Date of preparation: March, …… Distributive period: 83

Unit 9 cities of the future

Lesson 1 Getting started
-

A. Objectives:
1. Language focus
- To help learners get started with some language items in Unit 9
- For vocabulary, that is words and phrases related to cities of the future
- For pronunciation, that is intonation in questions tags
- For grammar, that is question tags and the conditional sentence type 0.
2. Skills
- To help learners get started with 4 skills in Unit 9
- Reading: Read about higher education opportunities
- Speaking: Explaining facts and giving predictions.
- Listening: Listen for information about future cities.
- Writing: Write an email to a friend about city life in the future
3. Attitudes
- To help Ss get started for Unit 9 with the topic " cities of the future "
- To provide Ss some motivation
B. Preparations:
- Teacher: Handouts, textbook, lesson plan, pieces of papers and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/ Activities Interaction
Stages s
Lead in
1. Warm up - Ask Ss listen to answer some questions to lead Ss to the lesson.
5 - Ask Ss to tell the class about cities of the future. T <--> Ss
minutes
2. New Activity 1: Phong, Chi and Ha are discussing their class
lesson assignment. Listen and Read T <--> Ss
- Tell Ss that they are going to listen to a conversation between
7 minutes Phong, Chi and Ha.
- Ask them to read the heading and guess what the two speakers will Whole class
be talking about
- Play the recording. Have Ss listen and read the conversation
silently. Then ask Ss if their predictions were correct. Have Ss
summarise the conversation.
- Ss listen and read the conversation, take notes new word
Activity 2: Answer the questions
12 minutes - Ask Ss to read the conversation again and answer the questions.
- Let Ss compare their answers in pairs or groups. Pair work
- Check Ss’ answers as a class.
Keys:
1. It’s about life in the city in the year 2050
2. Both think life will be better; Phong believes modern technology
will be the reason, while Chi thinks there will be no pollution
3. They choose to talk about the environment T <--> Ss
4. Solar energy is mentioned. This energy can be used for transport,
lighting, cooking, heating water and helping plants grow
5. Yes. Thanks to the development of science and technology, our
8 minutes life will be better and more liveable in the year 2050.
Activity 3: Find the question tags in the conversation
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 - Ask Ss to read the conversation again and find the question tags.
- Let Ss compare answers in pairs or groups. Group work
- Check Ss’ answers as a class.
Keys:
1. It’s a group presentation, isn’t it?
2. You mean it will be environmentally friendly, won’t it? T <--> Ss
3. We will have only ten minutes, won’t we?
4. Phong presented them so well, didn’t he?
5. Phong, you will do the talking, won’t you?
10 minutes Activity 4: Read the conversation again and complete the
conditional sentences. Pair work
- Ask Ss to complete the sentences.
- Have them write the sentences in the space provided
- Check Ss’ answers. Ask Ss to explain the differences between the
sentence structures. T <--> Ss
* Keys:
1. … the air will become cleaner and our health will be better (1)
2. People can develop health problems and become ill … (1)
3. … we’ll be able to generate our own electricity (1)
4. … their impact on the environment is less (0)
5. Let me know … (0)
3. - Ask Ss: What have you learnt today? What can you do now?
Consolidation - Summarize the main points of the lesson. T <--> Ss
2 minutes
4. - Words and phrases about cities of the future
Homework - Practice the conversation T <--> Ss
1 minute - Do the task again
- Read Unit 9 - Language at home
E. Experience:
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Date of preparation: March, …… Distributive period: 84
Unit 9 cities of the future
Lesson 2 Language
A. Aims and Objectives:
1. Language focus
- To help learners get started with some language items in Unit 9
- For vocabulary, that is words and phrases related to city life in the future
- For pronunciation, that is intonation in tag questions
- For grammar, that is Tag questions, and conditional sentence type 0
2. Skills
- To promote Ss to develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/Stages Activities Interactions
1. Check up - Ask some Ss to write some new words and do the tasks again
3 minutes - Take notes and give feedback. T <--> Ss
2. New A. Vocabulary:
lesson Activity 1: Write the words or phrases given in the box next
to their meaning
8 minutes - Have Ss go through the words given in the box and discuss with a Individually
partner their meanings.
- Ss fill the blanks with the right form of the word from the box.
Have Ss complete the sentences individually, then compare their T <--> Ss
answers in pairs or groups.
* Keys: 1. inhabitants 2. infrastructure 3. renewable
4. urban 5. liveable 6. sustainable
7. overcrowded 8. quality of life
Activity 2: Complete the sentences with the right forms of
the words in the phrases in 1
- Ask Ss to read the uncompleted sentences and pay attention to the
contextual clues such as words surrounding the gap and the part of Whole class
speech needed.
- Have Ss complete the sentences individually, then compare answers
in pairs or groups.
- Check Ss’ answers as a class.
2. Pronunciation
Intonation: Question tags Pair work
Activity 1: Listen and decide whether the question tags in
5 minutes
B’s responses have a rising or falling intonation
- Have Ss listen and notice the intonation pattern of the questions T <--> Ss
- Have them listen and repeat the exchanges with appropriate
intonation.
- Ask them to study the Do you know…? box to learn some general
rules of intonation patterns for question tags.
Keys: 1. falling 2. rising 3. rising 4. falling 5. rising
Activity 2: Listen and repeat the exchanges in 1
- Play the recording and ask Ss to read along with the recording,

3
 imitating the intonation patterns.
- Have them practice the exchanges in pairs, taking turns to ask and
answer the questions. Individually
- 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.
2. Grammar: Question tags T <--> Ss
12 minutes Activity 1: Mach the question tags with the statements to
make complete sentences
- Have S work individually first Individually
- 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. T <--> Ss
- Ask Ss to compare answers in pairs
- Check Ss’ answers as a class.
*Keys: 1. c 2. h 3. f 4. d 5. g 6. a 7. b 8. e
Activity 2: Complete the sentences with the correct question
tags Individually
- 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. T <--> Ss
- Check Ss’ answers as a class.
Conditional sentences type 0
Activity 3: Match the if clauses with the result clauses
- Ask Ss to read through the conditional sentences used in the
conversation again.
14 minutes - T explains to Ss the basic different between type 0 and type 1.
- Ask Ss to do the task.
Keys: 1. e 2. c 3. f 4. a 5. h 6. b 7. d 8. g Pair work
Activity 4: Combine the sentences or rewrite them to make
conditional sentences.
- Ask Ss to combine the sentences to make conditional sentences. T <--> Ss
- Have Ss rewrite their sentences on the board.
- Check Ss’ answers as a class.

3. - Ask Ss: What have you learnt today? What can you do now?
Consolidation - Summarize the main points of the lesson. T <--> Ss
2 minutes + Vocabulary related to the cities in the future
+ Intonation in question tags; Conditional sentences
4. - T asks Ss to do exercises again at home.
Homework - Prepare for the next lesson. T <--> Ss
1 minute - Complete Exercises in workbook.
E. Experience:
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Date of preparation: March, …… Distributive period: 85
Unit 9 Cities of the future
4
 Lesson 3 Reading

A. Aims and Objectives:

1. Language focus
- To provide learners some vocabulary related to the topic of preserving the environment
2. Skills
- To promote Ss to develop their reading skills
- Skim the text to get the general idea
- Scan the text to get some specific details
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/ Activities Interactio
Stages ns
- Ask some Ss to do the tasks again
1. - Feedback
Homework T <--> Ss
8
minutes
2. New Activity 1: Use a dictionary to find the meaning of the words
lesson in the box. Then complete the sentences with their correct form Pair work
- Ask Ss to look at the picture. Ask some questions as warm-up:
7 minutes + What do the colours indicate?
+ What energy sources will be used in the future?
+ Why is our planet placed in a hand of a person?
- Have them do the task individually, and then compare their choice
in pairs or groups T <--> Ss
- Elicit answers from Ss, encouraging all possible reasons. Have Ss
explain their choices
- Pre-teach some of the unfamiliar vocabulary items in the text, but
not the highlighted ones because Ss will be required to work out their
meaning from the context the words are used in.
Keys: 1. a warning 2. detect 3. a sensor
4. promote 5. an insoluble 6. dwellers
7 minutes Activity 2: Read the text about Superstar City and choose
the best title for it
- Ask Ss to go through the three headings. Ask Ss to read the text Individually
quickly to choose the heading that best summarises the main idea.
- Set a time limit for this activity since skimming is a speed-reading
technique with the purpose of getting a general overview of the
content
- Have Ss work individually, and then compare their answers in pairs T <--> Ss
or small groups
- Check Ss’ answer as a class.
Keys:
The best title of the reading passage is C – A safe and green city
Activity 3: Read the text carefully, answer the
10 minutes following questions Group work

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 - 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 T <--> Ss
questions
- Check Ss’ answers as a class.
*Keys: 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
8 minutes Activity 4: Complete the following summary about Superstar
City using the words in the text Pair work
- Ask Ss to read through the summery about Siperstar City and
decide which part of speech may fit in each gap.
- Invite several pairs to summarise the discussions and present their
decisions to the rest of the class. Encourage other Ss to ask follow-up
questions.
2 minutes Keys: 1. safe 2. detecting 3. threats T <--> Ss
4. energy 5. carry out 6. deal with 7. paradise
Activity 5: Do you think that our cities will all be like
Superstar City in the year 2060?
- T helps Ss know how to do the task.
- Let SS work in groups to do this task at home.
3. - Summarize the main points of the lesson
Consolidation - Vocabulary related to helping people with disabilities T <--> Ss
2 minutes - Reading skills: skimming, scanning, guessing the meaning of new
words/phrases through context
4. - Ask students to learn by heart the new words.
Homework - Prepare for the next lesson. T <--> Ss
1 minute
E. Experience:
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Date of preparation: March, …… Distributive period: 86
Unit 9 cities of the future
Lesson 4 Speaking
A. Aims and Objectives:
1. Language focus
- To provide learners some vocabulary related to the predictions about cities of the future
2. Skills
- To promote Ss to develop their speaking skills
- To help Ss develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
- Teacher: Handouts, textbook, lesson plan and pieces of papers.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:

Time/ Activities Interactio

Stages ns
- Ask Some Ss to go to the board and do the tasks again
1. Check up - Feedback
8 T <--> Ss
minutes
2. New Activity 1: Choose the sentences to complete the
lesson conversation between two Londoners
- Ask Ss to read the conversation quickly to get an overall impression Pair work
10 minutes 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.
Suggested answers: T <--> Ss
1. c
2. d
3. a
4. b
10 minutes Activity 2: Answer the questions
- Ask Ss to look at the questions quickly and underline key words Group work
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. T <--> Ss
Keys:
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 Ss <--> Ss
make London a green city
14 minutes 3. Yes, it will be cleaner and more sustainable
Activity 3: Practice the conversation with a partner
- Ask Ss to practice the conversation in pairs. Pair work

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 - 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.
Activity 4: Choose one of the cities below. Use the ideas
provided or your own to make a similar conversation T <--> Ss
- 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 Pair work
agreement.
Example: Tokyo’s trains are overcrowded during rush hours, aren’t
they?
Activity 5: Work with a partner. Make predictions about a
future cities
- Suggest some ideas for Ss’ discussion including current facts such T <--> Ss
as the environment, people’s quality of life and infrastructure; future
plans and predictions about the city.
3. - Summarize what they have learnt by asking Ss some questions:
Consolidation What have you learnt today? What can you do now? T <--> Ss
2 minutes - Vocabulary related to our cities in the future
- Speaking skills: making a conversation based on the sample
4.Homewor - Vocabulary related to our world heritage sites
k - Speaking skills: Making a conversation based on the sample T <--> Ss
1 minute - Do the tasks again
- Complete tasks at home
- Read Unit 9 - Listening at home
E. Experience:
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Date of preparation: March, …… Distributive period: 87
Unit 9 cities of the future
Lesson 5 Listening
A. Aims and Objectives:
1. Language focus
- To provide learners some vocabulary and information related to cities of the future.
2. Skills
- To promote Ss to develop their listening skills
- To help Ss develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
1. Teacher
- Teaching aids: Textbook, lesson plan and cassette
- Teaching method: Communicative language teaching
2. Students
- Read through English Unit 9 - Listening at home
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:

Time/ Activities Interactio

Stages ns
- Ask some pairs of Ss to talk about future cities.
1. Check up - Feedback
5 - Inform the class of the lesson objectives: Listening for specific T <--> Ss
minutes information about future cities.
2. New A better or worse place to live in?
lesson Task 1: Discuss with a partner
- Ask Ss to look at the pictures and discuss the questions with a Pair work
10 minutes partner.
- Encourage Ss who don’t know anything about the site to make
some predictions using the words and phrases in the box.
*Suggested answers: T <--> Ss
- All these problems currently exist in big cities in VN like Hanoi
and HCM City.
- It’s likely that many of them will be solved in the next twenty years,
as local authorities are taking measures to deal with them step by
8 minutes step.
Task 2: Listen to a talk on predictions about our future cities.
Underline the words or phrases that you hear Pair work
- Ask Ss to look at the words and phrases that can be heard in the
talk.
- Have Ss compare answers in pairs or groups.
- Explain the meaning of any unfamiliar words, if necessary.
- Check Ss’ answers as a class.
9 minutes Keys: a b d e h
Task 3: Listen again. Decide which of the following T <--> Ss
predictions will come true (T) and which will not (NT)
- Ask Ss to look at the three options and make their own predictions
for the answers.
- Have Ss listen to the recording and choose one of the three options
given
9
 - Have them compare their answers in pairs or groups
- Check Ss’ answers as a class
- Let them listen again and pause the recording after the sentences
mentioning the word geological
*Key:
10 minutes 1. T 2. NT 3. NT 4. T 5. T 6. T 7. NT Group work
Task 4: Listen again. Complete the summaries of the two
viewpoints
- Ask Ss to read the through the summaries of the two viewpoints in
the talk and try to complete the sentences..
- Give Ss sufficient time to listen to the recording so they can extract
the information needed and hear the words they have to write down.
- Have Ss compare answers in pairs or groups T <--> Ss
- Check Ss’ answers as a class
*Key:
1. healthy; effective; overcrowded; heavier
2. medicine; renewable; fossil fuel
Task 5: Which viewpoint do you agree with, the optimistic or
pessimistic?
- Have Ss work in groups and discuss the questions Group work
- Ask Ss some warm-up questions before they start the discussion:
+ Do you think our cities will be better or worse than they are now?
+ What factors do you need to consider?
+ Are you an optimist or a pessimist? T <--> Ss
- Ask some groups to report their plans to the class.
- Consider these points: Environmental problems, people’s use of
energy sources, achievements in technology and medicine, etc.
3. - Ask Ss to consolidate the main contents.
Consolidation - Ask Ss: What have you learnt today? T <--> Ss
2 minutes What can you do now?
4.Homewor - Vocabulary related to the topic of our world heritage sites
k - Do the tasks again T <--> Ss
1 minute - Prepare for the next lesson.

E. Experience:
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Date of preparation: March, …… Distributive period: 88
Unit 9 cities of the future
Lesson 6 Writing

A. Aims and Objectives:

1. Language focus
- To provide learners some vocabulary and information about future cities.
- To teach Ss to write an email to a friend about city life in the future.
- To teach Ss to develop ability to think in a logical way to form a well-structured text.
2. Skills
- To promote Ss to develop their writing skills
- To help Ss develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
- Teacher: Handouts, textbook, lesson plan and pieces of papers.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/ Activities Interactio
Stages ns
1. Check up - Inform the class of the lesson objectives: Writing an essay about
5 the reasons why Trang An Scenic Landscape Complex was T <--> Ss
minutes recognized as a World Heritage Site.
2. New Different predicyions
lesson Task 1: Hung and his friend Tanaka are exchanging emails
about the future of their cities. Read the email and answer the Pair work
9 minutes questions
- 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.
* Keys: T <--> Ss
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
10 minutes Task 2: Put the sections of the email in the correct order
- Ask them to read through the list (a-g) and put the parts in the Group work
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
*Key:
1. g 2. a 3. c 4. b 5. f 6. d 7. e T <--> Ss
Task 3: Use the information below about New York City to
write an email of about 160-180 words to a friend
- Set time limit for them to write the first draft of their essays.
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 18 minutes - Have Ss exchange their drafts in pairs or groups for peer review.
Encourage them to comment on the content and structure, on clarity Individually
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.
Task 4: Write your predictions about a future city in
Vietnam in an email of 160 words to a friend
- 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, T <--> Ss
if necessary
- Have Ss revise their drafts based on their partners’ comments and
your feedback. (This can be done at home)
- Collect Ss’ essay for checking or marking.
3. - Ask Ss to consolidate the main contents.
Consolidation - Ask Ss to complete the essay at home and collect T <--> Ss
2 minutes - Ask Ss: What have you learnt today?
What can you do now?
4.Homewor - Write the text again at home.
k - Prepare for the next lesson. T <--> Ss
1 minute
E. Experience:
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Date of preparation: March, …… Distributive period: 89
Unit 9 cities of the future
Lesson 7 Communication and culture
A. Aims and Objectives:
1. Language focus
- To provide learners some communication samples and cultural items
2. Skills
- To promote Ss to develop their communication skills and cultural understanding
- To help Ss develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
- Teacher: Handouts, textbook, lesson plan and pieces of papers.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/ Activities Interactio
Stages ns
1. Warm up - Ask some Ss to go to the board and read their writings
5 - Feedback T <--> Ss
minutes
2. New 1. Communication:
lesson Task 1: Use the information about the cities mentioned in
Group work
this unit and complete the diagram about the ideal city of the
17 minutes future
- Ask Ss to refer to the information about the cities mentioned in the
unit, select the relevant details for their ideal city of the future.
- Ask Ss to study the example to get an idea about the language they
can use and what they are supposed to discuss.
Let Ss form groups of three and start their discussion. Have one of
them take notes T <--> Ss
- Walk around to offer help, if necessary and encourage all members
to participate in the group activity.
Keys:
1. Public transport (eco-buses, smart underground transport
networks)
2. Renewable sources of energy: wind and sun power
3. - Waste is treated and turned into energy or fertilizers
- Wastewater is treated and turned into drinking water. Pair work
Task 2: Discuss the questions in groups
- 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 T <--> Ss
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.
1. What will the ideal city of the future look like? Pair work
means of transport, environmental conditions, energy sources, T <--> Ss
treatment of waste, climate …
2. How do you think an ideal city should be treated: by upgrading an
20 minutes
existing one or by building a completely new one from scratch?
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 2. Culture:
Activity 1: Read the text about Songdo, a smart city, and
Pair work
complete the table below
- Ask Ss to read the text and complete the table.
- Encourage them to share any information or facts they know about
this city. Even if Ss haven’t heard about it, encourage them to make
some predictions.
*Suggested answers:
T <--> Ss
1. 60km southwest of Seoul, South Korea
2. 53.3 square km
3. 2005
Pair work
4. more than 65,000 people
Activity 2: Decide whether the following statements are T, F,
or NG
- Ask Ss to read the text again to decide whether the statements are
true, false or not given.
- Encourage Ss to work out the meaning of each new word from the
contextual clues in the text. T <--> Ss
- Explain any unfamiliar words or expressions, if necessary.
* Keys:
1. F 2.T 3. NG 4. F 5. T 6. T 7. NG
3. - Ask Ss to consolidate the main contents.
Consolidation - Ask Ss: What have you learnt today?
2 minutes T <--> Ss
What can you do now?
4.Homewor - T asks Ss to learn the structures and vocabulary.
k
- Prepare for the next lesson. T <--> Ss
1 minute
E. Experience:
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Date of preparation: March, …… Distributive period: 90
Unit 9 cities of the future
Lesson 8 Looking back and project
A. Aims and Objectives:
1. Language focus
- To help students revise what they have learned in unit 9
- To give them a chance to do a small project in which they can develop their speaking skills
2. Skills
- To promote Ss to develop their communication skills and cultural understanding
- To help Ss develop the skill of working in pairs and groups
3. Attitudes
- To encourage Ss to work harder
- To provide Ss some motivation
B. Preparations:
- Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette.
- Students: Textbook
C. Methods: - The whole lesson: Integrated, mainly communicative.
D. Procedures:
Time/ Activities Interaction
Stages s
* Checking
1. - Speak out their ideas and opinions, knowledge that they have
Homework learnt in Unit 8. T <--> Ss
5 - Feedback.
minutes
2. New Pronunciation:
lesson Activity 1: Decide whether the question tags in B’s Individually
responses have a rising or falling intonation
10 minutes - Ask Ss to listen to the exchanges and mark the intonation patterns
on the questions using a downward upward arrow on each choice.
- Have Ss compare their answers in pairs or groups T <--> Ss
- Check Ss’ answer as a class
Keys: 1. falling
2. rising
3. falling
4. rising
Activity 2: Listen and repeat the sentences in 1 Pair work
- Play the recording again and ask Ss to listen and read along
- Ask Ss to practise in pairs, taking turns to ask and answer the
questions
- Walk around, comment on the pairs’ performance and praise Ss T <--> Ss
8 minutes who try to use the appropriate intonation.
Vocabulary:
Activity 1: Complete the sentences with the correct form of
the words or phrases in the box Pair work
- Ask Ss to write the word in each sentence
- Let them compare their answers in pairs or groups
- Check Ss’ answers as a class and give further explanation, if
necessary.
*Keys: 1. city dwellers 2. infrastructure 3. overcrowded
4. advanced technology 5. detect 6. urban planners T <--> Ss
Grammar:
19 minutes
Activity 1: Complete the sentences with the correct

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 question tags
- Ask Ss to work individually, and then compare their answers in
pairs or groups Individually
- Check Ss’ answers as a class and give further explanations, if
necessary.
*Keys: 1. shall we 2. don’t they 3. aren’t there
4. will you 5. haven’t you 6. do they
7. should they 8. isn’t it T <--> Ss
Activity 2: Answer the questions, using conditional
sentences
- Let Ss work individually, and then compare their answers in pairs
or groups. Individually
- Ask individual Ss to write their sentences on the board.
- Check Ss’ answers as a class.
*Keys: 1. Flowers died if they are not watered
2. I expect my teacher to correct my mistake if I make one.
3. People need to leave tall buildings quickly if there is an
earthquake T <--> Ss
4. I get green if I mix blue and yellow
5. I dial 114 if there is a fire
6. If I don’t have to go to school in the morning, I usually get up at 8
7. I usually ask my best friend for help if I’m in trouble
8. I usually go to the park if I want to enjoy some fresh air.
Project: Group work
- Work in groups of four to six. Discuss and decide on your
ideal city of the future
- Introduce your poster to the class. Present the features of
your city and explain what make it the most liveable city in the
world
- Ask Ss to do the task
- Let the groups do the task in their free time.
3. - Ask Ss to consolidate the main contents.
Consolidation - Ask Ss: What have you learnt today?
2 minutes What can you do now?
Expected answer: Learn more about: T <--> Ss
- Revise what Ss have learnt in unit 9
- Work in groups, talk about future cities.
4.Homewor - T asks Ss to learn the structures and vocabulary.
k - Revise what Ss have learnt in unit 9. T <--> Ss
1 minute - Do the tasks again.
- Prepare for the next lesson.
E. Experience:
- Need to work more on vocabulary activities.

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