TA12 - Unit 4

NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI
School:
Teacher’s name:
Class:
LESSON PLAN
(Based on Official Letter No. 5512/BGDĐT-GDTrH dated December 18, 2020 of the MOET)
UNIT 4: URBANISATION
Lesson 1: Getting started – Urban development.
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Get an overview about the topic Urban development
- Use vocabulary to talk about urban development.
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities
- Be proud and respectful of the country’s development
- Actively join in class activities
II. MATERIALS
- Grade 12 textbook, Unit 4, Getting started
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
to be able to buy or do something because you have enough money

afford (v) /əˈfɔːd/
or time
colonial (adj) /kəˈləʊniəl/ relating to a colony or colonialism
a worried or nervous feeling about something, or something that

concern (n) /kənˈsɜːn/
makes you feel worried
decrease (v) /ˈdiː.kriːs/ to become less, or to make something become less
to increase in size, number, or importance, or to make something

expand (v) /ɪkˈspænd/
increase in this way
gradually (adv) /ˈɡrædʒ.u.ə.li/ slowly over a period or a distance
housing (n) /ˈhaʊ.zɪŋ/ buildings for people to live in

leisure (n) /ˈleʒ.ər/ the time when you are not working or doing other duties
the number or amount of a group or part of something when

proportion (n) /prəˈpɔː.ʃən/
compared to the whole
rapidly (v) /ˈræpɪdli/ very quickly, at a great rate
Someone or something that is reliable can be trusted or believed

reliable (adj) /rɪˈlaɪ.ə.bəl/
because he, she, or it works or behaves well in the way you expect
resident (n) /ˈrez.ɪ.dənt/ a person who lives or has their home in a place
the busy part of the day when towns and cities are crowded, either
rush hour /ˈrʌʃˌou(ə)r/ in the morning when people are travelling to work, when people are
travelling home
to try to find or get something, especially something that is not a

seek (v) /siːk/
physical object
unemployment (n) /ˌʌn.ɪmˈplɔɪ.mənt/ the number of people who do not have a job that provides money
Assumption
Anticipated difficulties Solutions
Students may lack knowledge and experiences about the topic. - Encourage students to work in groups so that they can help each other.
- Give short, clear instructions, and help if necessary.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To introduce the topic of the unit.
- To set the context for the listening and reading part.
b. Content:
- Mini game: Lucky Wheel
c. Expected outcomes:
- Students can answer some open questions about urbanisation.
d. Organisation:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Lucky Wheel - Students answer the questions individually. Questions:

- Ss work in 4 groups. 1. A
- Answer the questions and turn the wheel to get a bonus. 2. B
- The team has the most correct answers is the winner. 3. A
4. C
5. B
6. B
7. C
8. A
B
e. Assessment
- T observes and gives feedback.
2. ACTIVITY 1: PRESENTATION (5 mins)
a. Objectives:
- To provide students with new words related the topic Urbanisation
- To help students be well-prepared for the listening and reading tasks.
b. Content:
- Vocabulary pre-teaching
- Students can identify some new words related to urbanisation.
d. Organisation
Vocabulary pre-teaching - Students listen to the teacher’s explanation and guess New words:
- Teacher gives the meaning of the new words and asks students to guess the words. 1. afford (v)
the words. 2. colonial (adj)
- Teacher explains more by showing pictures or giving explanations. 3. concern (n)
- Teacher asks students to give the Vietnamese meanings of the words. 4. decrease (v)
5. expand (v)
6. gradually (adv)
7. housing (n)
8. leisure (n)
9. proportion (n)
10. rapidly (v)
11. reliable (adj)
12. resident (n)
13. rush hour
14. seek (v)
15. unemployment (n)
e. Assessment
- Teacher checks students’ pronunciation & understanding and gives feedback.
3. ACTIVITY 2: PRACTICE (30 mins)
a. Objectives:
- To help Ss know how to read for main ideas and specific information in an article about the urbanisation of Ha Noi.
- To check Ss’ comprehension of the conversation.
- To introduce words and phrases related to urban development.
- To help Ss identify the use of present perfect tense and double comparatives.
b. Content:
- Task 1: Listen and read. (p.48)
- Task 2: Read the conversation again. Decide whether the following statements are true (T) or false (F). (p.49)
- Task 3: Match the words to make phrases mentioned in Task 1. (p.49)
- Task 4: Complete the sentences using phrases from Task 1. (p.49)
- Students can understand the lesson and do the tasks successfully.
d. Organisation
Task 1: Listen and read. (8 mins)
- Set the context for listening and reading the conversation. - Students look at the picture and answer the
Have Ss look at the picture and ask questions about it. questions.
- Play the recording twice for Ss to listen and read along. Have - Students listen to the recording.
Ss underline words and phrases related to the topic of - Students read the conversation aloud.
urbanization (high-rise buildings, urban areas, public parks …)
- Put Ss in pairs and have them compare the words and phrases
they have underlined and discuss their meaning. Then check
comprehension as a class.
- Call on some Ss to read the conversation aloud.
Task 2: Read the conversation again. Decide whether the following statements are true (T) or false (F). (7 mins)
- Ask Ss to work in pairs and read each statement carefully. Ask - Students work and compare the answers in pairs. Answer key:
them to identify and underline the key words in the statements, 1. T
then read the conversation and locate the part of the 2. F
conversation that has the corresponding information for Mark 3. F
and Mai. 4. T
- Have Ss share their answers with the class.
- Confirm the correct answers.
Task 3: Match the words to make phrases mentioned in Task 1. (8 mins)
- Tell Ss that they will have to match words (1-4) with words - Students read the conversation again and work Answer key:
(a-d) to make phrases that are used in the conversation. individually to do the activity. 1. c: urban areas
- Students share and check the answers. 2. d: leisure activities
- Ask Ss to look at the two sets of words and match them. Tell
Ss to refer to the conversation and check. 3. a: local residents
- Have Ss compare their answers in pairs. 4. b: rush hour
- Confirm the correct answers as a class.
Task 4: Complete the sentences using phrases from Task 1. (7 mins)
- Have Ss read each sentence individually. Encourage them to - Students work individually to find and underline the Answer key:
try to complete it with an appropriate phrase without referring phrases used to give directions in the conversation. 1. have built
to the conversation. Then ask them to find the answers in the - Students match each direction with the diagram. 2. bigger and bigger
conversation. 3. It’s the first time
- Check answers by first asking the class to call out the correct 4. The more…. the worse
phrase only, then by calling on individual Ss to read the
complete sentences.
- Call out each phrase and elicit what students know about its
use.
- Tell Ss that they will learn more about the grammar points in
the next lesson.
e. Assessment
- Teacher checks students’ exercises individually and gives feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives:
- To help Ss practise talking about urbanisation.
b. Content:
- Role play
- Task 5: Work in pairs. Student A has just returned to the neighborhood. You don’t know much about the area because everything has changed. You ask for
more information about the town. Student B poses as a local to introduce the neighborhood.
d. Organisation

Task 5: Work in pairs. Student A has just returned to the neighborhood. You don’t know much about the area because everything has changed. You ask for more
information about the town. Student B poses as a local to introduce the neighborhood. (10 mins)
- Ask Ss to work in pairs. - Students work in pairs to follow teacher’s Suggested answer:
- Elicit some places that can be different from the past in the instruction. A: Can you show me the way to the nearest bus stop?
neighborhood. - Students practice in pairs. It used to be here three years ago, but I can’t find it
- Tell Ss to look at the conversation in Task 1 again to look for - Students perform in front of the class. now.
the sample sentences. B: It was relocated to the corner of Cach Mang Thang
- When they know exactly what to do, ask them to work in Tam Street and Bac Hai Street last year. That place is
pairs. Teacher may go around to observe and offer help if now a busy street. Things has changed rapidly.
necessary.
- Invite some pairs to perform in front of the class.
e. Assessment
- Teacher and other Ss listen to the instructions and comment.
5. CONSOLIDATION
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Start preparing for the Project of the unit:
• Ask Ss to open their books at the last page of Unit 4, the Project section, look at the picture and say what the topic of the project is (An urban area)
• Explain the project requirements: Ss will have to do research on an urban area in Viet Nam that has been created through urbanisation and then give
an oral presentation to report the results of their research. Ss should interview three people from different generations and ask the questions in the table. In
stronger classes, they can add more questions. Ss can choose different ways to present their findings (e.g. PPT presentation, poster presentation, video recording).
Encourage Ss to use photos and / or illustrations to support their ideas.
• Put Ss into groups, and have them choose their group leader. Then ask them to assign tasks to each group member (e.g. doing the research,
combining the collected information, combining and synthesizing the information, writing the scripts, preparing the slides, and delivering the presentation),
making sure that all group members contribute to the project.
• Help Ss set deadlines for each task and support them throughout the process.
• In each of the next lessons, spend a few minutes checking Ss progress, helping them with any topic-related or functional language they need, (e.g.
words and phrases to describe features of an area: remote, disadvantaged, poor infrastructure, modern, living conditions, job opportunities, …) and solving any
other problems that may arise with their projects.
Board plan
Date of teaching
Unit 4: Urbanisation
Lesson 1: Getting started
* Warm-up
* Vocabulary
1. afford (v)
2. colonial (adj)
3. concern (n)
4. decrease (v)
5. expand (v)
6. gradually (adv)
7. housing (n)
8. leisure (n)
9. proportion (n)
10. rapidly (v)
11. reliable (adj)
12. resident (n)
13. rush hour
14. seek (v)
15. unemployment (n)
Task 1: Listen and read. (p.48)

Task 2: Read the conversation again. Decide whether the following statements are true (T) or false (F). (p.49)
Task 3: Match the words to make phrases mentioned in Task 1. (p.49)
Task 4: Complete the sentences using phrases from Task 1. (p.49)
Task 5: Role- play.
*Homework
Lesson 2: Language
I. OBJECTIVES
1. Knowledge
- Use the lexical items related to the topic urbanisation
- Use Present perfect (review and extension) and double comparatives to show changes in a neighbourhood.
- Use unstressed words in connected speech
2. Competences
- Develop communication skills
- Be proud and respectful of the country’s development
II. MATERIALS
- Grade 12 textbook, Unit 4, Language
- Projector / TV
- hoclieu.vn
Language analysis
Vietnamese
equivalent
to be able to buy or do something because you have enough money

afford (v) /əˈfɔːd/
or time
to increase in size, number, or importance, or to make something

expand (v) /ɪkˈspænd/
increase in this way
housing (n) /ˈhaʊ.zɪŋ/ buildings for people to live in
to try to find or get something, especially something that is not a

seek (v) /siːk/
physical object
unemployment (n) /ˌʌn.ɪmˈplɔɪ.mənt/ the number of people who do not have a job that provides money
Unstressed words in connected speech
In connected speech, most grammatical
words are not usually stressed. These words include:
• articles: a, an, the
• prepositions: above, for, of, to, until, etc.
• personal pronouns: I, you, we, they, he, she, it
• possessive adjectives: my, your, our, their, her, his, its
• auxiliary verbs: be, have, do, etc.
• conjunctions: and, but, or, etc.
• modal verbs: can, will, etc.

• the expressions: there is, there are, etc.
Present perfect (review and extension)
• We use the present perfect to describe something that started in the past and is still happening now, or something that was completed in the very recent past.
Example:
A lot of young people have moved to big cities to work or study.
• We also use the present perfect to say how many times something has happened with the following structure:
It/This/That + be + the first/the second time + Subject + have/has (done)...
Example:
This is the second time I have visited this city.
It is not the first time I have heard about urbanisation.
• We often use the present perfect for a unique experience with the following structure:
It/This/That/Nounor Gerund phrase + be + the best/the worst/the only/the most beautiful/ ...... + Subject + have/has (ever done) ...
Example:
That is the worst meal I have ever had in this city.
Moving to the city is the best decision my parents have ever made in their life.
Double comparatives to show change
• We use double comparatives to show change.
Example:
Towns are getting bigger and bigger.
The air is becoming more and more polluted.
There are more and more high-rise buildings in the city.
• We also use double comparatives to say that two things change together.
Example:
The bigger the city gets, the more crowded it becomes.
The more we invest in rural areas, the more we can help people there.
Assumption
Students may lack knowledge about some lexical items. Provide students with the meaning and pronunciation of some lexical items.
Students may have underdeveloped listening, speaking and co-operating skills. - Play the recording many times if any necessary.
- Encourage students to work in pairs, in groups so that they can help each other.
- Provide feedback and help if necessary.
Some students will excessively talk in the class. - Define expectation in explicit detail.
- Continue to define expectations in small chunks (before every activity).
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To activate students’ prior knowledge and vocabulary related to the topic, the targeted vocabulary, and its pronunciation.
b. Content:
- Matching game
d. Organisation:
Game: Matching - Students work in groups to do the activity. Answer key:

- Teacher divides students into 4 groups and models how to play this - Students pronounce the words and match them to 1. /ɪə/: volunteers, idea
game. the correct group. 2. /ʊə/: Ecotourism, poor
- Ss match the diphthongs to the right word. 3. /eə/: air conditioners, awareness
- The group with the most correct words will be the winner.
e. Assessment
- Teacher observes and gives feedback.
2. ACTIVITY 1: PRONUNCIATION (10 mins)
a. Objectives:
- To help Ss recognise and practise saying unstressed words in connected speech
- To help Ss identify the unstressed words in sentences, and practise saying them.
b. Content:
- Task 1: Listen and repeat. Pay attention to the pronunciation of unstressed words. (p.49)
- Task 2: Listen and identify the unstressed words in the following sentences. Then practise saying the sentences in pairs. (p.49)
d. Organisation
Task 1: Listen and repeat. Pay attention to the pronunciation of unstressed words. (4 mins)
- Ask Ss to look at the sentences, listen to them and repeat, paying - Students read the Remember Box Suggested answer:
attention to the pronunciation of the unstressed words in italics. - Students listen to the recording and check the unstressed (and – conjunction; a – article; It-
- Have Ss focus on the words in italics in the first sentence. Tell Ss to words personal pronoun; is – auxiliary verb
identify types of words in italics, e.g. It-personal pronoun; has been - - Students listen again and repeat the sentences. be I – personal pronoun; ‘ve been –
auxiliary verb be; since – preposition; your ¬– possessive adjectives … auxiliary verb be on – preposition; an
- Tell Ss that in English these grammar words are normally unstressed. – article; I – personal pronoun; can –
- Put Ss in pairs and have them read Remember! Box to know other modal)
unstressed words in English.
- Ask Ss to look at other sentences and call out the grammar words that
are unstressed.
Task 2: Listen and identify the unstressed words in the following sentences. Then practise saying the sentences in pairs. (6 mins)
- Ask Ss to read the sentences and check understanding. - Students listen to the recording and check the stressed Answer key:
- Play the recording twice, if necessary, pausing after each sentence and words 1. A new convenience store has been
asking Ss to repeat as a class. - Students listen again and repeat the sentences. opened near my house.
- Have Ss underline the unstressed words. 2. There are still a lot of problems in
- Check answers as a class. our cities today.
- Put Ss into pairs and have them practise saying the sentences. Walk 3. It is much more expensive to buy a
round the class, praising good pronunciation and correcting any mistakes. house in a big city.
4. My father was offered a new job
and his office will be in a high-rise
building.
e. Assessment
3. ACTIVITY 2: VOCABULARY (11 mins)
a. Objectives:
- To introduce words and phrases related to generational differences.
- To help Ss practise using the words in Activity 1 in meaningful contexts.
b. Content:
- Task 1: Match the words with their meanings. (p.50)
- Task 2: Complete the sentences using the correct forms of the words in Task 1 (p.50)
d. Organisation
Task 1: Match the words with their meanings. (6 mins)
- Ask Ss to read the definitions of the words and check - Students read the words and do the matching. Answer key:
understanding. - Students work in pairs and check answers. 1. C
- Tell Ss to match the words with the given definitions. 2. D
- Have Ss compare their answers in pairs. 3. A
- Check answers as a class. Ask individual Ss to read the 4. E
definitions while other Ss call out the correct words. 5. B
Task 2: Complete the sentences using the correct forms of the words in Task 1. (5 mins)
- Have Ss work in pairs. Tell them to read the sentences and - Students work in pairs and practice reading the Answer key:
decide which word in 1 can be used to complete each of the sentences. 1. unemployment
sentences. Encourage them to look for context clues to help 2. afford
them decide on the correct word. 3. housing
- Check answers as a class. 4. expanded
- Ask individual Ss to read the complete sentences. 5. seek
e. Assessment
4. ACTIVITY 3: GRAMMAR (16 mins)
a. Objectives:
- To help Ss revise and extend the use of the present perfect tense with some structures.
- To help Ss use double comparatives correctly to show changes.
- To help Ss practise using the present perfect and/or the double comparatives in a speaking activity.
b. Content:
- Task 1: Circle the underlined part that is incorrect in each of the following sentences. Then correct it. (p 51)
- Task 2: Choose the best option to indicate the sentence that is closest in meaning to the sentence given. (p 51)
- Task 3: Work in pairs. make true sentences about urbanisation in an area that you know, using double comparatives and the present perfect. (p 51)
d. Organisation
Task 1: Circle the underlined part that is incorrect in each of the following sentences. Then correct it. (5 mins)
- Ask Ss to look at the sentences 1 and 3 in 4 in Getting Started - Students work and check in pairs. Answer key:
and elicit the verbs used there, have built, and has been. - Students practice reading the sentences. 1. B: saw  have seen
- Ask Ss to look at the Remember! box and read the rules for 2. C: had  have
using the present perfect tense. Focus Ss’ attention on the use of 3. A: has been  is
the present perfect tense with the structures in bold.
- Tell Ss about the requirements of Activity 1 in which Ss need
to circle the underlined part that is incorrect in each of the given
sentences, and then correct the mistakes.
- Focus Ss’ attention on the three sentences and check if they
know all words.
- Ask Ss to work in pairs or individually to complete the
activity.
- Check answers as a class.
Task 2: Choose the best option to indicate the sentence that is closest in meaning to the sentence given. (5 mins)
- Ask Ss to look at sentences 2 and 4 in 4 in Getting Started - Students work and check in pairs. Answer key:
and elicit the structures with double comparatives used there, - Students practice reading the sentences. 1. A
bigger and bigger, and the more…the worse. 2. B
- Ask Ss to look at the Remember! box and read the rules for 3. C
using the double comparative to show changes. Focus Ss’
attention on the two usages of the double comparatives to show
changes and to say that two things change together.
- Tell Ss about the requirements of Activity 2 in which Ss need
to choose the best option to indicate the sentence that is closest
in meaning to the sentence given.
- Focus Ss’ attention on the sentences and the given options.
Check if they understand all of them.
- Ask Ss to work in pairs or individually to complete the
activity.
Task 3: Work in pairs. make true sentences about urbanisation in an area that you know, using double comparatives and the present perfect. (6 mins)
- Have Ss read the instructions and example, and make sure - Students listen to instructions and work in pairs. Suggested answer
they all understand the instructions, the given example, and - Some students present answer in front of the class. My hometown has changed a lot over the past ten
what they must do. years. The urban area has been expanded, and there is
- Have Ss first think of an urbanised area, make a list of less and less land for agriculture. More and more
changes in this area, then write about the changes in this area, people have moved in. More new houses have been
using the present perfect and double comparatives. built. The life is getting more and more modern.
- In weaker classes, help Ss with the ideas they want to express
about urbanization in the area that they know.
- Put Ss in pairs and have them share what they have written.
- Invite some Ss to read out loud their sentences to the class.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
5. CONSOLIDATION (3 mins)
a. Wrap-up
b. Homework
Board plan
Date of teaching
Lesson 2: Language
* Warm-up
Game: Matching
Pronunciation
Task 1: Listen and repeat. Pay attention to the pronunciation of unstressed words. (p.49)
Task 2: Listen and identify the unstressed words in the following sentences. Then practise saying the sentences in pairs. (p.49)
Vocabulary
Task 1: Match the words with their meanings. (p.50)

Task 2: Complete the sentences using the correct forms of the words in Task 1 (p.50)
Grammar
Task 1: Circle the underlined part that is incorrect in each of the following sentences. Then correct it. (p 51)
Task 2: Choose the best option to indicate the sentence that is closest in meaning to the sentence given. (p 51)
Task 3: Work in pairs. make true sentences about urbanisation in an area that you know, using double comparatives and the present perfect. (p 51)
* Homework
Lesson 3: Reading- Urbanisation of Ha Noi
I. OBJECTIVES
1. Knowledge
- Use comparative adjectives.
- Read for main ideas and specific information in an article about the urbanisation of Ha Noi.
2. Competences
- Be proud and respectful of places and sites in your neighbourhood
II. MATERIALS
- Grade 12 textbook, Unit 4, Reading
- Projector / TV
- hoclieu.vn
Language analysis
Vietnamese
equivalent
1. resident (n) /ˈrez.ɪ.dənt/ a person who lives or has their home in a place
2. colonial (adj) /kəˈləʊniəl/ relating to a colony or colonialism
3. gradually (adv) /ˈɡrædʒ.u.ə.li/ slowly over a period of time or a distance
4. modernising (n) /ˈmɒdərnaɪzɪŋ/ the act of adapting (something) to modern needs or habits, typically
by installing modern equipment or adopting modern ideas or
methods.
5. concern (n) /kənˈsɜːn/ a worried or nervous feeling about something, or something that
makes you feel worried
Assumption
1. Students may lack knowledge about some lexical items. Provide students with the meaning and pronunciation of words.
- Let students read the text again (if necessary).

2. Students may have underdeveloped reading, speaking and co- - Create a comfortable and encouraging environment for students to speak.
operating skills. - Encourage students to work in pairs, 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 urbanisation of Hanoi.
- To set the context for the reading part.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Game: Catch the fish
- Students join the game enthusiastically and gain knowledge on the topic.
d. Organisation:
Game: Catch the fish - Students work in groups to do the activity. Answer key:
- Students work in 2 groups. - Students raise their hands to answer. 1. LEFTOVER
- There are several pictures, and Ss need to choose the correct 2. RINSE OUT
fish that the picture represents. 3. CONTAMINATED
- Ss raise hands to get turns and choose the correct answer. 4. CARDBOARD BOXES
e. Assessment
2. ACTIVITY 1: PRE-READING (10 mins)
a. Objectives:
- To get students to learn vocabulary related to the topic.
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Lead students in the reading passage.
- Pre-teach vocabulary related to the content of the reading passage.
- Task 1. Work in pairs. Discuss the questions. (p.52)
d. Organisation
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. - Students listen to the teacher’s explanation and New words:
- Teacher explains the meaning of the new vocabulary by pictures. repeat the words. 1. resident (n)
- Teacher checks students’ understanding with the “Rub out and remember” 2. colonial (adj)
technique. 3. gradually (adv)
- Teacher reveals that these five words will appear in the reading text and 4. modernising (n)
asks students to open their textbook to discover further. 5. concern (n)
Task 1. Work in pairs. Discuss the questions. (5 mins)
- Ask Ss look at the pictures. Have them work in pairs and discuss what they - Students pay attention to the teacher and may jot Suggested answers:
see in each of the pictures and what the pictures tell them about Ha Noi and down some notes during the presentation.  In the first and second pictures, I can
people’s life in the city. see old streets of Ha Noi. There were
- Invite some pairs to share their discussions with the class. only low-rise buildings, and people
mainly got around on foot, trishaw,
bicycle or tram.
 In the third and fourth pictures, I can
see a present-day Hanoi with many
high-rise buildings. There are more
modern vehicles such as cars and

trains. Streets are very busy, too.
e. Assessment
- Teacher checks students’ understanding with follow-up questions.
3. ACTIVITY 2: WHILE- READING (15 mins)
a. Objectives:
- To help Ss practise skimming texts to choose the best title.
- To help Ss practise the skill of 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. Choose the correct meanings of the highlighted words. (p.52)
- Task 3: Read the article again. Put the main ideas in the order they appear in the article. (p.53)
- Task 4: Read the article again and complete the table using no more than THREE words
and/or a number for each gap. (p.53)
d. Organisation
Task 2: Read the article. Choose the correct meanings of the highlighted words. (5 mins)
- Ask Ss to read the text. Ask them to locate the highlighted - Students listen to the instructions first, then do the Answer key:
words in the text. exercise in a group. 1. A
- Ask Ss to study the context of each highlighted word, and - Students check answers and take note. 2. B
looking for clues that they can use to guess the meaning. 3. A
- Encourage Ss to replace the word with each choice to see 4. B
which one best replaces the word. 5. B
- Tell Ss to work in groups to discuss the clues and compare
answers.
Task 3: Read the article again. Put the main ideas in the order they appear in the article. (5 mins)
- Elicit strategies Ss can use to read texts for main ideas, e.g. - Students listen to the instructions first, then do the Answer key:
paying attention to the topic sentence in each paragraph, exercise in pairs. 1.C 2. D 3. A 4. B
highlighting key information, or searching for conclusions. - Students check answers and take note.
- Ask Ss to read the given main ideas carefully, and make sure
Ss understand these ideas.
- Have Ss skim through each section and choose one of the
given ideas that matches the section. Ask Ss to pay attention to
the first sentence, the key information or search for the
conclusion in each section. E.g. In the first paragraph, the key
information ‘small city’, ‘population’, ‘area’, ‘old streets’,
‘different trade or craft’ best matches option C ‘Ha Noi as a
small city with old streets selling different products’.
- Ask Ss to work in pairs to compare their answers.
Task 4: Read the article again and complete the table using no more than THREE words
and/or a number for each gap. (5 mins)
- Ask Ss to study the table to get the general ideas. - Students listen to the instructions first, then do the Answer key:
- Encourage Ss to guess the type of information they need for exercise in pairs. 1. 152
each gap. - Students check answers and take note. 2. 8/eight million
- Underline the key words in the table to locate the information 3. trams
in the passage. 4. metro / trains
- Read the parts that contain the key words carefully to identify 5. low-rise buildings
the words/phrases.
- Make sure the word/phrase for each gap is exactly the same as
taken from the passage. It should fit the gap in terms of both
form and meaning. Finally, it should not exceed the word limit.
- Have Ss work in pairs to compare answers.
e. Assessment
- Teacher corrects students as a whole class.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives:
- To help Ss use the language and ideas from the reading to express opinions and give reasons.
b. Content:
- Task 5: Work in pairs. discuss the following questions.
Which one do you prefer to live in: Ha Noi in the past or Ha Noi at present? Why? (p.53)
d. Organisation
Task 5: Work in pairs. discuss the following questions.

Which one do you prefer to live in: Ha Noi in the past or Ha Noi at present? Why?
- Ask Ss to read the text again to get more information about Ha - Students practise ask and answer about the reason Suggested answers:
Noi in the past and Ha Noi at present. why they want to live in HN in the past or at present. I prefer to live in Ha Noi at present because I like the
- Have Ss work in pairs to discuss the questions. modern facilities. Getting around in Ha Noi is very
- Invite several Ss to share their discussions. convenient nowadays. However, my friend, …,
prefers to live in Ha Noi in the past. For him/her, Ha
Noi in the past was more peaceful and quieter than Ha
Noi at present. It was also safer to get around because
people mainly went on foot or by bicycle.
e. Assessment
- Teacher checks students’ talks and gives feedback.
a. Wrap-up
b. Homework
Board plan
Date of teaching
Unit 4: My neighbourhood
Lesson 3: Reading- Urbanisation of Ha Noi
* Warm-up
Game: Catch the fish
Vocabulary
1. resident (n)
2. colonial (adj)
3. gradually (adv)
4. modernising (n)
5. concern (n)
Task 1: Work in pairs. Discuss the questions. (p.52)
Task 2: Read the article. Choose the correct meanings of the highlighted words. (p.52)
Task 3: Read the article again. Put the main ideas in the order they appear in the article. (p.53)
Task 4: Read the article again and complete the table using no more than THREE words
and/or a number for each gap. (p.53)
Task 5: Work in pairs. discuss the following questions.
Which one do you prefer to live in: Ha Noi in the past or Ha Noi at present? Why? (p.53)
* Homework
Lesson 4: Speaking- Changes in a living area.
I. OBJECTIVES
1. Knowledge
- Gain an overview of urbanisation in a living area.
- Memorize vocabulary to talk about changes in a living area.
2. Competences
- Be proud and respectful of places and sites in your country
II. MATERIALS
- Grade 12 textbook, Unit 4, speaking
- Projector / TV
- hoclieu.vn
Language analysis
Vietnamese
equivalent
typically refers to roads or streets that have very few or no vehicles

1. empty roads /ˈˈem(p)tē rōd/
or pedestrians on them.
2. wet markets (n) /wet ˈmɑːkɪt/ a market selling fresh meat, fish, and vegetables.
a small local shop that sells food, newspapers, etc. and has long
3. convenience stores (n) /kənˈviːniəns stɔː(r)/
opening hours
typically refers to roads or streets that have very few or no vehicles

4. high-rise buildings /haɪ raɪz ˈbɪldɪŋz/
or pedestrians on them.
structures characterized by their relatively modest height, typically

5. low-rise buildings /ləʊ raɪz ˈbɪldɪŋz/ fewer than five or six stories, although the specific definition may
vary by region and local building codes.
Assumption
1. Students may lack knowledge about some lexical items. Provide students with the meaning and pronunciation of words.
- Let students read the text again (if necessary).

2. Students may have underdeveloped reading, speaking and co- - Create a comfortable and encouraging environment for students to speak.
operating skills. - Encourage students to work in pairs, in groups so that they can help each other.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere in the classroom and lead in the lesson.
b. Content:
- Multiple choice quiz.
- Students join the game enthusiastically and gain knowledge on the topic.
d. Organisation:
Quiz - Students look at the questions and work in group. Answer key:
- Teacher shows the questions with multiple choices. - Students raise hands to answer.. 1. 
- Ss works in 4 groups. Each group raises their hands to take 2. 
turn and answer the questions. 3. 
- The team with highest points is the winner. 4. 
5. 
6. 
e. Assessment
2. ACTIVITY 1: CONTROLLED PRACTICE (10 mins)
a. Objectives:
- To get students learn vocabulary related to the topic;
b. Content:
- Pre-teach vocabulary related to the content of the lesson;
- Introducing tips to give instructions.
- Task 1. The pictures show how River City has changed over time. Work in pairs. Read the words and phrases and decide which describes the city in the past (P)
and which now (N). (p. 54)
d. Organisation
Vocabulary pre-teaching (4 mins)
- Teacher introduces the vocabulary. - Students listen to the teacher’s explanation and New words:
- Teacher explains the meaning of the new vocabulary with different repeat the words. 1. empty roads
techniques (pictures, actions, synonyms …) 2. wet markets (n)
- Teacher checks students’ understanding with the “Rub out and remember” 3. convenience stores (n)
technique. 4. high-rise buildings
- Teacher asks Ss to take notes on their notebooks. 5. low-rise buildings
Task 1: The pictures show how River City has changed over time. Work in pairs. Read the words and phrases and decide which describes the city in the past (P) and
which now (N). (6 mins)
- Tell Ss to look at the picture that shows how River City has changed over - Students listen to the teacher’s explanation. Past/Then:
time. Encourage Ss to look at the picture and spot the differences of River - Ss do the task and take note. • low-rise buildings
City in the past and River City at present. E.g., low-rise buildings (in the • old
past) vs. high-rise buildings (at present) • rice field
- Ask Ss to work in pairs, read the given words/phrases and decide which • wet markets
describe the city in the past and which today. • empty roads
- Be prepared to teach students any new words or phrases, e.g., wet market Today/Now:
(a market selling fresh meat, fish, vegetables, etc.). • high-rise buildings

- Check answers as a class. • modern
• park
• convenience stores/ supermarkets
• busy streets
e. Assessment
- Teacher checks students’ understanding by asking some checking-questions.
3. ACTIVITY 2: LESS- CONTROLLED PRACTICE (15 mins)
a. Objectives:
- To give Ss an opportunity to practise talking about changes in River City in pairs.
- To help Ss practise words and phrases in talking about changes in an area.
b. Content:
- Task 2: Work in pairs. Talk about the changes in River City. use the words and phrases in Task 1. (p.54)
d. Organisation
Task 2: Work in pairs. Talk about the changes in River City. use the words and phrases in Task 1.
- Explain the task and ask Ss to look at the given example for reference. - Students share the answers in pairs. Suggested answers:
- Tell Ss to use the grammar points learnt in this unit (present perfect and • In the past, this place only had low-rise
double comparatives) to talk about these changes. buildings. However, a lot of high-rise
- Have Ss work in pairs. Walk round the class to offer help if necessary. buildings have been built here.
- Invite some pairs of Ss read out loud their sentences about the changes in • They have opened a lot of convenience
River City. stores and supermarkets to replace the old
wet markets.
• There used to be a rice field outside the
city, but it has been replaced by a city
park.
• In the past, the roads were almost empty.
There was hardly any traffic. Now, the
streets are busy and there are too many
cars on the roads.
3. ACTIVITY 3: FREE PRACTICE (10 mins)
a. Objectives:
- To give Ss an opportunity to take part in a group activity to prepare a description about changes in River city, then report their description to the whole class.
b. Content:
- Task 3: Report your answers to the whole class. Vote for the best description. (p. 54)

d. Organisation
Task 3: Report your answers to the whole class. Vote for the best description. (7 mins)
- Ask Ss to form groups share the sentences that they have produced about the - Students work in group Suggested answers:
changes I River City from the previous activity. Description sample
- Tell Ss to make an outline for the description. When we look at the picture of the River
- Provide Ss with an outline of the description and ask them to complete the City in the past and at present, we have
description. noticed a lot of changes in this city over
- Have Ss practising the report in their groups to improve their fluency in the years. The old town/village now has
speaking. become a more and more modern city. A
- Walk around to offer help Ss, if necessary, and encourage quiet group lot of high-rise buildings have been built to
members to get involved. replace all the low-rise buildings. There
- Ask groups to report their description and the whole class to vote for the best used to be a rice field outside the city, but
description. it has been replaced by a city park. They
have opened a lot of convenience stores
and supermarkets to replace the old wet
markets. In the past, the roads were almost
empty, but now they have become very
busy streets.
e. Assessment
- Teacher corrects for students by going around while they’re practising.
- Teacher gives corrections and feedback.
a. Wrap-up
b. Homework
Board plan
Date of teaching
Lesson 4: Speaking
* Warm-up
Quiz
Controlled Practice
- Pre-teaching vocabulary
- Task 1. The pictures show how River City has changed over time. Work in pairs. Read the words and phrases and decide which describes the city in the
past (P) and which now (N). (p. 54)
Less controlled Practice

Task 2: Work in pairs. Talk about the changes in River City. use the words and phrases in Task 1. (p.54)
Free practice
Task 3: Report your answers to the whole class. Vote for the best description. (p. 54)
* Homework
Lesson 5: Listening- A radio talk.
I. OBJECTIVES

1. Knowledge
- Gain an overview about A radio talk about urbanisation.
- Memorize vocabulary to talk about the advantages of urbanisation.
2. Competences
- Develop presentation skills
- Be proud and respectful of places and sites in your country.
II. MATERIALS
- Grade 12 textbook, Unit 4, Listening
- Projector / TV
- hoclieu.vn
Language analysis
Form Pronunciation Meaning Vietnamese equivalent
Someone or something that is reliable can

1. reliable (adj) /rɪˈlaɪ.ə.bəl/ be trusted or believed because he, she, or
it works or behaves well in the way you expect
2. rapidly (v) /ˈræpɪdli/ very quickly; at a great rate
3. Go up (phr.v) /ɡəʊ/ /ʌp/ to move higher, rise, or increase
to places or establishments where medical care, treatment, and

4. medical facilities /ˈmɛdɪkəl/ /fəˈsɪlətiz/
health-related services are provided.
Assumption
1. Students may lack knowledge about some lexical items. Provide students with the meaning and
pronunciation of words.
2. Students may have underdeveloped reading, speaking and co- - Let students read the text again (if needed).
operating skills. - Create a comfortable and encouraging environment for students to speak.
- Encourage students to work in pairs, in groups so that they can help each other.
3. Some students will talk excessively in the class. - Define expectation in explicit detail.
- Continue to define expectations in small chunks (before every activity).
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To help Ss understand and activate their knowledge of the topic.

- To set the context for the listening part.
b. Content:
- Quiz
d. Organisation
Quiz - Students follow the teacher's instructions and do the Link: https://www.youtube.com/watch?
- Teacher shows the video about urbanisation. task in teams. v=u13tvhe8l9w
- Questions are shown one by one, the whole class compete to
answer the questions.
- After the game, Ss with the highest point is the winner.
- Teacher leads in the lesson.
e. Assessment
- Teacher corrects for students (if needed)
2. ACTIVITY 1: PRE- LISTENING (10 mins)
a. Objectives:
- To get students to learn vocabulary related to the topic.
- To set the context for the listening part.
b. Content:
- Vocabulary teaching
- Task 1: Choose the correct meanings of the underlined words (p.54)
d. Organisation
Vocabulary teaching (4 mins)
- Teacher introduces the vocabulary. - Students listen to the explanation and repeat the New words:
- Teacher explains the meaning of the new vocabulary with words. 1. reliable (adj)
different techniques (pictures, actions, synonyms …) 2. rapidly (v)
- Teacher checks students’ understanding with the “Rub out and 3. Go up (phr. v)
remember” technique. 4. medical facilities
- Teacher asks Ss to take notes on their notebooks.
Task 1: Choose the correct meanings of the underlined words. (6 mins)
- Tell Ss that in the recording there will be some possible new - Students listen to instructions and find the answers. Answer key:
words. Ask Ss to look study the sentences in which these new - Students pair up to check their answers and then 1. A
words are used and choose the correct meanings of these words. check with the class. 2. B
- Encourage Ss to study the context of these words, e.g. 1. 3. A
‘rapidly’ goes with ‘increasing’ and the reason ‘because many
people want to buy their own houses’ give the hint that it
means A ‘very quickly’.
- Have Ss work in pairs to compare their answers.

e. Assessment
- Teacher corrects the students as a whole class.
3. ACTIVITY 2: WHILE- LISTENING (15 mins)
a. Objectives:
- To help Ss practise listening for general and specific information.
b. Content:
- Task 2: Listen to a radio talk about urbanisation. Choose the correct answer A, B, or C. (p.54)
- Task 3: Listen to the talk again and answer the questions. use no more than THREE words and/or a number. (p.55)
d. Organisation
Task 2: Listen to a radio talk about urbanisation. Choose the correct answer A, B, or C. (7 mins)
- Tell Ss that the options could be in phrases (questions 1, 4, - Students listen to the instructions and do the task Answer keys:
and 5) and in graphs (questions 2 and 3). 1. C 2. A 3. B
- Have Ss look through the questions and options. Make sure 4. C 5. A
they understand them.
- Encourage Ss to brainstorm synonyms or paraphrases of the
options, e.g. world’s urbanization (urbanization in the global
world).
- Play the recording twice and have Ss listen and choose their
answers.
- Ask Ss to compare their answers.
- Ask Ss to provide evidence they caught from the recording.
- Check answers by playing the recording again and pausing
after the parts of the recording containing the information.
Task 3: Listen to the talk again and answer the questions. use no more than THREE words and/or a number. (8 mins)
- Have Ss read through the questions carefully and check if they - Students listen to the instructions and do the task Answer keys:
understand all the vocabulary. 1. About 30 %/ thirty percent
- In stronger classes, ask Ss if they can answer the questions 2. By 2050
without listening to the conversation again. 3. (City’s) better facilities
- Ask Ss to focus on the type of information that they will need. 4. Goods and services
Remind Ss of the word limit for each answer.
- Play the recording and ask Ss to listen and take notes.
- Have Ss compare their answers.
- Check answers as a class by writing them on the board.
e. Assessment
4. ACTIVITY 3: POST-LISTENING (10 mins)
a. Objectives:
- To check students’ understanding and memorize the information in the recording.

- To help some students enhance presentation skills.
- To practise teamwork.
- To give Ss an opportunity to use the language and ideas from the listening to express an opinion.
b. Content:
- Task 4. Work in groups. Discuss the following questions. (p.55)


d. Organisation
Task 4. Work in groups. Discuss the following questions. (p.55)
- Students listen to the instructions and do the task Suggested answer

Question:
Sample answers
 What do you think is the biggest advantage of ur-
• I think the biggest advantage of
banisation?
urbanisation is the opportunity to get access to better
- Ask Ss to list the advantages of urbanisation that have been health services. This is because most of the big
mentioned in the recording (access to better health and hospitals with the best medical facilities are often
communication services, access to clean water and waste located in big cities. When people have better health
management facilities, improving quality of life). services, they will have a healthier body and enjoy
- Put Ss into groups. Group members take turns telling what their life.
each of them thinks the biggest advantage of urbanisation is. • I think the biggest advantage of
urbanisation is having modern facilities. When people
- Walk round the class and offer help if necessary.
have access to more and better facilities, their life
- Invite Ss from some groups to share their opinions with the also gets easier and more comfortable.
whole class. Encourage them to give reasons.
e. Assessment
- Teacher observation on Ss’ performance, provide help if necessary.
- Teacher’s feedback and peers’ feedback.
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Do exercises in the workbook
Board Plan
Date of teaching
Lesson 5: Listening- A radio post.
*Warm-up
Quiz
Pre- listening
- Vocabulary
1. reliable (adj)
2. rapidly (v)
3. Go up (phr. v)
4. medical facilities
- Task 1: Choose the correct meanings of the underlined words (p.54)
While- listening
- Task 2: Listen to a radio talk about urbanisation. Choose the correct answer A, B, or C. (p.54)
- Task 3: Listen to the talk again and answer the questions. use no more than THREE words and/or a number. (p.55)
Post- Listening
- Task 4. Work in groups. Discuss the following questions. (p.55)
*Homework
Lesson 6: Writing- DESCRIBING A LINE GRAPH
I. OBJECTIVES

1. Knowledge
- Write a description of a line graph.
2. Competences
- Develop self-study skills;
- Actively join in class activities.
II. MATERIALS
- Grade 12 textbook, Unit 4, Writing
- Projector / TV
- hoclieu.vn
Assumption
Students may have underdeveloped - Play the recording many times if necessary.
listening, writing and co-operating skills. - Encourage students to work in pairs, in groups so that they can help each other.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson.
- To gain an overview of the line graph.
- To lead into the new lesson.
b. Content:
- Quiz
d. Organisation
Quiz - Students listen to the instructions and do the task

- Teacher shows the questions one by one, the whole class individually
competes to answer the questions.
- After each question, teacher pauses for a moment to ask Ss to
raise their hands to answer.
- Teacher leads in the lesson.
e. Assessment
2. ACTIVITY 1: PRE- WRITING (12 mins)
a. Objectives:
- To help Ss develop language for line graph description.
- To familiarise Ss with the structure and language of line graph description.
b. Content:
- Task 1: Work in pairs. Look at the line graph. match the sentences with the information in the graph. (p.55)
- Task 2: Look at the line graph and put the paragraphs in the correct order. (p.56)
d. Organisation
Task 1: Work in pairs. Look at the line graph. match the sentences with the information in the graph. (10 mins)
- Ask Ss to look at the line graph that shows the percentage of population in - Students listen to the instructions and work in pairs. Answers key:
urban and rural areas over a long period of time. - Students check answers with the class. 1.b 2. c 3. a
- Focus Ss’ attention on the changes over the years for the urban and rural
population patterns.
- Ask Ss to read the given descriptions an explain if they don’t understand
what these descriptions mean.
- Tell Ss to match the phrases (descriptions) with the information in the graph.
- Put Ss into pairs. Have them work together to do the matching.
Task 2: Look at the line graph and put the paragraphs in the correct order. (10 mins)
- Ask Ss to read the instructions, look at the line graph and then study the - Students listen to the instructions and work in pairs. Answer key:
outline of a line graph description. Explain any words/phrases that Ss don’t - Students check answers with the class. The order is: B – C - A
know.
- Pre-teach some of the more difficult words and phrases, e.g. main trends,
introduces...
- Put Ss in pairs to read and discuss the structure of line graph description.
Then have them match each paragraph with a description.
• Ask Ss to read the Tips box. In weaker classes, give Ss time to
read and explain any structures that they don’t know.
• To check understanding of the structure and language of the line
graph description, ask questions, such as How does the writer introduce the
line graph? What expressions can be used to show the upward trends? What
expressions can be used to show the downward trends? What linking words
can be used to compare or contrast?
e. Assessment
- Teacher checks students’ answers as a whole class.
3. ACTIVITY 2: WHILE- WRITING (18 mins)
a. Objectives:
- To provide Ss some ideas for the writing activity
- To help Ss practise writing a description of a line graph.
b. Content:
- Task 3: The line graph below illustrates population trends in Viet nam from 1960 to 2020. Write a description (120–150 words) of the graph. Use the
expressions in Task 1, the model and tips in Task 2, and the suggestions below to help you. (p.56)
d. Organisation
Task 3: The line graph below illustrates population trends in Viet nam from 1960 to 2020. Write a description (120–150 words) of the graph. Use the expressions in Task
1, the model and tips in Task 2, and the suggestions below to help you. (8 mins)
- Ask Ss to read the instructions, then look at the line graph. Tell Ss - Students work in pairs and independently as Students’ own answers
that they are also provided with some suggestions to complete their instructed.
description.
- Have Ss complete the description in pairs or individually.
- Have Ss work individually to write their first draft.
- Put Ss in pairs and ask them to swap their writing for peer
feedback.
- Collect Ss’ writings to mark and provide written feedback in the
next lesson.
e. Assessment
4. ACTIVITY 3: POST- WRITING (18 mins)
a. Objectives:
- To do a cross-check and final check on students’ writing.
b. Content:
- Students exchange their work for cross-checking.
- Students can evaluate others’ work as well as improve their own pieces of writing.
d. Organisation
CROSS-CHECKING - Students perform peer review. Writing rubric

- Teacher has the pairs swap and give feedback on each other’s 1. Organization: …/10
writing. Teacher shows a writing rubric to help Ss do the peer 2. Legibility: …/10
review. 3. Ideas: …/10
- Ss do the task as required. 4. Word choice: …/10
- After peer review, Ss give the writing back to the owner and 5. Grammar usage and mechanics:
discuss how to improve it. …/10
- Teacher then chooses one piece of writing and gives feedback on TOTAL: …/50
it as a model.
- Teacher chooses some useful or excellent words/ phrases/
expressions/ word choices Ss have used to give suggestions to other
Ss
- Teacher chooses some typical errors and correct as a whole class
without nominating the Ss’ names.
e. Assessment
a. Wrap-up
b. Homework
- Rewrite the paragraph in the notebooks.
Board Plan
Date of teaching
Unit 4: My neighbourhood
Lesson 6: Writing- Describing a line graph
*Warm-up
Quiz
*Pre- writing
- Task 1: Work in pairs. Look at the line graph. match the sentences with the information in the graph. (p.55)
- Task 2: Look at the line graph and put the paragraphs in the correct order. (p.56)
*While- writing
- Task 3: The line graph below illustrates population trends in Viet nam from 1960 to 2020. Write a description (120–150 words) of the graph. Use the
expressions in Task 1, the model and tips in Task 2, and the suggestions below to help you. (p.56)
*Post- writing
- Cross- check.
*Homework
UNIT 4: MY NEIGHBOURHOOD
Lesson 7: Communication and Culture/ CLIL
I. OBJECTIVES
1. Knowledge
- To provide a model conversation in which speakers make complaints and respond to them.
- To review expressions for making complaints and responding.
- To help Ss understand urbanization in Malaysia and Australia.
- To help Ss relate what they have learnt in the reading text to their own culture.
2. Competences
- Develop presentation skill
- Be proud and respectful of the country’s development.
II. MATERIALS
- Grade 12 textbook, Unit 4, Communication and CLIL.
- Projector / TV
- hoclieu.vn
Assumption
- Encourage students to work in pairs and in groups so that they can help each other.
Students are reluctant to work in groups.
- 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 create an active atmosphere in the class before the lesson
b. Content:
- Video watching
d. Organisation
Video watching - Students watch the video and answer. Link:

- Teacher shows a short video about travelling around “The planet https://www.youtube.com/watch?
Earth”. v=gKdxPw9HDUs&t=1s
- Teacher asks students look at the questions and raise hands to
answer.
- Teacher checks the answer and corrects if it’s necessary.
e. Assessment
- Teacher corrects for students (if needed)
2. ACTIVITY 1: EVERYDAY ENGLISH (15 mins)
a. Objectives:
- To provide a model conversation in which speakers make complaints and respond to them.
- To review expressions for making complaints and responding.
b. Content:
- Task 1: Listen and complete the conversations with the expressions in the box. Then practise them in pairs. (p.57)
- Task 2: Work in pairs. use the models in 1 to make similar conversations for these situations. one of you is a, the other is B. use the expressions to help you.
(p.57)
- Students can use the knowledge they have learnt in this unit to complete the tasks successfully.
d. Organisation
Task 1: Listen and complete the conversations with the expressions in the box. Then practise them in pairs. (7 mins)
- Ask Ss to read through the incomplete conversation. Check - Students do the task as instructed. Answer key:
comprehension by asking questions, e.g. Who are the speakers? 1. D
What are they talking about? 2. A
- Have Ss listen and complete the conversation with the 3. C
expressions from the box. 4. B
- Check answers by asking two Ss to read out the conversation.
- Have Ss underline expressions used to make complaints (I
want to complain about …; I’m sorry to have to say this …) and
to give responses to complaints (I promise.../ I’m sorry, but
there’s nothing we can do about it.).
• Put Ss in pairs and have them practise the
conversation.
Task 2: Work in pairs. use the models in 1 to make similar conversations for these situations. one of you is a, the other is B. use the expressions to help you. (8 mins)
- Ask Ss to read through the situations, and check - Students do the task as instructed. Students’ own performance
understanding.
- Underline words and phrases in the model conversation that
Ss can replace with information from the new situations.
- Go through the Useful expressions in the box and remind Ss to
use them in their conversations.
- Have Ss spend a few minutes planning their conversations,
e.g. decide how they are going to start each one, how they are
going to start making complaints and how they will respond to
those complaints. Then have Ss practise their conversations.
e. Assessment
- Teacher checks students’ answers as a whole class.
3. ACTIVITY 2: CULTURE/ CLILL (20 mins)
a. Objectives:
- To help Ss understand urbanization in Malaysia and Australia.
- To help Ss relate what they have learnt in the reading text to their own culture.
b. Content:
- Task 1: Read the text and complete the table. (p.57)
- Task 2: Work in groups. Compare urbanisation in Viet nam with that in malaysia and/or australia. use the information in Writing and Culture/CLiL and the
questions below to help you. (p.58)
d. Organisation
Task 1: Read the text and complete the table. (7 mins)
- Ask Ss to look at the two pictures showing these two - Students do the task as instructed. Answer key:
countries. Raise some questions to find out what they already 1. At the end of 19th century
know about urbanization in Malaysia and Australia, e.g. Is 2. about 26 per cent
Malaysia/Australia urbanised? (Yes, it is.) When did 3. gradual growth
urbanization start in Malaysia/Australia? What is the percentage 4. One of the most urbanised countries in East Asia
of the current urban population in Malaysia/Australia?... 5. Almost 90 per cent
- Ask Ss what they want to know about the topic. Write their
questions on the board, e.g. How fast is the urbanization rate in
Malaysia/Australia? Why is urbanisation so fast in
Malaysia/Australia?...
- Put Ss into pairs. Ask them to read the text about urbanisation
in Malaysia and Australia, and then complete the table. Walk
around the class and offer help, explaining unfamiliar words or
answering questions.
- Check answers as a class by calling on pairs to write the
information on the board.
- Go back to the questions on the board, i.e. the things Ss
wanted to know about the topic. Ask which of the questions
they can answer now and cross them out. Assign the rest for
homework.
Task 2: Work in groups. Compare urbanisation in Viet nam with that in malaysia and/or australia. use the information in Writing and Culture/CLiL and the questions
below to help you. (13 mins)
- Have Ss look back at the text and refer to the text and the - Students do the task as instructed. Students’ own answers.
notes they completed in Activity 1 about urbanisation in
Malaysia and Australia.
- Ask Ss to work in groups and compare Viet Nam’s
urbanisation with that in Malaysia and/ or in Australia, based on
the suggested questions. Walk around and help Ss if necessary.
- Invite some groups to report their discussion.
e. Assessment
- Teacher corrects for students as a whole class.
a. Wrap-up
b. Homework
- Prepare for the next lesson
Board Plan
Date of teaching
Lesson 7: Communication and Culture/ Clil
*Warm-up
Video watching
*Everyday English
- Task 1: Listen and complete the conversations with the expressions in the box. Then practise them in pairs. (p.57)
- Task 2: Work in pairs. use the models in 1 to make similar conversations for these situations. one of you is a, the other is B. use the expressions to help
you. (p.57)
*Culture/ Clil
- Task 1: Read the text and complete the table. (p.57)
- Task 2: Work in groups. Compare urbanisation in Viet nam with that in malaysia and/or australia. use the information in Writing and Culture/CLiL and
the questions below to help you. (p.58)
* Homework
Lesson 8: Looking back and project.
I. OBJECTIVES
1. Knowledge
- Review the vocabulary and grammar of Unit 4;

- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
- Develop communication skills and creativity;

- Develop presentation skills;
- Develop critical thinking skills;

- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
- Be more creative when doing the project;

- Develop self-study skills.
II. MATERIALS
- Grade 12 textbook, Unit 4, Looking back and project
- Projector / TV/ pictures and cards
- Phần mềm tương tác hoclieu.vn
Assumption
Students may have underdeveloped speaking, writing and co- - Encourage students to work in pairs and in groups so that they can help each other.
operating skills when doing the project. - Provide feedback and help if necessary.
Some students will excessively talk in the class. - Explain expectations for each task in detail.
- Have excessive talking students practise.
- Continue to explain task expectations in small chunks (before every activity).
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of urbanisation.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Video, Q&A
- Students can get ready to learn about differences between bacteria and viruses.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Video watching Link:

- Teacher shows a short video about travelling around “Urban and Rural life”.
https://www.youtube.com/watch?v=n-4hL_4IBsM&t=2s
- Teacher asks students look at the questions and raise hands to answer.
- Teacher checks the answer and corrects if it’s necessary.
e. Assessment
- Teacher observes the groups and give feedback.
2. ACTIVITY 1: LOOKING BACK (12 mins)
a. Objectives:
- To help Ss revise the unstressed words.
- To help Ss review words and phrases that they have learnt in this unit.
- To help Ss review the use of the grammar points learnt in the unit: Revision and extension of the present perfect with some special structures and double
comparative to show changes.
b. Content:
- Task 1: Listen and underline the unstressed words in the following sentences. Then practise saying the sentences in pairs. (P. 58)
- Task 2: Complete the text, using the correct forms of the words in the box. (p.58)
- Task 3: Choose the correct answer a, B, C, or d. (p.59)
- Students can use the knowledge they have learnt in this unit to complete the tasks successfully.
d. Organisation
Task 1: Listen and underline the unstressed words in the following sentences. Then practise saying the sentences in pairs. (4 mins)
Answer key
- Ask Ss to listen and underline the unstressed words in each sentence.
1. There are more than fifty new skyscrapers in the city.
- Have Ss practise reading the sentences out loud in pairs, paying close attention to the unstressed
2. People can get around easily by the new metro instead of getting stuck in
words. traffic jams.
3. Many young people go to big cities looking for better job opportunities
- Ask several Ss to read out loud in front of the class. Correct wrong pronunciation of unstressed
and higher salaries.
words if necessary. Praise for good pronunciation and fluent delivery.
4. There have been a lot of changes in my hometown, and most of them
have been welcomed by residents.
Task 2: Choose the correct words to complete the sentences. (4 mins)
KEY:
- Have Ss look at the instruction, the texts, and the given words in the box.
1. seek
- Ask Ss to read each sentence and focus their attention on the gap in it. 2. expanding
3. housing
- Tell Ss to study the context carefully and decide on the word or phrase to fill in the gap. In 4. afford
weaker classes, brainstorm vocabulary items encountered in the unit and write them on the board
5. unemployment
for Ss’ reference.
- Ask Ss to fill in the text with the given words individually.
- Have Ss check their answers in pairs / groups.
- Check answers as a class by asking individual Ss to read the sentences.
Task 3: Circle the underline part that is incorrect in each of the following sentences. Then correct it. (4 mins)
- Ask Ss to read each sentence and choose the correct option to complete it. Answer key:
- Remind Ss to study the context carefully and decide which option is the correct one. 1. A
2. B
- Have Ss check their answers in pairs / groups.
3. C
- Check answers by asking individual Ss to read the sentences. 4. D
e. Assessment
- Teacher obverses Ss’s work and give feedback.
3. ACTIVITY 2: PROJECT (26 mins)
a. Objectives:
- To provide an opportunity for Ss to develop their research and collaboration skills, and to practise giving a presentation.
b. Content:
- Presentation of research about a new urban area in Vietnam.
- Students practice working on a project.
d. Organisation
Work in groups. Find information about a member country of ASEAN. Present your research to the class. You can make a poster, a video, or presentation slides.
- As Ss have prepared for the project throughout the unit, the focus of this lesson should be on the
final product, which is an oral presentation, a video, or a poster.
- Give Ss a checklist for peer and self-assessment. Explain that they will have to tick the appropriate
items while listening to their classmates’ presentations and write comments if they have any. The
presenters should complete their self-assessment checklist after completing their presentation.
- If necessary, go through the criteria for assessing their talk to make sure Ss are familiar with them.
- Invite two or three groups to give their presentations. Encourage the rest of the class to ask
questions at the end.
- Give praise and feedback after each presentation. You can also give Ss marks for their presentation
as part of their continuous assessment.
Students’ presentations
- All groups exhibit their posters and make presentations.
- When one group make presentation, others listen and complete the evaluation sheet.
e. Assessment
- T gives comments and feedback to all posters and presentations, and awards a prize to the group which has the most votes.
- Suggested checklist for peer assessment.
Tick where appropriate Comments (in English or Vietnamese)
DELIVERY
- The presenters greet the audience.
-The presenters speak clearly and naturally.
- The presenters cooperate when delivering their talk.
-The presenters have interactions with the audience.
-The presenters use some photos/pictures to illustrate their ideas / survey results.
-The presenters conclude their talk appropriately.
CONTENT: The presentation includes the following information about an urban area in
Viet Nam
- where the place is
- what the place was like in the past
- how the place has changed since urbanisation started
- the positive effects of urbanisation
- the negative effects of urbanisation
- Suggested checklist for self-assessment:
Tick where appropriate Comments (in English or Vietnamese)
DELIVERY
- I greeted the audience.
-I spoke clearly and naturally.
- I cooperated with my group members when delivering the talk.
- I had interactions with the audience.
- I used some photos/pictures to illustrate my ideas / survey results.
-I concluded my part of the talk appropriately.
CONTENT: Our presentation includes the following information about generational differ-
ences
- where the place is
- what the place was like in the past
- how the place has changed since urbanisation started
- the positive effects of urbanisation
- the negative effects of urbanisation

a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Prepare for Unit 5.
Board Plan
Date of teaching
Lesson 8: Looking back and project.
*Warm-up
* Looking back
- Pronunciation
- Vocabulary
- Language
* Project. The new Urban area.
*Homework

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NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM

CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

to be able to buy or do something because you have enough money

colonial (adj) /kəˈləʊniəl/ relating to a colony or colonialism

a worried or nervous feeling about something, or something that

decrease (v) /ˈdiː.kriːs/ to become less, or to make something become less

to increase in size, number, or importance, or to make something

gradually (adv) /ˈɡrædʒ.u.ə.li/ slowly over a period or a distance

housing (n) /ˈhaʊ.zɪŋ/ buildings for people to live in

CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

the number or amount of a group or part of something when

rapidly (v) /ˈræpɪdli/ very quickly, at a great rate

Someone or something that is reliable can be trusted or believed

to try to find or get something, especially something that is not a

Anticipated difficulties Solutions

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Lucky Wheel - Students answer the questions individually. Questions:

CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

the words. 2. colonial (adj)

- Teacher explains more by showing pictures or giving explanations. 3. concern (n)

10. rapidly (v)

11. reliable (adj)

12. resident (n)

13. rush hour

14. seek (v)

15. unemployment (n)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and read. (8 mins)

CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

Task 3: Match the words to make phrases mentioned in Task 1. (8 mins)

- Have Ss compare their answers in pairs. 4. b: rush hour

- Confirm the correct answers as a class.

Task 4: Complete the sentences using phrases from Task 1. (7 mins)

- To help Ss practise talking about urbanisation.

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

10. rapidly (v)

11. reliable (adj)

12. resident (n)

13. rush hour

14. seek (v)

15. unemployment (n)

Task 1: Listen and read. (p.48)

CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

to be able to buy or do something because you have enough money

to increase in size, number, or importance, or to make something

housing (n) /ˈhaʊ.zɪŋ/ buildings for people to live in

to try to find or get something, especially something that is not a

Unstressed words in connected speech

In connected speech, most grammatical

words are not usually stressed. These words include:

• articles: a, an, the

• prepositions: above, for, of, to, until, etc.

• personal pronouns: I, you, we, they, he, she, it

• possessive adjectives: my, your, our, their, her, his, its

• auxiliary verbs: be, have, do, etc.

• conjunctions: and, but, or, etc.