Period 33

UNIT 2: CITY LIFE

Lesson 6: SKILLS 2
I. Objectives:
1. Knowledge: By the end of the lesson, students will be able to:
- Listen to get specific information about some problems of city life.
- Write a paragraph about the disadvantages of city life.
a. Vocabulary: vocabulary related to features of cities.
b. Grammar: the present simple and connectors
c. Skills: speaking, reading; listening, writing (mainly)
2. Competences: groupwork, independent working, pair work, linguistic
competence, cooperative learning and communicative competence.
3. Qualities: Ss are interested in protecting cities to make them better places
B.Teaching aids:
1. Teacher : Lesson plan, poster, textbook , teacher’s book.
2. Students: Workbook, notebook, look up vocabulary
C. Procedure:
1. Checking:
- Talk about your favorite sports and games
2. New lesson:

Teacher’s and students’ activities The main contents

1. Warm up- 5’
a.Aim: To attract Ss’ attention to the lesson and lead in the lesson
b. Content : Network.
c. Outcome: Ss can give adjectives used to describe the problems of city life.
d. Performance:
Drawbacks in a city? *Network.
noisy
- T asks Ss to give adjectives used to
describe the problems of city life.
Ss work in small groups. Then tell Ss to
think the problems they have experienced urban sprawl: air pollution:
in the city
2. Presentation- 15’
a.Aim: Help Ss listen to get specific information about some problems of city life and do
exericse.
b. Content : Listening
+ Listen and write the missing word in each gap.
+ Listen again and choose the correct answer.
c. Outcome: Ss can listen to get information about some problems of city life and do
exercise well.
d. Performance:
T asks Ss to listen to the tape and write 1 Listening
down the words they hear in the 2. Listen and write the missing word in
passage. each gap.
Ss listen and write the missing word in Key:
each gap. 1. cities 2. offi ce 3. traffi c 4. roads
T may play the recording again, or as
many times as needed. 3. Listen again and choose the correct
answer.
T asks Ss to listen again and choose the Key:
correct answer. 1. C 2. A 3. A 4. B 5. B
T corrects as a class.
3. Practice- 15’
a.Aim: Help Ss write a paragraph about the disadvantages of city life.
b. Content : Writing
+ Read the paragraph and complete the outline below.
+ Write a paragraph on one of the topics.
c. Outcome: Ss can write a paragraph about the disadvantages of city life.
d. Performance:
T asks Ss to read the sample paragraph 2. Writing
carefully and complete the outline. Tell 4. Read the paragraph and complete the
them to pay attention to the connectors/ outline below.
markers: Outline:
Firstly, Topic sentence: Living in a city has a
Secondly, number of drawbacks.
Thirdly. Problem 1: traffic jams and traffic accidents
Ss read the sample paragraph carefully Problem 2: air pollution
and complete the outline. Problem 3: noise/noise pollution
Conclusion: These factors contribute to
making city life more diffi cult for its
residents.

*Groupwork:
- Divide the class into groups of six. 5. Write a paragraph on one of the

- Time:10 minutes topics.

- Choose one item from the list 1. Make Writing tip

an outline along with connectors Remember to organise your ideas to make

first/firstly, second/secondly, and pay your

attention to spelling and punctuation. and paragraph clearer:

write the paragraph about the - Firstly …

disadvantages of city life - Secondly … /Next …

- While Ss are writing, go around to give - Thirdly … /Lastly … /Finally …

assistance if necessary. - In conclusion … /To conclude …

- Ss can use the passage in 4 to help them

structure their paragraph.
- T may collect some Ss’ papers and mark
them, then give comments to the class
4. Application - 13’
a.Aim: Ss can know how to perform the presentation
b. Content : Speaking
c. Outcome: Ss can talk about some features of Hai Duong city.
d. Performance:
 T asks Ss talk about some features of Hai
Duong city
Ss do it
T corrects the mistakes

Homework:
- Do exercises in Workbook.
- Prepare next lesson: Unit 2 - Looking back.
Room for improvement:
- T should cut down time on the Application.
 Period 34
UNIT 2: CITY LIFE
Lesson 7: LOOKING BACK - PROJECT

I. Objectives:
1. Knowledge:By the end of the lesson, students will be able to:
- Revise all the knowledge of the unit.
- Practice vocabulary and grammar points they have learnt in this unit.
- Write interesting notices
- Practice making communication, project.
a. Vocabulary: vocabulary to describe city life
b. Grammar: the present simple and connectors
c. Skills: speaking, reading; listening, writing
2. Competences: groupwork, independent working, pair work, linguistic
competence, cooperative learning and communicative competence.
3. Qualities: Ss have awareness of protecting cities to make them better places
B.Teaching aids:
1. Teacher : lesson plan, poster, textbook , teacher’s book.
2. Students: workbook, notebook, look up vocabulary
C. Procedure
1. Checking:
- Talk about your favorite sports and games
2. New lesson:

Teacher’s and students’ activities The main contents

1. Warm up- 4’
a.Aim: To attract Ss’ attention to the lesson and lead in the lesson
b. Content : Ss tell a story using with connectors first/firstly, second/ secondly.
c. Outcome: Ss can tell a story using with connectors first/firstly, second/ secondly.
d. Performance:
T asks Ss to tell a story using with
connectors first/firstly, second/ secondly.
2. Vocabulary- 10’
a.Aim: Help Ss review some nouns and adjectives related to topic: City life
b. Content :
+ Complete the word webs with nouns and adjectives connected with the city.
+ Put one word from the box in each gap.
c. Outcome: Ss can remember the vocabularies and their using.
d. Performance:
*Groupwork 1. Vocabulary
- Divide the class into 2 teams (Team1: 1. Complete the word webs with nouns
Complete the word webs with nouns; and adjectives connected with the city.
Team 2: Complete the word webs with Examples:
adjectives) Nouns: skyscraper, dweller, index, asset,
- Time: five minutes. metro, traffic jam, urban sprawl, shopping
- The team with the most correct words is mall, gallery, cinema, recreational
the winner. facilities, street

Adjectives: cosmopolitan, metropolitan,

multicultural, urban, downtown, populous,
livable, modern, polluted, crowded,
->T asks Ss to use nouns and adjectives to exciting
describe about the city.
…
T asks Ss to read the passage and
complete this exercise individually. 2. Put one word from the box in each
Ss work in individually. gap.
T corrects Key:
1. Fascinating 2. noisy 3. full
4. crowded 5. urban
6. fabulous 7. bored
3. Grammar- 15’
a.Aim: Help Ss review comparison and phrasal verb and do exercise.
b. Content : Review grammar
+ Complete each sentence with the word given, using comparison. Include any other
necessary words.
+ Complete each space with a phrasal verb from the list. Change the form of the verb if
necessary.
+ Rewrite each sentence so that it has a similar meaning and contains the word in
capitals.
c. Outcome: Ss can use comparison and phrasal verb and do exercise well.
d. Performance:
2. Grammar
T asks Ss to do the task by themselves or 3. Complete each sentence with the
in pairs. Correct their answers as a class. word given, using comparison. Include
any other necessary words.
Key:
1. as interesting as/so interesting as
2. the fastest
3. the shortest/a shorter
4. less entertaining
T lets Ss review the phrasal verbs they 5. more carefully
have learnt in units 1 and 2. Then have 4. Complete each space with a phrasal
them do the task. Correct their answers as verb from the list. Change the form of
a class. the verb if necessary.
Key:
1. (has) turned down
2. going on
3. get over
4. cheered up
5. turn back
- This task helps Ss use structures with 6. found out
phrasal verbs to rewrite sentences. T may 5. Rewrite each sentence so that it has a
have some Ss write sentences on the similar meaning and contains the word
board. Let other Ss give comments. Then in capitals.
check as a class. Key:
1. Turn of the lights when you leave the
classroom.
2. Mai grew up in a small town in the
south.
3. Kathy looked up the restaurant on her
mobile phone.
4. My grandmother has got over her
operation.
5. We are looking forward to seeing you
again.
4. Communication- 5’
a.Aim: Help Ss know some cities and its natural attractions
b. Content : Play game
c. Outcome: Ss can name as many places of interest as possible.
d. Performance:
3. Communication
*Groupwork
- Divide the class into 2 teams to play the 6. Play game
game. Ex:
- The first team gives the name of a city or Team 1: Hai Duong City.
town in Viet Nam. Team 2: Well, it is famous for its green
- The other team says any man-made or bean cakes.
natural attractions that it is famous for. Team 2: Da Nang City.
- Encourage them to be as quick as Team 1: It has fabulous Ngu Hanh Son
possible, and try to call out famous man- (Marble Mountains)…
made or natural attractions, or features of Team 1: Bac Ninh
different cities in the country. When time Team 2: Dam pagoda, Phat Tich pagoda,
is up, stop the game. The team with the Eight Kings of Ly empire Temple,…
most items wins and congratulate the Team 2: Ha Noi
winning team. Team 1: Ngoc Son temple, Ha Noi
 museum, Hoan Kiem lake,…
4. Project- 10’
a. Aim: Help Ss know write interesting notices in a city
b. Content : Make project
c. Outcome: Ss can know how to make their project at home.
d. Performance:

GUIDE STUDENTS, ASK THEM TO 4. Project

DO AT HOME. 1. Put the items in these scrambled
- This activity is aimed at helping Ss to notices in the correct order, starting
form a habit of observing signs and with the heading in capitals.
notices around them, especially when they Key:
go to a town/city where there is lots of A
information all around them. They also QUIET PLEASE
learn how to write appropriate notices. Exams in progress
Groups 9A + 9B to Gym
Classes as normal tomorrow
- Ss work in groups to do the task. T B
checks. Note that other orders are also ENGLISH CONVERSATION LESSONS
possible. Town Hall every evening
Of ered by native teachers
Language exchange also a possibility
Ring Dylan on 42564039
A: In a school
B:On the notice board of the town’s
cultural centre
2. Delete the words which are

- Explain to Ss the Watch out! box. Give unnecessary in these notices, and make

more examples if needed. change(s) where appropriate.

Key:

- Ss work independently, then exchange VENDING MACHINE

their work with a partner. T checks. No soup.

 Tea and cof ee, 10p and 50p coins only.
No more canned drinks.
- Ask Ss to do this task as a 15’ writing Machine to be repaired soon.
test 3. In 20 – 30 words, write a notice for
- Collect and give marks. one of the following situations.
Sample
SEMINAR ABOUT FEATURES OF
- And in the next lesson, have them CITY LIFE
present what they have written to the class. Monday Nov 10th in town hall.
The class gives comments. All teenage girls are welcome.
For further details, ring Trang -
098456789.

Homework: Rewrite the project.

Room for improvement:
- T should cut down time on the Application.
 Period 35
UNIT 3: TEEN STRESS AND PRESSURE
Lesson 1 : GETTING STARTED

A. OBJECTIVES :
1. Knowledge :By the end of the lesson, Ss will be able to:
- Use the lexical items related to the topic changes in adolescence.
- Interact a conversation about a bit tense lately of Mai and talk about how you feel
today.
- Listen and read Phuc, Nick and Veronica’s conversation for specific information
about Mai’s stress.
a. Vocabulary: vocabulary related to changes in adolescence.
b. Grammar: Review: Reported speech.
c. Skills: Listening, reading and speaking.
2. Competences : develop the competences of- self-study, communication,
cooperation, using languages and problem solving in doing exercises.
3. Qualities: Ss can realize their stress and pressure and be calm in every situation.
B. TEACHING AIDS :
1. Teacher: Textbooks, teaching plan, teacher’s book,….
2. Students: Text book, notebook….
C. PROCEDURE :
1. Checking: During the lesson
2. New lesson:

Teacher’s and students’ activities The main contents

1. Warm up -5’
a.Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
b. Contents : Ss compare about the air, entertainment, cost of living, traffic, weather
between two cities: Ha Noi and Hai Duong.---
c. Outcome: Ss can use comparison to make sentences and attract to the lesson.
d. Organization:
- Do a class activity on comparison. *Chatting.
- Divide class into two sides and ask Ex:
them to compare about the air, - The air in Hai Duong is cleaner than in
entertainment, cost of living, traffic, HN.
weather between two cities: Ha Noi and
Hai Duong.---
2. Presentation- 10’
a. Aim: Help Ss interact a conversation about a bit tense lately of Mai and answer the
questions
b, Contents: Ss learn some vocabularies
+ Listen and read
+ Find the OPPOSITE of the following words in the conversation.
+ Choose the best answer
+ Explain: ‘Sometimes I wish my parents could put themselves in my shoes’?
c, Outcome: SS can know how to read some vocabulary words and its meaning related
to the topic.
d, Organization:
1. Listen and read
T asks Ss to look at the picture and
Introduce Ss in the picture: Phuc, Nick,
and Amelie. Explain that Mai was
supposed to be there but she couldn’t
come in the end. Then answer the *Questions
questions: *Question
• Where are Phuc, Nick, and Amelie?
Ss answer the question. • What are they going to do?
• What are they talking about?
• Why do you think Mai couldn’t come?
Tell Ss they are going to listen to the
conversation between Phuc, Nick, and
Amelie. Play the recording and a.Find the OPPOSITE of the following
have Ss follow along. words in the conversation.or example,
Ss listen and read the dialogue Key:
T asks Ss to work individually, then in 1. to stay up late
pairs, to find the words/phrases in the text 2. to be stressed (out)
with opposite meanings. 3. good grades
Ss go to the board and write the answer. 4. to disappoint someone
- T corrects and asks Ss to make sentences 5. to take a break
using these words and phrases. 6. to be fully booked de boaro

3. Practice- 15’
a. Aim: Help Ss understand the conversation about a bit tense lately of Mai and know
and use some adjectives of emotions and feelings to do exercises well.
b, Contents: Ss do the following tasks:
+ Fill the gaps with the words in the box.
+ Match the statements with the functions.
c, Outcome: Ss can more understand the conversation about a bit tense lately of Mai
and answer the questions
d, Organization:
- T has Ss work individually, then in pairs, b. Choose the best answer
to compare their answers with each other. Key:
Correct the task as a class and encourage 1. C 2. B 3. C 4. A 5. B 6. A
Ss to explain why the chosen option is the
correct answer. c. Explain: ‘Sometimes I wish my parents
could put themselves in my shoes’?
T asks Ss what they think Amelie’s Key:
statement means. Then explain if Amelie wishes her parents could put
necessary. Then ask them: themselves in her situation to better
What happened if you have ever felt like understand her.ivide
Amelie? 2. Fill the gaps with the words in the
Ss answer box.
T asks Ss to work in pairs to complete this Key:
task. Remind them to pay attention to the 1. worried/tense/stressed;
content words in each sentence, which relaxed/ confient
may help them to choose the most suitable 2. calm
word. Tell Ss in most cases more than one 3. depressed/frustrated
option may be suitable. After they have 4. confient/relaxed/calm
finished, go through each item as a whole 5. delighted/confient
class. 6. frustrated/worried

- T may explain the difference between

‘depressed’ and other words such as
‘tense’, ‘worried’, or ‘stressed’. 3. Match the statements with the
(The word ‘depressed’ is very strong and functions.
used only to describe someone who is Key:
deeply sad and has lost hope.) 1. encourage someone
2. give advice to someone
T asks Ss to work individually first, then
3. empathise with someone
in pairs. Then give corrective feedback to
4. assure someone
the whole class. Ask Ss to give examples
5. empathise with someone
of the situations in which these sentences
6. encourage someone
are said.
4. Application- 9’
a. Aim: Help Ss apply in real life and give advice need to be calm in every situation in
their life
b, Contents: Ss work in pairs to tell the class how you feel today and what has
happened that made you feel that way.
c, Outcome: SS can tell the class how you feel today and what has happened that made
you feel that way.
d, Organization:
T asks Ss to work in pairs: As an 4. How do you feel today?
example, tell the class how you feel today Eg:
and what has happened that made you feel A: Today, I feel happy and motivated. My
that way. English teacher gave me 10 mark for my
Ss work in pairs and make up scenarios English presentation in class. I could
such as: prepare such a good presentation because I
I feel worried because my cat is sick. got reference from the website called
 I feel disappointed because it has been Vietjack.com
raining all day long.
I feel delighted because my son is Star of B: Well done! You did a really great job!
the Week at his primary school.

Homework:
- Learn new words.
Room for improvement:
- T should cut down time on the Application.
 Period 36
Grammar: Defining and non-defining relative clauses
Particles clauses

I. Objectives: By the end of the lesson, students will be able to:

- Apply learned grammar structures to do exercises.
1. Knowledge:
- Topic: Corruption in sport
- Grammar: Defining and non-defining relative clauses; participle clauses
- Listening: Corruption in sport
- Speaking: Discussing corruption and how to deal with it
2. Competences: Linguistic competence, cooperative learning and
communicative competence.
3. Qualities: Students will be able to use defining and non-defining relative
clauses and participle clauses.
II. Teaching aids:
1. Materials: Text book, plan
2. Equipment: Computer accessed to the Internet, projector, loudspeaker
III. Procedures:
1. Checking: During the lesson
2. New lesson
Teacher’s and students’ activities The main contents
Activity 1. Exercise 4
Aim: Ss can identify and know how to use each type of relative clauses.
- Go through the first two questions * Keys:
with the class. 1. sentences 1, 2, 4 and 6
- Students work in pairs to answer 2. sentences 3 and 5
questions 3–7. 3. sentence 3. The relative clause refers to
- Check answers as a class Salt Lake City failed in their bid for
the 1998 Olympics. The relative pronoun
which is used.
 4. a defining relative clause
5. a defining relative clause. We can omit
the relative pronoun when it refers to the
object of the relative clause.
6. why
7. when, where, whom
* Keys:
1.
1. (not possible) 2. that 3. that
4. (not possible) 5. whom 6. (not
possible)
2.
Grammar reference and practice 10.1
1. where I grew up
2. which lasted two hours
3. whose wife is a professional singer
4. who we saw yesterday
5. when we heard that John F. Kennedy
6. who were all very tired
Activity 2. Exercise 5
Aim: Ss make sentences using defining or non-defining relative clauses.
- Remind students that they can only * Key:
omit the relative pronoun in a 1. The world’s most-watched sport is
defining relative clause if it refers to football, which has 3.5 billion fans.
the object of the relative clause. 2. Sometimes, match results are arranged
- Do the first sentence with the class. before the match, which is called match-
Point out that we always use a comma fixing.
before a non-defining relative clause, 3. Gambling is the reason why match-fixing
and either a comma after the clause or has occurred in hundreds of recent matches.
a full stop if it is at the end of the
4. There are thirty countries where match-
sentence.
fixing has allegedly taken place.
- Students work individually to do the
5. The biggest bribes which officials
 rest of the exercise. accepted were $135,000.
- Check answers as a class. 6. Players in less famous teams, whose
- Finally, ask students to identify the salaries were not very high, also took bribes.
sentences with defining (3, 4, 5) and
non-defining (1, 2, 6) relative clauses.

• Participle clauses can replace relative

clauses with that, which and who, but not
ones with when, where or whose.
• They can replace a relative clause when
the relative pronoun is the subject of the
relative clause, but not when it is the object.
• Present participle clauses can replace a
relative clause with an active verb.
Language note: Participle clauses
She caught the ball which was heading for
the window.
She caught the ball heading for the window.
• Past participle clauses can also replace a
relative clause with a passive verb.
He watched all the matches which were
shown on TV.
He watched all the matches shown on TV.
Activity 3. Exercise 6
Aim: Ss study the participle clauses and rewrite as relative clauses.
- If necessary, remind students that a * Key:
present participle is the -ing form of 1. They bought luxury furnishings for the
the verb and a past participle usually IOC member from Congo Republic,
ends in -ed. Write a few examples on including doorknobs which cost $673.
the board and include regular and 2. IOC members, who were bribed with
irregular verbs: more than $10 million from Salt Lake City,
play, playing, played; try, trying, gave the US bid a landslide victory.
tried; give, giving, given. a. active
- Ask students to identify the participle
clause in each sentence (costing
$673; bribed with more than $10
million from Salt Lake City). b. passive
- Students work individually or in pairs
to do the exercise.
- Check answers as a class.
1.
1. The man, who is a friend of my father’s,
is walking into your garden.
2. The book, which is still relevant today,
was first published in 1969.
3. I don’t understand the grammar point
Grammar reference and practice 10.2 which was taught in today’s lesson.
4. At the end of the street there is a sign
which points to the library.
5. This is a very old house which is believed
by many to be haunted.
6. He was driving the car which was
travelling at 30 km per hour.
Activity 4. Exercise 7
Aim: Ss complete a text with participle forms of the verbs.
- Go through the verbs with students,
* Key:
ask them to identify the irregular verbs
1. playing 2. growing up 3. taking
(grow, take, think) and elicit the past
4. looking 5. offered 6.
participles (grown, taken, thought).
thinking
- Students work individually to
7. borrowed 8. invented
complete the text.
9. abandoned 10. committing
- Check answers as a class.
Activity 5. Exercise 8
Aim: Ss discuss questions about bribery and corruption.
 - Recap both stories from this lesson
with students – the Salt Lake City
Olympic bid and the dishonest
football agents in exercise 7. Explain
that there are often arguments and
debates about the ethical issues behind
stories of bribery and corruption.
- Students can discuss the questions in
groups, or you can hold a class
discussion. Encourage students to
support their opinions with examples
and reasons.

Room for improvement:

- T should cut down time on Exercise 8.
 Period 37

Reading: Different lives

I. Objectives: By the end of the lesson, students will be able to:

- Recognize, understand and apply reading skills in the lesson.
- Learn more new vocabularies related to the topic.
1. Knowledge:
- Topic: Ideal society
- Reading: Different lives
- Speaking: Discussing the advantages and disadvantages of communal
living
2. Competences: Linguistic competence, cooperative learning and
communicative competence.
3. Qualities: Students will be able to understand an article about different
societies.
II. Teaching aids:
1. Materials: Text book, plan
2. Equipment: Computer accessed to the Internet, projector, loudspeaker
III. Procedures:
1. Checking: During the lesson
2. New lesson
Teacher’s and students’ activities The main contents
Activity 1. Lead-in
Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
1.
- Write UTOPIA on the board. Elicit or - Do you think it’s possible to create a
explain the meaning (an ideal society). utopia or do you think it’s just a dream?
Then ask the following questions: Why?
- Can you think of any famous books or
- Students answer the questions in pairs. films about a utopian world?
2.
- Write the following sentence
 beginning on the board: In a perfect
world, there would be … . Give
students two minutes, in groups, to
think of at least five possible endings
for the sentence, e.g. … equal rights
for everyone.
- Ask one student from each group to
write their sentence endings on the
board. Then the class vote for the best
ideas.
Activity 2. Exercise 1
Aim: Ss share their opinions on a utopia society.
- Go through the issues with the class,
checking that students understand
distribution and gender roles. Elicit
- the way that something is shared among
suggestions about different types of
a particular group of people.
political systems and write them on
the board. - the idea that people should behave in

- Encourage students to share their certain ways because of their gender.

ideas and make it clear that there are

no right or wrong answers; people can
have very different ideas about what
makes a society utopian.
- Ask students to think about other
societies they have studied in history
(e.g. ancient Greece) and consider if
any of these are closer to their idea of
a utopian society.
Activity 3. Exercise 2
Aim: Ss read the article and answer the question.
- Remind students that they should read
the articles for general meaning
 without trying to understand every
word, and compare the communities
with their own society. - (Text 1) housing, transport, possessions,
- Ask students to think about the work, leadership, problems
following: - (Text 2) property, money, village
government, domestic government,
education
The Twin Oaks community was set up
in 1967 and currently has ninety adult
members and fifteen children. Its stated
values are cooperation, sharing, non-
violence, equality and environmental care.
Just under half of the work in the
community is done to make
incomegenerating products, mainly
hammocks, tofu and furniture. The
members spend the rest of their working
time on activities that benefit the
Culture notes: Twin Oaks and community, e.g. milking cows, gardening,
Meghalaya childcare and cooking.
Meghalaya, in the north-east of India, has
a population of nearly 3 million. Most of
the people belong to one of three main
ethnic communities: the Khasis, Garos and
Jaintias. All three communities are
matrilineal. Although each community has
its own traditional religion, 70% of the
population of Meghalaya is Christian.
Other religions practised in Meghalaya
include Hinduism, Buddhism, Islam and
Sikhism.
 Activity 4. Exercise 3
Aim: Ss choose the correct answers.
- Read through the questions with
students. Tell students which
paragraphs have the answers to
questions 1–5 (1: paragraph C; 2:
paragraph E; 3: paragraph G; 4: * Key:
paragraph G; 5: paragraph H). 1. c 2. c 3. b 4. a 5. c 6. d
- Check answers as a class. Ask
students to quote the lines from the
article which helped them to answer
the questions.
In groups, students discuss the following
questions:
In the Twin Oaks community, people
‘challenge traditional gender roles’ by
encouraging women to take on
traditionally male jobs and vice versa.
Can you think of jobs which are
traditionally for men or women? Is it
difficult to challenge traditional gender
Extra activity: Further discussion
roles in your society?
In most societies, family names are passed
down from the father’s side of the family.
In Meghalaya, family names are
‘matrilineal’, i.e. they are passed down
from the mother’s side. Where does your
surname come from? Why do you think
that some people believe this is an
important issue?

Ask students to imagine that Twin Oaks

Extra activity: Advertisement
wants to attract more young people to their
 community. Tell them to work in groups
and to design a poster inviting people to
apply to join. The poster should include
information about how the community
works and should be written using
persuasive language.
Display the posters around the classroom
and ask students to vote for the most
persuasive poster.
Activity 5. Exercise 4
Aim: Ss discuss the advantages and disadvantages of communal living.
- Ask students to brainstorm advantages
and disadvantages of living in the
communities in the article, e.g. society
is more equal, people might not work
as hard when they can’t choose their
own work.
- Students work in pairs to think of
more advantages and disadvantages.
Ask different pairs to share their ideas
with the rest of the class. Finally, ask
the class to vote on whether they
would like to live in either
community.

Room for improvement:

- T should cut down time on the extra activities.
 Period 38
Vocabulary: Society and citizenship

I. Objectives: By the end of the lesson, students will be able to:

- Recognize the topic and the vocabularies surrounding the topic.
1. Knowledge:
- Topic: Ideal society
- Vocabulary: Society and citizenship
- Speaking: Planning your own utopia
2. Competences: Linguistic competence, cooperative learning and
communicative competence.
3. Qualities: Students will be able to describe society and citizenship and plan
and discuss a utopian society.
II. Teaching aids:
1. Materials: Text book, plan
2. Equipment: Computer accessed to the Internet, projector, loudspeaker
III. Procedures:
1. Checking: During the lesson
2. New lesson
Teacher’s and students’ activities The main contents
Activity 1. Exercise 6
Aim: Ss get to understand the meanings of the phrases.
- Give students time to find the * Key:
highlighted phrases in the article and to 1. common good 2. distribution of
read them in context before they try to wealth
explain them in their own words. 3. equal opportunities 4. minority rights
- Focus attention on the article heading 5. majority rule 6. civic engagement
and tell students to look at the first
7. social responsibility 8. law enforcement
word of each numbered sentence.
Elicit that these are question words and
that the article provides questions to
consider when planning a utopian
 society.
- Point out that there is one phrase which
students will not need. Students
complete the article.
- Check answers as a class.
The following words are from the article
Different lives:
• disposal (n) /dɪˈspəʊzl/ to be at someone’s
disposal means to be available for use as
they prefer
• well-stocked (adj) /welˈstɒkt/ filled with
something
• neglected (adj) /nɪˈɡlektɪd/ not receiving
enough care
Additional vocabulary
• pursuit (n) /pəˈsjuːt/ something that you
give your time and energy to, that you do as
a hobby
• submit (v) /səbˈmɪt/ to accept the
authority, control or greater strength of
somebody/something
• brandish (v) /ˈbrændɪʃ/ to hold or wave
something, especially a weapon, in an
aggressive or excited way
Activity 2. Exercise 7
Aim: Ss plan their own utopia.
- Go through the questions in exercise 6
again, checking that students
understand the main ideas.
- Read out the first question and invite
suggestions. Ensure that students
justify their answers. Remind students
that there are no right or wrong
 answers, but they must be prepared to
give reasons for their opinions.
- Students discuss the other ideas in
groups. Circulate and monitor, helping
with vocabulary if necessary.
1.
1. communal 2. mainstream 3. secular
4. extreme 5. egalitarian 6.
reactionary
2.
1. mainstream 2. egalitarian 3. extreme
4. communal 5. reactionary 6. secular
Vocabulary bank: Politics and society
3.
1. class-based 2. radical 3. moderate
4. secular 5. spiritual 6. an alternative
7. mainstream 8. reactionary 9. private
10. communal 11. an egalitarian 12. extreme

4. Students’ own answers

Room for improvement:

- T should cut down time on the Vocabulary Bank.