Objectives:

By the end of this unit, students will be able to:

use the words related to city life; pronounce the diphthong
sounds /aU/, /öU/, and /ea/ correctly in words and sentences;
recognise and use double comparatives and some phrasal
verbs; offer help and respond; read for general and
specific information in an announcement about a competition
to find solutions to city problems; talk about city problems and their solutions; listen for
specific information in an interview about life in some cities; write a paragraph about what
they like or dislike about city life.

WARM-UP a INTRODUCTION
Aims:
To create an active atmosphere in the class before the lesson;
To lead into the new unit.
Before ss open their books, ask ss to name some big cities in Viet Nam and
in the world. Ask some of them to tell the class what they know about
those cities (population, traffic, tourist attractions, etc.). Ask them if they
want to live there. Write their ideas on the board.
If ss are living in a town or city, ask them to describe it (population, traffic, tourist
attractions, etc.). Ask them if they like or dislike living there. Otherwise, T can:
+ Show pictures of famous cities in Viet Nam and in the world very quickly.
+ Hide the pictures and ask ss to name the cities. Show all pictures again
to check. Ask ss if they have been to any of these listed cities and if
they want to live there.
Tell ss that this unit is about city life, and they will learn about both the
pros and cons of living in a city. Write the unit title on the board. Ask ss to
open their books and start the lesson.
Share with ss the objectives of the lesson by displaying them on a
projector. Alternatively, write the objectives in a corner of the board and
leave them there and tick the objective off when the class finishes with
them.
 GETTING STARTED
It's
How is your city?
Listen and read.
Trang: Hi. Ben. Sorry I couldnt get online frang; That's fight gut new büildings eadier
in
gotstuck in atraffkjam and came rtäke the city modern and at-tr«tive. home hte. Ck3 you
rememberthe grand building

HOW IS YOUR CITY?

Ben: NO pablem.Tang. Did go by bus? ntown?
frang: NO. My dad picked me up. Ben: Ofcourse. HOW's row? When left rarely use the bus. It's and

soViet Nam, they nearly finished

With people. frong:well. rnw a shopping rrnl
Ben: mostly get aaund by undergaund. Teens lil•æ because it's modern and
fun. more reliable than the bus. Ben. you Often go there?

ACTIVITY That's great. frang: sometimes. watch movies there

Ben: gut traffic congestion is terrible With sister. want to go there more London. You
know. the more crowded Often. but it's a bit the city gets.the more congested the Ben: It's
expensive here in London, too streets are.
•rrang: Yeah and the more polluted they
rnay became There's a construction site
in my neighboufhood. It's dusty. people

Aims:
easily get itchy eyes.
Ben: It must be noisy. too. The noise
probably makes people feel stressed
sometimes.

To set the context for the introductory conversation;

To introduce the topic of the unit, the vocabulary, the sounds, and
the grammar points to be learnt.

Ask ss to look at the pictures on pages 18- 19 and answer the questions below:
1. What do you see in each picture?
2. Are the things in the pictures common in your home town?
Elicit the answers from ss. Possible answers for Question 1 are traffic jam / traffic congestion, a
construction site / some construction workers, the cinema.
Ask ss to read the first part of the exchange in the introductory conversation.
Elicit from ss that Trang and Ben are living in different cities, and Ben is in London.
Tell ss that they will listen to and read the conversation. Play the recording twice for ss to listen and
read along. The second time, have ss underline the words that are related to the topic of the unit.
Invite some pairs of ss to read the conversation aloud.
Have ss say the words in the text that they think are related to the topic City Life.
Quickly write the words on one part of the board. Comment on ss' answers.

Audio script - Track 8:

Trang: Hi, Ben. Sorry I couldn't get online earlier. I got stuck in a traffic jam and came home
late.
Ben: No problem, Trang. Did you go by bus?
Trang: No. My dad picked me up. I rarely use the bus. It's slow and packed with people.
Ben: I mostly get around by underground. It's more reliable than the bus.
Trang: That's great.
Ben: But traffic congestion is terrible in London. You know, the more crowded the city gets,
the more congested the streets are.
Trang: Yeah and the more polluted they may become. There's a construction site in my
neighbourhood. It's dusty, so people easily get itchy eyes.
Ben:It must be noisy, too. The noise probably makes people feel stressed sometimes.
Trang: That's right. But new buildings make the city look modern and attractive. Do you
remember the grand building downtown?
Ben:Of course. How's it now? When I left Viet Nam, they nearly finished it.
Trang: Well, it's now a shopping mall. Teens like it because it's modern and fun.
Ben: Do you often go there?
Trang: Sometimes. I watch movies there with my sister. I want to go there more often, but it's a bit
pricey.
 Ben: It's expensive here in London, too ...

ACTIVITY 2 Key: 1. A 2. C 3. B
o Read the conversation again and
Aim: To help ss understand the conversation.
decide if the following
statements are true (T) or false
Ask ss to read the statements and choose either True or False
(F).
for what they remember after their listening and reading.
Elicit the answers from ss. Write their answers on the board. The bus in Trang's city is
slow and crowded.
Tell them to read the conversation again to check their 2.The underground system in
Ben's city is unreliable.
answers.
3. There is a dusty and noisy
construction site near
Confirm the correct answers. Trang's house.
4.Trang thinks new buildings
Key: 1. T 2. F make the city look ugly.
s. Both Trang and Ben find shopping
malls expensive.

ACTIVITY 3
Aim: To introduce some vocabulary items related to the topic.

Ask ss to look at the pictures and guess the words and phrases
o Match the words / phrases with
that describe them.
Have ss work individually to match words and the phrases with
the appropriate pictures.
Have them compare their answers with a partner.
congested road
Invite some ss to go to the board and write their answers. 2. construction site c
3. the underground
Confirm the correct answers.
4. itchy eyes
Have some ss practise saying the words and phrases 5. entertainment centre e

again.
For a stronger class, have ss work in groups. Each group makes
sentences with the words / phrases. Then they read aloud
these sentences. Give comments.

Key: 1. b 2. c

ACTIVITY 4 o Choose the correct answer A, B, C,

Aim: To remind ss of some more words / phrases related to or D.
the topic. 1. I like getting around by , I hate the
smell of car exhaust. A. underground
B. private car
Go over the choices for each question and make sure ss
c. taxi D bus
understand them. 2. Road dust may badly affect our
stomach back
Ask ss to complete the task with a partner.
c. eyeS D leg
Check answers as a class. Confirm the correct answers and 3. There's a in my neighbourhood. It's noisy
and dusty. A. building B. construction site
explain (or ask ss to explain) them.
 c. hospital D
4. The road is narrow, so often occurs at rush hour.
traffic light traffic flow

c. traffic congestion D traffic safety

5. Many teens fancy spending their weekends in an entertainment A industry B. value

c. business D ce ntre
ACTIVITY 5
Aim: To help ss identify some common differences
between living in a city and in a village.

Set a time limit of 3 - 4 minutes for ss to do

this activity individually.
Have ss compare their choices with their
friends. They can ask each other to guess which type of
life suits them more, city life or village life.
Tell ss that in general, Options A in all
sentences describe common things in a city while
Options B are more often related to life in a village.
Take a show of hands to see which option is
more popular.
Draw a table with City life in one column and
Village life in the other column. Ask ss to add more
ideas to each column.
For a stronger class, ask ss to work in groups
and talk about the differences between living in the city and living in the
countryside. They may make comparison about accommodation, means of
transport, facilities, neighbourhood, and outdoor activities.

WRAP-UP
Ask one or two ss to tell the class what they have learnt. Draw ss' attention to the objectives
on the board or show them the slide with the objectives. Tick the objectives that have been
learnt.
Ask ss to say aloud some words and phrases they remember from the lesson.
If there is a projector in the classroom, then show the conversation and highlight some
words/ phrases related to the topic. Highlight the words that contain the diphthong
sounds /aU/, / ou/, and lee/ such as slow, around, there and tell ss to say them out loud.
Alternatively, T can open the interactive version of Unit 2 - Getting Started on hoclieu.vn and
have these key language items highlighted on the screen.
 PROJECT PREPARATION
Although the project is at the end of the unit, ss can start preparing for it in the first lesson.
The aim of this activity is to inform ss about the final product of the project and how they can
prepare for it.
Ask ss to open their books to the last page of Unit 2, the Project section, look at the pictures
and say what the topic of the project is (A city in the future).
Explain the project requirements: In groups, ss will have to discuss with each other about the
features of a city they want to live in in the future, using the ideas given in the table. They
then agree upon a kind of product to demonstrate their answer. The suggested product is a
poster presentation, but
ss are free to make any other products, e.g. a model, a short movie, or a PowerPoint presentation to
present their plan. Their poster should include pictures, drawings and / or photos to illustrate the
features of the future city. The poster should be well-organised so that readers see key points on it.
Guide them to use the table in the book to organise their plan. Encourage them to provide as
much detailed information as possible. For example: Population: 9 million people (a crowded
city / a cosmopolitan). Tell them to include the following information:
- Name of the future city
- The population of the future city
- The types of house people will live in
- The means of transportation that people will use
- The kinds of school and number of schools in the city
- The kinds and / or places of entertainment in the city
If they find it difficult to come up with ideas for the plan, show them some photos
or videos from science fiction films about future cities.
Put ss into groups and have them choose their group leader. Have them discuss
and decide on their product. Then ask them to assign tasks to each group member, making
sure that all group members contribute to the project work.
Help ss set a deadline 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
topicrelated or functional language they need, e.g. crowded, skyscrapers, tree house, well-organised
public transport, computer games, etc., and solving any other problems that may arise with their
projects.

projects.

WARM-UP
 Jumble the letters in some words about the city that ss learnt in Getting Started (e.g. congested road,
underground, noisy, dirty, itchy, entertainment centre, etc.).
Have ss compete in teams to unscramble them. Lead into the lesson.
Share with ss the objectives of the lesson by displaying them on a projector. Alternatively, write
the objectives in a corner of the board and leave them there and tick the objectives off as the
class finishes with them.
A CLOSER LOOK 1
Vocabulary Vocabulary
ACTIVITY
o Match the words / phrases with
Aim: To present some words and phrases about the city. their explanations.
a. an underground train
Prepare some pictures (or show on slides some pictures) of downtown
system b. a city or
the following things: a crowded city centre area (downtown), a part of a city
lot of buildings (concrete jungle), a sky train, a metro, some 2. concrete with many buildings jungle
next to each other
public facilities like a park, playground, bike path (public
c. the centre of a city,
amenities). 3. sky train especially its main business
area

Have ss look at each picture and name what they see. Then, c. things in a
neighbourhood that make life more metro
comfortable such as parks and shopping centres
confirm or tell them the words / phrases for each picture. a type of train that runs on
public a railway high above the amenities
ground
Read aloud each word and phrase several times for
ss to repeat. Then write the words and phrases on the board
and mark the location of the main stress.

Have ss read aloud the words and phrases. Correct their pronunciation when needed.
Tell ss to work in pairs and match the words / phrases with their explanations.
Check and confirm the correct answers.

Have the whole class read aloud the words and phrases again.

EXTRA ACTIVITY
Put ss in teams of four. Each team stands in a line. As soon as
they hear a word / phrase, they need to run quickly to the board
and write that word / phrase on the board. The team with the
most number of correct answers will be the winner.

ACTIVITY 2
Aim: To help ss practise some adjectives that describe city
life.
 Go over the four adjectives under each sentence. Elicit their
meanings.
Tell ss to do this exercise individually. Tell them to read all the

sentences carefully to make sure they understand the sentences and choose the correct option.
Have them compare their answers with a partner.

Invite some ss to give the answers and confirm the correct ones. Explain the options that
might be challenging to ss.

ACTIVITY 3

Aim: To help ss use the words and phrases learnt in 1 and 2 in context.

Ask ss to say the meaning of the words and phrases in the box.
Tell them to work in pairs and choose the appropriate words and phrases to complete
the texts.
Invite two ss to write their answers on the board.
Confirm the correct answers. Ask ss to explain their choices. For example, Blank 1
should be metro because the sentence mentions public transport, and metro, like buses, is a
type of public transport.

Ask ss who they agree with, John or Jenny, and explain why. Example answer:
+ I agree with John. I think that life in the city is great. There are manygood public amenities. The
public transport system is convenient, too.
+ I agree with Jenny. City life is terrible. Cities are often too crowded. They don't have much green
space. They are not liveable.
With a stronger class, ask ss to choose one or two words / phrases and make
sentences with them.
 Havethe class say the words again in chorus, and then invitesome ss to say them individually.

compare their answers in pairs.

Play the recording for ss to check. Show them the correct answers.

Have ss practise the sentences in pairs. Invite some pairs to read the sentences aloud.
Comment on their pronunciation of the sounds.

WRAP-UP
Ask one or two ss to tell the class what they have learnt. Draw ss' attention to the
objectives on the board or show them the slide with the objectives. Tick the objectives that have
been learnt.
Grammar
Double comparatives
WARM-UP

Show ss a picture of two bowls of spicy noodles. The second bowl of noodles has more
chillies than the first one.
Ask ss which bowl of noodles they prefer.
Put a tick below the first bowl and two ticks below the second bowl and tell them that
the number of ticks shows T's preference. Elicit from ss a sentence with comparative structure (l like
the second bowl more than the first bowl.).
Tell ss that today they are learning another structure of comparison of adjectives.
Introduce the objectives of the lesson. Write the objectives in the left corner of the board.

ACTIVITY
 even more chillies than the second bowl. Put three ticks below Double comparatives

this picture. Remember!

We use the with comparative adjectives
Write the sentence "The hotter the noodles are, the more to show that one thing or situation
depends on another.
delicious they get." Underline "the hotter" and "the more Example:
The more developed the city is, the more
delicious". Check if they understand the sentence. crowded it becomes.
The nearer we got to the suburb, the less
busy the road was,
Tell ss that they can use "the" with comparative adjectives to
emphasise that one thing depends on another. o Choose the correct option to
complete each sentence.
Lan isn't home yet. The later more late
Draw their attention to the form: The + comparative adjective 1 it gets, the more worried I get about her.
2. He wants a new house. The larger
+ clause 1, the + comparative adjective 2 + clause 2. Remind them the house is, the comfortable more
comfortable he feels.
that there must be"the"before the comparative form of adjective. 3. She thinks the bigger the city is,
higher the higher the cost of living
gets.
4. The famouser more famous the city
is, the higher number of tourists it
Go through the Remember! box with ss. Use the given can
attract.
examples to reinforce the grammar point. 5. The larger population the town has, more
difficult the more difficult it is to find a job.
Ask ss to look at 1. Do the first sentence with the class as an
example.
Tell ss to complete individually, then check their answers with a partner.
Invite some ss to share their answers. Confirm the correct answers. Explain or elicit explanations from
ss.
ACTIVITY 2
Aim: To help ss use the grammar point correctly with attention
to form and meaning.
2.

Tell ss to find a mistake in each sentence and correct it. Tell them to
read the sentence carefully and pay attention to the
meaning of each sentence. 3.

Ask ss to do this exercise in pairs.

4.

Invite one or two ss to write the mistakes and their corrections

on the board.

Check answers. Ask ss to explain the meaning of each sentence 5.

after correcting the mistake.
Phrasal verbs (2)
ACTIVITY 3 Phrasal
(2)
verbs
verb
word
Match a
phrasal with a

e
suitable
column B.

get around carry

3. out come down
with hang out
4. with cut down
5. on

Ask ss to recall the phrasal verbs in Unit 1. Tell them that they will learn five more phrasal verbs in
this lesson.
Ask ss to do 3 individually. Tell them that they can guess if they are not sure.
Check the answers as a class. Write the correct matches on the board.
Elicit the meaning of each phrasal verb (get around = move from place to place / go to a lot of
different places, carry out = conduct, come down with = catch (a disease), hang out with = spend a lot
oftime with sb, cut down on = reduce).
Check ss' comprehension by asking them some questions, tell them to translate the phrases
into Vietnamese, or play Slap the board game.

ACTIVITY 4 o Complete each sentence with a

phrasal verb in . You can
Aim: To help ss practise using phrasal verbs learnt in 3 in change the form of the verb
when necessary.
sentences. I'm a cold. I have a runny nose and a sore
throat.

Tell ss that they will work in pairs and complete 4. 2. We all need to using our cars and ride
our bikes more to reduce air pollution.

Set a time limit for them. Then call on one or two ss to write the 3. When I was in town, I chose to by bus.
answers on the board. 4. Where do teenagers in your
neighbourhood often each
Check the answers. Elicit explanations from ss. other?
5. The authority is a plan to solve traffic
Key: congestion in the downtown area.

1. coming down with 2. cut down on 3. get around

4. hang out with 5. carrying out

EXTRA ACTIVITY
Have ss play a quick game such as Find someone who ... Ask them to copy the following table into their
notebooks. Then, tell them to ask their classmates to find at least one person who says "Yes" to each
statement. The person who finishes their table first and says "Bingo!" wins.

Find someone who ... Name More information

1. likes getting around by public transport.
2. carried out a project last week.
3. came down with a flu or a cold last year.
4. often hangs out with friends in their free time.

5. wants to cut down on the amount of water they use

daily.

Suggested answer:
Ag ree Disagree
1. The busier Busy cities: high cost of living, congested roads, long Busy cities:
the city is, travelling time, etc. lots of
entertainmen
the more
t facilities,
unhappy parks,
its people playgrounds,
are. etc.
 2. The older Old cities: lots
the city of cultural
becomes, places,
the less historical
attractive it value, quiet
is to and safe
immigrants
.

3. Your My home town: lots of trucks and heavy lorries running on My home town:
home roads, construction sites everywhere, people playing music a small and
town very loud at night peaceful town,
should cut people mostly
down on riding bikes, no
noise big events
pollution. happening in
the town no
noise pollution
WRAP-UP
Ask ss to summarise what they have learnt in the lesson. Have ss look at the objectives written
on the board at the beginning of the lesson and tick the objectives they have learnt.

COMMUNICATION
WARM-UP

Aims:
To create an active atmosphere in the class before the lesson;
To lead into the new lesson.

Show pictures of means of transport (bicycle, tram, sky train,

car, bus). Ask ss what means of transport they know, and

what might be common means of transport in cities.
Tell ss that in this lesson, they will read and talk about transport in the city. Introduce the
objectives of the lesson (ss will learn how to offer help and respond, and how to talk about
their favourite means of transport.). Write the objectives in the left corner of the board.

Everyday English
Offering help and responding
ACTIVITIES + 2
Aims:
To introduce ways of offering help and responding;
To help ss practise offering help and responding.

Tell ss a situation: "Duong's best friend is going to Singapore to study there. Duong's dad
knows that Duong wants to go to the airport to see him off. What will Duong's dad do?"
 Encourage ss to make some guesses. Possible guesses might be Duong's dad will take him to
the airport; Duong's dad will catch a taxi for him to the airport, etc.
Write on the board:"l can take you to the airport if you like." Tell ss that Duong's dad says
this sentence to offer to help him.
Play the recording for ss to listen and read the conversations between Duong and his dad,
and between Minh and Hoang. Ask ss to pay attention to the highlighted language. Tell them
that these are two common ways to offer help.
Ask ss what Duong and Hoang say to accept the offers.
Have ss read aloud the conversations as a class first, then practise them in pairs. Call on some pairs to
act out the conversations in front of the class.

Audio script - Track 1 1:

1. Duong's dad: I can take you to the airport if you like.
Duong: Thanks, Dad.

2. Minh: Would you like me to give you a ride home?

Hoang: Thank you. That's so kind of you.

Transition from Everyday English to Transport in fhe cify

Choose two strong ss (A & B) in the class. Tell them to imagine B is new to the city and he / she
doesn't know how to use the public transport system. Tell A to offer help to B and B to respond to A's
offer. Possible offers may include showing how to get to the train station, to buya bus ticket, or to
use the sky train system.
Tell ss they are going to read the opinions of some students about their favourite means of
transport in the city.

Transport in the city Transport in the city

Work in pairs. Read the descriptions ofthree teenagers about their means
oftransport. Then complete the table below.

ACTIVITY 3 Hoang: ofHa Noil b live use in the my bike suburbstomeans Qotado: oftransportintvhr' favourite
Kathy: Melbourne lwe It the offers tramina
get aroundAt'g convenient Bangkok is the sky train. discount for students
because can ride itto It's crovmed at rush hour, Sometimes the tram is places where the bus
line but it's alvrays on time, late, but
Aims:doesn't but bike might can reach avoid be a Going trafficjamsbit slow,by time trafficjams, doesn't travellingget so stuck caninsave a
updates kno„v smartphone in its advance arrival app, andonso

arrange,mytime easily,
To provide ss with information about three means of Name FeVöürite meenS Advantage(S) Drawba ck(s) Why using it transport in the city; Ch HoangDIada (2)bike Convenienton-Cime

slowat rush hour avoid save travel timeling(Ij

To give ss an example of a structure for their talk. Vathy (5) arrange easily time

Use the pictures in Warm-up. Ask ss to scan the text and point out which means of transport
are mentioned (bike, sky train, tram).
Have ss work in pairs. Assign one description for each pair to read and complete the gaps in
the table.
Invite some pairs to share their answers. Confirm the correct answers.
Put three pairs who read different descriptions together. In their group, they describe the transport
that they have read about.

Key: 1. traffic jams 2. sky train 3. crowded 4. tram 5. discount

Cultural notes for teachers:

The Bangkok Mass Transit System, commonly known as BTS Skytrain, started to operate in
1999. It covers a length of more than 70 kilometres in the city and serves about 108 million
passenger trips each year.
Trams are a major form of public transport in Melbourne, Australia. They started to operate in 1885.
As of May 201 7, the tram system covers a length of 250
kilometres. They serve more than 206 million passenger trips each
year.

Tell ss to make notes about the means of transport they are using, following the given

outline. They can look at the table in 3 for an example.

Monitor and provide support when needed.
When they finish their outline, tell them to talk to a friend using the notes they have
prepared.
ACTIVITY 5
Aim: To provide ss with a chance to talk about their familiar means of transport.

Form new groups of four ss. In their groups, ss take turns to talk, using their notes in 4.
Monitor and provide support when needed.
 Comment on Ss'talks.
Suggested answer:
I go to school by bus every day. It is convenient because there are bus stops near my house
and my school. The bus is clean and on time. It is very crowded at rush hour, but it has air
conditioning, so it is cool. That's why I choose to use it.

EXTRA ACTIVITY
Ask ss which ofthe three means of transportation in the reading text they have used or would
like to use. Give them a little time to think of how they felt when they used them and / or
why they would like to use them.
Have ss share their thoughts with a partner.
Put ss in groups of three or four. Have them share their thoughts with other group members.

Encourage them to ask questions for further details and answers.

WRAP-UP
Ask ss to summarise what they have learnt in the lesson. Have ss look at the objectives written
on the board at the beginning of the lesson and tick the objectives they have learnt.

WARM-UP
Aims:
To create an active atmosphere in the class before the lesson;
To lead into the new lesson.

Make a mind map with "City Problems" in the centre. Ask ss to list some problems of living in
the city. Write their ideas in the mind map and keep it there throughout the lesson.
Tell ss that they are going to read and speak about some problems of city life and their
solutions.
Introduce the objectives of the lesson. Write the objectives in the left corner of the board.

Reading
SKILLS 1
ACTIVITY Reading o Work in pairs. Match the words / phrases
with their pictures.
food
- learrmng space

Aim: To activate ss' vocabulary of the topic of the reading

text. cafeteria

Have ss work in pairs and match the given words /

phrases with the pictures.
 Check the answers as a class.
Tell ss to find these words and phrases in the reading text
and highlight them.

ACTIVITY 2
Aim: To help ss develop the skill of reading for gist. part ofan announcement about the Teenovator competition.
e Read Match topics in the competition with theirwinners. There is one
topic.
the topics:

Tell ss that they are going to read part of an announcement about List of street-safe cit/
A. The smart cit/
B.The teen-friendly city' food-
Thewaste-free City

the winners of the Teenovator competition. Ask them to skim andsuggeSt;SOlu€ionsJHere is

the announcement and name the winners (Central School, Central School 3. Helena Wilson

Bookworm Team, Helena Wilson). Theysee that the more BookwormTeam Helena realises that
developed a city is the Thisteam feels that there are too
more food people throw manypublicamenities many'vehicles around
avvay, They suggest particularly the cit./ school gates Thisis
carrying -outa project
Ask ss to skim the text again and underline the city problem that each
library, are not teen- unsafe for children
which turns food friendly -mey suggest a whowalk
uasteinto energy'. list fchanges so that the
Students would sort t) school She suggests
library can attract more that the cit./authorities
their leftwers at school teens Some fthem
winner has found (Central School - the amount offood people throw canteens. Anearby not allog cars atschool
include designing lively gates at drop-offand
would mme to take the learning spaces for teens
food '"aste and processit pick-up times In
and having teen's
away, Bookworm Team - city library is not teen friendly, Helena into biogas livourite desserts in the
cafeteria
addition,the/should not
let mliorbikes park on
the pavement near
Wilson - too many vehicles around school gates). school gates
 Ask ss if these problems are solved, how the city will be like (less food waste, teen-friendly library,
safety in front ofschool gates).
Tell ss that they will now match a topic in the competition with the winner. Let ss do the
exercise
individually.
Check answers as a class.

Key: 1. C 2. B
o Read the announcement again.
ACTIVITY 3
Choose the correct answer.
How often does the City Teen Council
Aim: To help ss develop the skill of reading for specific organise the Teenovator
competition?
information. Once a year.
B. Twice a year.
Have ss review how to do this multiple-choice exercise. c. Every two yea rs.
D. Every three years.
Briefly tell them the steps: read the questions, underline the
2. Who would partner with Central
School
keywords in each question, locate the keywords in the text, and in Topic 1?

find the information to answer the question. The city council.

B.The university's canteen.
c.A biogas factory.
Ask ss to repeat the steps if necessary.
DA nearby farm.
Ask ss to do the exercise individually and then check their
3. What does the word "them" in Topic
2
refer to?
answers in pairs.
Teen users.
Invite a student to write their answers on the board. Confirm B. Changes.
the correct answers. Explain or have ss explain the answers. c. Learning spaces.
D. Libraries.

4. Which topic has an individual winner?

Key: 1. A 2. D 3. B
Topic 1.
B.Topic 2.
Transition from Reading to Speaking
To connect the reading and the speaking parts, expand the mind C. Topic 3.
D.All topics.
map in the Warm-up. Ask ss to add more ideas about city
problems 5. Which ofthe following is INCORRECT
and solutions from the reading text to the mind map. about Helena Wilson?
She suggests banning bikes at school
Suggested information to add to the mind map: gates.

Problem 1 : food waste She wants the city authorities to

take action.
Solution: a farm comes and takes leftovers at school canteens. c. She thinks cars moving near school

They process them into biogas. gates can cause accidents to children.
D. Her concern is road safety around
school for children.
Problem 2: not teen-friendly city library
Solution: design lively learning spaces, add teen's favourite desserts in the cafeteria's menu
Problem 3: too many vehicles around school gates
Solution: not allow cars at school gates at special hours, no motorbike parking on the
pavement near school gates
Speaking
ACTIVITY 4
Aim: To help ss prepare ideas to talk about city problems
and solutions.
Ask ss to work in pairs and add as many details of the city
problems and their solutions in the mind map as possible.
Alternatively, ss can use problems given in the textbook
and think of solutions to them.
Ask pairs to share their answers with the class.

ACTIVITY 5
Aims:
To help ss practise talking about city problems and
solutions;
To help ss practise speaking in front of other people
(public speaking).
Elicit from ss some useful structures for starting a talk and
introducing problems and solutions (In this talk, IW talk about
some problems and their solutions. / There are several
problems ... / To solve the problems, we should )
Speaking

o Make a list of city problems and some solutions to them. Example:

Problems Solutions
Dirty streets Tell people
to throw
rubbish
away
properly
Lack of green Plant more

spaces trees
o Work in pairs. Talk to
your friends about
the city problems
and suggest
solutions to them.
You can use the
ideas in4
Now report your
discussion to the
class.
You can use the structures
below:
There are several
problems in our city.
First, Second, To solve
these problems, the city
can Another solution is
By doing so, the city can
be a more liveable place.
o Have ss work in pairs. Tell them that they will talk to each other about city problems and
solutions. They could use their notes when talking.
Remind them that they can use the given template in the book in their talk.
Set a time limit for pair work. Go around, monitor, and support when
necessary.

o Invite some ss to share their discussion to the class.

Ask other pairs to listen and give comments. Comment on ss' answers.

Suggested answer:
We think that there are several problems in our city. First, some streets are dirty. Many
people put rubbish on the pavement or near the walls. Second, the city looks like a concrete
jungle. It lacks green space and the air is not fresh. To solve these problems, the city
authority should instruct people to throw away rubbish properly. Another solution is to plant
more trees even on the roofs of high buildings. By doing so, the city can be a more liveable
place.

EXTRA ACTIVITY
Have ss work in five groups and assign one of the following roles to each group: the local
authority, the school board, the local television channel, the local newspaper, and the
student association.
Choose two city problems, e.g. food waste and crowded traffic in front of school gates. Have
groups think of solutions to these problems from the perspectives of their assigned roles.
After a certain amount of time, organise a meeting among representatives of the groups.
Have them present their solutions to the whole class and come up with an action plan to
solve the problems.

WRAP-UP
Ask ss to summarise what they have learnt in the lesson.
Have ss look at the objectives written on the board at the beginning of the lesson and tick
the objectives they have learnt.
WARM-UP

To create an active atmosphere in the class before the lesson;

To lead into the new lesson.
Show photos or a video of a modern and beautiful city. Ask ss if they like the city and why.
Lead to the new lesson: Listening and Writing lesson about advantages and disadvantages of
city life.
 Introduce the objectives of the lesson. Write the objectives in the left corner of the board.

Listening
ACTIVITY

Aim: To prepare ss for the listening text.

Tell ss to look at the given phrases and ask them to tick the things
they want in their home town.
Invite answers from ss.
Tell ss that these phrases will appear in the listening, so
they should pay attention to them.
ACTIVITY 2
Aim: To help ss develop the skill of listening for
specific information.
Tell ss that they are going to listen to three teenagers talking
about what they like and dislike about their cities.

Have ss look at the statements. Elicit from them the keywords

in each statement. Remind them that they need to listen
attentively.

Play the recording and ask ss to listen and decide if the information
is true or false according to the recording.
Ask one or two ss to go to the board and write their answers.

Have other ss work in pairs to compare their answers.

Confirm the correct answers. Play part of the recording again
when needed.

Narrator: In today's show, we ask three teens how they feel about living in their cities and
how to make it a more liveable place. Hi, Tom. Do you want to start first?
Tom: Hi everyone. I love my city. It has good parks, libraries, and cinemas. However, traffic is
getting worse, and the buses are quite old and uncomfortable. I think they should
widen the roads and have more air-conditioned buses.
Narrator: Thanks, Tom. How about you, Elena?
Elena: Well, I'm not happy with my city. The only place teens can find entertainment is a
shopping mall but it's very costly, so I don't like it. I want more free sports facilities
so that we can do physical activities.
Narrator: Nice idea, Elena. And what about your city, Chi?
Chi: It's really convenient living in my city. There are food stalls at almost all street corners.
Many teens like street food and are too lazy to cook on their own. I think schools
and parents should warn them about the hygiene risks of street food. Parents
should also teach their children how to cook.
 o Listen again. Choose the correct
ACTIVITY 3 answer A, B, or C. 13
Where might this interview come from?
Aim: To help ss develop the skill of listening for main ideas A chat show.
and
B.A documentary.
specific information. c.The daily news.
What is a problem in Tom's city?

Some buses don't have air-conditioners.

Tell ss that they are going to listen to the speakers again and
B.There are no parks.
choose the correct answer.
Some roads are too wide.
What change does Elena suggest for her
Have ss read the questions and underline the keywords in each city?
A new shopping mall.
question. Elicit from ss that Question 1 helps practise listening
B. More free sports facilities.
for gist. More modern sports centres.
Chi thinks that should tell teens about the
Play the recording and ask ss to listen again and choose the drawbacks of street food.
parents and the city council
correct answer. Then ss work in pairs to compare their answers.
B. the city council and schools
parents and schools
Check the answers with the whole class. Ask ss to explain their
choices. Confirm the correct answers.

Key: 1. A 2. A 3. B
Audio script - Tracks 12 + 13:
Transition from Listening to Writing
Ask ss to work in pairs and recall information about Tom, Elena, and Chi. Note down the answers
to the questions.
What does each person like about life in their city?
What does each person dislike about life in their
city?
Suggested answer:
What does each person like about What does each person dislike
life in their city? about life in their city?
The traffic is getting worse. The
It has good parks, libraries, and
Tom buses are quite old and
cinemas.
uncomfortable.
The shopping mall is very costly. It
Elena There is a shopping mall.
lacks free sports facilities.
It's really convenient. There are food Many teens like street food and are too
Chi stalls at almost all street corners. lazy to cook on their own.
This activity is a natural transition to 4 and serves as a model for ss' answers in 4.

Writing Key:
What I
ACTIVITY 4 What I like about city life
life
Aim: To brainstorm ideas and make an outline for easy shopping t
Ss'writing. good health n
service beautiful p
Have ss work in pairs to put the phrases in the correct buildings green c
column. space h
Have some ss present their answers or write their answers on
the board. Confirm the correct answers.
 o Work in pairs. Put the phrases from
ACTIVITY 5 the box in the correct column.
too much noise easy shopping
Aim: To help ss practise writing a paragraph about what good health service air pollution
high crime rate heavy traffic
they like or dislike about living in a city. beautiful buildings green space
What I like about What I dislike
Tell ss to look at the outline in 5. Tell them that they about city life
city life
should follow this structure when writing the paragraph. Write a paragraph (about 100
words) about what you like OR
Ask ss to write their paragraph individually based on the
dislike about living in a city. You
table in 4. Remind them that they do not need to use all can use the ideas in or your own
the suggested ideas, and that they can add their own ideas.
ideas. You can use the following outline:

When ss have finished, if time permits, check one writing

I love / dislike city life. First,
in class. Otherwise, collect some writings to correct at Second,
home.
Third,
Suggested answer:
In conclusion,
Writing

I love city life. First, it is very convenient to live in the city. The public transport system
reaches almost all areas of the city, so it is easy for me to get around. In addition, there are
many shops that sell all kinds of goods, so I can buy almost everything I need. Second, the
city often has many good schools and hospitals. Therefore, people here can enjoy quality
education and healthcare. Finally, city life is exciting. There are many entertainment places
for me and my friends. For example, we can hang out at shopping malls, watch movies at the
cinema, and visit beautiful parks downtown. In conclusion, I find the city a really liveable
place.

EXTRA ACTIVITY
Prepare a handout of the sample writing but remove supporting sentences. The handout may
contain information like this "l love city life. First, it is very convenient to live in the city.

. Second, the city often has many good schools and hospitals. Finally,
city life is exciting. . In conclusion, I find the city a really liveable
place."
Put ss in groups of four or five. Tell them that they are going to complete a paragraph by
adding supporting sentences to it. When the teacher says "Move", they have to stop writing
even if they are in the middle of a sentence. Then they give their paper to the person next to
them and this person will continue writing where they stopped.
After a certain time, collect ss' work and give feedback to some of them with the whole class.
Alternatively, ss can swap their work and do peer feedback before whole-class feedback.
WRAP-UP
Ask ss to summarise what they have learnt in the lesson. Have ss look at the objectives written
on the board at the beginning of the lesson and tick the objectives they have learnt.

LOOKING BACK
Encourage ss not to refer back to the unit. Ask them to keep a record of their answers to each
exercise so that they can use that information Vocabulary to complete the self-assessment table at
the end of the unit. Choose the correct answer to
complete each sentence below.

Vocabulary 1. It takes Jane 30 minutes to travel from

her house in the suburbs downtown
ACTIVITY to her office in the city centre.
2. Minh prefers the metro sky train.

Aim: To help ss revise the vocabulary items they have learnt in underground He finds it more than comfortable above the to ground.go

the unit. 3. The city centre is now packed with high buildings. It looks like an ugly public amenity concrete jungle Have ss do this activity
individually then compare their answers 4. He loves the nightlife of his city.
with a partner. He thinks that it is lively noisy

Ask for ss' answers or ask one student to write his / her answer on 5. It Ho is Chi elweys Minh full City of is activities.a slow bustling city. the board.

Confirm the correct answers.

o Fill in each gap with a word from

Key: the box to complete the passage.
1. suburbs 2. metro 3. concrete jungle congestion peaceful safe

4. lively 5. bustling liveable itchy

Mia lives in a small town.
In the past, there were

ACTIVITY 2 not many people

living in the town,
so it was rather
quiet and

Now
adays, Aim: To help ss revise the vocabulary items they have learnt in it is totally
different.
The more crowded the town is, the less
the unit and use them in a text. (2) it becomes. Crime rates are
increasing quickly. Moreover, many car
drivers don't obey

Have ss read the passage and complete the blanks with the traffic rules, so they
indirectly cause
given words. traffic (3)
Construction sites are

Ask them to share their answers with a classmate. everywhere in the town.
Invite some ss to write the answers on the board. Confirm the The dust and dirt from these
sites have
caused many problems for people's
correct answers. health, for example (4) eyes
runny noses, and acne. All these things
Ask ss if they like or dislike Mia's town. make Mia feel that her town is not as
(5) as before.
 Key: 1. peaceful 2. safe 3. congestion
4. itchy 5. liveable
Grammar
ACTIVITY 3
Aim: To help ss revise some

phrasal verbs at the

sentence level. Ask ss to

list phrasal verbs they

have learnt in the unit.

Have ss do this exercise

individually then compare
their answers with a
partner. Call on some ss to
give the answers. Confirm
the correct answers and
write them on the board.
Key: 1. 2. out 3. down
away on
4. out 5. down with
ACTIVITY 4
Aim: To help ss revise
double comparatives and PROJECT
phrasal verbs.
Recall the structure of
double comparatives ss
with a partner.
Work in groups.

Invite some ss to share their answers. Confirm the answer keys. o Imagine a future cttyp.l would Prepare a poster presentation like to
lix,e in. Complete the table. on your future city. use the
information from pur table in My future.

population o Present your poster ofthe future Types of ho city to your

class.

a portation

PROJECT
Entertainment

I Now can
usethe words about city life pronounce the diphthong
sounds leu/. /eu/, and /ea/ correctly in words and senten ces
recognise and use double comparatives and some phrasal

Aim: To provide an opportunity for ss to develop their

verbs offer help and respon d read an announcement abouta
competition to find solutionsto Cty problems ftalk about Cty
problerrs an d theirsolutions to an interviewabout life in
some cities write a paragraph about what like or dislike
about city life

research and collaboration skills and to practise giving

an oral presentation.
Lint Life 27

As ss have prepared for the project throughout the unit, the

focus of this lesson should be on the final product, which is a
poster presentation of the future city.
 Have ss work in their groups. Give them a few minutes to prepare for their presentation.
Give ss checklists for peer and self-assessment. Explain that they will have to tick
appropriate items while listening to their classmates' presentations and write comments if
they have any.
The presenters should complete their self-assessment checklists after completing their presentation. If
necessary, go through the criteria for assessing their talk to make sure ss are familiar with them.
Invite the assigned groups to give their presentations. Encourage the rest of the class to ask
questions at the end.
Give praise and feedback after each presentation. T can summarise the feedback given by other ss and
add any other comments. T can also give ss marks for their presentation as part of their continuous
assessment.

FEEDBACK FORM FOR POSTER PRESENTATIONS

1. Self-assessment
Comments (in
Tick where
English or
appropriate
Vietnamese)
DELIVERY

1. I greeted the audience.

2. I spoke clearly and naturally.

3. I cooperated with my group members when

delivering the talk.
4. I interacted with the audience.

5. I concluded my part of the talk appropriately.

DESIGN OF THE POSTER

1. Our poster was clearly organised.

2. Our photos and drawings were suitable.

CONTENT: Our presentation includes the following
information:
- name of a future city

- the population of the future city

- the types of house people will live in

 the means of transportation that people will use

- the kinds of school and number of schools in the city

- the kinds and / or places of entertainment in the city

2. Peer assessment
Comments (in
Tick where
English or
appropriate
Vietnamese)
DELIVERY

1 . The presenters greeted the audience.

2. The presenters spoke clearly and naturally.

3. The presenters cooperated when delivering their talk.

4. The presenters interacted with the audience.

5. The presenters concluded their talk appropriately.

DESIGN OF THE POSTER

1. Their poster was clearly organised.

2. Their photos and drawings were suitable.

CONTENT: The presentation includes the following

information:
- name of a future city

- the population of the future city

- the types of house people will live in

the means of transportation that people will use

the kinds of school and number of schools in the city

- the kinds and / or places of entertainment in the city

NOW CAN ...
Ask ss to complete the self-assessment table. Identify any difficulties, weak areas, and provide further
practice.
Objectives:
By the end of this unit, students will be able to:
use the words related to students' life and schoolwork;
 correctly pronounce the sounds /h/ and / r/ in words and sentences; use modal verbs in
first conditional sentences; ask for repetition and respond;
read for specific information about how someone could have a well-balanced life when he /
she was at school;
talk about how to have a well-balanced life as a secondary student;
listen for specific information about how some students
manage their time; write a paragraph about how to manage our
time effectively.