TRANG AN SCENIC LANDSCAPE COMPLEX
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 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?
means of transport, environmental conditions, energy sources, treatment of waste, climate …
2. How do you think an ideal city should be treated: by upgrading an existing one or by building a completely new one from scratch?
2. Culture:
Activity 1: Read the text about Songdo, a smart city, and 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:
1. 60km southwest of Seoul, South Korea 2. 53.3 square km
3. 2005 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.
- Explain any unfamiliar words or expressions, if necessary.
* Keys: 1. F 2.T 3. NG 4. F 5. T 6. T 7. NG 3. Consolidation
2 minutes
- Ask Ss to consolidate the main contents.
- Ask Ss: What have you learnt today?
What can you do now?
4.Homework 1 minute
- T asks Ss to learn the structures and vocabulary.
- Prepare for the next lesson.
E. Self-Evaluation:
………..
……… THE END ………..
Date of preparation:……../……./201.. Date of teaching: ……../……./201..
UNIT 9: CITIES OF THE FUTURE
PERIOD 093/105: LOOKING BACK & 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 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, cassette.
- Students: Textbook
C.Methods: - The whole lesson: Integrated, mainly communicative.
D.Procedures:
Time/Stages Activities
1. Homework 5 minutes
* Checking
- Speak out their ideas and opinions, knowledge that they have learnt in Unit 8.
- Feedback.
2. New lesson 10 minutes
8 minutes
19 minutes
Pronunciation:
Activity 1: Decide whether the question tags in B’s responses have a rising or falling intonation
- 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 - Check Ss’ answer as a class
Keys: 1. Falling 2. Rising 3. Falling 4. rising Activity 2: Listen and repeat the sentences in 1
- 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 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
- 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 Grammar:
Activity 1: Complete the sentences with the correct question tags - Ask Ss to work individually, and then compare their answers in pairs or groups
- 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
Activity 2: Answer the questions, using conditional sentences
- Let Ss work individually, and then compare their answers in pairs or groups.
- 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 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:
- 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.
Consolidation 2 minutes
- Ask Ss to consolidate the main contents.
- Ask Ss: What have you learnt today? What can you do now?
Expected answer: Learn more about:
- Revise what Ss have learnt in unit 9
-Work in groups, talk about future cities.
4.Homework
1 minute
- T asks Ss to learn the structures and vocabulary.
- Revise what Ss have learnt in unit 9.
- Do the tasks again. - Prepare for the next lesson.
E. Self-Evaluation:
………..
……… THE END ………..