giao an tieng anh 9 thi diem 1 cotchuan KTKN

Objectives: By the end of the lesson, ss will be able to: - Read about for specific information about the features of cities - Rank and talk about your town/ city.. Students: Textbook, n[r]

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Week 3 Preparing date: 31/ 8/ 2017

Period 9 Teaching date: / / 2017

UNIT 2: CITY LIFE

Lesson 1: Getting started

A Objectives:

By the end of the lesson, ss will be able to:

- use thelexical items related to city life

- listen and read Paul and Duong's conversation for specific information about the features of Sydney

B Language knowledge:

- Vocabulary: lexical items related to city life

- Grammar:

C Teaching aids

1 Students: Textbook, notebook, workbook

2 teacher: textbook, teacher book,CD

D Skill: Listening, reading, writing and speaking

E.Procedures:

I New words - 5'

- Teacher use different techniques to teach vocabulary (situation, realia)

- Follow the seven steps of teaching vocabulary

- 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

* Checking vocab: jumbled words

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

* Suggested answers:

- Pictures of Sydney and Ha Noi

- Nick and Duong

- In Sydney

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- Sydney (places of interest, transport )

- 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?

- 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 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 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 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

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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

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

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

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Lesson 2: A closer look 1

A Objectives:

- learn some more adjectives describing city life

- Identify in which situations to stress pronouns in sentences and say these sentences correctly

- Vocabulary: adjectives describing city life

- Grammar: stress on pronounce in sentences

C: Teaching aids

E Procedures:

I Warmer: Brainstorming - 5'

- Explain to the Ss the normal position of adjectives in sentences

? Brainstorm all adjectives connected cities and city life you have learnt

- Encourage them to call out as many words as possible

II Vocabulary - 13'

1 New words

- Teacher use different techniques to teach vocabulary (situation, realia)

- Follow the seven steps of teaching vocabulary

- fabulous (adj): tuyệt vời

- affordable (adj): (giá cả) phải chăng

- forbidden (adj): bị cấm

- populous (adj) đông dân

- cosmopolitan (adj): (thuộc) toàn thế giới

- easy-going (adj): dễ chịu, thoải mái

- stuck (adj): bị tắc, bị kẹt

* Checking vocab: jumbled words

2.a Gap fill (activity 1 P18)

? Read through the letter so that you can understand the general idea

? What is the purpose of the letter?

(Jack is writing the letter to Oggy to tell about his trip to Hoi An)

? Read the adjectives in the box and quickly elicit the meaning of each adjective

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? Work in pairs to do the task

1 ancient/historic

2 warm

3 comfortable

4 helpful 5 fascinating

6 historic/ancient

7 local

8 delicious 2.b Underline the adjectives ? 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 fabulous, sunny, small, friendly, affordable, good 3 Which adjectives describe city life? (activity 2 P18) ? Read through the given adjective adjectives - Have students read aloud all the adjectives to make sure they pronounce the adjectives correctly ? 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 exciting forbidden rural unemployed

easy-going delicious exhausted populous annoying

downtown historic modern polluted pleased fashionable 4 Put a suitable adjectives from 2 in each blank ? Ss work individually, then compare the answers with a partner’s - Ask some to write their answers on the board - Check their answers as a class 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)

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- Give some examples Have Ss read the yellow box in the book to fully understand the rule

1 Listen and repeat (activity 4 P19)

? Listen and repeat

- Play the recording as many times as necessary

- Correct their pronunciation, especially the stressed words

? Circle the stressed pronouns

1 Listen and repeat (activity 4 P19)

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)

5 Listen and mark W (weak) or S (strong)

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 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?

5 Listen and mark W (weak) or S (strong)

- Play the recording Ss listen and mark the underlined words as W (weak) or S (strong)

Elicit their answers and correct their mistakes

? Ss work in pairs to practice the mini-talks above

- Go around and give support if necessary

? When are pronounces stressed (strong)?

V Homework - 2'

? Do exercises B3, 4, 5 P13 (workbook)

? Prepare: Unit 2: A closer look 2

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Lesson 3: A closer look 2

A Objectives:

- use adjectives, and comparison of adjectives and adverbs correctly

- use common phrasal verbs correctly and appropriately

B Language knowledge

- Vocabulary: adjectives describing city life

- Grammar: stress on pronounce in sentences

E Procedures:

I Warmer: Chatting - 5'

- Teacher elicits some quantity words from students

- a bit, a little, a few, a lot, much, many

? What do we use these quantity words for?

- Expressions of quantity tell us how many or how much of something there is

II Comparison of adjectives and adverbs - 13'

? Recall the forms of comparison of adjectives and adverbs

* Review:

Comparison of equality:

Noun (subject) + verb + as + adj/adv + as noun (object).

Comparative

Noun (subject) + verb + comparative adjective + than + noun (object).

Superlative

Noun (subject) + verb + the + superlative adjective + noun (object).

? Give examples

- Their sentences should stick to the topic of this unit

1 Matching

? Work individually

- Check their answers as a class

1 f 2 D 3 E 4 h

5 g 6 A 7 C 8 B

- Help Ss study the REMEMBER! box

? What do we use to show how much the different is in comparative

? Which words do we use with the superlative form of adjective?

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? Do we use "by far" to emphasise superlative?

2 Complete the text

? Work individually After they have done the activity, ask some Ss to write their answers on the board Correct their mistakes

1 the largest 2 Smaller

3 The most popular 4 Wider

5 the dirtiest 6 Cleaner

7 The best 8 The most exciting

III Phrasal verbs - 15'

? Recall the phrasal verbs you have learnt in Unit 1:

- to set up

- to look forward to

- to find out…

- Have Ss study the REMEMBER! box

-To get over

-To show someone around

-To grow up

-To be set up

? Make a list of the phrasal verbs which can and can never be separated

* The phrasal verbs which can be separated (the object of verb can come between the verb and the participle): put sth on, turn sth/sb down

* The phrasal verbs which can never be separated: set off, look forward to, put

up with

1 Underline the correct participle (activity 4 P20)

? Read and underline the correct particle

- T may ask them to write down the phrasal verbs in their copy books

? Read out the answers

1 set up 2 gets on with

3 take your hat off 4 grown up

5 shown around 6 pull down

- Correct their mistakes Explain to them the meaning of these phrasal verbs in the sentences

2 Underline the phrasal verbs (activity 5 P20)

? 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

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

3 Find the phrasal verbs (activity 5 P20)

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? 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

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

? Recall some phrasal verbs

? Which one can be separated and which one can never be separated?

V Homework - 2'

? Learn by heart all the phrasal verbs in Ex3,4,5

? Do exercises B6, 7 P14 (workbook)

? Prepare: Unit 2: Communication

? Find out as much information about three cities in 3 P21 as possible

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Lesson 4: Communication

A Objectives:

- read about Singapore city and talk about the feature about a city

- Write and talk about the one of the city in 3 P21

- Vocabulary: feature of a city

- Grammar: present simple

E Procedures:

* Written test - 15'

* Warmer:- 5' Optional word association game

- Say the name of a famous city and have Ss write down the first thing they think

of

- For example:

T says ‘Paris’

Ss may write down ‘Eiffel Tower’, ‘romance’ ‘food’, ‘fashion’, etc Compare answers as a group

I Reading

1.a Choose three features you like best

? Read the sentences carefully and make your three choices

- Call on some Ss to say the three things they like best about a city

1.b Discussion

? Work in groups of three to discuss your 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

- 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…

2 Read and answer the questions

- You are going to read a short passage about Singapore

? Have you ever visited Singapore? ? Share with the class what you know about this city-state

? Read the passage and answer the questions

3 Brainstorming

- Elicit as much information as possible about these three cities from Ss

? Find the three cities on a world map or globe

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