Giáo án Tiếng Anh 9 (Thí điểm) - Unit 2 - Năm học 2015-2016 - Đinh Thị Phương

Week 3
Period 9
UNIT 2: CITY LIFE
Lesson 1: Getting started
Writing date: 31/ 8/ 2015
Teaching date: 11/ 9/ 2015
A. Objectives: 
	By the end of the lesson, ss will be able to:
	- use the lexical items related to city life
	- listen and read Paul and Duong's conversation for specific information about the features of Sydney.
1. Language content
- Vocabulary: lexical items related to city life
- Grammar: 
2. Skills:
- Practicing skills.
 3.Attitudes:
- Ss are interested in doing exercises.
 4.Competences:
- Co-operation
- Self- study
- Using language to talk about features of Sydney.
B. Preparation
	- Materials: Ss’ books, text books, audio-visual aidsids 
	- Method: T- WC, group work, individual work
- Anticipated problems: Students may get difficulty in finding other ways for the expressions in 1d P17
C. Procedures:
Teacher's activities
Students' activities
* Warm up - puzzle - 7' 
1. Thevillage of Bat Trang lies on the bank of the Red River.
2. This kind ofhat is made in Chuong village.
3. In Hoi An you can see colourful hanging in the streets.
4. Some peoplethat a place of interest should be a well-known site.
5. The children canthe clay into many shapes.
6. Theof Ha Noi began over a thousand years ago.
7. This village isfor its wood-carving craft.
8. A place ofis sometimes simply one that people like going to.
- Write the unit title on the board. T may ask Ss to name some cities and towns in Viet Nam, especially those in or near their region.
I. Warm up - puzzle
1
2
3
4
5
6
7
8
1. C
R
A
F
T
 2. C
O
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 I
C
A
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3. L
A
N
 T
E
R
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S
4. S
A
 Y
5. M
O
U
 L
D
6. H
 I
S
T
O
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Y
7. F
A
M
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8. I
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 E
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I. New words - 5'
- Teacher use different techniques to teach vocabulary (situation, realia)
- Follow the seven steps of teaching vocabulary 
* Checking vocab: jumbled words
I. New words
- jet lag
(n):
sự mệt mỏi sau một chuyến bay dài
- light rail
(n):
tàu điện
- metropolitan
(adj):
(thuộc) thủ phủ, đô thị
- multicultural
(adj)
đa văn hóa
II. Listen and read - 15'
* Getting started
? Open your books to Unit 2. 
- Ask students some questions. 
- What can you see in the pictures?
- Do you know these two boys?
- Where are they now?
- What are they talking about?
Ss answer the questions as a class.
- T may also ask Ss what they know about Sydney by asking them some guiding questions:
Where is it?
Is it a capital city?
What is it famous for?
II. Listen and read
* Suggested answers:
- Pictures of Sydney and Ha Noi.
- Nick and Duong
- In Sydney
- Sydney (places of interest, transport...)
- In Australia
- No. The capital of Australia is Canberra.
- It's famous for Sydney Opera House, the Harbour bridge....
1.a. Complete the sentences (1aP17)
- Then play the recording and have Ss follow along.
? Read the conversation again and do the exercise individually. 
- Check and write the correct answers on the board.
1.a. Complete the sentences
1. visit 2. ancient 3. natural 4. variety 5. study
1.b. Find words in the conversation (1bP17) 
? Work in pairs to do the task.
 - Allow Ss to share answers before asking them to discuss as a class. 
? Read out the lines in the dialogue that contain the words. 
- Check and confirm the correct answers.
1.b. Find words in the conversation 
1. jet lag
2. a feature
3. reliable
4. metropolitan
5. multicultural
1.c. Answer the questions(1cP17) 
? Run through the questions
? Work individually to answer the questions.
 ? Then compare the answers with a partner. 
- Ask them to locate the information in the conversation. 
- Call on some pairs to give the questions and answers. 
- Confirm the correct answers.
1.c. Answer the questions
1. He grew up in Sydney.
2. Sydney is.
3. It is convenient and reliable.
4. Because it is a metropolitan and multicultural city.
5. In 1850.
III. Practice - 15'
1.d. Find the phrases in the conversation (1dP17) 
? Find the phrases in the conversation and practice saying them together. 
- Explain the meaning to Ss, then elicit other examples from Ss.
III. Practice
1.d. Think of other way to say these expressions from the conversation
1. How are you? How are things? How are you doing?
2. ( Are you ) recovering from the jet lag?
3. I slept quite well.
4. That’s OK/It’s no trouble/It’s not a problem/It’s my pleasure.
2. Replace the words(2P17)
- Tell Ss that most of the words they need to use are related to cities or city life. 
? Work in pairs to replace the word(s).
- Check their work, then let them read each word correctly. Check and correct their pronounciation
2. Replace the words
1. international 
2. local 
3. crowed
4. neighbouring 
5. urban
3. City quiz (3P17)
? Work in pairs. 
- Give them a few minutes to do the quiz. Award extra points for pairs who can say which country cities are in. 
- Congratulate the winners.
3. City quiz
1. A 2. C 
3. C 4. A 
5. C 6. B
IV. Consolidation - 3'
? Recall some typical features of Sydney.
V. Homework - 2'
? Learn by heart new words
? Do exercises B1, 2 P12 (workbook)
? Prepare: Unit 2: A closer look 1
IV. Homework
- Review vocabulary and structures in Unit 1
- Prepare: Unit 2: Getting started
Week 4
Period 10:
UNIT 2: CITY LIFE
Lesson 1: A closer look 1
Writing date: 03/ 9/ 2015
Teaching date: 15/ 9/ 2015
A. Objectives:
 By the end of the lesson, ss will be able to:
Use the lexical items related to city life
Identify in which situations to stress pronouns in sentences and say these sentences correctly
1. Language content
- Grammar: 
- Vocabulary: words related to city life
2. Skills:
- Practicing skills.
 3.Attitudes:
- Ss are interested in doing exercises.
 4.Competences:
- Co-operation
- Self- study
- Using language to do exercises
B. Preparation:
- Teacher: Textbook, workbook, teaching plan, CD.
- Students: Textbook, workbook.
C. Procedures:
Teacher’s activities
Students’activities
I- Warm up (5'): 
Introduction
Explain to the Ss the normal position of adjectives in sentences. Then let Ss brainstorm all adjectives they have learnt, especially adjectives connected cities and city life. Encourage them to call out as many words as possible.
- Listen to the teacher
- Work in groups
- Write on the board.
II. Vocabulary (15')
1 a Have S read through the letter so that they can understand the general idea. Ask them what the purpose of the letter is ( Jack is writing the letter to Oggy to tell about his trip to Hoi An ). Have Ss read the adjectives in the box and quickly elicit the meaning of each adjective. Have some Ss read their answer.Correct their pronunciation if needed and confirm the correct answers.
- Ss work in pairs to do the task.
Key:
1. ancient/historic 2. Warm 3. Comfortable 4. Helpful
5. fascinating 6. Historic/ancient 7. Local 8. Delicious 
b Ask Ss read the letter again and underline all the other adjectives. Have them give the meanings of these adjectives in the context of the letter. Correct their answers.
2 Have Ss read through the given adjective adjectives. Have some Ss read aloud all the adjectives to make sure they pronounce the adjectives correctly. Ask them which adjectives they know. Quickly teach Ss the adjectives they do not know.
(cosmopolitan/ forbidden
populous / easy-going)
3 Ss work individually, then compare their answers with a partner’s. ask some to write their answers on the board. Check their answers as a class.
- Individual work
Key: fabulous, sunny, small, friendly, affordable, good
- Ss work in groups and discuss which adjectives describe, or are related to, city life. Encourage them to talk about their choice.
Sample answer: Ss may have different answers providing that they can explain)
Stressful busy frightening cosmopolitan cheerful rural
Exciting forbidden populous unemployed easy-going
Delicious exhausted annoying downtown
Historic modern polluted pleased fashionable
- Ss work individually 
Key:
1. fashionable 2. Annoying 3. Forbidden 4. cosmopolitan 
 5. Modern 6. Polluted 
III. Pronunciation (15'')
Stress on pronoun in sentences
Explain to Ss that pronouns in general, and personal pronouns in particular, are normally unstressed ( weak ) in sentences, but when they are especially important, or when we want to show a contrast, they are stressed ( strong ). Give some examples. Have Ss read the yellow box in the book to fully understand the rule.
4 T plays the recording and Ss repeat. Play the recording as many times as necessary. Correct their pronounciation, especially the stressed words. Have them circle the stressed pronouns.
5 a Play the recording. Ss listen and mark the underlined words as W ( weak ) or S ( strong ). Elicit their answers and correct their mistakes. 
b Ss work in pairs to practice the mini-talks above. Go around and give support if necessary.
- Listen to the teacher
- Do as requested
Key:
1. A: Can you come and give me a hand? ( me is weak )
B: Ok. Wait for me! ( me is strong )
2. A: Did you come to the party last night? ( you is weak )
B: Yes. But I didn’t see you. ( you is strong )
3. A: Look-it’s him! ( him is weak )
B: where? I can’t see him. ( him is weak )
4. A: They told us to go this way. (us is weak )
B: Well, they didn’t tell us. ( us is strong )
Key:
1. A: Is he ( W ) there?
B: No. everybody else is, but he’s (S ) gone home!
2. A: Do you know that woman?
B: Her ( S ) ErNo. I don’t recognize her (W ).
3. A: I’m afraid we ( W ) can’t stay any longer.
B: What do you mean ‘we’ (S )? I’ve got plenty of time.
4. A: Look! Everybody’s leaving.
B: What about us ( S )? Shall we (W) go, too?
- Ss work in pairs to practice the mini-talks above
IV. Consolidation (2')
- Retell the whole lesson
.V. Homework (2')
? Learn by heart all the new words.
? Do Ex in workbook
? Prepare: Unit 1: Closer Look 2
- Answer teacher's questions.
- Say out the words 
- Take note
Week 4
Period 11:
UNIT 2: CITY LIFE
Lesson 3: A closer look 2
Writing date: 08/ 9/ 2015
Teaching date: 17/ 9/ 2015
A.Objectives:
 By the end of the lesson, students will be able to :
Use adjectives, and comparison of adjectives and adverbs correctly
Use common phrasal verbs correctly and appropriately
1. Language content
- Grammar: adjectives and comparison,common phrasal verbs
- Vocabulary related to city life
2. Skills:
- Practising skills.
3.Attitudes:
 Ss are interested in using co adjectives and comparison, common phrasal verbs
4. Competences:
- Co-oporation: work in pairs, groups, teams
- Self- study: work individually.
- Using language to talk about city life
B.Preparation:
- Teacher: Textbook, workbook , teaching plan
- Students : Textbooks, workbooks, notebooks.
C. Procedure:
Teacher’s activities
Students’ activities
I. Warm up (5'): 
Introduction
Ss have already learned the different forms of comparison of adjectives and adverbs. Tell s that this is a review section. T may help Ss recall these forms and have them give examples. Their sentences should stick to the topic of this unit.
- Ss retell the form of comparison 
II. Grammar (15')
Comparison of adjectives and adverbs: review
1 Have Ss work individually. Check their answers as a class.
- Help Ss study the REMEMBER!box. Give explanations if necessary. Ss give more examples.
2 SS work individually. After they have done the activity, ask some Ss to write their answers on the board. Correct their mistakes.
III. Phrasal verbs (10’)
Ask Ss to recall the phrasal verbs they have learnt in Unit 1:
To set up
To look forward to
To find out
3 Tell Ss to look at the conversation in GETTING STARTED again and find and underline the phrasal verbs.
- Have Ss study the REMEMBER!box. Let them recall some other phrasal verbs they may have learnt.
4 Ss do this task individually. Ask Ss to read and underline the correct particle. T may ask them to write down the phrasal verbs in their copy books. Call on some Ss to read out their answers. Correct their mistakes. Explain to them the meaning of these phrasal verbs in the sentences.
5 Ask Ss to read the sentences, underline the phrasal verbs and match them to their meaning from the box. Call on some Ss to read the sentences. Correct their answers as a class.
6 Have Ss read the text, find eight phrasal verbs and match them with their definition from the box. Tell them to study the context of these verbs and elicit their meaning.
- work individually 
Key:
1. f 2. D 3. E 4. h 5. g 6. A 7. C 8. B 
- work individually
Key:
1. the largest 2. Smaller 3. The most popular 4. Wider
5. the dirtiest 6. Cleaner 7. The best 8. The most exciting
- T-ss
Key:
-To get over
-To show someone around
-To grow up
-To be set up
- Do as requested
- Work individually
Key:
1. set up 2. Gets on with 
3. Take your hat off
4. grown up 5. Shown around 
6. Pull down
Key:
1. turn it off: press the switch
2. turned it down: refuse
3. go over: examine
4. go on with: continue doing
5. take off: remove
6. Put it down: make a note
Key:
1. dress up: put on smart clothes.
2. turn up: arrive
3. find out: discover
4. go on: continue
5. get on: make progress
6. think over: consider
7. apply for: ask for ( a job )
8. cheer up: make someone fell happier
IV. Consolidation (2')
? Retell comparison and phrasal verbs
.V. Homework (2')
? Learn by heart all the new words and structures
? Do exercises in Work book
? Prepare: Unit 1: Communication
- Answer teacher's questions.
- Take note
Week 4
Period 12
Unit 2 CITY LIFE
 Lesson 4: Communication
Writing date: 09/ 9/ 2015
Teaching date: 18/ 9/ 2015
A/Objectives: 
By the end of the lesson, Ss will be able to talk about some important features of cities.
1. Language content
	 - Vocabulary: vocabulary related to features of cities.
	- Grammar: comparision of Adj and Adv.
2. Skills:
- Practising skills.
3.Attitudes:
 Ss are interested in talking about some important features of cities.
4. Competences:
- Co-operation
- Self- study
- Using language to talk about some important features of cities.
B/ Preparation:
- Materials: text books, posters, computer, projector
- Method: T- WC, group work, individual work
C/ Procedures:
Teacher’s activities
Students’ activities
I. Warm up: check the old lesson 
Introduction
 This should be carried out as a speaking and writing lesson. First, play an optional word association game with Ss. Say the name of a famous city and have Ss write down the first thing they think of. Compare answers as a group. Some Ss may think of a famous attraction while others may think of the mood or impression of that city. For example, T says ‘Paris’; Ss may write down ‘Eiffel Tower’, ‘romance’. ‘food’, ‘fashion’, etc. 
- Now ask for a volunteer to choose another famous city and play again. Note there are no right or wrong answers in this game.
II. New lesson: 
1 a Ask Ss to work individually. They read the sentences carefully and make their three choices. Call on some Ss to say the three things they like best about a city.
b Ask Ss to work in groups of three to discuss their choices, and give reasons why. Tell them to study the example before they begin. Encourage them to talk as much as possible. T may give some cues. Move around the class and give assistance if needed.
- Ask some Ss to present before class.
2 Tell Ss that they are going to read a short passage about Singapore. Ask if any student has visited Singapore. If there is one, have him/her share with the whole class what he/she knows about this city-state, what he/she did during the visit and what he/she likes about the place. Otherwise, elicit what Ss know about Singapore.
Now ask Ss to read the passage in the book. Let them work in the same groups of three to ask and answer the questions. Have representatives from some groups to share their answers.
To prepare Ss for the following writing and speaking activities, have ss read the passage again. Ask them what are the points mentioned in the passage. Elicit answers from Ss. Summarise the main points of the passage”
- The location of the city
- Its attractions
- What is liked most about the city
3. Elicit as much information as possible about these three cities from Ss. Let them find the three cities on a world map or globe.
 Then let Ss work in groups to talk about each city ( giving full sentences based on the information given ). Walk around to observe and give help if needed.
4. Ask Ss to choose one of the three cities and write a short passage about it. Give Ss 10-15 minutes to write. Go around to provide help if necessary.
5 After Ss finish writing, let them talk about the city of their choice in groups. Go around to observe and give feedback. If time allows, have some Ss talk about the city they have chosen in front of the class. T and other Ss give comments.
( In the previous lesson, T may ask Ss to find out at home as much information about three cities as possible so that they can prepare for their writing and talking in class. )
* 15- min test (photocopied papers)
III. Homework 
1. Review this lesson
2. Do exercises . (Workbook)
3. Prepare lesson Skills 2
- Listen to teacher’s guide
For example, T says ‘Paris’; Ss may write down ‘Eiffel Tower’, ‘romance’. ‘food’, ‘fashion’, etc.
- Play in groups.
- Work individually.
- Some Ss say the three things they like best about a city.
- Work in groups of three
- Eg: I like a busy and exciting city with good transport, so I can get around and see all the cultural attractions it has to offer
- Some Ss present before class.
- Listen to teacher’s eliciting.
- Read a short passage about Singapore.
- Work in the same groups of three to ask and answer the questions.
- Some Ss present before class.
- Work individually.
- Answer:
- The location of the city: Singapore is a small city in Southeast Asia.
- Its attractions: The outdoor food market.
- What is liked most about the city: Singapore is a multicultural country: Chinese, Malay, Indian, European and Vietnamese.
- Find the three cities on a world map or globe.
- Work in groups to talk about each city ( giving full sentences based on the information given ).
- Choose one of the three cities and write a short passage about it.
- Talk about the city of their choice in groups.
- Copy
- Ss do the test individually
Week 5
Period 13:
Unit 2: CITY LIFE
 Lesson 5: Skills 1
Writing date: 10/ 9/ 2015
Teaching date: 22/ 9/ 2015
A/Objectives: 
By the end of the lesson, ss will be able to:
- Read and get general and specific information about the features of cities
 - Speak about important features of cities.
1. Language content
	 - Vocab: vocabulary related to the features of cities
	- Grammar: 
2. Skills:
- Reading and speaking skills.
3.Attitudes:
 Ss are interested in the features of cities
4. Competences:
- Co-operation
- Self- study
- Creativeness: talk about problems of city life
- Using language to talk about problems of city life
B/ Preparation:
- Materials: Ss’ books, text books, posters, tape and radio
- Method: T- WC, group work, individual work
C/ Procedures:
Teacher’s activities
Students’ activities
I. Warm up: 3’
II. New lesson: Skills 1 
Reading (25minutes)
A. Pre-reading
1 Have Ss read through the given features. Ask them what each means to them. Now Ss work in pairs and put the factors in order of importance. Call on some pairs to present their order and give some explanations.
B. While-reading
2 Ask Ss to individually read the passage quickly and find the information to fill the blanks. 
- Call on some Ss to read out their answers and where they can find the answers. Confirm the correct ones.
3 Have Ss read the questions. Ss read the passage again and find answers to the questions. Remind them to locate the answers in the passage. Ss compare their answers in pairs. Check and confirm the correct answers.
C. POST-READING (1