Kế hoạch bài dạy Tiếng Anh Lớp 11 Global Success theo CV5512 - Unit 3: Cities of the future

 to work properly, for example roads, 
 railways, banks etc
4. traffic jam /ˈtrổfɪk dʒổm/ a long line of vehicles on a road that Tắc nghẽn 
 cannot move or can only move very giao thụng
 slowly
5. carbon /ˈkɑːbən the amount of carbon dioxide that a Lượng CO2
 footprint ˈfʊtˌprɪnt/ person or organization produces by 
 the things they do, used as a way of 
 measuring the amount of harm they do 
 to the environment
Assumption
 Anticipated difficulties Solutions
 - Encourage students to work in pairs and in groups so 
 Students are reluctant to work in 
 that they can help each other.
 groups. 
 - Provide feedback and help if necessary.
 - Explain expectations for each task in detail.
 - Continue to explain task expectations in small 
 chunks (before every activity).
 Students may lack vocabulary to 
 - Provide vocabulary and useful language before 
 deliver a speech
 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. - 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. Answer key:
- Ss work independently to find the answers. 1. green areas 
 2. traffic jams - Teacher gives feedback and gives marks to the 
students with good performance.
 e. Assessment
 - Teacher observation on Ss’ performance.
 - Teacher’s feedback and peers’ feedback.
 4. CONSOLIDATION (3 mins)
 a. Wrap-up
 - T asks Ss to talk about what they have learnt in the lesson.
 b. Homework
 - Write a short paragraph about how cities of the future look like.
 - Prepare for the project in Lesson 8
 Board Plan
 Date of teaching
 Unit 3: Cities of the future
 Lesson 1: Getting started
 *Warm-up
 * Vocabulary
 1. impact (n)
 2. public transport (n)
 3. infrastructure (n) 
 4. traffic jam (n)
 5. carbon footprint (n)
 - 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. Compete the sentences with phrases from 1. (p.29)
 - Task 5: Interview
 *Homework
 UNIT 3: CITIES OF THE FUTURE Assumption
 Anticipated difficulties Solutions
 - Encourage students to work in pairs and in groups so 
 Students are reluctant to work in that they can help each other.
 groups. 
 - Provide feedback and help if necessary.
 - Explain expectations for each task in detail.
 - Continue to explain task expectations in small 
 chunks (before every activity).
 Students may lack vocabulary to 
 deliver a speech - 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 cities and smart 
 living;
 - To enhance students’ skills of cooperating with teammates.
 b. Content:
 - put the pieces of paper together into a picture of cities and smart living
 c. Expected outcomes:
 - Students can listen and find out some ways to stay healthy from the video clip.
 d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
- Ss work in 4 groups. Each group is given some pieces Suggested answers:
of paper.
- Ss have to put the pieces of paper together into a 
picture.
- The group that has the picture in the shortest time is 
the winner.
 e. Assessment
 - Teacher observes the groups and gives feedback.
 2. ACTIVITY 1: PRONUNCIATION (12 mins) 3. ACTIVITY 2: VOCABULARY (12 mins)
 a. Objectives: 
 - To introduce words / phrases related to cities and architecture.
 - To help Ss practise the words in meaningful contexts.
 b. Content:
 - Task 1: Match the words and phrases with their meanings. (p.30)
 - Task 2. Complete the sentences using the correct forms of the words and phrases in 1. 
 (p.30)
 c. Expected outcomes:
 - Students understand the meaning of words, memorise them and are able to use them in a 
 meaningful context.
 d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 1. Match the words and phrases with their meanings. (6 mins)
- Ask Ss to work in pairs. Ask them to read the words and Answer key:
phrases and match them to their meanings. 1. city dweller
- Check answers as a class. Call on one student to read an item 2. infrastructure 
aloud and another student to read its meaning. 3. urban centre
- Check answers as a class. 4. roof garden
 5. skyscraper 
Task 2. Complete the sentences using the correct forms of the words and phrases in 1. (6 mins)
- Have Ss work in pairs. Tell them to read the sentences 
carefully and decide which word and phrase in 1 can be used to Answer key:
complete each of the sentences. Explain that they should use the 1. infrastructure 
context clues to decide on the word / phrase, e.g. in the first 
 2. city dwellers
sentence, the gapped word is about the facilities needed for a 
city to run smoothly. 3. roof garden
- Check answers as a class. Have Ss call out the word and phrase 4. skyscraper
they have used in each sentence first. 5. urban centres
- Confirm the correct answers. Ask Ss to give reasons why they 
have chosen the word / phrase by referring to the context clues.
- Ask individual Ss to read the complete sentences.
- Extension: Have Ss make more sentences using the words and 
phrases they have learnt. In stronger classes, divide the class 
into teams and give each team five minutes to write as many 
sentences as they can. Make sure there is at least one sentence 
with each word or phrase. Ask teams to read them and give a 
point for each correct sentence. The team with the most points 
is the winner.
 e. Assessment
 - Teacher observation on Ss’ performance.
 - Teacher’s feedback and peers’ feedback. - In stronger classes, have Ss come up with their own 
example sentences using linking verbs. Ask Ss if linking 
verbs can be stative verbs (yes, some verbs such as be, look, 
smell, taste, and sound are both linking and stative verbs).
- Ask Ss to work independently to find and correct the 
mistakes in the sentences. 
- Have Ss work in pairs to compare their answers.
- Check answers as a class by having individual Ss read out 
the sentences or write them on the board.
 e. Assessment
 - Teacher observation on Ss’ performance.
 - Teacher’s feedback and peers’ feedback.
 4. CONSOLIDATION (3 mins)
 a. Wrap-up
 - T asks Ss to talk about what they have learnt in the lesson.
 b. Homework
 - Do exercises in the workbook.
 - Prepare for Lesson 3. Reading.
 Board Plan
 Date of teaching
 Unit 3: Cities of the future
 Lesson 2: Language
 *Warm-up
 Put together pieces of paper
 * Pronunciation
 - Task 1: Listen and repeat. Pay attention to the linking between the words in the 
 sentences. 
 - Task 2: Listen and mark the consonant and vowel sounds that are linked. Then 
 practice saying the sentences. 
 * Vocabulary
 - Task 1: Match the words and phrases with their meanings. 
 - Task 2. Complete the sentences using the correct forms of the words and phrases in 1. 
 * Grammar
 - Task 1. Choose the correct forms of the verbs to complete the following sentences. 
 - Task 2. Find and correct the mistakes in the following sentences. 
 *Homework carefully and can therefore be used 
 without the risk of finishing it all
 5. pedestrian /pəˈdɛstrɪən an area that has been concerted for the khu vực 
 zone (n) zəʊn/ use of pedestrians only, by excluding dành cho 
 all motor. người đi bộ
 6. livable/liveable /ˈlɪv.ə.bļ/ fit to live in đỏng sống
 (adj)
 Assumption
 Anticipated difficulties Solutions
 1. Students may lack knowledge about Provide students with the meaning and pronunciation 
 some lexical items. of words.
 - Let students read the text again (if necessary).
 - Create a comfortable and encouraging environment 
 2. Students may have underdeveloped 
 for students to speak.
 reading, speaking and co-operating 
 - Encourage students to work in pairs, in groups so 
 skills.
 that they can help each other.
 - Provide feedback and help if necessary.
 III. PROCEDURES
 1. WARM-UP (5 mins)
 a. Objectives: 
 - To stir up the atmosphere and activate students’ knowledge on the topic of characteristics of 
 future cities;
 - To set the context for the reading part;
 - To enhance students’ skills of cooperating with teammates.
 b. Content:
 - Kim’s game
 c. Expected outcomes:
 - Students can find out all the words as well as the key word based on the definitions given by 
 the teacher. 
 d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
 KIM’S GAME KIM’S GAME
- Ss work in two teams. Try to remember the 
things on screen without writing. After that, Ss vehicles? Architecture: Do you think all buildings will be 
skyscrapers? 
- Invite some groups to share their ideas with the class.
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. New words:
- Teacher explains the meaning of the new vocabulary 1. sustainable (adj)
by pictures. 2. to operate (v) 
- Teacher checks students’ understanding with the “Rub 3. efficient (adj) 
out and remember” technique. 4. renewable (adj) 
- Teacher reveals that these six words will appear in the 5. pedestrian zone (n)
reading text and asks students to open their textbook to 6. livable/liveable (adj)
discover further.
 e. Assessment
 - Teacher checks students’ pronunciation and gives feedback. 
 - Teacher observes Ss’ writing of vocabulary in their notebooks.
 3. ACTIVITY 2: WHILE-READING (20 mins)
 a. Objectives: 
 - To help Ss practise guessing the meaning of words from context;
 - To develop reading skills for general information;
 - To develop reading skills for specific information.
 b. Content:
 - Task 2. Read the article. Circle the correct meanings of the highlighted words and phrases. 
 (p.31)
 - Task 3. Read the article again and decide whether the statements are true (T) of false (F) 
 (p.32)
 - Task 4. Read the article again and complete the diagram with information from the text. Use 
 no more than TWO words for each answer. (p.32)
 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 2. Read the article. Circle the correct meanings of the highlighted words and phrases. (6 
mins)
 Answer key:
Aim: To help Ss practise guessing the meanings of words/ 
phrases from context. 1. A
 2. A
- Ask Ss to read the whole text once to get an overall idea. 3. B