School: ……………………………………….

Date: ……………………………………
Class: ……………………………................... Period: ……………………………........

UNIT HELLO
Lesson Welcome (pages 10-11)
1. OBJECTIVES
By the end of this lesson, students will be able to…
1.1. Language knowledge & skills
- revise vocabulary relating to cities in the future/future predictions, global problems, and global
problems and social issues.
- revise/practise future predictions (will/ be going to/ may/ might/ be likely that) & adverbs of
certainty, and gerunds (-ing form).
1.2. Competences
- improve students’ communication, collaboration, analytical, and critical thinking skills.
1.3. Attributes
- be engaged in global problems and social issues.
2. TEACHING AIDS AND MATERIALS
- Teacher’s aids: Student’s Book and Teacher’s Book, Class CDs, projector / interactive whiteboard
/ TV (if any), IWB (Phần mềm tương tác trực quan), PowerPoint slides
- Students’ aids: Student’s Book, notebook
3. ASSESSMENT EVIDENCE
Performance Tasks Performance Products Assessment Tools

- Match the words/phrases in the - Students’ answers - Teacher’s feedback

two columns to make meaningful
phrases.
- Fill in the gaps. - Students’ answers - Teacher’s feedback
- Complete the second sentence so - Students’ answers - Teacher’s feedback
that it has the same meaning as the
first one.
- Choose the correct option. - Students’ answers - Teacher’s feedback

4. PROCEDURES
A. Warm-up: (5’)
a) Objectives: to get students' attention at the beginning of the class with enjoyable and short
activities and engage them in the follow-up steps.
b) Content: Talk about life in the future.
c) Expected outcomes: Ss can get some ideas related to the topic of the lesson.
d) Organisation of the activity:
Teacher’s activities Students’ activities

- Ask students to express their ideas through the - Answer the question using their own
guided question: opinions.
“What will life be like in the future?” Suggested Answer Key:
In the future, life will likely be shaped by
 advanced technology, making tasks easier
with smart homes, autonomous vehicles,
and personalised healthcare. Efforts to
combat climate change will promote
renewable energy and greener cities.
Remote work and online learning could
become common, while medical
advancements improve health and
longevity. Society will be more connected,
but will also face challenges like privacy
concerns and economic inequality. Overall,
the future promises greater efficiency and
sustainability.

B. New lessons (35 minutes)

1. Vocabulary - Cities in the future / future predictions: 10 minutes
a. Objectives: to help students to practise using the vocabulary relating to cities in the future / future
predictions.
b. Content: Task 1 (SB), Task 2 (SB), Task 3 (SB).
c. Expected outcomes: Students can use the vocabulary learned correctly.
d. Organisation:

Teacher’s activities Students’ activities

Task 1. Match the words/phrases in the two
columns to make meaningful phrases. Then
listen and check.
- Explain the task. - Listen to the teacher.
- Direct Ss’ attention to the words in the lists. - Look at the words in the lists and match.
- Give Ss time to match them.
- Play the recording with pauses for Ss to - Listen and take notes.
listen and check their answers. Answer Key
1 b; 2 h; 3 a; 4 e; 5 c; 6 g; 7 d; 8 f
Task 2. Fill in the gaps (1–8) with the phrases
in Exercise 1.
- Explain the task and give Ss time to complete it - Work in pairs to complete the task.
and then ask Ss to share their answers with the - Share ideas when invited.
class. Answer Key
1 vacuum tube trains 2 vertical farms
3 underground motorways 4 digital roads
Task 3. What do you think cities will be like in 5 foldable cars 6 moving walkways
the future? Tell your partner. 7 smart mirrors 8 drone delivery
- Give Ss time to discuss in pairs what they - Work in pairs to complete the task.
think cities in the future will be like.
- Ask various Ss to share their answers with - Share ideas when invited.
the class. Suggested Answer Key
A: I think cities in the future will have
moving walkways and more vertical farms.
B: I agree. I also think they will have drone
delivery and foldable vehicles.
2. Vocabulary - Global problems/community social issues: 10 minutes
a. Objectives: to help students to practise using the vocabulary relating to global
problems/community social issues.
b. Content: Task 4 (SB), Task 5 (SB).
c. Expected outcomes: Students can use the vocabulary learned correctly.
d. Organisation:
3. Grammar - Future predictions (will/ be going to/ may/ might/ be likely that) & Adverbs of
Teacher’s activities Students’ activities
Task 4. Match the global problems (1–5) to the
solutions (a–e).
- Explain the task. - Listen to the teacher.
- Give Ss time to match the global problems - Complete the task.
to the solutions in the lists.
- Check Ss’ answers. - Listen and take notes.
Answer Key
1 e; 2 c; 3 a; 4 d; 5 b
Task 5. Match the community social issues (a–
h) to the statements (1–8).
- Explain the task and give Ss time to complete it - Work in pairs to complete the task.
and then ask Ss to share their answers with the - Share ideas when invited.
class. Answer Key
1 b; 2 c; 3 d; 4 f; 5 e; 6 a; 7 g; 8 h
certainty: 7 minutes
a. Objectives: to help students to practise future predictions (will/ be going to/ may/ might/ be likely
that) & adverbs of certainty.
b. Content: Task 7 (SB).
c. Expected outcomes: Students can use future predictions (will/ be going to/ may/ might/ be likely
that) & adverbs of certainty correctly.
d. Organisation:
Teacher’s activities Students’ activities
Task 7. Choose the option (A, B, C or D) to
indicate the sentence that is closest in meaning
to the given one.
- Give Ss time to read the sentences and - Read the sentences and choose.
choose from the options the one that has
the same meaning.
- Elicit Ss’ answers. - Give answers and take notes.
Answer Key
1B 2D3D
4. Grammar - Gerunds (-ing form): 8 minutes
a. Objectives: to help students to practise gerunds (-ing form).
b. Content: Task 8 (SB), Task 9 (SB).
c. Expected outcomes: Students can use gerunds (-ing form) correctly.
d. Organisation:
Teacher’s activities Students’ activities
Task 8. Complete the sentences using the
correct forms of the verbs in the list.
- Explain the task.
- Give Ss time to complete the task. - Listen to the teacher.
- Check students’ answers. - Complete the sentences.
- Listen and take notes.
Answer Key
1 doing 2 providing 3 raising 4 working
Task 9. Complete the second sentence so that it 5 helping 6 missing
has the same meaning as the first one. Use the
words in brackets. - Listen to the teacher.
- Explain the task. - Complete the sentences.
- Give Ss time to complete the task. - Listen and take notes.
- Check students’ answers. Answer Key
1 I suggest starting a healthy eating
initiative to fight obesity.
2 The local government spent months
developing a solution to the unemployment
problem.
3 They look forward to participating in a
campaign to help the homeless.
4 Starting a social media campaign to fight
gender equality is really urgent.
5 Josh denied bullying his classmate at
school.
C. Consolidation and homework assignment: 5 minutes
1. Consolidation
- Vocabulary about:
Cities in the future/future predictions (digital roads, flying cars, foldable vehicles, vertical farms,
moving walkways, smart mirrors, underground motorways, drone delivery);
Global problems (disease, racism, homelessness, unemployment, hunger);
Community social issues (depression, crime, obesity, bullying, gender inequality, poverty,
healthcare, pollution);
2. Homework assignment
- Review the vocabulary learned.
- Prepare for the next lesson: Lesson Welcome (pages 11-12, SB).
5. REFLECTION
a. What I liked most about this lesson today:
…………………………………………………………………………………………
b. What I learned from this lesson today:
…………………………………………………………………………………………
c. What I should improve for this lesson next time:
…………………………………………………………………………………………