Giáo án tiếng Anh lớp 9 Tuần 5 sách mới

Unit 2: CITY LIFE

Lesson 5- SKILLS 1

Teacher’s and 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 confirm 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 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.

Unit 2: CITY LIFE

Lesson 6 – SKILLS 2

Teacher’s and students’ activities

Content

Listening

Activity 1:

Let Ss work in small groups. Then tell Ss to think or recall/imagine the nuisances/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. 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:

Have Ss write the paragraph in about 100 words. Make sure that they use their outline, along with connectors first/firstly, second/secondly, and pay attention to spelling and punctuation. Ss can use the 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 difficult for its residents

Unit 2: CITY LIFE

Lesson 7 – LOOKING BACK

Teacher’s and 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:

Let Ss read the passage and complete this exercise individually. Less advanced classes can complete this exercise in pairs. After that, let some Ss read the passage aloud – sentence by sentence. Check and confirm 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:

This task helps Ss use structures with phrasal verbs to rewrite sentences. T may have some Ss write 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 different 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 careful

Key:

1.(has) turned down 2.going on 3.get over

4.cheered up 5.turn back 6.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 …