Giáo án Tiếng Anh Lớp 9 - Tiết 9+10+11 - Năm học 2019-2020

Period: 9 	Week: 3
Teaching date: 7/9/2019 	Class: 9/1, 9/2
Unit 2: CITY LIFE
Lesson 1 - GETTING STARTED
I. OBJECTIVES: By the end of this Unit, students will be able to:
 Use some vocabularies and structures to talk about city life
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Introduction
Review the previous unit by asking Ss to solve a crossword puzzle. Draw the crossword on the board. Tell Ss that the words in the orange column are the key words of the new unit. Divide the class into two teams. Ss from each team take turns to solve the puzzle. The game fi nishes when a student guesses the orange words correctly.
T may also ask Ss to name all the places of interest or main features of their neighbourhood.
Activity 1:
Ask Ss to open their books to Unit 2. Ask them 
some questions. Questions may include:
• 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?
 Then play the recording and have Ss follow along.
a./ Ask Ss to read the conversation again and do the exercise individually. Check and write the correct answers on the board.
b./ Ss work in pairs to do the task. Allow Ss to share answers before asking them to discuss as a class. 
Remember to ask Ss to read out the lines in the conversation that contain the words. Check and confirm the correct answers.
c./ Ss work individually to answer the questions, then compare their 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.
d./ Tell Ss to find the phrases in the conversation and practise saying them together. Explain the meaning to Ss, then elicit other examples from Ss.
Activity 2:
Tell Ss that most of the words they need to use are related to cities or city life. Let them work in pairs. 
Check their work, then let them read each word correctly. Check and correct their pronunciation
Activity 3: Ss work in pairs. Give them a few minutes to do the quiz. Award extra points for pairs who can say which 
country these cities are in. Congratulate the winners.
Key:
1. visit 2.ancient 3.natural 4.variety 5.study
Key:
1. jet lag
2. a feature
3. reliable
4. metropolitan
5. multicultural
Key:
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.
Key:
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.
Key:
1. international 2. local 3.crowded 
4. neighbouring 5. Urban
Key:
1.A 2.C 3.C 4.A 5.C 6. B
IV- HOMEWORK:
-Practice reading the dialogue.
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare A CLOSER LOOK 1
Period: 10 	Week: 4
Teaching date: 12/9/2019 	Class: 9/1, 9/2
Unit 2: CITY LIFE
Lesson 2 – A CLOSER LOOK 1
I. OBJECTIVES: By the end of this Unit, students will be able to: use adjectives, and comparison of adjectives and adverbs correctly, use common phrasal verbs correctly and propriately
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 1: 
1a./ Have Ss 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. If Ss do not know any of them, quickly give the meaning. Ss work in pairs to do the task. Have some Ss read their answers. Correct their pronunciation if needed and confi rm the correct answers.
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.
Activity 2:	
2 Have Ss read through the given 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. 
 Ss work in groups and discuss which adjectives describe, or are related to, city life. Encourage them to talk about their choice.
Activity3: Ss work individually, then compare their answers with a partner’s. Ask some Ss to write their answers on the board. Check their answers as a class.
Activity 4: T plays the recording and Ss repeat. Play the recording as many times as necessary. Correct their pronunciation, especially the stressed words. Have them circle the stressed pronouns
Activity 5a.
Play the recording. Ss listen and mark the underlined words as W (weak) or S (strong). Elicit their answers and correct their mistakes. 
 For a stronger class, before playing the recording, have Ss read the exchanges and mark the underlined words as W (weak) or S (strong). Ask some Ss to give the answers and quickly write them on the board. 
Now play the recording for Ss to check their answers.
Activity 5b.
Ss work in pairs to practise the exchanges above. Go around and give support if necessary
Key:
1. ancient/historic 2. warm 3. comfortable 4.helpful
5.fascinating 6.historic/ancient 7.local 8.delicious
Key: fabulous, sunny, small, friendly, aff ordable, good
Key:
1.fashionable 2. annoying 3.forbidden 
4.cosmopolitan 5.modern 6.polluted
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 youcome 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 strong) 
B: Where? I can’t see him. (him is weak)
4. A: They told usto 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)? Er No. I don’t recognise her(W). 
3. A: I’m afraid we(W) can’t stay any longer. 
B: What do you mean ‘we’(S)? I’ve (S) got plenty of time. 
4. A: Look! Everybody’s leaving. 
B: What about us(S)? Shall we(W) go, too?
IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare A CLOSER LOOK 2
Period: 11 	Week: 4
Teaching date: 13/9/2019 	Class: 9/1, 9/2
Unit 2: CITY LIFE
Lesson 3 - A CLOSER LOOK 2
I. OBJECTIVES: By the end of this Unit, students will be able to:
read for specific information about the features of cities, talk about important features of a city
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 1: 
- Have Ss work individually. Check their answers as a class
Activity 2:	
Ss work individually. After they have done the activity, ask some Ss to write their answers on the board. 
Correct their mistakes.
Activity 3:
Tell Ss to look at the conversation in GETTING STARTED again and fi nd and underline the phrasal verbs.
Activity 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.
 Activity 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.
Activity 6:
Have Ss read the text, fi nd eight phrasal verbs and match them with their defi nition from the box. Tell 
them to study the context of these phrasal verbs and elicit their meaning.
Key: 1.f 2.d 3. e 4. h 5.g 6. a 7. c 8. B
Key:
1.the largest 2.smaller 3.the most popular 4. wider 
5. the dirtiest 6. cleaner 7.the best 8. the most exciting
Key:
 to get over
 to show someone around
 to grow up
 to be set up
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.fi nd out: discover 
 4.go on: continue 
5. get on: make progress 
6. think sth over: consider 
7.apply for: ask for (a job) 
8.cheer sb up: make someone feel happier
IV- HOMEWORK:
-Write new words then learn them by heart.-Copy the exercise into notebooks. 
-Prepare COMMUNICATION
Period: 12 	Week: 4
Teaching date: 13/9/2019 	Class: 9/1, 9/2
Unit 2: CITY LIFE
Lesson 4 - COMMUNICATION
I. OBJECTIVES: By the end of this Unit, students will be able to:
Say and write something about city life
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 1 
Have Ss read through the given features. Ask them what each feature 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.
Activity 2:
Ask Ss to individually read the passage quickly and find the information to fi ll the blanks. Call on some Ss to read out their answers and where they can fi nd the answers. Confi rm the correct ones.
Activity 3: Have Ss read the questions. Ss read the passage again and fi nd answers to the questions. Remind them to locate the answers in the passage. Ss compare their answers in pairs. Check and confi rm the correct answers.	
Activity 4: As a class, Ss decide which town or city they are going to rank. Ideally it should be the local town as it should be a place that Ss know personally. Divide the class into groups of fi ve or six. Ss take turns to ask each other the 10 questions and write the points that each student gives for each factor in the table. While Ss are talking, go around to give assistance if necessary. bNext they work out the fi nal result of their group. Finally, one student from each group presents the 
results to the class. Act as a facilitator, inviting and encouraging comments about the results.
Key:
 1. The Economist Intelligence Unit (EIU) 2. 2014 3.The best city: Melbourne
 The worst cities: Dhaka, Tripoli, and Douala
Key:
 1. Climate, transport, education, safety, and recreational facilities in cities (are used).
 2. Among the top 20.
 3.Because the living conditions there were the most diffi cult or dangerous.
 4.Osaka was.
 5.They are a city’s green space, urban sprawl, natural features, cultural attractions, convenience, and 
pollution.
IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare SKILLS 1
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