Giáo án tiếng Anh lớp 9 Tuần 4 sách mới

Unit 2: CITY LIFE

Lesson 2 – A CLOSER LOOK 1

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 confirm 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, affordable, 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 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 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’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 find 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, find eight phrasal verbs and match them with their definition 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.find 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’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 fill the blanks. Call on some Ss to read out their answers and where they can find the answers. Confirm the correct ones.

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. Ss compare their answers in pairs. Check and confirm 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 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. Next they work out the final 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 difficult or dangerous.

4.Osaka was.

5.They are a city’s green space, urban sprawl, natural features, cultural attractions, convenience, and

pollution.