Date:April 8th,2009
Period :96
Unit 15 CITIES
Lesson READING
I. Objectives: By the end of this lesson, students will be able to:
use vocabulary items related to the issue of conservation.
guess the meaning of words based on contexts and components of the words.
scan for specific information about New York city.
skim for general ideas about New York city.
II. Language Focus:
Grammar: Revision
New words: found, golbal finance, to be characterised . . .
III. Teaching Aids: cassette player, textbook . . .
IV. Procedures:

Stages/
Time
Teacher’s Activities
Students’ Activities




Warm – up
(5 minutes)
-T introduces the topic of the lesson (cities) and asks Ss name some big cities in the world that they know.
-T gets Ss to work in pairs and match the pictures on page 156 of the textbook with the correct places.
-T checks that Ss have the right answers by asking some questions:
+ What can you see in picture 1?
+ What about picture 2?
+ What makes you think it is the UN
Headquarters ? etc.




-Ss work in pairs and do the matching.







Pre –
reading



10 minutes
-T asks Ss to work in groups of four and write down as much inforamtion about New York that they know as possible.
* Suggested information:
+ Weather: humid continental climate
+ Population: 7 million people live in the city and 19 million live in the whole metropolitan area.
+ Area: 946 km2
+ Famous places: Statue of Liberty, Wall Street, Broadway District, Ground Zero . . .
Pre-teaching vocabulary
-T elicits or presents the meaning of some important new words that do not appear in task 1.
+ to be located in/at/on
+ to found (v)
+ global finance (n)
+ to be characterized by (exp.)
-T gives some examples to show the use of these words.
+ My school is located in a quiet street.
+ The school was founded in 1980
+ Hannoi is characterized by numerous lakes,
green trees and old, narrow streets.

-Ss work in groups.













-Ss listen to T’s explanation and take notes new vocabulary.





While – reading






8 minutes
Task 1 – Matching the words with their definitions
-T asks Ss to read the passage silently and then do Task 1.
-T may write the words found in Column A on the board.
-T instructs Ss to read the passage quickly and stop at the lines that contain these words to guess their meanings.
-T checks that Ss understand the words correctly by asking them to provide the Vietnamese equivalents to the words.
-T asks Ss to work individually to do the matching.
-T goes around to help Ss when necessary.
-T asks Ss for their answers and asks other Ss if they agree with their friend’s answers.
-T gives the correct answers.
* Expected answers:
1. d 3. e 5. b
2. c d. a






Whole class, individual work and pair work.







6 minutes
Task 2 – True or False
-T asks Ss to work individually to do the task.
-T asks Ss to discuss their answers with their peers.
T calls on some Ss to give their answers and asks them to explain their choices.
-T comments and gives the suggested answers.
* Suggested answers:
1. T
2. F ( . . .is ice-free all seasons)
3. T (It’s on the Hudson and Passaic rivers)
4. T (It is the home of the UN)
5. T (It’s was founded by the Dutch in 1624 and
taken over by the English in 1664)

-Ss work individually and do the task.

-Ss present their answers in front of the class.



-Ss listen T’s comment and write down the information.

6 minutes
Task 3 – Answering the questions
-T checks if Ss can answer the comprehension questions in Task 3 without having to read the passage again. If Ss cannot, T asks them to read the questions carefully and instructs them some tips to do the task.
-T gets Ss to answer the questions in pairs.
-T goes around and helps if necessary.
-T asks some Ss to present their answers in front of the class.
T gives feedback and