Giáo án Tiếng Anh 9 Unit 2: City life mới nhất

Unit 2: CITY LIFE

Lesson 1 - GETTING STARTED

Teacher’sand 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:

AskSstoopentheirbookstoUnit2.Askthem

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./ AskSstoreadtheconversationagainanddotheexerciseindividually.Checkandwritethecorrect answers on the board.

b./ Ssworkinpairstodothetask.AllowSstoshareanswersbeforeaskingthemtodiscussasaclass.

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

Unit 2:CITY LIFE

Lesson 2 – A CLOSER LOOK 1

Teacher’sand students’ activities

Content

Activity 1:

1a./ HaveSsreadthroughthelettersothattheycanunderstandthegeneralidea.Askthemwhatthe

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: TplaystherecordingandSsrepeat.Playtherecordingasmanytimesasnecessary.Correcttheir pronunciation, especially the stressed words. Have them circle the stressed pronouns

Activity 5a.

Playtherecording.Sslistenandmarktheunderlinedwordsas W(weak)orS(strong).Elicittheir 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?

Teacher’sand 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

Unit 2:CITY LIFE

Lesson 4 -COMMUNICATION

Teacher’sand 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.

Unit 2: CITY LIFE

Lesson 5-SKILLS 1

Teacher’sand students’ activities

Content

Reading

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 fill the blanks. Call on some Ss to read out their answers and where they can fi nd the answers. Confirm 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

Speaking

4a./ 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 five 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.

b./ Next 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.

Unit 2: CITY LIFE

Lesson 6 – SKILLS 2

Teacher’sand students’ activities

Content

Listening

Activity 1:

LetSsworkinsmallgroups. ThentellSstothinkorrecall/imaginethenuisances/problemstheyhave

experienced in the city.

Activity 2:

Play the recording one or two times. Ask Ss to listen carefully and write down the words they hear in the

passage. For less able Ss, T may play the recording again, or as many times as needed.

Activity 3:

Play the recording again. Tell Ss to take notes/write down the key words as they listen. Then they choose

the correct answers as required. Correct as a class.

Writing

Activity 4:

Tell Ss to read the sample paragraph carefully and complete the outline. Tell them to pay attention to the

connectors/markers: Firstly, Secondly, Thirdly

Activity 5:

HaveSswritetheparagraphinabout100words.Makesurethattheyusetheiroutline,alongwith

connectors fi rst/fi rstly,second/secondly,andpayattentiontospellingandpunctuation.Sscanusethe

passage in 4to help them structure their paragraph.

T may collect some Ss’ papers and mark them, then give comments to the class.

Key:

1. cities   2.office    3.traffic   4. roads

Key:

1.C    2. A    3.A     4. B    5.B

Outline:

Topic sentence: Living in a city has a number of drawbacks.

Problem 1:traffic jams and traffic accidents

Problem 2:air pollution

Problem 3:noise/noise pollution

Conclusion:These factors contribute to making city life more diffi cult for its residents

Unit 2: CITY LIFE

Lesson 7 – LOOKINGBACK

Teacher’sand students’ activities

Content

Activity 1:

Give Ss a few minutes to complete the word webs. T may give some cues/examples:

- street- crowded

- gallery- cosmopolitan

- shopping mall- exciting

…

Activity 2:

LetSsreadthepassageandcompletethisexerciseindividually.Lessadvancedclassescancomplete

this exercise in pairs. After that, let some Ss read the passage aloud – sentence by sentence. Check and

confi rm the correct answers.

Activity 3:

Ss can do the task by themselves or in pairs. Correct their answers as a class.

Activity 4:

First let Ss review the phrasal verbs they have learnt in units 1 and 2. Then have them do the task. Correct

their answers as a class.

Activity 5:

ThistaskhelpsSsusestructureswithphrasalverbstorewritesentences.TmayhavesomeSswrite

sentences on the board. Let other Ss give comments. Then check as a class.

Activity 6:

- First, make sure Ss know the names of the cities in Viet Nam.

Divide the class into two teams to play the game. Encourage them to be as quick as possible, and try to

call out famous man-made or natural attractions, or features of diff erent cities in the country. When time

is up, stop the game and congratulate the winning team

Key:

1.fascinating     2.noisy    3.full  4.crowded

5. urban     6. fabulous       7.bored

Key:

1.as interesting as/so interesting as

2.the fastest

3. the shortest/a shorter

4.less entertaining

5.more carefull

Key:

1.(has) turned down

2.going on

3.get over

4.cheered up

5.turn back6.found out

Key:

1. Turn off the lights when you leave the classroom.

2. Mai grew up in a small town in the south.

3. Kathy looked up the restaurant on her mobile phone.

4.My grandmother has got over her operation.

5. We are looking forward to seeing you again

REFERENCE:

Five centrally controlled cities in Viet Nam:

- Ha Noi

- Ho Chi Minh City

- Hai Phong

- Da Nang

- Can Tho

62 provincial cities: Mong Cai, Dien Bien, Vinh, Buon Ma Thuot, Ca Mau, Phan Thiet …