Giáo án Tiếng Anh lớp 9 thí điểm trọn bộ 2021

GIÁO ÁN TIẾNG ANH LỚP 9 TRỌN BỘ
NĂM HỌC 2020 - 2021
Period 1

Week 1
REVISION

I. Aims
Practice in the verb tenses, passive, indirect speech, ....
II. Objectives
Ss practise doing exercises.
III. Materials
-

Text book

-

Board, chalk,...

IV. Anticipated problems
Weak students may get confused with the present perfect.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
- During new lesson.
3. New lesson
I. Change the following sentences into Indirect Reported Speech or vice-versa

1. The doctor told him that he worked too hard.
→ “You..…………………………………………………………….........……………………

2. “I’m sorry I broke the glass”, said Peter.
→ Peter apologized.……………………………………………………………………………

3. She asked John how he liked her new dress.
→ “How…...……………………………………………………………………………………

4. “Why don’t you put your luggage under the seat?”, he asked.
→ He suggested…………………………………………………………..……………………


5. “Keep away from this area”, said the security guard when we approached the fence.
→ The security guard told……………………………………………………………………

6. Isabel: “You can’t borrow my pen, Robert!”.
→ Isabel…...……………………………………………………………………………………

7. She asked John to repeat what he had said.
→ Please……..…………………………………………………………………………………

8. “I don’t want to be criticized by non-professionals”, said the film star.
→ The film star objected…..………………………………………………………………

9. “If I were you, I’d look for another job”, said one of my friends.
→ One of my friends………………………………………………………………………

10. She wanted to know if he had studied French.
→ She asked him, “…………………………………………………………………………

II. Rewrite the sentences so that it has the same meaning as the sentence printed before.
1. 1. It’s three years since we last visited Ha Noi.
- We haven’t.....................................................................
2. No one is more intelligent than her in our school.
- She...............................................................................
3. 3. You can’t take this book away.
- This book.......................................................................
4. Huong is 1.60m tall and Hoa is 1.60m tall, too.
- Huong...........................................................................
5. I wrote a letter half an hour.
- It took...........................................................................
6. She’s rather play golf than play tennis.
- She prefers.....................................................................
7. . I had a cat once, but I don’t any more.
- I used...........................................................................
8. I couldn’t go to school because of my sickness.
- Because........................................................................
9. Your younger brother is too weak to lift that box.
- Your brother is not............................................................
10. I study English so that I can improve my knowledge.


- I study English so as...........................................................
III. Use the following words and phrases. Make all the necessary changes and additions to
complete the letter.
Dear Hoa,
1. Dave/ I/ have/ best holiday/ our lives!
2. We/ be/ Barbados/ one/ most lovely islands/ Caribbean.
3. Although/ it/ much/ smaller/ Jamaica/ there seem/ be/ much more/ do/ Jamaica.

4. Moreover/ people here/ seem/ be/ friendlier/ those/ other islands.
5. We/ stay/ most modern hotel/ I/ ever/ seen.
6. It/ large/ cool/ and/ many people/ think/ it/ best hotel / island.
7. It/ comfortable/ than/ any/ other hotels.
8. Nearest beach/ less/ hundred meters/ away.
9. So/ we/ spend/ lot/ time/ swim/ sea.
10. It/ really good/ and/ I wish/ you/ be/ here.
IV. Change the following sentences into the passive:
1)

Someone saw him pick up the gun.

2)

He has caught a lion and shot 2 others.

3)

He received a letter from home by the evening post.

4)

I put the 5 pound note into one of my books yesterday.

5)

After he had told a story, we clapped our hands.

6)

His wife usually brings him sandwiches at lunch time.

7)

They were continually asking question.

8)

We have to pick fruit very early in the morning.

9)

She decided to paint her house blue.

10) My classmates used to call me John
Homework
- Prepare for the next lesson: Unit 1: Getting started.
Period: 2

Week: 1
Unit 1: LOCAL ENVIRONMENT
Lesson 1 - GETTING STARTED: A visit to a traditional craft village

I. OBJECTIVES:

By the end of this Unit, students will be able to:


•

Use some vocabularies and structures to talk about traditional crafts and places of interest
in an area

II . PREPARATION: sub -board, pictures, cassette
III. PROCEDURES:

Teacher’s and students’ activities

Content

Activity 1:
-Ask Ss to open their books and look at the picture and the
phrase under GETTING STARTED. Ask them some questions:
"Who and what can you see in the picture?"
"Where are they?"
"What do you think the people in the picture are talking
about?"
-Ss answer the questions as a class. If they mention 'Bat Trang',
elicit what they know about this village.

1. craft

-Play the recording and have Ss follow along. After that, Ss can

2. set up

compare their answers with the information in the dialogue and

3. take over

add some more details to their answers.

4. artisans

a/.Ss work independently to find the words with the given

5. attraction

meanings in the dialogue. Allow Ss to share their answers before

6. specific region

asking them to discuss as a class. Remember to ask Ss to read

7. remind

out the lines in the dialogue that contain the words. Quickly

8. look round

write the correct answers on the board.
-Have Ss look at the Watch out! box and quickly read the 1.They are at Phong’s grandinformation. Tell them that there are some similar expressions parents’ workshop in Bat Trang
such as 'as far as I can remember', 'as far as I can see', or 'as far 2. It’s about 700 years old.
as I can tell'.

3. His great-grandmother did.

b/.Have Ss read the questions to make sure they understand 4. buy things for their house and
them. Ask them firstly to answer the questions without reading make pottery themselves there.
the dialogue again. Ss exchange their answers with a classmate. 5. It’s in Hue.

Now ask them to check their answers by reading the dialogue 6. … the handicrafts remind
again. Ask for Ss' answers.

them of a specific region.


Activity 2:
-Have Ss look at the pictures. Tell Ss that in the box are some A. paintings

B. drums

traditional handicrafts of different regions in Viet Nam. Ss C. marble sculptures D. pottery
match these handicrafts with the pictures. Ss compare their E. silk
answers in pairs before giving their answers to T:

F. lacquerware

G. conical hats H. lanterns

Activity 3:
-Tell Ss to complete the sentences with the words/phrases in The

1. conical hat

complete sentences will give Ss information about the places

2. lanterns

where the handicrafts are made. Call on two Ss to write their

3. silk

answers on the board. Confirm the correct answers.

4. paintings

-If time allows, T may organise a short activity to check Ss'

5. Pottery

short-term memory. Have -Ss close their books. Point at each of

6. marble sculptures

Ss' answers on the board and quickly Ss have to call out the
place where this handicraft is made. Ss can also be asked to
share any other places that produce these handicrafts.
Activity 4:

1. park

a/Ss work in pairs to do the quiz. The pair which has the

2. museum

answers the fastest is invited to read out their answers. Elicit

3. zoo

feedback from other pairs. Confirm the correct answers.

4. beach

b/Ss work in groups to write a similar quiz about places of

5. beauty spot

interest. Set a time limit of about five to seven minutes. When
time is up, ask the first group to read out a question in their quiz.
Ss from other groups give the answer. The group confirms the
correct answer. The second group then reads out a question in
their quiz. This question should be different from the one of the
first group. Continue the activity until all the groups have read
out all of their questions or when time is up.
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: 3

Week: 1
Unit 1: LOCAL ENVIRONMENT
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 traditional crafts and places of interest in an area
• Say sentences with correct stress on the content words
II . PREPARATION: sub -board, pictures, cassette
III. PROCEDURES:


Teacher’s and students’ activities
Activity 1:

Content

-Ss work individually to do this exercise and then

A. cast

compare their answers with a classmate. Elicit the

B. carve

answers from Ss and quickly write them on the board.

C. embroider

Do not confirm the correct answers at this stage. Have

D. weave

Ss explain the meaning of each verb in English or

E. mould

Vietnamese. Correct Ss' explanations when needed. The

F. weave

two verbs cast and mould are quite difficult, so make

G. knit

sure that Ss understand them: - cast: shape hot liquid
metal, etc. by pouring it into a container - mould: shape
a soft substance into a particular form or object by
pressing it or by putting it into a mould Now have Ss
look at their answers on the board and say if these are
correct..
Activity 2:

1.b

a/The purpose of this exercise is to help Ss understand

2.d

more deeply and use the verbs correctly to talk about

3.e

producing and creating crafts. Ss work in pairs to do the

4.a

exercise. Check the answers as a class. If time allows,

5.f

have Ss make sentences.

6.c

b/ This activity will help Ss to manipulate the verbs as
they are not all regular. Have Ss do the activity, then call 2. cast; cast
two Ss to write their answers on the board. Elicit 3. wove; woven
feedback from other Ss. Confirm the correct answers.

4. embroidered; embroidered

-Draw Ss' attention to the Watch out! box. Ask Ss to 5. knitted; knitted
give example sentences with the verb to make.

6. moulded; moulded

Activity 3:
-Organise a competition for this activity. Ss work in Entertaining: cinema, theatre…
groups of five or six. Set a time limit of five minutes. T Cultural: opera house, museum…
may prepare some large pieces of paper for the groups Educational: library, museum…


to write their answers on. Ss write down as many places Historical: temples, craft village…

of interest in the word web as possible. The group with
the most places is the winner. The winning group
presents their words/phrases. Other groups tick the
similar words/phrases they have and add more if they
can. If time allows, T may ask Ss to explain why they
think the places are entertaining, cultural, educational,
or historical.
Activity 4:

1. historical

2. attraction

Ss individually do the exercise. Check their answers as a 3. exercise

4. traditional

class and confirm the correct ones.

6. handicrafts

5. culture

Activity 5:
a/Have Ss read the five sentences and underline the S1: craft, village, lies, river, bank
words they think are stressed. Elicit answers from Ss. S2: painting, embroidered
Do not confirm the correct answers. Now ask Ss to read S3: what, region, famous
the four questions and make sure they understand them. S4: drums, aren’t, made, village
Ask Ss to listen to the speaker read the sentences and at S5: famous, artisans, carved, table,
the same time check whether their answers are correct.

beautifully

Tell them that this is actually the first question and other
questions can be answered after listening. Ss discuss 2. They are: nouns, verbs, adjectives,
their answers to the four questions in pairs.

adverbs, WH-question words, and

b/Call some Ss to give the answers and give feedback. negative auxiliaries.
Play the recording again for Ss to repeat the sentences.

4. They are: articles, prepositions,

-Have Ss read the information in the box to remember pronouns and possessive adjectives.
the content of the lesson.
Activity 6:

S1: Art, Museum, popular, place,

a/Ss do this exercise individually and compare their interest, city
answers with a classmate.

S2: cinema, attract, youngsters

b/Play the recording for Ss to check their answers and S3: artisans, would, clay, make,
practise reading the sentences. Call some Ss to give the traditional, pots
answers and read the sentences. Give correction if S4: Where, like, going, weekends
needed.

S5: shouldn’t, destroy, historical,


buildings
IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks.
-Prepare A CLOSER LOOK 2

Period: 4

Week: 2
Unit 1: LOCAL ENVIRONMENT
Lesson 3 - A CLOSER LOOK 2

I. OBJECTIVES:
•

By the end of this Unit, students will be able to:

Write complex sentences with different dependent clauses

• Use some common phrasal verbs correctly and appropriately
II . PREPARATION: sub -board, pictures, cassette
III. PROCEDURES:

Teacher’s and students’ activities
Activity 1:

Content

-Ss do thís exercise individually. Elicit Ss’ answers. 1. DT

2. DP

Confirm the correct ones.

4. DR

3. DC
5. DT

Activity 2:
-Ss write the complex sentences individually and then 1. The villagers are trying to learn


compare them with a partner. Have two Ss write their English

in

order

that

they

can

sentences on the board. Each student writes two or three communicate with foreign customers.
sentences. Ask other Ss to give feedback. Confirm the 2. After we had eaten lunch, we went

correct answers. For a stronger class, organise a quick to Non Nuoc marble village to buy
game. One side is team A, and the other is team B. One some souvenirs.
student from team A calls out a subordinator and points 3. Even though this hand-embroidered
to one student from team B to make a sentence and vice picture was expensive, we bought it.
versa. Set a time limit and keep a record of the scores 4.This department store is an attraction
for the teams on the board.

in my city because the products are of

Activity 3:

good quality.

-Ask Ss to read the sentences taken from the 5.This is called a Chuong conical hat
conversation in GETTING STARTED, paying attention since it was made in Chuong village.
to the two verb phrases. Have them answer the two
questions orally as a class.
-Have Ss read the information in the yellow grammar

1. set up: start something ( a business...
take over: take control of something

box. Ask them to call out any phrasal verbs they know 2. No, the individual words in the
and write them on the board. Have them explain the verb phrase do not help with
meaning of these verbs.

comprehension. This is why they are

Activity 4:

sometimes considered difficult.

-Ss do this exercise individually, and then compare their 1. c

2. g

3. f

4.a

answers with a classmate. Check Ss' answers and 5. h

6. b

7. e

8. d

confirm the correct ones.
Activity 5:

1. face up down

2. turned down

-Ss do this exercise individually. Elicit the answers and 3. passed down

4. live on

give correction.

6. did - come back

-To prepare for the next exercise T may organise a small
game for Ss to help them remember the meaning of the
phrasal verbs in the yellow box and exercise 4. The
class is divided into two teams A and B. Read out the
meaning of one phrasal verb. The quickest student to
raise their hand will be asked to say the verb out loud. If
the answer is correct, the team gets one point.

5. close down


Otherwise, call one student from the other team to give
the answer. Keep a record of each team's scores on the
board. Remember to choose about eight to ten verbs that
you think are difficult for Ss.
Activity 6:
-Have Ss quickly read the provided sentences. Make 1. Where did you find out about
sure they understand the meaning of each sentence. Tell Disneyland Resort?
Ss that all the phrasal verbs used in this exercise have 2. When did you get up this morning?
been presented in this lesson. Ss write the sentences 3. I'll look through this leaflet to see
individually and then compare their answers with a what activities are organised at this
classmate. Call on two Ss to write their sentences on the attraction.
board. Other Ss and T give feedback. For a less able 4. They're going to bring out a
class, T may want to model the first sentence. Ss may guidebook to different beauty spots in
just focus on the next two sentences. After two Ss write Viet Nam.
their sentences on the board, check them carefully. If 5. I'm looking forward to the weekend!
there is no time left, ask Ss to finish the remaining

sentences as homework.
IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks.
-Prepare COMMUNICATION


Period: 5

Week: 2
Unit 1: LOCAL ENVIRONMENT
Lesson 4 - COMMUNICATION

I. OBJECTIVES:
•

By the end of this Unit, students will be able to:

Plan a day out to a place of interest for their class

II . PREPARATION: sub -board, pictures, cassette
III. PROCEDURES:

Teacher’s and students’ activities
Activity 1:

Content

-Ss read through the table. Play the recording once or 1. Green Park

2. bus

twice for Ss to complete the table. Elicit the answers and 3. 8 a.m.

4. own lunch

quickly write them on the board. Play the recording one 5. supermarket

6. team-building

more time for Ss to check their answers. Confirm the 7. quizzes

8. painting village

correct ones.

10. 5 p.m.

9. make

Activity 2:

A DAY OUT

Ss work in groups to do this activity. It is a good idea if

Details Who to

T can prepare some big sheets of paper for Ss to draw

prepare

the table and make notes. Set a time limit of about 15
minutes for this activity. Ask Ss to do the following
things:

Place
Means of
transport
Time to set up


+ choose a place of interest to visit
+decide who will present what to the class

Food
Drinks
Activities
Time to come

+ rehearse what to say

back

+decide what to do and make notes

-Move around to observe and give help if necessary.
Inform the groups that they will have only three minutes
to talk about their plan.
Activity 3:

- Groups present their plan to the class. Keep watch of
the time for each group. Other groups and T give
feedback. Vote for the best plan.

IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks.
-Prepare SKILLS 1

Period: 6

Week: 2
Unit 1: LOCAL ENVIRONMENT
Lesson 5- SKILLS 1

I. OBJECTIVES:
•

By the end of this Unit, students will be able to:

Read for general and specific information about traditional craft village

• Discuss local traditional crafts, their benefits and challenges
II . PREPARATION: sub -board, pictures, cassette
III. PROCEDURES:


Teacher’s and students’ activities
Activity 1:

Content

-Have Ss do this activity in pairs. One student looks at Similarities: conical hat, string
Picture A on page 12 while the other looks at Picture Differences:
Bon page 15. They ask each other questions to find out Picture A: light green, pictures
the similarities and differences between the two between layers, blue string, look
pictures. They can focus on the colour and decoration of lighter
the hats.

Picture B: white, no decoration, pink

Activity 2:

string, look heavier

-Ask Ss to read the titles in the box quickly. Make sure
they understand the meaning of each title. Now Ss read

1. C

the paragraphs and match them with the titles. Ask them

2. A

to compare their answers with a classmate. Elicit their

3. B

answers.
Activity 3:

1. Because it is a birthplace of the

-Ss read the passage again to answer the questions. Ss conical hat in Hue.
can underline parts of the text that help them with the 2. It’s 12 km from Hue City.
answers. Ss compare their answers before giving the 3. It’s going to the forest to collect
answers to T. Ask them to give evidence when giving leaves.
the answers.

4. They’re very thin.

Speaking

5. It has poems and paintings of Hue

Activity 4:

between the two layers.

-Ask Ss to read the ideas. Explain any points they are 6. Everybody can, young or old.
not sure about. T may also have to give Ss the meaning 1. B
of some words such as authenticity (the quality of being 2. C
real or true) or preserve (protect). Elicit Ss' opinions as a 3. B
class. Ask Ss to add some more benefits and challenges.

4. C

-Other benefits: creating national/regional pride, helping 5. C
develop tourism, helping improve local infrastructure 6. B
and services, creating cohesion between craft families

and communities Other challenges: limited designs,
natural resources running out, competition from other Other

benefits:

creating

national/


countries.
Activity 5:

regional

pride,

tourism,

helping

helping

develop

improve

local

infrastructure and services creating

-Ss work in groups to work out an action plan to deal cohesion between craft families and
with the challenges mentioned above.

communities

-It's an open activity, so there is no right or wrong Other challenges:
answer as long as Ss can explain their points. Set a time natural

resources

limited designs,
running

limit of about 10 minutes for this activity. Move around competition from other countries
to provide help and comments. Invite some groups to
present their plan. T and other Ss give feedback and ask
any questions. Vote for the best plan.
-If the classroom has space, T may organise an
exhibition of ideas. Give each group a big piece of
paper. Ss discuss and write their action plan on the
paper. After 10 minutes, ask them to stick their plan on
the wall around the classroom. Ss visit at least two
groups and listen to their presentations. When the time
is up, ask some Ss to report on what they have heard to
the class and say which action plan they prefer and why
IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks.
-Prepare SKILLS 2

out,


Period: 7

Week: 3
Unit 1: LOCAL ENVIRONMENT
Lesson 6 – SKILLS 2

I. OBJECTIVES:
•

By the end of this Unit, students will be able to:

Listen for specific information about places of interest in an area

• Write an email to give information about places of interest in an area and things to do
there
II . PREPARATION: sub -board, pictures, cassette
III. PROCEDURES:


Teacher’s and students’ activities
Activity 1:

Content

-Tell Ss that they are going to listen to three students A. Ha Noi Botanical Garden
talking about their places of interest. Before listening, B. Bat Trang Pottery village

Ss look at the pictures and describe what they see in C. Viet Nam National Museum of
each of them. Elicit answers from different Ss. Ask them History
if they know the name of each place. Quickly write
these names on the board. Play the recording for Ss to
check their answers.
Activity 2:

1. T

-Play the recording again for Ss to decide if the

2. T

sentences are true or false. If they meet any difficulty

3. F

doing this, play the recording one more time. Have Ss (His friend’s relatives own it.)
compare their answers in pairs before giving T the

4. F

answers. Ask for Ss' answers and write them on the (They also come from other countries.)
board. Do not confirm the correct answers yet.

5. T

Activity 3:
-Without listening to the recording again, Ss complete

1. artefacts

the table by filling each blank with no more than three

2. exploring Vietnamese culture

words. Ss compare their answers with a classmate

3. make things

before giving T the answers. Ask two Ss to write their

4. paint on ceramics

answers on the board. Play the recording one last time to

5. the hill

confirm the answers for both 2 and 3.

6. books
7. pigeons

WRITING

8. watching

-Activity 4:
Ss work in pairs and discuss the places of interest in Dear Mira,
their hometown/city that can be visited in one day and It's great to know that you're coming to

the activities that can be done there. Remind Ss that VietNam. What a pity you can only
these places of interest should be most typical and worth spend one day in Ha Noi.
visiting. T should move around to, give comments as There

are

so

many

interesting

there may not be enough time for checking with the places in the city, but I think within


whole class.

one day you should be able to visit

Activity 5:

three

places.

The

first

place

I

-Ss write the email, using the notes they have made. Ss suggest is VietNam National Museum
may also write this in groups on big pieces of paper. Ss of History. You like history, so it's
or groups exchange their descriptions to spot any a must-see place. There's an extensive
mistakes. Share them with the whole class. T may collection
collect some Ss' work to mark at home or ask them to Nam's

of artefacts

tracing Viet

history. They're

arranged

rewrite the email as homework. In this case, remember chronologically from primitive life to
to ask for Ss' revised work in the next lesson

modern times. The second place is
Hoan Kiem Lake. It's one
of the symbols of Ha Noi. There you
can enjoy the beautiful scenery and
visit Ngoc Son Temple. You can also
have a

look at

the Old Quarter.

Wander around the old streets and
some ancient houses to explore
Vietnamese culture.
Conveniently, these places are close to
one another, so we can walk around
easily.
Tell me when you're coming, so I can
show you around these places.
Look forward to seeing you soon!
Best wishes,
Thuc Anh
IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks.
-Prepare LOOKING BACK


Period: 8

Week: 3
Unit 1: LOCAL ENVIRONMENT
Lesson 7 – LOOKING BACK


I. OBJECTIVES:
•

By the end of this Unit, students will be able to:

Use some vocabularies and structures to talk about traditional crafts and places of interest
in an area

II . PREPARATION: sub -board, pictures, cassette
III. PROCEDURES:

Teacher’s and students’ activities
Activity 1:

Content
( in any other )

-Ss complete the word web individually. Check Ss' 1. paintings

2. pottery

answers as a class. If time allows, ask one or two Ss to 3. drums

4. marble sculptures

write their answers on the board.

5. silk

6 lacquerware

7. lanterns

8. conical hats

Activity 2:
-Ss do this exercise individually, then compare their 1. cast

2. embroidering

answers with a partner. Elicit the answers from Ss.

3. wove

4. knitted

5. carved

6. moulded

Activity 3:

1. zoo

2. looking forward to

-Ss do this exercise individually. Have some Ss read out 3. looked

4. team-building

their answers. Confirm the correct ones.

5. lunch

6. museum

7. craft

8. interest

Activity 4:
-Ss complete the sentences with their own ideas. Call on
two Ss to write their answers on the board. Other Ss
give feedback. Check their answers.
Activity 5:
-Ss write the sentences individually. Have two Ss write 1. I don't remember exactly when my
the sentences on the board. Ask other Ss to give parents set up this workshop.
comments. Correct the sentences if needed.

2. We have to try harder so that our
handicrafts can keep up with theirs.


Activity 6:

3. What time will you set off for Da

-Ss work in groups to play the game. One student is the Lat?
group secretary. Group members take turns to think of a 4. We arranged to meet in front of the
place of interest in their area. Other Ss ask Yes/No lantern shop at 8 o'clock, but she never
questions to guess the place. The secretary writes down turned up.
all the places of interest they have guessed. Finally, the 5. The artisans in my village can live
secretary reports on the places.
-Finished! Ask Ss to complete the self-assessment.
Identify any difficulties and weak areas and provide

further practice.
Project: What makes you proud of your area?
-Have Ss read the project. Ask them what the one
special thing about their area is. Elicit Ss' answers. Ss
work in groups to do the project. Ss follow the
instructions in the book. Answer Ss' questions if there
are any. Remember to have Ss present their findings in
the next lesson and vote for the best.

IV- HOMEWORK:
-Write new words then learn them by heart.
-Copy the exercise into notebooks.
-Prepare GETTING STARTED - Unit 2

on basket weaving.


Period: 9

Week: 3
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 Key:
exercise individually. Check and write the correct answers

1. visit 2.ancient 3.natural

on the board.

4.variety 5.study

b./ Ss work in pairs to do the task. Allow Ss to share

Key:

answers before asking them to discuss as a class.

1. jet lag

Remember to ask Ss to read out the lines in the conversation

2. a feature


that contain the words. Check and confirm the correct answers.

3. reliable
4. metropolitan
5. multicultural

c./ Ss work individually to answer the questions, then compare

Key:

their answers with a partner. Ask them to

1. He grew up in Sydney.

locate the information in the conversation. Call on some pairs to

2. Sydney is.

give the questions and answers. Confirm

3. It is convenient and

the correct answers.

reliable.
4. Because it is a metropolitan
and multicultural city.
5. In 1850.

d./ Tell Ss to find the phrases in the conversation and practise

Key:

saying them together. Explain the meaning to Ss, then elicit

1. How are you?/How are

other examples from Ss.

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.

Activity 2:
Tell Ss that most of the words they need to use are related to

Key:

cities or city life. Let them work in pairs.

1. international 2. local

Check their work, then let them read each word correctly. Check

3.crowded

and correct their pronunciation

4. neighbouring 5. Urban

Activity 3: Ss work in pairs. Give them a few minutes to do the

Key:

quiz. Award extra points for pairs who can say which

1.A 2.C 3.C 4.A 5.C 6. B

country these cities are in. Congratulate the winners.


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
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: