Title Unit 3.pdf ✅

UNIT 3: CITIES OF THE FUTURE Lesson 1: Getting started – An exhibition of future cities I. OBJECTIVES By the end of this lesson, Ss will be able to: 1. Knowledge - Gain an overview about the topic Cities of the future; - Gain vocabulary to talk about cities and smart living; - Get to know the language aspects: stative verbs in the continuous form and linking verbs. 2. Competences - Develop communication skills and creativity; - Be collaborative and supportive in pair work and teamwork. - Actively join in class activities 3. Personal qualities - Arouse interests in life in cities of the future; - Develop self-study skills. II. MATERIALS - Grade 11 textbook, Unit 1, Getting started - Computer connected to the Internet - Projector / TV/ pictures and cards - hoclieu.vn Language analysis Form Pronunciation Meaning Vietnamese equivalent 1. impact (n) /ˈɪmpækt/ the effect or influence that an event, situation etc has on someone or something ảnh hưởng 2. public transport (n) /ˈpʌblɪk ˈtrænspɔːt/ buses, trains etc that are available for everyone to use phương tiện công cộng 3. infrastructure (n) /ˈɪnfrəˌstrʌktʃə/ the basic systems and structures that a country or organization needs in order to work properly, for example roads, railways, banks etc cơ sở hạ tầng
4. traffic jam (n) /ˈtræfɪk dʒæm/ a long line of vehicles on a road that cannot move or can only move very slowly tắc nghẽn giao thông 5. carbon footprint (n) /ˈkɑːbən ˈfʊtˌprɪnt/ the amount of carbon dioxide that a person or organization produces by the things they do, used as a way of measuring the amount of harm they do to the environment dấu chân cac-bon Assumption Anticipated difficulties Solutions Students are reluctant to work in groups. - Encourage students to work in pairs and in groups so that they can help each other. - Provide feedback and help if necessary. Students may lack vocabulary to deliver a speech - Explain expectations for each task in detail. - Continue to explain task expectations in small chunks (before every activity). - Provide vocabulary and useful language before assigning tasks - Encourage students to work in groups so that they can help each other. III. PROCEDURES 1. WARM-UP (5 mins) a. Objectives: - To stir up the atmosphere and activate students’ knowledge on the topic of an exhibition of future cities; - To set the context for the listening and reading part; - To enhance students’ skills of cooperating with teammates. b. Content: - Game: Hot potato (Revise some of the target words learnt in Unit 2). c. Expected outcomes: - Students can revise some target words learnt in Unit 2. d. Organisation TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Game: Hot potato - Ss stand in a circle or two rows facing each other and set a time limit for the game. - T throws the ball to one student and has him/her 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...) e. Assessment - Teacher observes the groups and gives feedback. 2. ACTIVITY 1: PRESENTATION (7 mins) a. Objectives: - To get students to learn vocabulary related to the topic. b. Content: - Pre-teach vocabulary related to the content of the dialogue. c. Expected outcomes: - Students can use key language more appropriately before they read. d. Organisation TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Vocabulary pre-teaching - Teacher introduces the vocabulary. - Teacher explains the meaning of the new 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) e. Assessment - Teacher checks students’ pronunciation and gives feedback. - Teacher observes Ss’ writing of vocabulary in their notebooks. 3. ACTIVITY 2: PRACTICE (20 mins) a. Objectives: - To check Ss’ comprehension of the conversation. - To introduce words and phrases related to healthy lifestyles. b. Content:
- Task 1: Listen and read (p.28) - Task 2. Read the conversation again and complete the notes. Use no more than TWO words for each blank. (p.29) - Task 3. Match the words to make phrases mentioned in 1. (p.29) - Task 4. Complete the sentences with phrases from 1. (p.29) c. Expected outcomes: - Students can thoroughly understand the content of the text and complete the tasks successfully. d. Organisation TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS Task 1. Listen and read. (5 mins) - Teacher asks Ss to look at the pictures in the book as well as the dialogue and answer the questions. - Ss answer the questions in pairs. - Teacher plays the recording twice. Ss listen and read. - Teacher checks Ss’ prediction. T calls 2 Ss to read the conversation aloud. Questions: - What can you see in the picture? - How is the city different from that now? - What do you benefit from living in this city? Suggested answers: - Tall buildings, roads in the air, flying private vehicles - People travel by flying objects instead of going by car or bus. ... - Life will be more convenient without pollution. ... Task 2. Read the conversation again and complete the notes. Use no more than TWO words for each blank. (5 mins) - Teacher tells Ss to read the conversation again and work independently to find the answers. - Ss work independently to find the answers. - Teacher has Ss compare the answers in pairs before checking with the whole class. - Teacher checks the answers as a class and gives feedback. Answer key: 1. green areas 2. traffic jams 3. technology 4. housing