Giáo án Tiếng Anh - Unit 2: City life - Period 9 đến period 15

PERIOD 9 / WEEK 3 	Preparing date: .................................
	Teaching date: .................................. 
Unit 2: CITY LIFE
Lesson 1 - GETTING STARTED: Duong’s first visit to Sydney
I. OBJECTIVES: By the end of this Unit, students will be able to:
use some vocabularies and structures to talk about important features of a city.
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 1: 
Ask them some questions: 
What can you see in the picture?
-Do you know these two boys? 
-Where are they now?
-What are they talking about?
Sts answer the questions as a class.
Also ask Ss what they know about Sydney.
-Where is it?
-Is it the 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. Sts share answers before discussing as a class. Ask Ss to read out the lines in the conversations that contain the words. Check and confirm the correct answers.
c) Ss work individually, 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 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: 
Sts work in pairs. Award extra points who can say which countries these cities are. Congratulate the winner.
-visit
-ancient
-natural
-variety 
-study
1.jet lag
2. a feature
3. reliable
4. metropolitan
5. multicultural
1.He grew up in Sydney.
2.Sydney is.
3.It’s convenient and reliable.
4.Because Sydney is a metropolitan and multicultural city.
5.It was built in 1850.
1.How’s it going = How is
 everything? / How are you doing?
2. Getting over the jet lag =
 Recover from a tired trip.
3.I slept pretty well = I slept quite well.
4.No worries = It’s my pleasure.
1.international
2.local
3.crowded
4.neighbouring
5.urban
1.A Ha Noi
2. C Canberra
3.C New York
4.A.Luanda
5.C Hoi An
6.B. Moscow
V- 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 	Preparing date: .................................
	Teaching date: ..................................
Unit 2: CITY LIFE
Lesson 2 – A CLOSER LOOK 1
I. OBJECTIVES: By the end of this Unit, students will be able to:
use the lexical items related to important features of a city.
say sentences with correct stress on pronouns.
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 1: 
 a)Have Ss read through the letter so that they understand the general ideas. Ask the 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. Sts work in pairs. Have some Ss read the answers. Correct their pronunciation and confirm the correct answers.
b) Ask Ss to read the letter again and underline all the other adjectives. Have them give the meaning of these adjectives in the context of the letter. Correct their answers.
Activity 2:	
Have Ss read through the given adjectives. Have some Ss read aloud all the adjectives to make sure they pronounce the adjectives correctly. Sts work in groups and discus which adjectives are related to city life. Encourage them to explain their choice.
Activity 3:	
Sts 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
Play the recording and Ss repeat. Play the recording as many times as necessary. Correct their pronunciation and stressed words. Have them circle the stressed pronouns.
Activity 5
a)Play the recording. Ss listen and mark the underlined words as W( weak) and S( strong)Ask some Ss to give the answers and quickly write them on the board. Play the recording for Ss to check their answers.
b)Ss work in pairs to practice the exchanges above. Go around and give support if necessary.
VOCABULARY 
Adjectives 
1.ancient 
2.warm
3.comfortable
4.helpful
5.fascinating
6.historic 
7.local
8.delicious
fabulous / sunny/ small / friendly / affordable / good 
stressful exciting 
historic busy
forbidden modern
frightening populous 
polluted cosmopolitan
unemployed annoying
downtown fashionable
1.fashionable 2.annoying 
3.forbidden 4. cosmopolitan
5.modern 6. polluted
PRONUNCIATION
Stress on pronouns in sentences.
B. me ( strong )
B you (strong) 
A him ( strong) 
B us ( strong)
A he (W)
B he ( S)
B he (S) / her ( W) 
A we (W) 
B we ( S) / I (S) 
B us (S) / we (W)
IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare A CLOSER LOOK 2
PERIOD 11 / WEEK 4 	Preparing date: .................................
	Teaching date: .................................. 
UNIT 2: CITY LIFE
LESSON 3 - A CLOSER LOOK 2
I. OBJECTIVES: By the end of this Unit, students will be able to:
use the suitable form of the adjectives to complete a passage.
use some common phrasal verbs correctly and appropriately.
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.
Give explanations if necessary. Sts give more examples.
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 , find and underline the phrasal verbs. 
Activity 4:
Have Ss work individually. Ask Ss to underline the correct particle. Call on some Ss to read out their answers. Correct their mistakes. Explain them the meaning of these phrasal verbs in sentences. 
Activity 5:
Ask Ss to read the sentences, underline the phrasal verbs and match them to their meaning from the box. 
Call on Ss to read the sentences. Correct their answers as a class.
Activity 6:
Have Ss read the text, find eight phrasal verbs and match them with their definitions from the box. Tell them to study the context of these phrasal verbs and elicit their meanings.
GRAMMAR 
Comparison of adjectives and adverbs: review
1-f 2-d 3-e 4-h
5-g 6-a 7-c 8-b
1.the largest 2.smaller
3. the most popular 4. wider
5. the dirtiest 6. cleaner
7. the best 8. the most exciting
Phrasal verbs (cont.)
to set up
to look forward to
to find out
1.set up 2.get on
3. take off 4. grow up
5. show around 6. pull down 
1.turn of = press the switch 
2.turn down = refuse
3. go over= examine
4. go on = continue doing
5.take off = remove 
6. put down = make a note
1dress 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 feel happier.
IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare COMMUNICATION
PERIOD 12 / WEEK 4 	Preparing date: .................................
	Teaching date: .................................. 
Unit 2: CITY LIFE
Lesson 4 - COMMUNICATION 
I. OBJECTIVES: By the end of this Unit, students will be able to:
talk about important features of a city.
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 1: 
a) Sts 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 the city.
b)Sts work in groups of three discuss their choices and give reasons why. Encourage them to talk as much as possible. Move around the class to give assistance if needed.
Activity 2:	
Tell Ss they are going to read a passage about Singapore. Elicit what Ss know about Singapore.
Activity 3:	
Elicit as much information as possible. about these three cities from the students. Ss work in groups to talk about each city. Walk around to observe, give help if needed.
Activity 4:
Ask Ss to choose one of the three cities and write a short paragraph about it. Walk around to observe, give help if needed
Activity 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.
CITY LIFE 
1a) Which of the following features do you like best about a city? 
- Students’ answers
b) Work in groups. Discuss your choices. Give reasons.
“ I’d like a busy and exciting city with good transport, so I can get around and see all the cultural attractions it has to offer.”
 “ What is the best attraction in Singapore, according to the writer? Would you like to go there? Why?”
- Its location
- Its attractions
“What is liked most about the city?”
+Vung Tau 
-location
-main features 
-attractions
+New York City 
-location
-main features 
-attractions 
+Melbourne 
-location
-main features 
-attractions 
Write a short paragraph ( 80-100 words ) about one of the cities above. You can refer to the passage in 2 as a guide. 
..
..
..
..
The city I’d like to visit most is New York. There are many things to see and to do there. You can 
IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare SKILLS 1
PERIOD 13 / WEEK 5 	Preparing date: .................................
	Teaching date: .................................. 
Unit 2: CITY LIFE
Lesson 5 - SKILLS 1
I. OBJECTIVES: By the end of this Unit, students will be able to:
read for specific information about the features of cities
rank a town or a city they know
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 1: 
Have some Ss read through the given features. Ss work in pairs to 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 Ss to read out their answers and where they can find the answers. Confirm the correct answers.	
Activity 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. Check and confirm the correct answers.
SPEAKING
Activity 4:
a) As a class, Ss decide which town or city they are going to rank. Divide the class into groups of five or six, Sts take turns to ask each other the ten questions and write the points that each Ss gives fir each factor in the table. Go around to give assistance if necessary.
Then write the points in the table.
Factors
Points given
Total points
StA
StB
StC
StD
StE
1.safety
2.transport
3.education
4.climate
5.culture
6.facilities
7.entertainments
8.natural features
9.urban sprawl
10.pollution control
b) Next they work out the final result of their group. Finally, one student from each group presents the result to the class. Invite and encourage Ss to comment the result.
READING
Transport education climate
Culture safety cost of living
Entertainment convenience
1.The Economist Intelligence Unit ( EIU) 
2.2014
3.the best city: Melbourne 
 the worst cities : Dhaka, Tripoli, Douala.
1.Climate, transport, education, safety, and recreational facilities are used.
2.They were among the top 20.
3.Because the living conditions there were the most difficult and dangerous.
4.Osaka was.
5. a city’s green space, urban sprawl, natural features, cultural attractions , convenience, and pollution.
SPEAKING
4a) Work in groups of five or six. Conduct a survey to rank your own town / city or a town / city you know. Give fro 10 points ( the best) to 1 point ( the worst) to each factor.
Ask each student in your group the question: 
“ How many points do you give to factor 1–safety?”
..
4b) Work out the final result of your group . Then present it to the class. Is your group’s result the same or different from that of other groups?
IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare SKILLS 2
PERIOD 14 / WEEK 5 	Preparing date: .................................
	Teaching date: .................................. 
Unit 2: CITY LIFE
Lesson 6 – SKILLS 2
I. OBJECTIVES: By the end of this Unit, students will be able to:
listen for specific information about some problems of city life
write a paragraph about disadvantages of city life. 
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 1: 
Let Ss work in small groups. Then tell Ss to imagine the problems they have 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. 
Activity 3:	
Play the recording again. Tell Ss to take notes the keywords 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:
Have Ss write the paragraph in about 100 words. Make sure that they use their outline, along with connectors, and pay attention to spelling and punctuation.
LISTENING 
-urban sprawl
-noise
-high cost of living
-traffic jam
-air pollution
-bad weather
-crime
-overcrowding
1.cities
2.office
3. traffic
4. roads
1.C
2.A
3.A
4.B
5.B
WRITING 
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 difficult for its residents.
Writing tips 
Remember to organise your ideas to make your paragraph clearer:
-firstly
-secondly / next .
-thirdly  / lastly . / finally 
-In conclusion  / to conclude.
IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare LOOKING BACK
PERIOD 15 / WEEK 5 	Preparing date: .................................
	Teaching date: ..................................
Unit 2: CITY LIFE
Lesson 7 – LOOKING BACK & PROJECT
I. OBJECTIVES: By the end of this Unit, students will be able to:
use some vocabularies and structures to talk about important features of a city. 
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
Teacher’s and students’ activities
Content
Activity 1: 
Give Ss a few minutes to complete the word web. Give some cues / examples if needed.
Activity 2:	
 Let Ss read the passage and complete this exercise individually. After that, let some Ss read the passage aloud- sentence by sentence. Check and confirm the correct answers.
Activity 3:	
Sts do the task in pairs. Correct their answers as a class.
Activity 4:
First, let Ss review the phrasal verbs. Then have them do a task. Check and correct their answers as a class.
Activity 5:
Sts use phrasal verbs to write sentences. Have some Ss write sentences on the board. Let Ss give comments. Check as a class.
Activity 6:
Make sure the Ss know the names of the cities in Viet Nam. Divide the class into 2 teams to play the games. Encourage them to be as quick as possible. Try to call out famous man-made or natural attractions , or feature of different cities in the country.
Finished!
Ask Ss to complete the self-assessment. Discuss as a class what difficulties remain and what areas Ss have mastered.
Project: What makes you proud of your area?
-Ss work in groups to do the task. T checks. Note that other orders are also possible.
Ex1) Put the items in these scrambled notices in the correct order, starting with the heading in capitals.
A. Classes as normal tomorrow
 Groups 9B + 9D to gym
 QUIET PLEASE
 Exams in progress
B. Town Hall every evening
 Ring Dylan on 42564039
 Offered by native teachers
ENGLISH CONVERSATION LESSONS
Language exchange also a possibility
Where are you most likely to find these notices?
-Ss work independently and exchange their work with a partner. T. checks.
-Ask Ss to do this task out of the class, and in the next lesson, Have them present what they have written to the rest of the class. The class gives comments.
LOOKING BACK
VOCABULARY
Nouns: Adjectives:
- street - crowded
- gallery - cosmopolitan
- shopping mall - exciting
1.fascinating
2.noisy
3. full 
4.crowded
5.urban 
6. fabulous
7.bored
GRAMMAR
1.as/ so interesting as
2.the fastest
3.the shortest / a shorter
4.less entertaining
5. more carefully
1.turned down
2.going on
3.get over
4.cheered up
5.turn back
6. found out
1.Turn off the light 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.
COMMUNICATION
Team 1: Hai duong City
Team 2: Well, it is famous for its green bean cakes.
Team 2: Da Nang City
Team 1: It has fabulous Ngu Hanh Son (Marble Mountains)
PROJECT
Writing interesting notices
In a town, you can see a lot of notices. A notice should attract the reader’s attention and send a message in just a few words. It may be effective to use different sizes of writing or type, or to put the heading in colour. Above all, the notice must be easy to understand.
1.You are organising a seminar for teenage girls about city life. Write a notice to put on the notice board, giving some details about time, place, and content of the seminar.
2.You are a travel agent. You are organising a one-day trip around your city/ town for foreigners. Write a notice to put at the travel agency.
IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare GETTING STARTED - Unit 3