NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM

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

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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 of the topic of 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
afford (v) /əˈfɔːd/ because you have enough money or
time

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

a worried or nervous feeling about

concern (n) /kənˈsɜːn/ something, or something that makes
you feel worried
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to become less, or to make something

decrease (v) /ˈdiː.kriːs/
less

to increase in size, number, or

expand (v) /ɪkˈspænd/ importance, or to make something
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

the time when you are not working or

leisure (n) /ˈleʒ.ər/
doing other duties

the number or amount of a group or

proportion (n) /prəˈpɔː.ʃən/ part of something when compared to
the whole

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

Someone or something reliable can be

trusted or believed because he, she, or
reliable (adj) /rɪˈlaɪ.ə.bəl/
it works or behaves well in the way
you expect

a person who lives or has their home in

resident (n) /ˈrez.ɪ.dənt/
a place

the busy part of the day when towns

and cities are crowded, either in the
rush hour /ˈrʌʃˌou(ə)r/
morning when people are travelling to
work, when people are travelling home

to try to find or get something,

seek (v) /siːk/ especially something that is not a
physical object

/ˌʌn.ɪm the number of people who do not have

unemployment (n)
ˈplɔɪ.mənt/ a job that provides money

Assumption
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Anticipated difficulties Solutions

Students may lack knowledge and - Encourage students to work in groups so that
experiences about the topic. 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 Questions:
- Ss work in 4 groups. - Students answer the questions 1. A
- Answer the questions and turn the individually. 2. B
wheel to get a bonus. 3. A
- The team has the most correct 4. C
answers is the winner. 5. B
6. B
7. C
8. A
9. B
e. Assessment
- T observes and gives feedback.

2. ACTIVITY 1: PRESENTATION (5 mins)

a. Objectives:
- To provide students with new words related to the topic of Urbanisation;
- To help students be well-prepared for the listening and reading tasks.
b. Content:
- Vocabulary pre-teaching.
c. Expected outcomes:
- Students can identify some new words related to urbanisation.
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d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching - Students listen to the teacher’s New words:
- Teacher gives the meaning of the new explanation and guess the 1. afford (v)
words and asks students to guess the words. 2. colonial (adj)
words. 3. concern (n)
- Teacher explains more by showing 4. decrease (v)
5. expand (v)
pictures or giving explanations.
6. gradually (adv)
- Teacher asks students to give the
7. housing (n)
Vietnamese meanings of the words. 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 students know how to read for main ideas and specific information in an article
about the urbanisation of Ha Noi.
- To check students’ comprehension of the conversation.
- To introduce words and phrases related to urban development.
- To help students 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)
c. Expected outcomes:
- Students can understand the lesson and do the tasks successfully.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and read. (8 mins)
- Set the context for listening and - Students look at the picture
reading the conversation. Have and answer the questions.
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students look at the picture and ask - Students listen to the

questions about it. recording.
- Play the recording twice for - Students read the
students to listen and read along. conversation aloud.
Have students underline words and
phrases related to the topic of
urbanisation (high-rise buildings,
urban areas, public parks,…)
- Put students 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 students 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 students to work in pairs and - Students work and compare Answer key:
read each statement carefully. Ask the answers in pairs. 1. T
them to identify and underline the 2. F
keywords in the statements, then 3. F
read the conversation and locate the 4. T
part of the conversation that has the
corresponding information for Mark
and Mai.
- Have students 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 students that they will have to - Students read the Answer key:
match words (1-4) with words (a-d) conversation again and work 1. c: urban areas
to make phrases that are used in the individually to do the activity. 2. d: leisure activities
conversation. - Students share and check the 3. a: local residents
- Ask students to look at the two sets answers. 4. b: rush hour
of words and match them. Tell
students to refer to the conversation
and check.
- Have students compare their
answers in pairs.
- Confirm the correct answers as a
class.
Task 4: Complete the sentences using phrases from Task 1. (7 mins)
- Have students read each sentence - Students work individually to Answer key:
individually. Encourage them to try find and underline the phrases 1. have built
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to complete it with an appropriate used to give directions in the 2. bigger and bigger
phrase without referring to the conversation. 3. It’s the first time
conversation. Then ask them to find - Students match each direction 4. The more… the worse
the answers in the conversation. with the diagram.
- Check answers by first asking the
class to call out the correct phrase
only, then by calling on individual
students to read the complete
sentences.
- Call out each phrase and elicit what
students know about its use.
- Tell students 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 students practise talking about urbanisation.
b. Content:
- Role play
- Task 5: Work in pairs. Student A has just returned to the neighbourhood. 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 neighbourhood.
c. Expected outcomes:
- Students can understand the lesson and do the tasks successfully.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 5: Work in pairs. Student A has just returned to the neighbourhood. 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 neighbourhood. (10 mins)
- Ask students to work in pairs. - Students work in pairs to Suggested answer:
- Elicit some places that can be follow teacher’s instructions. A: Can you show me the way
different from the past in the - Ss practice in pairs. to the nearest bus stop? It used
neighbourhood. - Ss perform in front of the to be here three years ago, but I
- Tell students to look at the class. can’t find it now.
conversation in Task 1 again to look B: It was relocated to the
for the sample sentences. corner of Cach Mang Thang
- When they know exactly what to Tam Street and Bac Hai Street
do, ask them to work in pairs. last year. That place is now a
Teacher may go around to observe busy street. Things have
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and offer help if necessary. changed rapidly.

- 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 on 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 on 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 synthesising 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)
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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
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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UNIT 4: URBANISATION
Lesson 2: Language

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic of 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 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, Language
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
to be able to buy or do something
afford (v) /əˈfɔːd/ because you have enough money or
time

to increase in size, number, or

expand (v) /ɪkˈspænd/ importance, or to make something
increase in this way

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

to try to find or get something,

seek (v) /siːk/ especially something that is not a
physical object

/ˌʌn.ɪm the number of people who do not have

unemployment (n)
ˈplɔɪ.mənt/ a job that provides money
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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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/Noun or 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
Anticipated difficulties Solutions
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Students may lack knowledge about some Provide students with the meaning and
lexical items. pronunciation of some lexical items.
Students may have underdeveloped listening, - Play the recording many times if necessary.
speaking and co-operating skills. - 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 class. - Define expectations 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
c. Expected outcomes:
- Students can understand the lesson and do the tasks successfully.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: Matching - Ss work in groups to do the Answer key:
- Teacher divides students into 4 groups activity. 1. /ɪə/: volunteers, idea
and models how to play this game. - Ss pronounce the words and 2. /ʊə/: Ecotourism, poor
- Ss match the diphthongs to the right match them to the correct 3. /eə/: air conditioners,
word. group. 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)
c. Expected outcomes:
- Students can understand the lesson and do the tasks successfully.
d. Organisation
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TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and repeat. Pay attention to the pronunciation of the unstressed words. (4 mins)
- Ask Ss to look at the sentences, listen to - Ss read the Remember Box. Suggested answer:
them and repeat, paying attention to the - Ss listen to the recording and (and – conjunction; a
pronunciation of the unstressed words in check the unstressed words. – article; It – personal
italics. - Ss listen again and repeat the pronoun; is –
- Have Ss focus on the words in italics in sentences. auxiliary verb be I –
the first sentence. Tell Ss to identify types personal pronoun; ‘ve
of words in italics, e.g. It-personal been – auxiliary verb
pronoun; has been -auxiliary verb be; be on – preposition;
since – preposition; your ¬– possessive an – article; I –
adjectives … personal pronoun; can
- Tell Ss that in English these grammar – modal)
words are normally unstressed.
- Put Ss in pairs and have them read
Remember! Box to know other unstressed
words in English.
- Ask Ss to look at other sentences and
call out the unstressed grammar words.
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 - Ss listen to the recording and Answer key:
their understanding. check the stressed words 1. A new convenience
- Play the recording twice, if necessary, - Ss listen again and repeat the store has been opened
pausing after each sentence and asking Ss sentences. near my house.
to repeat as a class. 2. There are still a lot
- Have Ss underline the unstressed words. of problems in our
- Check answers as a class. cities today.
- Put Ss into pairs and have them practise 3. It is much more
saying the sentences. Walk around the expensive to buy a
class, praising good pronunciation and house in a big city.
correcting any mistakes. 4. My father was
offered a new job and
his office will be in a
high-rise building.
e. Assessment
- Teacher observes and gives feedback.

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:
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- 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)
c. Expected outcomes:
- Ss can understand the lesson and do the tasks successfully.
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d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Match the words with their meanings. (6 mins)
- Ask Ss to read the definitions of - Ss read the words and do the Answer key:
the words and check their matching. 1. c
understanding. - Ss work in pairs and check 2. d
- Tell Ss to match the words with the answers. 3. a
given definitions. 4. e
- Have Ss compare their answers in 5. b
pairs.
- Check answers as a class. Ask
individual Ss to read the definitions
while other Ss call out the correct
words.
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 - Ss work in pairs and practice Answer key:
read the sentences and decide which reading the sentences. 1. unemployment
word in 1 can be used to complete 2. afford
each of the sentences. Encourage 3. housing
them to look for context clues to 4. expanded
help them decide on the correct 5. seek
word.
- Check answers as a class.
- Ask individual Ss to read the
complete sentences.
e. Assessment
- Teacher observes and gives feedback.

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 sentence that has the closest meaning to the given sentence. (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)
c. Expected outcomes:
- Ss can understand the lesson and do the tasks successfully.
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d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

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 sentences 1 and 3 - Ss work and check in pairs. Answer key:
in 4 in Getting Started and elicit the - Ss practice reading the 1. B: saw 🡪 have seen
verbs used there, have built, and sentences. 2. C: had 🡪 have
have been.
3. A: has been 🡪 is
- Ask Ss to look at the Remember!
box and read the rules for using the
present perfect tense. Focus Ss’
attention on the use of 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 sentence that has the closest meaning to the given sentence. (5 mins)
- Ask Ss to look at sentences 2 and 4 - Ss work and check in pairs. Answer key:
in 4 in Getting Started and elicit the - Ss practice reading the 1. A
structures with double comparatives sentences. 2. B
used there, bigger and bigger, and 3. C
the more…the worse.
- Ask Ss to look at the Remember!
box and read the rules for 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
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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.
- Check answers as a class.
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 - Ss listen to instructions and Suggested answer
example, and make sure they all work in pairs. My hometown has changed a
understand the instructions, the - Some Ss present answer in lot over the past ten years. The
given example, and what they must front of the class. urban area has been expanded,
do. and there is less and less land
- Have Ss first think of an urbanised for agriculture. More and more
area, make a list of changes in this people have moved in. More
area, and then write about the new houses have been built.
changes in this area, using the The life is getting more and
present perfect and double more modern.
comparatives.
- In weaker classes, help Ss with the
ideas they want to express about
urbanisation 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
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
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Board plan

Date of teaching
Unit 4: Urbanisation
Lesson 2: Language
* Warm-up
Game: Matching

Pronunciation
Task 1: Listen and repeat. Pay attention to the pronunciation of the 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 sentence that has the closest meaning to the given sentence. (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
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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UNIT 4: URBANISATION
Lesson 3: Reading - Urbanisation of Ha Noi

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use comparative adjectives.
- Read for main ideas and specific information in an article about the urbanisation of Ha Noi.
2. Competences
- Develop communication skills.
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Be proud and respectful of places and sites in your neighbourhood.
- Actively join in class activities.

II. MATERIALS
- Grade 12 textbook, Unit 4, Reading
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis
Vietnamese
Form Pronunciation Meaning
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
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Assumption

Anticipated difficulties Solutions

1. Students may lack knowledge about Provide students with the meaning and pronunciation
some lexical items. of words.
- Let students read the text again (if necessary).
- Create a comfortable and encouraging environment
2. Students may have underdeveloped
for students to speak.
reading, speaking and cooperating
- Encourage students to work in pairs, in groups so
skills.
that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge of 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
c. Expected outcomes:
- Students join the game enthusiastically and gain knowledge on the topic.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: Catch the fish - Ss work in groups to do the Answer key:
- Ss work in 2 groups. activity. 1. LEFTOVER
- There are several pictures, and Ss - Ss raise their hands to answer. 2. RINSE OUT
need to choose the correct fish that 3. CONTAMINATED
the picture represents. 4. CARDBOARD BOXES
- Ss raise hands to get turns and
choose the correct answer.
e. Assessment
- Teacher observes and gives feedback.

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.
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- Task 1. Work in pairs. Look at the pictures in the article in 2 below. Discuss the following
questions. (p.52)
c. Expected outcomes:
- Students can understand the lesson and do the tasks successfully.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. - Ss listen to the teacher’s New words:
- Teacher explains the meaning of the new explanation and repeat the 1. resident (n)
vocabulary by pictures. words. 2. colonial (adj)
- Teacher checks students’ understanding 3. gradually (adv)
with the “Rub out and remember” 4. modernising (n)
technique. 5. concern (n)
- Teacher reveals that these five words will
appear in the reading text and asks students
to open their textbook to discover further.
Task 1. Work in pairs. Look at the pictures in the article in 2 below. Discuss the questions. (5 mins)
- Ask Ss to look at the pictures. Have them - Ss pay attention to the Suggested answers:
work in pairs and discuss what they see in teacher and may jot down
● In the first and
each of the pictures and what the pictures some notes during the
tell them about Ha Noi and people’s life in presentation. second pictures, I can
the city. see old streets of Ha
- Invite some pairs to share their discussions Noi. There were only
with the class. 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 Ha
Noi 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.
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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)
c. Expected outcomes:
- Students can understand the lesson and do the tasks successfully.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 2: Read the article. Choose the correct meanings of the highlighted words. (5 mins)
- Ask Ss to read the text. Ask them - Ss listen to the instructions Answer key:
to locate the highlighted words in the first, then do the exercise in a 1. A
text. group. 2. B
- Ask Ss to study the context of each - Ss check answers and take 3. A
highlighted word, and look for clues notes. 4. B
that they can use to guess the 5. B
meaning.
- Encourage Ss to replace the word
with each choice to see which one
best replaces the word.
- Tell Ss to work in groups to discuss
the clues and compare answers.
- Check answers as a class.
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 - Ss listen to the instructions Answer key:
texts for main ideas, e.g. paying first, then do the exercise in 1. C 2. D 3. A 4. B
attention to the topic sentence in pairs.
each paragraph, highlighting key - Ss check answers and take
information, or searching for notes.
conclusions.
- 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
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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.
- Check answers as a class.
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 - Ss listen to the instructions Answer key:
general ideas. first, then do the exercise in 1. 152
- Encourage Ss to guess the type of pairs. 2. 8/eight million
information they need for each gap. - Ss check answers and take 3. trams
- Underline the keywords in the table notes. 4. metro/trains
to locate the information in the 5. low-rise buildings
passage.
- Read the parts that contain the
keywords carefully to identify 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.
- Check answers as a class.
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)
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c. Expected outcomes:
- Students can understand the lesson and do the tasks successfully.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

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 - Ss practise asking and Suggested answers:
more information about Ha Noi in answering about the reason I prefer to live in Ha Noi at
the past and Ha Noi at present. why they want to live in Ha present because I like the
- Have Ss work in pairs to discuss Noi in the past or at present. modern facilities. Getting
the questions. around in Ha Noi is very
- Invite several Ss to share their convenient nowadays.
discussions. 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.

5. CONSOLIDATION (5 mins)
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.

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. Look at the pictures in the article in 2 below. Discuss the following
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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
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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UNIT 4: URBANISATION
Lesson 4: Speaking - Changes in a living area.

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview of urbanisation in a living area.
- Memorise vocabulary to talk about changes in a living area.
2. Competences
- Develop communication skills.
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Be proud and respectful of places and sites in your country.
- Actively join in class activities.

II. MATERIALS
- Grade 12 textbook, Unit 4, speaking
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis

Vietnamese
Form Pronunciation Meaning
equivalent
typically refers to roads or streets that
1. empty roads /ˈempti rəʊd/ have very few or no vehicles or
pedestrians on them

a market selling fresh meat, fish, and

2. wet markets (n) /wet ˈmɑːkɪt/
vegetables

a small local shop that sells food,

3. convenience /kənˈviːniəns
newspapers, etc. and has long opening
stores (n) stɔː(r)/
hours

tall structures characterised by their

4. high-rise /haɪ raɪz
significant height and multiple floors
buildings ˈbɪldɪŋz/
or levels

5. low-rise /ləʊ raɪz structures characterised by their

buildings ˈbɪldɪŋz/ relatively modest height, typically
fewer than five or six stories, although
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the specific definition may vary by

region and local building codes

Assumption

Anticipated difficulties Solutions

1. Students may lack knowledge about Provide students with the meaning and pronunciation
some lexical items. of words.
- Let students read the text again (if necessary).
- Create a comfortable and encouraging environment
2. Students may have underdeveloped
for students to speak.
reading, speaking and co-operating
- Encourage students to work in pairs, in groups so
skills.
that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere in the classroom and lead in the lesson.
b. Content:
- Multiple choice quiz.
c. Expected outcomes:
- Students join the game enthusiastically and gain knowledge on the topic.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Quiz - Ss look at the questions and Answer key:
- Teacher shows the questions with work in groups. 1. ◆
multiple choices. - Ss raise their hands to answer. 2. 
- Ss works in 4 groups. Each group 3. 
raises their hands to take turns and 4. 
answer the questions. 5. ▲
- The team with the highest points 6. ▲
is the winner.
e. Assessment
- Teacher observes and gives feedback.

2. ACTIVITY 1: CONTROLLED PRACTICE (10 mins)

a. Objectives:
- To get Ss to learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
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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 describe the city in the past (P) and which now (N). (p.
54)
c. Expected outcomes:
- Students can understand the lesson and do the tasks successfully.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching (4 mins)
- Teacher introduces the vocabulary. - Ss listen to the teacher’s New words:
- Teacher explains the meaning of the new explanation and repeat the 1. empty roads
vocabulary with different techniques words. 2. wet markets (n)
(pictures, actions, synonyms,…)
- Teacher checks students’ understanding 3. convenience stores (n)
with the “Rub out and remember” 4. high-rise buildings
technique. 5. low-rise buildings
- Teacher asks Ss to take notes in their
notebooks.
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 - Ss listen to the teacher’s Past/Then:
how River City has changed over time. explanation. • low-rise buildings
Encourage Ss to look at the picture and spot - Ss do the task and take • old
the differences between River City in the notes. • rice field
past and River City at present. E.g., low-rise • wet markets
buildings (in the past) vs. high-rise • empty roads
buildings (at present) Today/Now:
- Ask Ss to work in pairs, read the given • high-rise buildings
words/phrases and decide which describes • modern
the city in the past and which today. • park
- Be prepared to teach students any new • convenience stores/
words or phrases, e.g., wet market (a market supermarkets
selling fresh meat, fish, vegetables, etc.). • busy streets
- Check answers as a class.
e. Assessment
- Teacher checks students’ understanding by asking some checking-questions.

3. ACTIVITY 2: LESS- CONTROLLED PRACTICE (15 mins)

a. Objectives:
- To allow Ss to practise talking about changes in River City in pairs.
- To help Ss practise words and phrases in talking about changes in an area.
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b. Content:
- Task 2: Work in pairs. Talk about the changes in River City. Use the words and phrases in
Task 1. (p.54)

c. Expected outcomes:
- Ss can understand the lesson and do the tasks successfully.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

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 - Ss share the answers in Suggested answers:
given example for reference. pairs. • In the past, this place
- Tell Ss to use the grammar points learnt in only had low-rise
this unit (present perfect and double buildings. However, a
comparatives) to talk about these changes. lot of high-rise buildings
- Have Ss work in pairs. Walk around the have been built here.
class to offer help if necessary. • They have opened a lot
- Invite some pairs of Ss to read out loud of convenience stores
their sentences about the changes in River and supermarkets to
City. 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 allow Ss 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)
c. Expected outcomes:
- Ss can understand the lesson and do the tasks successfully.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
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Task 3: Report your answers to the whole class. Vote for the best description. (7 mins)
- Ask Ss to form groups and share the - Ss work in group. Suggested answers:
sentences that they have produced about the Description sample
changes I River City from the previous When we look at the
activity. picture of the River City
- Tell Ss to make an outline for the in the past and at
description. present, we have noticed
- Provide Ss with an outline of the a lot of changes in this
description and ask them to complete the city over the years. The
description. old town/village now
- Have Ss practise the report in their groups has become a more and
to improve their fluency in speaking. more modern city. A lot
- Walk around to offer help Ss, if necessary, of high-rise buildings
and encourage quiet group members to get have been built to
involved. replace all the low-rise
- Ask groups to report their description and buildings. There used to
the whole class to vote for the best be a rice field outside
description. the city, but 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.

4. CONSOLIDATION (5 mins)
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
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Board plan

Date of teaching
Unit 4: Urbanisation
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
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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UNIT 4: URBANISATION
Lesson 5: Listening - A radio talk about urbanisation

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about A radio talk about urbanisation.
- Memorise vocabulary to talk about the advantages of urbanisation.
2. Competences
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Develop presentation skills.
3. Personal qualities
- Be proud and respectful of places and sites in your country.
- Actively join in class activities.

II. MATERIALS
- Grade 12 textbook, Unit 4, Listening
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
that can be trusted to do something
1. reliable (adj) /rɪˈlaɪəbl/
well; that you can rely on

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

/ˈmɛdɪkəl/ /fə
4. medical facilities medical care, treatment, and health-
ˈsɪlətiz/
related services are provided.

Assumption
Anticipated difficulties Solutions
1. Students may lack knowledge about Provide students with the meaning and
some lexical items. pronunciation of words.
2. Students may have underdeveloped - Let students read the text again (if needed).
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reading, speaking and co-operating - Create a comfortable and encouraging

skills. environment for students to speak.
- Encourage students to work in pairs, in groups so
that they can help each other.
- Provide feedback and help if necessary.
3. Some students will talk excessively in - Define expectations in explicit detail.
the class. - 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
c. Expected outcomes:
- Ss can understand the lesson and do the tasks successfully.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Quiz - Students follow the teacher's Link:
- Teacher shows the video about instructions and do the task in https://www.youtube.com/watc
urbanisation. teams. h?v=u13tvhe8l9w
- Questions are shown one by one,
and the whole class compete to
answer the questions.
- After the game, student 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 activate prior knowledge about the topic and get students involved in the lesson.
- To set the context for the listening part.
b. Content:
- Vocabulary teaching
- Task 1: Choose the correct meanings of the underlined words. (p.54)
c. Expected outcomes:
- Students can understand the lesson and do the tasks successfully.
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d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Vocabulary teaching (4 mins)
- Teacher introduces the vocabulary. - Students listen to the New words:
- Teacher explains the meaning of explanation and repeat the 1. reliable (adj)
the new vocabulary with different words. 2. rapidly (v)
techniques (pictures, actions, 3. go up (phr. v)
synonyms,…) 4. medical facilities
- Teacher checks students’
understanding with the “Rub out and
remember” technique.
- Teacher asks students to take notes
in their notebooks.
Task 1: Choose the correct meanings of the underlined words. (6 mins)
- Tell students that in the recording - Students listen to instructions Answer key:
there will be some possible new and find the answers. 1. A
words. Ask students to study the - Students pair up to check 2. B
sentences in which these new words their answers and then check 3. A
are used and choose the correct with the class.
meanings of these words.
- Encourage students to study the
context of these words, e.g. 1.
‘rapidly’ goes with ‘increasing’ and
the reason ‘because many people
want to buy their own houses’ gives
the hint that it means A ‘very
quickly’.
- Have students work in pairs to
compare their answers.
- Check answers as a class.
e. Assessment
- Teacher corrects students as a whole class.

3. ACTIVITY 2: WHILE- LISTENING (15 mins)

a. Objectives:
- To help students 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)
c. Expected outcomes:
- Students can understand the lesson and do the tasks successfully.
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d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 2: Listen to a radio talk about urbanisation. Choose the correct answer A, B, or C. (7 mins)
- Tell students that the options could - Students listen to the Answer keys:
be in phrases (questions 1, 4, and 5) instructions and do the task. 1. C 2. A 3. B
and graphs (questions 2 and 3). 4. C 5. A
- Have students look through the
questions and options. Make sure
they understand them.
- Encourage students to brainstorm
synonyms or paraphrases of the
options, e.g. the world’s urbanisation
(urbanisation in the global world).
- Play the recording twice and have
students listen and choose their
answers.
- Ask students to compare their
answers.
- Ask students 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 students read through the - Students listen to the Answer keys:
questions carefully and check if they instructions and do the task. 1. About 30 %/ thirty percent
understand all the vocabulary. 2. By 2050
- In stronger classes, ask students if 3. (City’s) better facilities
they can answer the questions 4. Goods and services
without listening to the conversation
again.
- Ask students to focus on the type
of information that they will need.
Remind students of the word limit
for each answer.
- Play the recording and ask students
to listen and take notes.
- Have students compare their
answers.
- Check answers as a class by
writing them on the board.
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e. Assessment
- Teacher observes and gives feedback.

4. ACTIVITY 3: POST-LISTENING (10 mins)

a. Objectives:
- To check students’ understanding and memorise the information in the recording.
- To help some students enhance presentation skills.
- To practise teamwork.
- To allow students 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)
c. Expected outcomes:
- Students can understand the lesson and do the tasks successfully.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 4. Work in groups. Discuss the following questions. (p.55)
- Students listen to the Suggested answer
Question:
instructions and do the task. Sample answers
● What do you think is the • I think the biggest
biggest advantage of advantage of urbanisation is
urbanisation? the opportunity to get access to
better health services. This is
- Ask students to list the advantages
because most of the big
of urbanisation that have been
hospitals with the best medical
mentioned in the recording (access
facilities are often located in
to better health and communication
services, access to clean water and big cities. When people have
waste management facilities, better health services, they will
improving quality of life). have a healthier body and
enjoy their life.
- Put students into groups. Group
• I think the biggest
members take turns telling what each
advantage of urbanisation is
of them thinks the biggest advantage
having modern facilities. When
of urbanisation is.
people have access to more
- Walk around the class and offer and better facilities, their life
help if necessary. also gets easier and more
- Invite students from some groups comfortable.
to share their opinions with the
whole class. Encourage them to give
reasons.

e. Assessment
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- Teacher observation on students’ performance, provide help if necessary.

- Teacher’s feedback and peers’ feedback.
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4. CONSOLIDATION (5 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Do exercises in the workbook.

Board Plan

Date of teaching
Unit 4: Urbanisation
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
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UNIT 4: URBANISATION
Lesson 6: Writing – DESCRIPTION OF A LINE GRAPH

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Write a description of a line graph.
2. Competences
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Develop self-study skills.
- Actively join in class activities.

II. MATERIALS
- Grade 12 textbook, Unit 4, Writing
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Play the recording many times if necessary.
listening, writing and co-operating - Encourage students to work in pairs, in groups
skills. so that they can help each other.
- Provide feedback and help if necessary.

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
c. Expected outcomes:
- Students can understand the lesson and do the tasks successfully.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Quiz - Students listen to the
- Teacher shows the questions one instructions and do the task
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by one, and the whole class individually.

competes to answer the questions.
- After each question, teacher pauses
for a moment to ask students to raise
their hands to answer.
- Teacher leads in the lesson.
e. Assessment
- Teacher observes and gives feedback.

2. ACTIVITY 1: PRE- WRITING (12 mins)

a. Objectives:
- To help students develop language for line graph description.
- To familiarise students 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)
c. Expected outcomes:
- Students can understand the lesson and do the tasks successfully.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Work in pairs. Look at the line graph. Match the sentences with the information in the
graph. (10 mins)
- Ask students to look at the line graph that - Students listen to the instructions Answers key:
shows the percentage of population in urban and work in pairs. 1. b 2. c 3. a
and rural areas over a long period of time. - Students check answers with the
- Focus students’ attention on the changes class.
over the years in the urban and rural
population patterns.
- Ask students to read the given descriptions
and explain if they don’t understand what
these descriptions mean.
- Tell students to match the phrases
(descriptions) with the information in the
graph.
- Put students into pairs. Have them work
together to do the matching.
- Check answers as a class.
Task 2: Look at the line graph and put the paragraphs in the correct order. (10 mins)
- Ask students to read the instructions, look - Students listen to the instructions Answer key:
at the line graph and then study the outline of and work in pairs. The order is: B – C
a line graph description. Explain any - Students check answers with the -A
words/phrases that students don’t know. class.
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- Pre-teach some of the more difficult words

and phrases, e.g., main trends, introduces,...
- Put students in pairs to read and discuss the
structure of line graph description. Then have
them match each paragraph with a
description.
- Check answers as a class.
• Ask students to read the Tips box. In
weaker classes, give students 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 students with 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)
c. Expected outcomes:
- Students can understand the lesson and do the tasks successfully.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

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 students to read the instructions, - Students work in pairs and Students’ answers
and then look at the line graph. Tell Ss independently as instructed.
that they are also provided with some
suggestions to complete their
description.
- Have students complete the
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description in pairs or individually.

- Have students work individually to
write their first draft.
- Put students in pairs and ask them to
swap their writing for peer feedback.
- Collect students’ writings to mark
and provide written feedback in the
next lesson.
e. Assessment
- Teacher gives corrections and feedback.

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.
c. Expected outcomes:
- Students can evaluate others’ work as well as improve their pieces of writing.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

CROSS-CHECKING - Students perform peer review. Writing rubric
- Teacher has the pairs swap and give 1. Organization: …/10
feedback on each other’s writing. 2. Legibility: …/10
Teacher shows a writing rubric to help 3. Ideas: …/10
students do the peer review. 4. Word choice: …/10
- Students do the task as required. 5. Grammar usage and
- After peer review, students give the mechanics: …/10
writing back to the owner and discuss TOTAL: …/50
how to improve it.
- Teacher then chooses one piece of
writing and gives feedback on it as a
model.
- Teacher chooses some useful or
excellent words/ phrases/ expressions/
word choices students have used to
give suggestions to other students.
- Teacher chooses typical errors and
corrects them as a whole class without
nominating the students’ names.
e. Assessment
- Teacher gives corrections and feedback.

5. CONSOLIDATION (2 mins)
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a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Rewrite the paragraph in the notebooks.
- Do exercises in the workbook.
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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
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UNIT 4: MY NEIGHBOURHOOD
Lesson 7: Communication and Culture/ CLIL

I. OBJECTIVES
By the end of this lesson, students will be able to:
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 students understand urbanisation in Malaysia and Australia.
- To help students relate what they have learnt in the reading text to their own culture.
2. Competences
- Develop communication skills and creativity.
- Develop presentation skills.
- 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, Communication and CLIL.
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups so
Students are reluctant to work in that they can help each other.
groups.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
Students may lack the vocabulary to
deliver a speech - Provide vocabulary and useful language before
assigning tasks.
- Encourage students to work in groups to help each
other.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson.
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b. Content:
- Video watching
c. Expected outcomes:
- Students can understand the lesson and do the tasks successfully.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Video watching - Students watch the video Link:
The teacher shows a short video about and answer. https://www.youtube.com/
travelling around “The planet Earth”. watch?
- Teacher asks students to look at the v=gKdxPw9HDUs&t=1s
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 task 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)
c. Expected outcomes:
- Students can use the knowledge they have learnt in this unit to complete the tasks
successfully.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and complete the conversations with the expressions in the box. Then practise them
in pairs. (7 mins)
- Ask students to read through the - Students do the task as Answer key:
incomplete conversation. Check instructed. 1. D
comprehension by asking questions, 2. A
e.g. Who are the speakers? What are 3. C
they talking about? 4. B
- Have students listen and complete
the conversation with the
expressions from the box.
- Check answers by asking two Ss to
read out the conversation.
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- Have students 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 students in pairs and have them
practise the conversation.
Task 2: Work in pairs. Use the models in task 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 students to read through the - Students do the task as Students’ performance
situations, and check their instructed.
understanding.
- Underline words and phrases in the
model conversation that students can
replace with information from the
new situations.
- Go through the useful expressions
in the box and remind students to
use them in their conversations.
- Have students spend a few minutes
planning their conversations, e.g.
deciding 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 students practise their
conversations.
e. Assessment
- Teacher checks students’ answers as a whole class.

3. ACTIVITY 2: CULTURE/ CLIL (20 mins)

a. Objectives:
- To help students understand urbanization in Malaysia and Australia.
- To help students 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)
c. Expected outcomes:
- Students can understand the lesson and do the tasks successfully.
d. Organisation
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TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Read the text and complete the table. (7 mins)
- Ask students to look at the two - Students do the task as Answer key:
pictures showing these two instructed. 1. At the end of 19th century
countries. Raise some questions to 2. about 26 per cent
find out what they already know 3. gradual growth
about urbanisation in Malaysia and 4. One of the most urbanised
Australia, e.g. Is Malaysia/Australia countries in East Asia
urbanised? (Yes, it is.) When did 5. Almost 90 per cent
urbanisation start in
Malaysia/Australia? What is the
percentage of the current urban
population in Malaysia/Australia?...
- Ask students what they want to
know about the topic. Write their
questions on the board, e.g. How fast
is the urbanisation rate in
Malaysia/Australia? Why is
urbanisation so fast in
Malaysia/Australia?...
- Put students 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 students 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 students look back at the text - Students do the task as Students’ answers.
and refer to the text and the notes instructed.
they completed in Activity 1 about
urbanisation in Malaysia and
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Australia.
- Ask students 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.

4. CONSOLIDATION (5 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Prepare for the next lesson.
Board Plan

Date of teaching
Unit 4: Urbanisation
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 task 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
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UNIT 4: URBANISATION
Lesson 8: LOOKING BACK AND PROJECT

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
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 teamwork;
- Actively join in class activities.
3. Personal qualities
- Be more creative when doing the project.
- Develop self-study skills.
II. MATERIALS
- Grade 12 textbook, Unit 4, Looking Back and project
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Encourage students to work in pairs and in groups so
speaking, writing and co-operating that they can help each other.
skills when doing the project. - Provide feedback and help if necessary.
Some students will excessively talk in - Explain expectations for each task in detail.
class. - Have excessive talking students practise.
- Continue to explain task expectations in small
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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

c. Expected outcomes:
- Students can get ready to learn about the differences between bacteria and viruses.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Video watching Link:
- Teacher shows a short video about travelling around https://www.youtube.com/watch?v=n-
“Urban and Rural life”. 4hL_4IBsM&t=2s
- Teacher asks students to 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 gives feedback.

2. ACTIVITY 1: LOOKING BACK (12 mins)

a. Objectives:
- To help students revise the unstressed words.
- To help students review words and phrases that they have learnt in this unit.
- To help students 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)
c. Expected outcomes:
- Students can use the knowledge they have learnt in this unit to complete the tasks
successfully.
d. Organisation
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TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and underline the unstressed words in the following sentences. Then practise
saying the sentences in pairs. (4 mins)
- Ask students to listen and underline the unstressed Answer key
words in each sentence. 1. There are more than fifty new
skyscrapers in the city.
- Have students practise reading the sentences out loud in 2. People can get around easily by the new
pairs, paying close attention to the unstressed words. metro instead of getting stuck in traffic
jams.
- Ask several students to read out loud in front of the
3. Many young people go to big cities
class. Correct the wrong pronunciation of unstressed
looking for better job opportunities and
words if necessary. Praise for good pronunciation and higher salaries.
fluent delivery.
4. There have been a lot of changes in my
hometown, and most of them have been
welcomed by residents.

Task 2: Complete the text, using the correct forms of the words in the box. (4 mins)
KEY:
- Have students look at the instructions, the texts, and the
1. seek
given words in the box.
2. expanding
- Ask students to read each sentence and focus their 3. housing
attention on the gap in it. 4. afford
- Tell students to study the context carefully and decide 5. unemployment
on the word or phrase to fill in the gap. In weaker
classes, brainstorm vocabulary items encountered in the
unit and write them on the board for students’ reference.
- Ask students to fill in the text with the given words
individually.
- Have students check their answers in pairs/groups.
- Check answers as a class by asking individual students
to read the sentences.
Task 3: Choose the correct answer A, B, C or D. (4 mins)
- Ask students to read each sentence and choose the Answer key:
correct option to complete it. 1. A
- Remind students to study the context carefully and 2. B
decide which option is the correct one. 3. C
4. D
- Have students check their answers in pairs/groups.
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- Check answers by asking individual students to read

the sentences.
e. Assessment
- Teacher obverses students’ work and gives feedback.

3. ACTIVITY 2: PROJECT (26 mins)

a. Objectives:
- To provide an opportunity for students 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.
c. Expected outcomes:
- Students practice working on a project.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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 students 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 students 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 presentations.
- If necessary, go through the criteria for assessing their
talk to make sure students 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 students 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
- Teacher gives comments and feedback to all posters and presentations, and awards a prize
to the group which has the most votes.
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- Suggested checklist for peer assessment:

Comments (in English or
Tick where appropriate
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:

Comments (in English or
Tick where appropriate
Vietnamese)

DELIVERY
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- 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 differences

- 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

4. CONSOLIDATION (2 mins)
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.

b. Homework
- Do exercises in the workbook.
- Prepare for Unit 5.

Board Plan

Date of teaching
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Unit 4: Urbanisation
Lesson 8: Looking back and project.
*Warm-up
* Looking back
- Pronunciation
- Vocabulary
- Language
* Project. The new Urban area.
*Homework