lop 12 unit 2 TD

<span class='text_page_counter'>(1)</span>Week … Period 10. Date of preparation: ………………... UNIT 2: URBANISATION (Getting Started) A.Objectives:To help Ss to know the overall topic of Unit 2: “Urbanisation”, some vocabulary related to urbanisation and its features, the form of compound adjectives and the subjunctive in that-clause after certain verbs and adjectives. B. Method: Integrated, mainly communicative. C. Teaching aids: Textbooks, pictures, cassettes. D. Procedure:. Teacher’s activities I. Check-up: Give a presentation about a famous person. (5’). Students’ activities -Present a famous person orally.. -Have 1 or 2 Ss give a presentation about a famous person. -give marks to students’ work II. Warm-up: (5’) Brainstorming Words related to urbanisation - T asks Ss to think of as many words related to urbanisation as they can. - T leads to the new lesson III. New lesson:. Getting Started. (A presentation on urbanisation). - T shows Ss the pictures in the textbook and asks ss some questions. 1. Who are the boy and the girl? 2. What are they talking about?. -Individual work - Other Ss listen to him / her and give comments. - Possible answers: + city, urban, areas, problems, + advantages, disadvantages + solutions, overpopulation, etc. - Some Ss give the words by pronouncing them aloud or write them on the board. Individually. - Ss look at the picture and do the - T asks Ss to read the instructions and predict what guessing as required. the two friends will be talking about in their Suggested answers: 1. They are Nam and Lan. conversation. 2. I think they are talking about urbanisation. They will probably be Activity 1: Listen and read. (5’) talking about how they will - T plays the recording. organize the information for their presentation about urbanisation. Activity 2: Answer the questions. (10’) - Ss listen and read the conversation - This activity focuses on developing comprehension silently. skills. - Ss read the conversation again and - T has Ss read the questions and find the answers in answer the questions individually first. the conversation. - Ss discuss the answers and 1. What are Lan and Nam doing? underline the evidences. 2. When will they present? Key: 3. How much time will they have? 1. They are discussing the outline, 4. What content did they agree to include in the structure and content of their introduction, body and conclusion? presentation on urbanisation. 5. Will they mention any solutions to problems caused 2. Next Friday. by urbanisation? Why / Why not? 3. It’ll be 15-minute presentation,.

<span class='text_page_counter'>(2)</span> Activity 3: Match the words in box A with the words in box B to form the compound adjectives that are in the conversation. (5’) This activity aims at helping Ss to recognize the compound adjectives that are used in the conversation. A B five provoking well minute thought known - T has Ss give the Vietnamese meanings of these words. Activity 4: Complete the sentences, using the correct forms of the verbs in the box. Then find them in the conversation. (6’). Focu s. talk. include. talk. be. followed by a five-minute Q&A session. 4. It will cover the definition of urbanisation, its causes, and its main advantages and disadvantages. It will also refer to urbanisation in Viet Nam. 5. No, because that would make their presentation too long and overload listeners with lots of information. -Work in pairs. - Ss read the words in the boxes and do the matching, then point out where the words are in the conversation. Feedback: 1. five-minute 2. well-known 3. thoughtprovoking. (Lan 2) (Lan 7) (Nam 4). Individual work – Pair work - Ss do as required . - Ss do as required - Feedback: 1. be 2. Focus 3. Talk 4. Talk 5. include. The aim of this activity is to help Ss to recognize the subjunctive in that-clauses after certain verbs - T explains the subjunctive structure and expressions. to Ss. - T asks Ss to read the conversation again and - Notes: complete the sentences, using the correct forms of the It is recommended that verbs in the box. -. 1. It is recommended that the presentation ______ no more than 15 minutes. 2. I suggest that we ______ on its advantages and disadvantages. 3. Our Geography teacher also advised that we ______ about issues that are familiar and important to our classmates. 4. It’s important that we ______ about how developed countries have solved the urbanisation problems. 5. Is it really necessary that we ______ new information in the conclusion? - T has Ss compare their answers in pairs and read through the conversation again Activity 5: Work in pairs. Ask and answer the following questions. (8’) This activity allows Ss to personalise the topic of the unit. - T has Ss ask and answer the questions in pairs. 1. Do you live in an urban or rural area? What do you. I suggest that. S + advised that. + S + Inf. It’s important that It’s. really. necessary. that. - Ss work in pairs first then they present their opinions freely in front of the class. - Possible answers: 1. I live in an urban area. There are a lot of things that I like about it: we can enjoy good living condition and health.

<span class='text_page_counter'>(3)</span> like about it? care, various forms of entertainment, 2. Do you know if a lot of people have moved in or out efficient transport, plenty of job of your area? opportunities. - T invites several pairs to talk about urbanisation in 2. If a lot of people have moved in or their hometowns or local areas in front of the class. out of our area, there will be traffic IV. Homework: (1’) jams. This will lead to traffic accidents Learn new words and make sentences with because we don’t have enough good them. road systems. It also results in lack of Write the answers to the questions in Activity 5 security because we are shortage of policemen. in your notebook. Prepare LANGUAGE for the next period:  How to form and use compound adjectives.  How to recognize diphthongs  How to use the subjunctive in that-clauses after certain verbs and expressions. E. Evaluation: For advanced students, question 6 in 2 can be discussed and some good ideas listed on the BB. Students are asked to make sentences with the words in 3. For weaker students, the teacher had better elicit some reasons and let them choose whether they are right for their areas. Week … Period11. Date of preparation: …………………………... UNIT 2: URBANISATION (Language) A. A. Objectives: To help ss how to: - work out the the meanings of key vocabulary items in the conversations. - form and use compound adjectives - recognize diphthongs - use the subjunctive in that-clauses after certain verbs and expressions. B. Method: Integrated, mainly communicative. C. Teaching aids: Textbooks, pictures, posters, handouts. D. Procedure:. Teacher’s activities I. Check-up: Ask and answer the questions. (5’) 1. Do you live in an urban or rural area? What do you like about it? 2. Do you know if a lot of people have moved in or out of your area? What are the reasons? -give marks to students’ work II. Warm-up: Fill in each gap with one letter to form meaningful words. (4’). - T has Ss do this task in groups on posters / the board. 1. agri_u_tur_l _________________ 2. in_us_ri_li_a_ion ________________ 3. _verloa_ _________________ 4. _ne_pl_ym_nt _________________ 5. u_b_ni_at_on _________________ - Feedback: 1. agricultural 2. industrialisation 3. overload 4. unemployment 5. urbanisation. Students’ activities - Ss ask and answer the questions. Others listen and give comments on their answers. Group work - Ss fill the gaps with letters to form meaningful words. - The group with the most correct answers in the shortest time will be the winner..

<span class='text_page_counter'>(4)</span> - T has Ss read these words aloud. - T leads to the new lesson. III. New lesson: Language A. Vocabulary: Activity 1: Look at the conversation in Getting Started again. Match the words in the conversation with the appropriate definitions. (4’) urbanization (n) 1 ['ɜ:bənaizei ʃn]. a. ['ɜ:bənəzei ʃn]. 2 3 e s t a t e o f n o t h a v i n g a j o b , t h e n u m b e r o f p e o p l e w it h o u t. overload (v) [əuvə'ləud]. industrialization(n ) [indʌstriəlai'zei ʃn] ə. b c. the period of time when a country develops a lot of industries on a wide scale t a population shift from rural to urban areas. Individual work - Ss look at the conversation in Getting Started again and do the matching. - Ss give the words’ Vietnamese meanings. - Feedback: 1. c (sự đô thị hóa) 2. f (cung cấp quá nhiều) 3. a (sự công nghiệp hóa) 4. e (thuộc nông nghiệp) 5. d (không chú ý nữa) 6. b (nạn thất nghiệp) - Ss practise pronouncing these words.. Individual work - Ss exploit the contextual clues that can help to figure out the answers. For example, the use of the adjectives increased and the verb form after the gap suggests a noun. Contextual clues also include synonyms, antonyms, explanations or contrast. - Ss complete the sentences with the correct forms of the words in Activity 1..

<span class='text_page_counter'>(5)</span> j o b s i n a n a r e a o r c o u n t r y 4 5. Individual - Pair work - Ss do the matching as required. - Ss tell the compound adjectives’ Vietnamese meaning. - Ss read the compound adjectives aloud.. agricultural (adj) [ӕgri'kʌlʧərəl]. switch off (v) [swiʧ ɒf] ɔ:. unemployment 6 (n). d e f. stop paying attention relating to the practice or science of farming give too much information, work or responsibility. [ʌnim'plɔimənt]. The aim of this activity is to help Ss to work out the meanings of key vocabulary items in the conversation. - T has Ss go through the words and the meanings provided. - T encourages Ss to read through the conversation again and find examples of each item. - T asks Ss to match the words with the definitions individually, and then compare their answers in pairs or groups. - T checks the answers as a class. -. Activity 2: Complete the sentences with the correct forms of the words in 1. (5’) - The aim of this activity is to help Ss to use the vocabulary items in 1 in a different context. 1. The impact of increased ______ has been harmful to the environment and has led to the growth of greenhouse gas emissions. 2. Students can easily ______ their short-term memory with unnecessary information. 3. The lecture was two hours long and boring, so by the end of it, I completely ______. 4. Before the Industrial Revolution in England, the majority of the population were employed as ______ labourers. 5. The transformation of China into a modern economy started in 1950s through the process of. Individual - Pair work - Ss complete the text with the compound adjectives given in the box. - Ss work in pairs or groups, and compare their answers..

<span class='text_page_counter'>(6)</span> ______. 6. I found a new job last month, so my ______ didn’t last long. - T asks Ss to study the sentences given and work out the part of speech that needs to be filled in. - T checks answers as a class. - Feedback: 1. urbanisation 2. overload 3. switched off 4. agricultural 5. industrialisation 6. unemployment Compound adjectives. Activity 1: Match a word on the left with a word on the right to make a compound adjective. (5’). Individual work - Ss listen to the conversation and pay attention to the pronuncia-tion of the underlined parts. - Ss refer to the Do you know …? box for more information about the diphthongs. DO YOU KNOW…?  Diphthongs are sounds made by combining two vowels into a single one.  There are 8 diphthongs in English: [iə] [eə] [ʊə] [ei] [ai] [ɔi] [əʊ] [aʊ]  The first part of a diphthong is much longer and stronger than the second part. Example: [iə] here [eə] where [ʊə] poor [ei] train [ai] life [ɔi] noise [əʊ] hello [aʊ] house. weather wide well beaten long paid year market world round down lasting - This activity helps Ss recognize compound adjectives. - T has Ss work individually first. - T encourages Ss to refer to the Do you know …? box to get more information about the structure and meaning of compound adjectives. - T asks Ss to compare their answers in pairs. - T checks answers as a class. - Feedback: Individual / Pair work 1. weather-beaten (dày dạn nắng gió) 2. well-paid (được trả - Ss listen to the conversation in 1 lương cao) 3. long-lasting (lâu dài) 4. year-round again, paying attention to the (quanh năm) diphthongs in the conversation. 5. worldwide (khắp thế giới) 6. downmarket (phục vụ giới bình - Ss practise it with a partner. dân). Activity 2: Complete the text below with the compound adjectives given in the box. (5’) longfastweatherterm growing beaten well-paid up-to-date Many young people in rural areas don’t want to spend their lives on the farm like their (1) ______ parents. They understand that there are better (2) ______ job prospects for them in the city. So they leave their home villages to find (3) ______ jobs in the (4) ______ industrial zones. In the city, young people can also have access to (5) ______ facilities and technology. - This activity focuses on the use of compound Individual / Pair work adjectives in appropriate contexts. - Ss refer to the Do you know …? - T asks Ss to complete the text with the appropriate box to get more information about compound adjectives given in the box. the subjunctive. - T has Ss work individually first. - Then T asks Ss to work in pairs or groups, and NOTES: In less formal contexts we can use the modal compare their answers.. verb should + base form of the verb or ordinary tenses instead of the subjunctive. Examples: - He insists that people in rural areas should be.

<span class='text_page_counter'>(7)</span> - T checks answers as a class. - Feedback: 1. weather-beaten 2. long-term 3. well-paid 4. fast-growing 5. up-to-date B. Pronunciation: Diphthongs Activity 1: Listen to the conversation and pay attention to the pronunciation of the underlined parts. (4’) - This activity focuses on improving Ss’ ability to recognise diphthongs in connected speech. - T has Ss listen to the conversation and pay attention to the pronunciation of the underlined parts. - T tells Ss that these sounds are called diphthongs because they consist of two vowels combined together. - T has Ss refer to the Do you know …? box for more information about the diphthongs. - T checks if Ss pronounce these diphthongs correctly. - T has Ss write the diphthongs as headings of 8 columns. o [iə] really, here, hearing, industrial, career o [eə] there o [ʊə] sure o [ei] ages, take, train(s), they, replace, changed, day, well-paid o [ai] hi, Mike, I, five, tired, high, time, life, my, by, find, wife, life, countryside, crimes o [ɔi] noisy, noise, enjoying o [əʊ] hello, Joe, slow, coach(es), go, almost, zones, so o [aʊ] hours, crowded, how, about, our - T encourages some pairs to role-play the conversation out loud in front of the class. C. Grammar: The subjunctive in that-clauses after certain verbs and expressions. Activity 1: Complete the sentences, using the correct form of the verbs in brackets. (5’) - This activity helps Ss to recognise and use the subjunctive in that-clauses after certain verbs and expressions. - T has Ss work individually first. - T encourages Ss to refer to the Do you know …? box to get more information about the subjunctive. - T asks Ss questions to check if they understand the general rules related to the form and usage of this grammar point. - T asks Ss to compare their answers in pairs. - T checks answers as a class. - Feedback: 1. (should) get 2. (should) be cleaned 3. (should) work 4. (should) be allowed 5. (should) attend 6. (should) not look down on Activity 1: Complete the sentences with the verbs in the box. Use the appropriate forms. (4’). -. Ss complete the sentences, using the correct form of the verbs in brackets.. - Ss complete the sentences with the verbs in the box, using the appropriate forms. -Answer orally..

<span class='text_page_counter'>(8)</span> T asks Ss to complete the sentences with the verbs in the box, using the appropriate forms. - T has Ss work individually first. - T monitors the activity and helps them if necessary. - T asks Ss to check answers in pairs or groups. - T checks answers as a class. - Feedback: 1. (should) study 2. (should) be told 3. (should) obey 4. (should) be returned 5. (should) search / (should) be searching. IV. Homework: (1’) Do exercises A and B on pages 12-15 / Workbook. Prepare READING for the next period: Read the text and do the tasks using dictionaries. D. Evaluation: In 3, it’s good to add more compound adjectives which appear in 4, which save time. In pronunciation,the teacher had better have students listentwice, then help them distinguish dipthongs ( and vowels). Week … Period 12. Date of preparation: …………………………. UNIT 2: URBANISATION (Reading) A. B. C. D.. Objectives: To help ss: read a text about “Urbanisation and its causes”. develop their reading skill through deciding true-false statements and answering questions. learn new vocabulary by finding words or expressions with the definitions given. Method: Integrated, mainly communicative. Teaching aids: Textbooks, pictures, posters, handouts. Procedure:. Teacher’s activities I. Check-up: Do the tasks below. (5’) Choose the word with the underlined part pronounced differently from the rest. 1. A. life B. site C. widen D. recipe 2. A. share B. age C. safe D. place 3. A. great B. meat C. wheat D. beat Complete the sentences with the subjunctive form of the verbs in brackets. 4. It is desirable that everyone (have) ______ a flat in the city and a villa in the countryside. 5. It is important that young people (not, idealise) ______ city life. -give marks to students’ work II. Warm-up: Find parts of speech of family words.. Students’ activities Individual work - Two Ss do the tasks on a poster. - Feedback: 1. D 2. A 3. A 4. have 5. not idealise. - Ss find the words as required. - Feedback: Word urban. Part of speech adjectiv. Vietnamese meaning đô thị.

<span class='text_page_counter'>(9)</span> (5’) Word. Part of speech adjective ?. Urban urbaniseô thị. urbanise urbanised. Vietnamese meaning thuộc ?. urbanisatio n suburb suburba. urbanised ? ? urbanisation ? ? suburb ? ngoại ô suburban ? ? - T asks Ss to decide whether each of the words given is a noun / a verb / an adjective or an adverb. - Then T has Ss give their Vietnamese meanings. III. New lesson:. e verb adjectiv e noun noun. đô thị hóa có tính thành thị sự đô thị hóa ngoại ô thuộc ngoại ô. adjectiv e. Individual / Pair work - Ss do as required. Reading. Urbanisation and its causes. Activity 1: You are going to read a text about urbanisation. Predict whether the following statements are true (T) or false (F). (5’) - T has Ss to read the statements and predict whether they are true (T) or false (F), has them do the task individually, and then compare their answers in pairs or groups. - T elicits Ss’ answers, encouraging all different predictions. T has Ss explain their predictions. - Key: Students’ answers Activity 2: Read the text and check your predictions in 1. (7’) - This activity focuses on scanning for specific information. - T has Ss scan the text & compare their predictions in 1, checks answers as a class and asks Ss to give the clues from the reading text which help them to work out the answers. T 1. F. Urbanisation happened first in more economically developed countries, then in less economically developed countries. 2 Urbanisation has increased in rich countries since 1950s. 3 Lack of resources in rural areas is one of the factors leading to urbanisation in less economically developed countries. 4 The standard of living in cities and rural areas is more or less the same. 5 By 2050, more than two-thirds of the world’s population are expected to live in urban areas. - T checks answers as a class. Activity 3: Find the words in the text having the following meanings. Write the words in the space provided. (5’). Individual / Pair work - Ss read an advice column and the questions. - Ss choose the best summary of each reader’s problem. - Feedback: 1. T (Before the 1950s, urbanisation 2. 3. 4. 5.. mainly occurred in more economically developed countries (MEDCs).) F (Since 1950s, urbanisation has grown rapidly in LEDCs (Less Economically Developed Countries)) T (People migrate to urban areas on a massive scale due to lack of resources in rural areas.) F (The standard of living in urban areas will be higher than in rural areas) T (The urban population will continue to grow and it is expected that its proportion will increase to 70% by 2050.). Individual & Pair work - Ss do as required - Feedback: 1. expanding 2. counter-urbanisation 3. increase 4. doubled 5. migrate 6. centralized.

<span class='text_page_counter'>(10)</span> - T has Ss study the meanings, and go back to the reading text to locate the words that match the given meanings; tells Ss to work individually to write the correct words next to the definitions given; asks Ss to check their answers in pairs or groups. - T checks answers as a class. 1 2 3 4 5 6. becoming larger in size or amount the movement of people out of cities to the surrounding areas a rise in size, amount or degree became twice as big or twice as many go to live in another area or country brought together in one place. Activity 4: Read the text carefully. Answer the following questions. (10’) - This activity helps Ss to practice reading for details and specific information. - T asks Ss to look at the questions quickly and underline the key words which can help them to locate the specific information in the text; lets Ss read the text individually, then compare their answers in pairs or groups. T encourages Ss to explain exactly which information from the text help them to answer the questions. - T checks answers as a class. 1. What is urbanisation? 2. What do MEDCs and LEDCs stand for? 3. Where did rapid urbanisation take place prior to 1950s? Why? 4. What happened after 195? 5. What are some of the “push” factors of urbanisation? 6. Why are small farmers’ lives difficult? 7. What are some of the “pull” factors of urbanisation?. Activity 5: Discuss with a partner. (7’) Has your area been affected by urbanisation? How? - This follow-up activity enables Ss to personalise the topic. - T asks Ss to work in pairs to share their experiences; invites several pairs to share their experiences with the rest of the class; encourages other Ss to ask follow-up questions.. Pair work - Ss ask and answer the questions. -. Feedback:. Ac. Bb. 1. It’s a process by which urban areas grow bigger as more and more people leave the countryside to live in towns and cities. 2. MEDCs stands for more economi-cally developed countries. LEDCs stands for less economically developed Countries. 3. Before the 1950s, rapid urbanisa-tion took place in Europe and North America because it was the period of industrialisation in these areas. 4. After 1950, urbanisation started to grow rapidly in LEDCs. 5. Some of the “push” factors of urbanisation are lack of resources in rural areas, bad weather condi-tions, and competition from large agricultural companies. 6. Because they have to suffer bad weather conditions and competition from large agricultural companies. 7. Some of the “pull” factors of urbanisation are the centralisation of resources such as money, services, wealth and opportunities as well as the higher living standards of these areas.. Pair work - Ss work in pairs to ask and answer their guiding questions. - Possible answer: 1. Since 1997, Danang has been witnessing positive changes after becoming the centrally authorized city. The landscape of Danang has been continuously changing over the past 10 years. Actually, never before has Danang been so drastic in the demand to refresh itself as in the recent time..

<span class='text_page_counter'>(11)</span> The development of this city is not merely due to itself needs but also to meet the requirements towards an engine city of the Central region in a new developing period. 2. Yes, Danang has been affected by urbanisation since 1997, when it became a city under the central government. Roads have been built and widened. Buildings, hospitals, schools, big commercial centers and supermarkets have been put up, which means the numner of literate people increases. More bridges have appeared, which makes transport easier.. IV. Homework: (1’) - Try to remember new words and expressions and make sentences with them. - Distinguish the terms: urbanization, conterubanisation, its reasons. - Prepare SPEAKING for the next period by answering the questions:  Do you prefer living in rural areas or cities?  Why?  Name some advantages and disadvantages of living in cities. E. Evaluation: For weaker students, words in 3 can be adapted with replacement (i.e: omitting “encounterurbanisation, expanding”). Week … Period 13. Date of preparation: ………………………... UNIT 2: URBANISATION (Speaking) A. B. C. D.. Objectives: To help ss talk about the features of life in big cities. Method: Communicative Approach. Teaching aids: Textbooks, pictures, posters, handouts. Procedure:. Teacher’s activities I. Check-up: Answer the question: (5’) - What’s unbanisation? - Has your area been affected by urbanisation? How? II. Warm-up: Put the words / phrases in correct columns. (5’) - Advantages or Disadvantages of living in big cities. Advantages Disadvantages ……… …….. air pollution good education higher standard of living job opportunities overcrowded    . better transport service high cost of living jobless noisy slums. Big cities are modern, but there are still slums. A lot of people are unemployed and looking for jobs. Big cities are always crowded. Noise pollution and air pollution are worrying. Students’ activities - T tells one student to answer the question in front of the class and other Ss observe and give comments. - T asks Ss to put the words / phrases in the correct columns: Group work - Ss do as required. - Possible answers: Advantages - better transport service - good education - high cost of living - higher standard of living - job opportunities. Disadvantage s - air pollution - jobless - noisy - overcrowded - slums. - T has Ss talk about some features of life in big cities..

<span class='text_page_counter'>(12)</span> problems. III. New lesson:. Speaking Life in big cities Activity 1: Read a conversation between two friends about life in big cities. What features do they mention? Are they positive or negative? (12’) - Feedback: Positive features Negative features + There are more employment opportunities + People have chances to get high-paying jobs. + People’s standard of living is higher.. + Big cities are overcrowded and overpopulated. + Many people are jobless / unemployed. + Some people live in slums.. Activity 2: Look at these features of city life. Decide whether they are positive or negative. Can you think of other features? (7’) noisy job opportunities densely populated traffic efficient services congestion severe shortage of air pollution housing -. Feedback: Positive Negative Others. job opportunities, efficient services noisy, densely populated, traffic congestion, severe shortage of housing, air pollution higher rate of crime (–), stressful (–), social and cultural integration (+), sports facilities (+), better schools (+). Individual work - T lets Ss practice the conversation in pairs and identify the features of life in big cities that the two speakers mention; asks Ss to decide whether these features are positive or negative. - T checks answers as a class. - Ss complete the table with the correct information from the conversation.. Pair work - T lets Ss work in pairs to decide whether the given features are positive or negative; encourages Ss to brainstorm ideas and come up with other features of life in big cities. - T checks answers as a class. - Ss decide if the given features are positive or negative.. Group work Activity 3: Discuss the positive and negative features of - T sets a time limit for the group’s city life and decide if you want to live in an urban or rural preparation and practice; invites some groups to present their ideas to the area. What are your reasons? Present your group’s decision to the whole class, using the ideas in 2 and the rest of the class; encourages Ss to give feedback on things such as example below. (15’) interesting content, original ideas, Example: All members of my group would like to live in a big city. fluency of speech and good We all believe that city life will give us more presentation skills. opportunities to fulfil our dreams, but first we need to - Ss work in groups to do as required. get good education, and then work very hard. We think that there are more job opportunities in urban or industrial areas where it would be easier to get a betterpaid job in a company or factory. City life is a lot more interesting and exciting. There are cinemas, theatres, museums, festivals and other cultural entertainment that we can’t experience in rural areas. There are also sports facilities for those interested in doing sports. - Possible answers: Another example for reference All members of our group think that rural life is better than urban life. We all agree that the cost of living is much cheaper in rural areas. People are also more friendly and helpful. We can live in an environment with little or no pollution. In addition, the crime rate is fairly low compared to the city. The.

<span class='text_page_counter'>(13)</span> only problem is that people have little access to modern facilities and technology. It is important that the government invest more in rural areas so that people there can have the same opportunities as people in the cities.. IV. Homework: (1’) - Practise talking about what you’ve discussed in 3. - Prepare LISTENING for the next period: a. Look up the meaning and how to pronounce new words. b. Guess what will appear in the recording. E. Evaluation: A group of 4 students is good for activity 3.. Week … Period 14. Date of preparation: ……………………….. UNIT 2: URBANISATION (Listening)) A. Objectives: - To develop Ss’ skill of listening to a passage about the advantages and disadvantages of urbanisation. - To help Ss understand general ideas and specific details to answer comprehension questions. B. Method: Integrated, mainly communicative. C. Teaching aids: Textbooks, pictures, posters, handouts. D. Procedure:.

<span class='text_page_counter'>(14)</span> Teacher’s activities. Students’ activities. I. Warm-up: Game – Picture Talk (10’). 1. 2. 4. 5. 7. 8. 10. 3. 6. 9. 11. 12. II. New lesson: Listening Activity 1: Look at the following statistics about urbanisation and then answer the questions (7’) 1/ What trends do you notice? 2/ What do you think the effects of urbanisation are?     . In 1900, two out of every ten people lived in urban areas. In 1990, four out of every ten people lived in urban areas. In 2010, five out of every ten people lived in urban areas. In 2030, six out of every ten people will live in urban areas. In 2050, seven out of every ten people will live in urban areas.. Activity 2: Match the words with their meanings. (7’) 1/ mindset (n). a/ buildings and other shelters that people live in; provision of accommodation. 2/ discrimination (n). b/ supporting new and modern ideas and favouring change. 3/ housing (n). c/ the protection of public health by removing and. - T asks Ss to name the pictures individually. Key: 1. UFO 2. Roof 3. Building 4. ATM 5. Newspapers 6. Iron 7. Sydney Opera House 8. Avenue 9. Tai chi 10. Ice cream 11. Office 12. Notebook - T introduces the lesson by asking Ss some questions. => URBANISATION - T. has Ss discuss the pros and cons of urbanisation => Ss’ answers. (Suggested: + opportunities for better-paid jobs + access to schools, hospitals and other social services + higher standard of living. – more cime in big cities – unemployment may result in robbery, kidnapping, murder and other illegal activities – shortage of housing, decrease in agricultural and food production …) - T asks Ss to look at the statistics and describe any trends that they notice; encourage Ss to express their views on the effects of urbanisation - Ss answer the questions. Suggested answers: 1. The urbanisation rate has been increasing steadily over the past 30 years. / In 2030, nearly two thirds of the population will live in urban areas. 2. Urban areas become very crowded. A lot of people in the cities are not able to find jobs. Some people have to live in slums with poor sanitation.. - Ss work in groups of 4 - T asks Ss to look at the words and the meanings given and match the words with the appropriate meanings. - T have Ss compare their answers in pairs or groups. - Check answers as a class Key: 1.d. 2.e. 3.a. 4.c. 5.b.

<span class='text_page_counter'>(15)</span> treating dirty water, wastr,etc. 4/ sanitation (n). d/ the established set of habitual attitudes held by a person or group. 5/ progressive (adj). e/ the practice of treating one person or group unfairly because of their sex, race or age. Activity 3: Listen to a talk about urbanisation and choose the title for it. (8’) A. Causes of urbanisation B. Pros and cons of urbanisation C. How to reduce the negative impact of urbanisation Key: B Activity 4: Listen again and choose the best option to complete the sentences. (7’) 1/ Thanks to the process of urbanisation, people from rural areas have access to __________________ jobs, education and health care. A. better-paid B. badly paid C. prestigious 2/ After moving to cities, rural people become less ________________. A. traditional B. conservative C. progressive 3/ Many people benefit from urbanisation, but not everyone has the opportunity to ____________________. A. receive a good education B. get a high-paying salary C. find stable employment 4/ The shortage of accommodation in big cities can result in __________________ with no sanitation or clean water. A. low-cost houses B. development of high-cost housing C. creation of very poor areas 5/ The shift of workers from agriculture to industries can lead to _______________ in food production. A. a fall B. a rise C. a fluctuation Activity 5: Read the sentences in 4 again. Do you agree or disagree with them? Give examples to support your point of view. (7’) Key: Students’ answers. - Ss look at the three options and make their own predictions for the title of the talk that they are going to listen to. - T. has Ss listen to the recording and choose one of the three options given. - Ss compare their answers in pairs or groups - T. checks answers as a class - Ss read the sentences and predict the information needed in each gap. - T. gives Ss sufficient time to listen to the recording so they can extract the information needed and select the correct choice. - Ss compare their answers in pairs or groups - T. checks answers as a class Key: 1. A. 2. B. 3. C. 4. C. 5. A. Group work (groups of 4) - Ss discuss the questions in groups. – T. encourages groups to reach an agreement on each question. - T. asks some groups to present their discussions to the rest of the class.. III. Homework: (1’) Prepare for WRITING. Write a paragraph about the pros and cons of urbanization D. Evaluation: the process is logical and suitable for SS’s levels..

<span class='text_page_counter'>(16)</span> Week … Period 15. Date of preparation: ………………….... UNIT 2: URBANISATION (Writing) A. Objectives: - To develop Ss’ skill of writing a description of a line graph about trends in urbanisation. - To provide Ss with the language and sentence structures used to describe trends. B. Method: Integrated, mainly communicative. C. Teaching aids: Textbooks, pictures, posters, handouts. D. Procedure:. Teacher’s activities. Students’ activities Class - Individual work - T shows the poster and has Ss do the crossword puzzle. - Ss give their answers. - T gives comments and introduces the new lesson.. I. Warm-up: Crossword Puzzle (7’) To pic wo rd. 1 2 3 4. Suggested answers:. 5. 1/ roughly 2/ increase 3/ fluctuate 4/ sharply 5/ slight Topic word: GRAPH. Clues: 1/ approximately but not exactly 2/ a rise in the amount, number or value of sth 3/ to change frequently in size, amount, quality, etc, especially from one extreme to another 4/ suddenly and by a large amount 5/ very small in degree II. New lesson: Writing Activity 1: Match the phrases in the box with the. graphs (1-6) (7’) fall / decrease sharply fall / decrease steadily rise / increase steadily rise / increase sharply fluctuate stay the same / remain stable / level off a/. b/. c/. d/. e/. f/. Pair work T. asks Ss to match the phrases given in the box with the appropriate graphs. Ss compare their answers in pairs. T. checks answers as a class. Key: a/ rise / increase steadily b/ fall / decrease sharply c/ stay the same / remain stable / level off d/ fluctuate e/ rise / increase sharply f/ fall / decrease steadily - T. asks Ss to study the examples given and rewrite the sentences in the space provided..

<span class='text_page_counter'>(17)</span> Activity 2: Rewrite the sentences without changing their meaning.(10’) Examples  The number of young people working on farms has decreased sharply over the past years.  There has been a sharp decrease in the number of young people working on farms  The number of urban inhabitants rose by 15% from 1990 to 1995.  There was a rise of 15% in the number of urban inhabitants from 1990 to 1995. 1/ The migration of young people to big cities has risen dramatically.  There __________________________________ 2/ Due to shortages of jobs, there has been a decrease in the population in rural areas in the last ten years.  Due to shortages of jobs, the population _______ 3/ The urbanisation rate in Indonesia increased by over 30% from 1969 to 2009.  There _________________________________ 4/ There was a sharp rise in the rate of urbanisation in South Korea during the period between 1969 and 1989.  The rate of urbanisation _____________________ 5/ The urbanisation rate in this city decrease slightly during the economic crisis in 2008.  There was ______________________________ Activity 3: The line graph below shows the urbanisation rate in South Korea and Indonesia. Write a description (of about 150 words) of the trends in the graph. (20’). Indonesia. - Ss rewrite the sentences and check their answers in pairs. - T. checks answers as a class. Key: 1/ There has been a dramatic rise in the migration of young people to big cities. 2/ Due to shortages of jobs, the population in rural areas has decreased in the last 10 years. 3/ There was an increase of over 30% in the urbanisation rate in Indonesia from 1969 to 2009. 4/ The rate of urbanisation in South Korea rose sharply during the period between 1969 and 1989. 5/ There was a slight decrease in the urbanisation rate in this city during the economic crisis in 2008. - T. asks Ss to write the first draft of their line graph description. - Ss exchange their drafts in pairs for peer review. - T. encourages Ss to comment on the content, structure, clarity of expression, grammar and spelling. - T adds any additional feedback if necessary. - Ss revise their drafts based on their partners’ comments and T’ feedback. - T collects Ss’ final pieces of writing for checking and marking. Suggested answer The line graph shows the rate of urbanisation in two countries, namely Indonesia and South Korea, from the mid-1960s to 2009. In the mid-1960s, the rate of urbanisation in Indonesia was about 17%, followed by a slight increase of 3% in 1969. Then the rate remained stable at around 20% for a ten-year period from 1969 to 1979. In the next fifteen years, there was a steady rise in the rate of urbanisation in this country. From 1995 to 2009, Indonesia’s urbanisation rate increased sharply, reaching over 50%. South Korea’s urbanisation rate was about 30% in 1969, roughly 10% higher than that of Indonesia. The rate went up sharply throughout the next thirty-year period to about 82% in 2005, and then levelled off towards.

<span class='text_page_counter'>(18)</span> 2009. In conclusion, it is clear that while both countries experienced a growth in their urbanisation rate, in South Koreait almost doubled by the end of the period.. South Korea. III. Homework: (1’) Prepare for COMMUNICATION and CULTURE. E. Evaluation: Ss found it difficult to rewrite the sentences in 2 because the misunderstanding in using adjective and adverd (slight or slightly). In 3, The teacher elicits Ss’ ideas by asking some questions about the graph, which is useful.. Week … Period 16. Date of preparation: ………………………... UNIT 2: URBANISATION (Communication and Culture) A. Objectives: To help Ss further speaking practice related to the unit topic. To help Ss develop comprehension skills and check Ss’ understanding of the text about urbanisation in Bangkok. B. Method: Integrated, mainly communicative. C. Teaching aids: Textbooks, pictures, posters, handouts. D. Procedure:. Teacher’s activities. Students’ activities. I. Lead-in: Complete the following sentences, using the Class - Individual work - T asks Ss to complete the words in the box (6’) sentences with the words in sustain sustainability sustainable the box. unsustainable - Ss compare their answers in 1/ In an uncertain future, a city together with its pairs or groups. surrounding countryside will be more ___________ if it is relatively self-sufficient. 2/ Kangaroos can __________ high speeds over long distances. 3/ To achieve genuine__________, cities and their. Feedback: 1/ sustainable 2/ sustain 3/ sustainability.

<span class='text_page_counter'>(19)</span> countryside should foster community among their people 4/ The consumers addicted to luxury spending, refused to deal with their ______________ credit card debt until it overwhelmed them.. 4/ unsustainable => T. introduces the new lesson. II. New lesson: Communication and Culture. Group work - T asks Ss to practise asking and answering the questions. - Ss work in groups. T. have Ss take notes of their partners’ answers, and help them to express their ideas if necessary. Key: 1/ Sustainable urbanisation is an urbanisation process that ensures better urban planning, efficient infrastructure, equal access to educational resources and other facilities. 2/ a, b, e 3/ Students’ answers. A. Communication: Activity 1: Discussion (8’) 1/ What is sustainable urbanisation? 2/ Which of these processes can contribute to sustainable urbanisation? a. Better urban planning b. Efficient infrastructure c. Increased water, air and industrial pollution d. Lack of exercise e. Equal access to educational resources 3/ What do you think the government and local authorities should do to ensure sustainable urbanisation in Viet Nam? Activity 2: Presentation (10’). B. Culture: Urbanised Bangkok Activity 1: Look at the two photos of Bangkok, Thailand. What aspects of city life do they show? (5’). - T asks each group to choose one person to report the group’s ideas to the rest of the class. - Other students listen and ask questions to clarify any points in the groups’ reports. - T. asks Ss to look at the two pictures and encourage them to talk about the aspects of an urbanised Bangkok that are shown in the pictures. Suggested answers: It is a fastgrowing city. The first picture shows modern Bangkok with its improved infrastructure and high-rise buildings. The second one shows the other side of urbanisation, such as the growth of slums and urban poverty..

<span class='text_page_counter'>(20)</span> - T asks Ss to read the text individually to get an overall idea about its content, read the questions and underline the key words that can help them to locate the information in the text to answer the questions. - Ss compare their answers in pairs or groups Activity 2: Read the text about urbanisation in Bangkok. T. checks answers as a class. Answer the questions: (8’) 1/ What is the role of Bangkok in Thailand? 2/ What benefits has urbanisation brought about? 3/ What problems has urbanisation caused? - Ss work in pairs or groups to express Key: their opinions on urbanisation. 1/ Bangkok plays an important role in Thailand. It has - T. encourages all Ss to answer the been a capital city for over 200 years. The growth of question. Bangkok is the world’s window on the growth of - Ss present their opinions to the class Thailand. - T. gives appropriate feedback 2/ It has brought about economic, social and cultural whenever needed. benefits. 3/ The drawbacks include the growth of slums, social issues such as drugs and crime, traffic congestion, and environmental pollution. Activity 3: Discussion (7’) If you had the opportunity, would you migrate to a city like Bangkok? Why / Why not?. III. Homework: (1’) Prepare for LOOKING BACK and PROJECT E. Evaluation: The procedure is suitable. Week … Period 17. Date of preparation: …………………….. UNIT 2: URBANISATION (Looking back and Project) A. Objectives: - To help Ss review and recognize the diphthongs in connected speech. - To help Ss revise the words they learnt in the Unit. - To help Ss consolidate the use of compound adjectives and revise the subjunctive - To provide further opportunities for Ss to use the language, skills and information they have learnt in the unit. B. Method: Communicative Approach. C. Teaching aids: Textbooks, pictures, posters, handouts. D. Procedure:. Teacher’s activities I. Warm-up: (3’). Students’ activities Individual – Pair work.

<span class='text_page_counter'>(21)</span> * Find the words which have the following phonetic transcription. 1. / ɡrəʊθ /: …………… 2. / reɪt /: …………… 3. / səˈraʊndɪŋ /: ………… 4. / kəmˈpeə(r) /: ……… 5. / prəˈvaɪd /: …………. 6. / sɪˈvɪəli /: ………… Feedback: 1. growth 2. rate 3. surrounding 4. compare 5. provide 6. severely II. New lesson: Looking back and Project A. Looking back: * Pronunciation (4’) Activity 1: - Listen to the words containing diphthongs and put them in the correct box. /eɪ/ /aɪ/ /ɔɪ/ /əʊ/ /aʊ/ /ɪə/ /eə/ /ʊə/ Key: /eɪ/: age, nation /aɪ/: style, mine /ɔɪ/: destroy, noise /əʊ/: grow, hope /aʊ/: crowd, proud /ɪə/: here, near /eə/: there, wear /ʊə/: poor, sure Activity 2: Listen and mark the diphthongs. Then practise saying the sentences with a partner. (5’) 1/ He has played for this football club for more than eight years. 2/ After working for nine hours without a break, I got very tired. 3/ Despite the government environmental policies, air and noise pollution remains potentially dangerous. 4/ The process of growing and harvesting rice is unique. 5/ I’ve been unemployed for several years and still have not found a job. * Vocabulary Activity 1: Underline the correct word in each sentence. 1/ High crime rate is considered to be the worst effect of (industrialisation / urbanisation). (4’) 2/ (Industrial / Agricultural) zones are developing rapidly in the urban areas. 3/ More and more people are migrating to (urban / rural) areas to look for better job opportunities. 4/ The cost of living in big cities has (fallen / risen) dramatically over the past years. This has caused a lot of difficulties for low-income people. 5/ The talk was long and overloaded with useless information, so I switched (on / off). Activity 2: Complete the sentences, using the compound adjectives in the box. (7’) thought-provoking. day-to-day. never-ending. off-peak. upmarket. 1/ During the _______________ season, some farmers. - T gives Ss handouts and asks Ss to find out the words. - Ss do the task individually and then exchange the answers in pairs. - T gives feedback.. -T. asks Ss to listen to isolated words containing diphthongs and put the words in the correct box. - Ss compare their answers in pairs or groups - T. checks answers as a class.. - T. plays the recording and has Ss circle the diphthongs. - Ss compare their answers in pairs - T. checks answers as a class Key: 1/ played, eight, years /eɪ/ /eɪ/ /ɪə/ 2/ nine, hours, without, break, tired /aɪ/ /aʊ/ /aʊ/ /eɪ/ /aɪ/ 3/ Despite, environmental, air, /aɪ/ /aɪ/ /eə/ noise, remains, dangerous /ɔɪ/ /eɪ/ /eɪ/ Pair work - T asks Ss to underline the correct word in each sentence. - Ss compare their answers in pairs or groups. - T gives feedback. Feedback: 1. urbanisation 2. industrial 3. urban 4. risen 5. off Pair work - T asks Ss to go through the compound adjectives in the box and check if they remember the meaning of each one - Ss complete the sentences with these compound adjectives. - Ss compare their answers in pairs or.

<span class='text_page_counter'>(22)</span> go to big cities to earn extra money doing manual jobs. 2/ Big cities are full of __________________ department stores selling luxury goods to rich people. 3/ We attended an in-depth and ___________________ presentation on urbanisation and its impact on society. 4/ Governments should try to limit the _______________ growth of cities. 5/ Poor people in big cities still have to deal with many __________________ problems. * Grammar Complete the following sentences, using the correct forms of the verbs in brackets. (7’) 1/ The girls in our class proposed that our teacher (organise) _____________ a camping trip in the countryside. 2/ Miss Kim recommended that our class (divide) ________________ into six groups to work on the unit project. 3/ Lan is now living in the city. Her parents are still living in their home village. They insist that Lan (call) ________ home every day. 4/ It is important that parents (give) ____________ their children’s academic results at the end of each term. 5/ The local authority demanded that local residents (support) _____________ new migrants. B. Project: Activity 1: Choose a city or a country, and find out how it has undergone urbanisation. Think about how to organise your information. (6’) Here are some guiding questions: 1/ What’s the city / country? 2/ When did urbanisation in this city / country begin? 3/ What are the ‘pull’ factors of this area? 4/ What benefits has urbanisation brought to the area? 5/ What are the negative effects? What has caused these problems? 6/ What do you think should be done to improve the situation?. groups - T gives feedback. Feedback: 1/ off-peak 2/ upmarket 3/ thought-provoking 4/ never-ending 5/ day-to-day. Individual work Ss work individually, and then compare their answers in pairs or groups. T. gives feedback and further explanations if necessary. Feedback: 1. (should) organise 2. (should) be divided 3. (should) call 4. (should) be given 5. (should) support. Group work Ss work in groups of 4 to discuss the guiding questions and brainstorm their ideas T. encourages groups to prepare an outline for their presentation. Ss practise their presentation in groups. Activity 2: Presentation to the class (8’) * Useful tips for effective delivery of presentations: - talk naturally and avoid reading from notes - speak clearly and confidently - use appropriate intonation and vary the tone, pitch and volumn of your voice - make eye contact with your audience and involve your listeners by asking and encouraging questions - make sure you finish within the time limit III. Homework: (1’) Prepare for Unit 3 (Getting Started). -. -. T. gives Ss handouts T. has the groups give their presentations to the class, encouragres the rest of the class to ask questions and gives feedback about the content, clarity of expression and delivery Ss vote for the best presentation.

<span class='text_page_counter'>(23)</span> E. Evaluation: Project has not finished due to lack of time. It’s a good idea to have ss prepare their ideas in advance..

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