITY 3: Match the if clauses with the result clauses. (8m)
+ Aims: Introduce conditional sentences – Type 0.
- Introduce conditional sts – Type 0: Explain how to use and its form.
Eg: If you heat the ice, it melts.
 If someone phones, tell them to leave message.
+ Form:
If – clause
Main clause
S + V(present tense)
S + V(present simple)/ imperative
+ Usage: Conditional sentences – Type 0 is used to talk about a scientific fact or habittual or automatic results. 
- Call Ss to give the answers and check as a class. 
- Work individual to read “Do you know ?” then do the matching task.
- Compare the answers in pairs.
- Check their answers with T.
* Key: 
1. c 2. h 3. f 4. d
5. g 6. a 7. b 8. E
- Work in pair and discuss how to give corect answers. 
- Write down the answers and corect mistake after checking with T.
* Key: 
1. is there 2. can’t you 3. has it
4. will/would/could/won’t you 5. shall we
6. aren’t they 7. haven’t they 8. has she
- Pay attention to the T to know the use and form of conditional sts – Type 0
- Do the task individually first then check the answers with partners and teacher.
* Key
1. e 2. c 3. f 4. a 5. h 6. b 7. d 8. g
- Make sure the right answers then take note.
3. Consolidation and homework :
a. Consolidation: (1m)
- Retell some main points that the getting started lesson has gone through: 
+ Some words and phrases related to city life in the future. 
+ The two grammar points such as question tags and conditional sentences type 0.
b. Homework: (1m)
- Complete activity 4 (Textbook page 50) and underline the verb forms in the two clauses.
- Prepare the next lesson Unit 9: Reading.
Preparing date:
Teaching date:
03/06/2020
11B1
11B6
11B7
11B8
09/06/2020
12/06/2020
06/06/2020
08/06/2020
UNIT 9: CITIES OF THE FUTURE
PERIOD 76 LESSON 3 : READING
“ TOMORROW CITY”
I. OBJECTIVE:
1. Knowledge: By the end of the lesson, students will be able to: 
- Understand a text about life in the future.
- Enrich vocabulary with words and phrases related to the topic of preserving the environment. 
2. Skills: 
- Improve SS’ skimming and scanning teachniqe for main ideas and specific information. 
3. Attitude:
- Have right attitude toward learning, have responsible attitude toward their schoolwork.
- Be aware of the things that a city has to face in the future and be responsible for their study to better their future.
4. Competence:
- Develop the skills of working in pairs and groups as well as time management ability.
II. MATERIAL NEEDED
1. Teacher: Textbook, lesson plan, references, CD and CD player...
2. Students: Students’ books, learning tools, drafting paper and/or extra board, marker
III. PROCEDURE: 
1. Warm up: (5 m)
Goal: Lead Ss to the topic of the lesson.
- Ask Ss to look at the picture. Ask some questions aswarm-up: 
What do the coloursindicate? 
What energy sources will be used in the future? 
Why is our planet placed in the hand of a person?
- Check Ss’ understanding about the tag queeestions they have learnt in previous lesson.
* Suggested answers
- The clear, blue sky and green grass indicate that there will be no pollution.
- Wind power (or renewable energy) will be used in the future.
- The future of our planet is in the hands of humans. People’s activities will affect life
on Earth.
+ Lead-in: Inform the class of the lesson objectives: skimming and scanning a text for main ideas and specific information.
Teacher’s activities
Students’ activities
ACTIVITY 1: Use a dictionary to find the meaning of the words in the box. Then complete the sentences with their correct form. (10 m)
* Aims: Introduce some vocabulary related to the topic of the lesson.
- Preteach some of the unfamiliar vocabulary.
+ detect /dɪ'tekt/(v):dò, tìm, phát hiện
+ sensor /'sensə/(n): bộ phận cảm biến
+ insoluble /in´sɔljubl/(a):không hòa tan không giải quyết được
+ dweller /´dwelə/(n): người ở/dân
Eg: New York city dweller= the inhabitants of New York
- Have them do the task individually, and then compare their choice in pairs or groups.
- Elicit answers from Ss, encouraging all possible reasons. Have Ss explain their choices. 
- Note down the new words. 
- Do the task individually the compare the choice in pairs.
* Key:
1. a warning 2. detect 3. a sensor
4. promote 5. an insoluble 6. dwellers
- Explaine their choices.
ACTIVITY 2: Read the text about Superstar City and choose the best title for it. (5m)
* Aims: Help SS practice skimming for general idea.Read the text quikly to choose the best title.
- Ask Ss to do the task in two minutes. only
- Check answers as a class. Have Ss explain why options a and b are not the correct answers: a focuses only on one part – the city’s infrastructure; b emphasises only the safety aspect, not its eco-friendliness.
- Work in individual to read the text and choose the best answer. 
*Key
c. A Safe and Green City
- Give evidents: 
+ The last sentence of paragraph 1 people’s life are well protect 
=> The City safe.
+ The first sentence in paragraph 2 working for Eco infrustructure And then Super Star greener
+ The last paragraph This safe city
=> The green city
ACTIVITY 3: Read the text carefully, answer the following questions. (12 m)
* Aims: Improve SS’s reading for specific information skills and practise listening and speaking as well. 
- Ask Ss to look at the questions quickly and underline key words which can help them to locate the specific information in the text.
- Let them read the text individually to find the information, them compare their answers in pairs or groups. Encourage Ss to explain exactly which information from the text helped them to answer the questions.
- Check Ss’ answers as a class.
- Pay attention to the T’s instructions and do as guided.
- Work individually then discuss with the partners.
* Key
1. Barbara is an engineer and Mark is a city planner
2. It can depict and locate probable disasters by using the sensor installed in every home and public place
3. Its main function is to deal with urban environmental problems to make Superstar City greener, cleaner and more sustainable
4. An example is the people’s use of renewable fuels for cooking , lighting and heating
5. Because they have more time for study , entertainment and relaxation; they can enjoy the highest quality of life
- Pair work asking and answering the questions. Others listen and give comment.
ACTIVITY 4: Complete the following summary about Superstar City using the words in the text. (10m)
* Aims: Help SS to summarise the key information of the reading text.
- Ask Ss to read through the summary about Superstar City and decide which part of speech may fit in each gap.
- Invite some Ss to summarise the discussions and present their decisions to the rest of the class. Encourage other Ss to ask follow-up questions.
- Work individually to decide the part of speech needed in each space then choose suitable word to fill in the blank.
* Key: 
1. safe
2. detecting
3. threats
4. energy
5. carry out
6. deal with
7. paradise
- Present their choices and check whether they are correct or not with the T.
- Note down the answers on the notebook.
3. Consolidation and homework 
a. Consolidation: (2m)
- Ask Ss : What have you learnt today? What can we do now?
- Elicite answers : I have learnt what a smart city will look like in the future. I can use different reading strategiesto skim for main ideas and scan forspecific information.
- Retell some main points that the Reading lesson has gone through: 
b. Homework: (1m)
- Do activity 5 (Textbook page 51) and share your ideas with your family members or friends.
- Prepare the next lesson Unit 9: Speaking.
Preparing date:
Teaching date:
06/06/2020
11B1
11B6
11B7
11B8
11/06/2020
13/06/2020
11/06/2020
09/06/2020
UNIT 9: CITIES OF THE FUTURE
PERIOD 77 LESSON 4 : SPEAKING
I. OBJECTIVE:
1. Knowledge: By the end of the lesson, students will be able to: 
- Learn some facts about some big cities and the problems they face, and improve speaking skills by practising a conversation and giving predictions about the cities of the future.
- Enrich vocabulary with words and phrases related to the topic of preserving the environment. 
2. Skills: 
- Improve SS’ listening and speaking skills. 
3. Attitude:
- Have right attitude toward learning, have responsible attitude toward their schoolwork.
- Be aware of the things that a city has to face in the future and be responsible for their study to better their future.
4. Competence:
- Develop the skills of working in pairs and groups as well as time management ability.
II. MATERIAL NEEDED
1. Teacher: Textbook, lesson plan, references, CD and CD player...
2. Students: Students’ books, learning tools, drafting paper and/or extra board, marker
III. PROCEDURE: 
1. Warm up: (5 m)
Goal: Check Ss’s vocabulary of previous lessons and lead Ss to the topic of the lesson.
- Ask Ss to look at the extra board and have a quick look in about 30 seconds and say again as many words as posible. 
liveable
 overcrowded
 populated
problematic
modern
noisy 
sustainable
environmentally friendly
lively
polluted
- Call SS to say the words that they can remmember and praise SS with the highest results.
+ Lead-in: Inform the class of the lesson objectives: Learn some facts about some big cities and the problems they face, and improve speaking skills by practising a conversation and giving predictions about the cities of the future.
Teacher’s activities
Students’ activities
ACTIVITY 1: Choose sentences (a-d) to complete the conversation between two Londoners . (10 m)
* Aims: Introduce some vocabulary related to the topic and especially the model conversation for Ss. 
- Ask Ss to read the conversation quickly to get an overall impression of the text.
- Ask Ss comprehension questions to make sure they understand the text.
- Explain any further unfamiliar vocabulary, if necessary
- Have Ss match the sentences with the gap.
- Work individually to read the conversation
Suggested answers:
1. c 2. d 3. a 4. b
ACTIVITY 2: Answer the questions. (5 m)
* Aims: Help Ss understand what main idea should focus on in the conversation. 
- Ask Ss to look at the questions quickly and underline key words which can help them to locate the specific information in the text.
- Let them read the text individually to find the information, them compare their answers in pairs or groups. Encourage Ss to explain exactly which information from the text helped them to answer the questions
- Check Ss’ answers as a class.
- Ask Ss to practice the conversation in pairs.
- Set a time limit for the pair’s preparation and practice
- Invite some pairs to role-play in front of the class.
- Encourage Ss to give feedback on things such as interesting content, original ideas, fluency of speech and good presentation skills.
- Work in individual and follow T’s instructions. 
- Pair works comparing the answers. 
- Check the answers with T.
* Key
1. London is stressful and overcrowded city with lots of traffic jams and pollution
2. They are making plans to improve the transport system and to make London a green city
3. Yes, it will be cleaner and more sustainable
- Practice the conversation in pairs then role-play in front of the class.
- Listen and give comment.
ACTIVITY 3: Choose one of the cities below. Use the ideas provided or your own to make a similar conversation. (12 m)
* Aims: Help Ss make a similar conversation from activity 1.
- Ask Ss to work in pairs. Ss should choose one city and make a similar conversation.
- Encourage Ss to use question tags to check information or ask for agreement.
Example: Tokyo’s trains are overcrowded during rush hours, aren’t they?
- Suggest some ideas for Ss’ discussion including current facts such as the environment, people’s quality of life and infrastructure; future plans and predictions about the city.
- In case of class with poor understanding students, teacher gives them the handout or show the task for students to complete and practise speaking.
- Help Ss to produce a completed conversation like the model one.
- Work in pair, choose one city and make a similar conversation.
* Suggested answers. 
Teacher: What are you reading?
Student: I am reading some predictions about Tokyo in 2050.
Teacher: Tokyo won’t be a good place to live in, will it?
Student: On the contrary, it will be. Although it has overcrowded trains, there are plans to improve this situation.
Teacher: How they will do that?
Student: Well, they will promote advanced technology to make fasster trains. The city will no longer be crowded trains.
Teacher: Unbelieveable! Anything else?
Student: They will also produce greener cars.
Teacher: This means there will be no pollution, will there?
Student: Yes, Tokyo will be the most liveable city in the world.
Teacher: Sounds great! I hope I can see their plan come true.
- Try to produce a completed conversation.
ACTIVITY 4: Work with a partner. Make predictions about a future city in Vietnam. Take notes. (10 m)
* Aims: Help Ss to have further practise talking about a future city in Vietnam.
- Ask Ss to work in pairs and choose one city in Viet Nam.
- Suggest some ideas for Ss’ discussion including current facts such as the environment, people’s quality of life and infrastructure; future plans and predictions about the city.
- Ask Ss to take notes of the ideas and predictions they brainstorm for later use in the WRITING section.
- Work in pairs and choose one city in Viet Nam to talk about.
- Take notes of the ideas and predictions. 
3. Consolidation and homework 
a. Consolidation: (2m)
- Retell some main points that the speaking lesson has gone through: We have learnt some facts about some big cities and the problems they face. We discuss their future plans and make predictions about their future.
b. Homework: (1m)
- Write a paragraph giving your opinions about your ideal city of the future. What it looks like and how it is created.
- Prepare the next lesson Unit 9: Writing.
Preparing date:
Teaching date:
09/06/2020
11B1
11B6
11B7
11B8
15/06/2020
19/06/2020
12/06/2020
13/06/2020
UNIT 9: CITIES OF THE FUTURE
PERIOD 78 LESSON 5 : WRITING
I. OBJECTIVE:
1. Knowledge: By the end of the lesson, students will be able to: 
- Practise phrases and structrures to give predictions about the future cities.
Express views and give predictions about the cities of the future.
- Write an email to a friend about life in a city in the future. 
2. Skills: 
- Improve SS’ reading and writing skills. 
3. Attitude:
- Have right attitude toward learning, have responsible attitude toward their schoolwork.
- Be aware of the things that a city has to face in the future and be responsible for their study to better their future.
4. Competence:
- Develop the skills of working in pairs and groups as well as time management ability.
II. MATERIAL NEEDED
1. Teacher: Textbook, lesson plan, references, ...
2. Students: Students’ books, learning tools, drafting paper and/or extra board, marker
III. PROCEDURE: 
1. Warm up: (5 m)
Goal: Lead Ss to the topic of the lesson.
- Ask Ss to look at the pictures and give some predictions about the results of the actions.
Go to school
Get maried
Flat
Fall off
1
2
3
4
* Suggested answers :
1. He will go to school late. 2. They are going to get maried
3. The balloon will/ may be flat. 4. The man is sure/certain to fall off his bike.
 + Lead-in: Inform the class of the lesson objectives: Using different phrases and structures to give predictions and write an email to a friend about life in a city in the future.
Teacher’s activities
Students’ activities
ACTIVITY 1: Hung and his friend Tanaka are exchanging emails about the future of their cities. Read the email and answer the questions. (8m)
* Aims: Introduce the model email letter to students. Help ss to discuss and find out the way to write the similar email letter.
- Ask Ss to work in pairs or groups to answer the questions.
- Draw Ss’ attention to the two different viewpoints on life in Tokyo 40 years from now on.
- Help SS to have correct answers and find out what needs to focus on.
- Work in pairs or groups to answer the questions.
1. To answer Hung’s question about Tokyo in the future.
2. Because the government will use advanced technology to deal with the transport problem and make people’s life easier and more comfortable.
3. Tokyo is threatened by nuclear and radiation accidents and natural disasters.
4. Tanaka wants to know Hung’s viewpoint on VN’s capital city in the future.
- Stamp on mind what to focus on.
ACTIVITY 2: Put the sections of the email in the correct order. (10 m)
* Aims: Help Ss to find the form of the letter to practise writing.
- Ask them to read through the list (a-g) and put the parts in the order they appear in the email.
- Have Ss discuss in pairs or groups, and put the points under the right subheadings.
- Check Ss’ answer as a class
- Work in individual then discuss in groups.
* Key
1. g (Recipient)
2. a (Subject of the email)
3. c (Salutation)
4. b (Reasons for writing)
5. f (Sender’s predictions and explanations)
6. d (Closing)
7. e (Sender’s name)
- Take note the sections of the email in correct order. 
ACTIVITY 3: Use the information below about New York City to write an email of about 160-180 words to a friend. (20 m)
* Aims: Help SS to practice writing themseves then correct.
- Set time limit for them to write the first draft of their essays.
- Have Ss exchange their drafts in pairs or groups for peer review. Encourage them to comment on the content and structure, on clarity of expression, grammar and spelling. Add any additional feedback, if necessary
- Have Ss revise their drafts based on their partners’ comments and your feedback.
- Collect Ss’ essay for checking or marking.
- Set time limit for them to write the first draft of their essays.
- Have Ss exchange their drafts in pairs or groups for peer review. Encourage them to comment on the content and structure, on clarity of expression, grammar and spelling. - - Add any additional feedback, if necessary
- Do the task themseves then exchange the drafts in pairs for peer review.
- Comment their friends’ writing on the content and structure, on clarity of expression, grammar and spelling. Add any additional feedback, if possible.
- pay attention to the T and correct or rewrite the sentences if any.
3. Consolidation and homework 
a. Consolidation: (1m)
- Retell some main points that the Writing lesson has gone through.
b. Homework: (1m)
- Write the email on notebook.
- Prepare the next lesson Unit 10: Getting started.