Giáo án Tiếng Anh Lớp 11 (Global success) - Unit 3: Cities of The Future

 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 
 Vietnamese 
 Form Pronunciation Meaning
 equivalent 
1. impact (n) /ˈɪmpổkt/ the effect or influence that an event, ảnh hưởng
 situation etc has on someone or 
 something
2. public /ˈpʌblɪk buses, trains etc that are available for phương tiện 
 transport (n) ˈtrổnspɔːt/ everyone to use cụng cộng
3. infrastructure /ˈɪnfrəˌstrʌktʃə/ the basic systems and structures that a cơ sở hạ 
 (n) country or organization needs in order tầng
 to work properly, for example roads, 
 railways, banks etc Game: Hot potato Target words in Unit 2
- Ss stand in a circle or two rows facing each other and (generation gap, conflict, extended family, 
set a time limit for the game. nuclear family, characteristic, digital native, 
- T throws the ball to one student and has him/her call argument)
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.
 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 New words:
- Teacher introduces the vocabulary. 1. impact (n)
- Teacher explains the meaning of the new vocabulary 2. public transport (n)
by pictures. 3. infrastructure (n) 
- Teacher checks students’ understanding with the “Rub 4. traffic jam (n)
out and remember” technique. 5. carbon footprint (n)
- Teacher reveals that these five words will appear in the 
reading text and asks students to open their textbook to 
discover further.
 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: - Teacher has Ss compare the answers in pairs 3. technology
before checking with the whole class. 4. housing
- Teacher checks the answers as a class and gives 
feedback.
Task 3. Match the words to make phrases mentioned in 1. (5 mins)
- Teacher has Ss look at task 3, and ask Ss to do the Answer key:
matching. 1. public transport
- Teacher asks Ss to read out the phrases they have 2. private vehicles
found and explain the meaning of them. 3. modern infrastructure
- Check answers as a class. 4. high-rise buildings
 5. smart city 
Task 4. Complete the sentences with phrases from 1. (5 mins)
- Teacher asks Ss to read the three statements. Answer key:
- Teacher asks Ss to complete the sentences, using 1. seems a good solution
the correct phrases from the text. 2. looks beautiful
- Check answers as a class. 3. ‘m thinking of
 e. Assessment
 - Teacher observation on Ss’ performance.
 - Teacher’s feedback and peers’ feedback.
 4. ACTIVITY 3: PRODUCTION (10 mins)
 a. Objectives: 
 - To help Ss practice speaking skills;
 - To help Ss imagine their cities of the future.
 b. Content:
 - Interview
 c. Expected outcomes:
 - Students can give a short talk about their cities of the future.
 d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 5. Interview
- Teacher asks Ss to work in pairs. Ask them to draw Students’ own creativity.
their city of the future. Then, look at the picture and ask 
each other.
- Teacher invites 1 or 2 pairs to come to the stage and do 
the interview.
- Teacher asks other students to listen and give 
comments. UNIT 3: CITIES OF THE FUTURE
 Lesson 2: Language
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
 1. Knowledge
 - Use the lexical items related to the topic cities of the future;
 - Recognise and practise linking final consonants to initial vowels;
 - Review the use of stative verbs in the continuous form and linking verbs.
 2. Core competence
 - Be collaborative and supportive in pair work and team work;
 - Access and consolidate information from a variety of sources;
 - Actively join in class activities.
 3. Personal qualities
 - Be ready to know more about cities and smart living;
 - Develop self-study skills.
II. MATERIALS 
- Grade 11 textbook, Unit 3, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis 
 Stative verbs in the continuous form Linking verbs
1. Describe a state rather than an action 1. Link the subject with an adjective or a 
- Thoughts and opinions (agree, believe, noun that describes or identifies the subject. 
remember, think, understand) 2. Common linking verbs: be, seem, look, 
- Feelings and emotions (hate, love, prefer) become, appear, sound, taste, smell
- Sense (appear, feel, look, see, seem, smell, 
taste)
- Possession (belong, have, own)
2. Stative verbs are not normally used in the 
continuous form. However, some stative 
verbs can be used in the continuous form to 
describe actions, depending on the context.
Eg: My dad has a new car.
 He is having a good time. 2. ACTIVITY 1: PRONUNCIATION (12 mins)
 a. Objectives: 
 - To help Ss recognise and practise linking between a final consonant and an initial vowel.
 b. Content:
 - Task 1: Listen and repeat. Pay attention to the linking between the words in the sentences. 
 (p.29)
 - Task 2: Listen and mark the consonant and vowel sounds that are linked. Then practice 
 saying the sentences. (p.29)
 c. Expected outcomes:
 - Students can correctly pronounce the linking between a final consonant and an initial vowel.
 d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 1: Listen and repeat. Pay attention to the linking between the words in the sentences. (7 
mins)
- Teacher explains the importance of linking words in Notes:
spoken English. - When we speak naturally, we don’t pause 
- Teacher explains that the linking is already marked, and between most words. We usually link the 
asks Ss to read the sentences first and say which sounds end and beginning of some words so that 
are linked. they are easy to say and flow together 
- Teacher plays the recording and asks Ss to listen and smoothly.
repeat. Tell them to pay attention to linked sounds. - Consonant-to-vowel is very
- Teacher asks Ss to practice reading the sentences aloud common and occurs between a word
in pairs. ending with a consonant sound and
 a word beginning with a vowel sound.
Task 2: Listen and mark the consonant and vowel sounds that are linked. Then practise saying 
the sentences. (5 mins)
- Ask Ss to read the sentences and put a mark between the Answer key:
sounds they think are linked when speaking. 1. Traffic jams are the city's biggest 
- Play the recording and have Ss check their answers. problem, especially during rush hour.
- Play the recording again, pausing after each sentence, for 2. This is the most beautiful city I’ve ever 
Ss to repeat. Then say the linked words for Ss to check visited.
their answers. 3. Would you like a guided tour of the city 
 this afternoon?
 4. The Fine Art Museum was built in the 
 new urban area last year.
 e. Assessment
 - Teacher checks students’ pronunciation and gives feedback. 
 - Students in class listen and give feedback on their friends’ performance.
 3. ACTIVITY 2: VOCABULARY (12 mins)
 a. Objectives: 
 - To introduce words / phrases related to cities and architecture. - To help Ss practise stative verbs in the continuous form and linking verbs in a speaking 
 activity.
 b. Content:
 - Task 1: Choose the correct forms of the verbs to complete the following sentences. (p.30)
 - Task 2: Find and correct the mistakes in the following sentences. (p.30)
 - Task 3: Work in pairs. Talk about future developments in your neighbourhood. Use stative
 verbs in continuous form and linking verbs. (p.31)
 c. Expected outcomes:
 - Students know how to use the stative verbs in the continuous form and linking verbs.
 d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 1. Choose the correct forms of the verbs to complete the following sentences. (4 mins)
- Tell Ss to read the explanations in the Remember! box on Answer key:
page 30. Check understanding of the grammar point by 1. think 
asking questions and eliciting what stative verbs are and in 2. are thinking
which situation they can be used in the continuous form. 
 3. don’t see 
- In weaker classes, give more examples to make sure Ss 
understand the use of stative verbs, 
Eg: I see no problems. 
 vs I’m seeing my friend tonight. 
 This cake tastes delicious. 
 vs The cook is tasting the soup now.
- In stronger classes, have Ss come up with their own 
example sentences.
- Ask Ss to work in pairs or individually to choose the 
correct form of the verb in each sentence. Explain that they 
can use the context clues to decide on the correct tense form 
of the verb, e.g. the first sentence expresses an opinion so we 
can’t use the continuous form.
- Check answers as a class and ask Ss to explain their 
choices 
Task 2. Find and correct the mistakes in the following sentences. (5 mins)
- Ask Ss to read the explanation and examples in the Key:
Remember! box on page 30. Check their understanding of 1. The urban lifestyle seems more 
the grammar point by asking questions, e.g. What are linking exciting to young people.
verbs? When do we use them? - What goes after a linking 2. The museum building looks 
verb? beautiful from a distance.
- In weaker classes, give more examples to make sure Ss 3. Widening the road sounds a good 
understand the use of linking verbs, e.g. The perfume smells solution to traffic problems in this area.
nice. The cake tastes delicious. He appears/seems like a nice 
person. 
- In stronger classes, have Ss come up with their own 
example sentences using linking verbs. Ask Ss if linking