Giáo án Tiếng Anh 9 - Week 4 - Năm học 2023-2024

 Week 4- Period 9 
Preparing date: 23. /9/2023 
Teaching date: ../9/2023 
 UNIT 2: CITY LIFE 
 Lesson 1 : GETTING STARTED: “Duong’s first 
 visit to Sydney” 
I. OBJECTIVES : 
 1. Knowledge :By the end of the lesson, Ss will be able to: 
- Use the lexical items related to the topic of city life. 
- Interact a conversation about life in Sydney and talk about the things can do there 
- a,Vocabulary: vocabulary related to city life. 
b, Grammar: Review comparative form. 
c, Skills: Listening, reading and speaking. 
 2. Competences : develop the competences of- self-study, communication, 
cooperation, using languages and problem solving in doing exercises. 
 3. Quality: Ss are interested exploring other countries 
II. TEACHING AIDS : 
1. Teacher: Textbooks, teaching plan, teacher‟s book, . 
 2. Students: Text book, notebook . 
III. PROCEDURES : 
 1. Checking: During the lesson 
 2. New lesson: 
 Teacher‟s and students‟ activities The main contents 
 1. Warm up -5’ 
a.Aim: To attract Ss‟ attention to the lesson and to lead in the new lesson. 
b. Contents : Ss give some differences between city life and country life. 
c. Output: Ss can attract to the lesson. 
d. Process: 
- Ask Ss to give some differences between 
city life and country life. 
- Ask Ss if they like living in the city or in 
the countryside. 
 2. Presentation -15’ 
a.Aim: Help Ss interact a conversation about life in Sydney and talk about the things can do 
there and then answer the questions 
b. Contents : Listen and read a conversation. c. Output: Ss can understand the conversation and do exercise. 
d. Process: 
 1. Listen and read 
T asks Ss to open their books to Unit 2. Ask Questions may include: 
them some questions. • What can you see in the pictures? 
Ss answer the questions as a class. • Do you know these two boys? 
 • Where are they now? 
 • What are they talking about? 
 ... 
T plays the recording and have Ss follow Guiding questions: 
along. • Where is it? 
Ss read the dialogue in pairs. • Is it a capital city? 
 • What is it famous for? 
 ... 
 3. Practice- 15’ 
a.Aim: Help Ss know to replace the words about topic “City life.” 
b. Contents : Practice: 
+ Complete the sentences with information from the conversation. 
+ Find words in the conversation to match these definitions. 
+ Answer the questions. 
+ Think of other ways to say these expressions from the conversation. 
- Replace the word(s) in italics with one of the words from the box. 
- Work in pairs to do the quiz. 
c. Output: Ss can memorize the learnt vocabularies and develop their speaking, listening and 
reading willing to interact a conversation . 
d. Process: 
T asks Ss to read the conversation again and a. Complete the sentences with 
do the exercise individually. Check and write information from the conversation. 
the correct answers on the board. Key: 
 1. visit 
 2. ancient 
 3. natural 
 4. variety 
 5. study 
T asks Ss to find words in the conversation 
to match these definitions b. Find words in the conversation to 
Ss do the exercise individually match these definitions. 
T corrects Key: 
 1. jet lag 
 2. a feature 
 3. reliable T asks Ss to work individually to answer the 4. metropolitan 
questions, then compare their answers with a 5. multicultural 
partner. Ask them to locate the information 
in the conversation. Call on some pairs to c. Answer the questions. 
give the questions and answers. Confirm the Key: 
correct answers. 1. He grew up in Sydney. 
 2. Sydney is. 
 3. It is convenient and reliable. 
 4. Because it is a metropolitan and 
T tells Ss to find the phrases in the multicultural city. 
conversation and practise saying them 5. In 1850. 
together. Explain the meaning to Ss, then d. Think of other ways to say these 
elicit other examples from Ss. expressions from the conversation. 
 Key: 
 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. 
T tells Ss that most of the words they need to 2. Replace the word(s) in italics with one 
use are related to cities or city life. Let them of the words from the box. 
work in pairs. Key: 
Ss do exercise in pairs 1. international 
T checks their work, then let them read each 2. local 
word correctly. Check and correct their 3. crowded 
pronunciation. 4. neighboring 
 5. Urban 
T asks Ss to work in pairs. Give them a few 3. Work in pairs to do the quiz. 
minutes to do the quiz. Award extra points Key: 
for pairs who can say which country these 1. A 2. C 3. C 4. A 5. C 6. B 
cities are in. Congratulate the winners. 
 4. Application - 9’ 
a.Aim: Help Ss know some interesting places 
b. Contents : Talk about the city life 
c. Output: Ss can talk about the city life 
d. Process: 
T asks Ss to talk about the city life 
Ss do it 
T corrects the mistakes 
* Homework. 
 - Learn new words by heart 
 - Prepare: A closer look 1 
IV. Giving experience 
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Week 4- Period 10 UNIT 2: CITY LIFE 
Preparing date: 23/9/2023 Lesson 2: A CLOSER LOOK 1 
Teaching date: ../ ./2023 
I. OBJECTIVES : 
 1. Knowledge : By the end of the lesson students will be able to: 
 - Practise vocabulary related to the topic "city life". Use adjectives correctly 
 to describe the city life. 
 - Identify in which situations to stress pronouns in sentences and say these 
 sentences correctly .Practise how to pronounce Stress on pronouns in sentences. 
 a. Vocabulary: vocabulary related to tourism and travelling. 
 b. Grammar: adjectives 
 c. Pronunciation: Stress on pronouns in sentences. 
 2. Competences : 
- Linguistic competence, cooperative learning and communicative competence. 
 3. Quality : Students will be aware of protecting and promoting their city life. 
II. TEACHING AIDS : 
1. Teacher: Textbooks, teaching plan, teacher‟s book, . 
 2. Students: Text book, notebook . 
III. PROCEDURES : 
 1. Checking: During the lesson 
 2. New lesson: 
 Teacher‟s and students‟ activities The main contents 
 A.Warm up 
 Goal: To attract Ss‟ attention to the lesson and to lead in the new lesson. 
- Explain to Ss the normal position of *Brainstorm. 
adjectives in sentences. Then let Ss brainstorm Noisy, exciting, busy, all adjectives they have learnt, especially 
adjectives connected with cities and city life. 
Encourage them to call out as many words as 
possible. 
 2. Presentation- 15’ 
a.Aim: Help Ss know some adjectives to describe about city life. 
b. Contents : Learn the vocabulary. 
+ Put one of the adjectives in the box in each blank. 
+ Now underline all the other adjectives in the letter. 
c. Output: SS can understand using and meaning of the vocabularies 
d. Process: 
 1. Vocabulary 
T has Ss read through the letter so that they can 1a. Put one of the adjectives in the box in 
understand the general idea. And then each blank. 
complete the letter by using the adjectives in Key: 
the box 1. ancient/historic 
- Ss work in pairs to do the task. 2. warm 
- Have some Ss read their answers. 3. comfortable 
- T confirms the correct answers. 4. helpful 
 5. fascinating 
 6. historic/ancient 
 7. local 
 8. delicious 
- Ask Ss read the letter again and underline all b. Now underline all the other adjectives 
the other adjectives. Have them give the in the letter. 
meanings of these adjectives in the context of Key: 
the letter. Correct their answers. fabulous, sunny, small, friendly, affordable, 
 good 
 3. Practice- 17’ 
a.Aim: Help Ss know and use some adjectives to describe about city life. 
 Help Ss know how to stress on pronouns in sentences 
b. Contents : Practice 
+ Which of the following adjectives describe city life? Put a tick (v ). 
+ Put a suitable adjective from 2 in each blank. 
+ Pronunciation: stress on pronouns in sentences 
c. Output: Ss can identify lexical items related to the topic, and Ss can know stress on 
pronouns in sentences. 
d. Process: 
T has Ss read aloud all the adjectives to make 2. Which of the following adjectives 
sure they pronounce the adjectives correctly. describe city life? Put a tick (v ). Ask them which adjectives they know. Quickly (Sample answer: Ss may have different 
teach Ss the adjectives they do not know. answers providing that they can explain) 
- Ss work in groups and discuss which stressful busy frightening 
adjectives describe, or are related to, city life. cosmopolitan exciting forbidden 
Encourage them to talk about their choice. unemployed populous annoying 
 downtown historic modern 
 polluted fashionable 
T asks Ss to work individually, then compare 3. Put a suitable adjective from 2 in each 
their answers with a partner‟s. Ask some Ss to blank. 
write their answers on the board. Check their Key: 
answers as a class. 1. fashionable 
 2. annoying 
 3. forbidden 
 4. cosmopolitan 
 5. modern 
 6. polluted 
T explains to Ss that pronouns in general, and 4. Listen and Circle the pronouns that 
personal pronouns in particular, are normally sound strong. 
unstressed (weak) in sentences, but when they Key: 
are especially important, or when we want to 1. A: Can you come and give me a hand? 
show a contrast, they (me is weak) 
are stressed (strong). Give some examples. B: OK. Wait for me! (me is strong) 
Have Ss read the yellow box in the book to 2. A: Did you come to the party last night? 
fully understand the rule. (you is weak) 
 B: Yes. But I didn‟t see you. (you is strong) 
 3. A: Look - it‟s him! (him is strong) 
- T plays the recording and Ss repeat. Play the B: Where? I can‟t see him. (him is weak) 
recording as many times as necessary. Correct 4. A: They told us to go this way. (us is 
their pronunciation, especially the stressed weak) 
words. Have them circle the stressed pronouns. B: Well, they didn‟t tell us! (us is strong) 
- Play the recording. Ss listen and mark the 5a. Listen and mark the underlined 
underlined words as W (weak) or S (strong). words as W (weak) or S (strong). 
Elicit their answers and correct their mistakes. Key: 
- For a stronger class, before playing the 1. A: Is he (W) there? 
recording, have Ss read the exchanges and B: No. Everybody else is, but he‟s (S) gone 
mark the underlined words as W (weak) or S home! 
(strong). Ask some Ss to give the answers and 2. A: Do you know that woman? 
quickly write them on the board. B: Her (S)? Er... No. I don‟t recognise her 
- Now play the recording for Ss to check their (W). 
answers. 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? 
- Ss work in pairs to practise the exchanges b. Work in pairs. Practise the exchanges 
above. Go around and give support if above. 
necessary. Ex: expensive, modern, 
 4. Application 5’ 
a.Aim: Help Ss to memorize the learnt vocabularies and say many words to describe the 
life in the city. 
b. Contents : Fill in the blank 
c. Output: Ss can describe the life in the city as possible 
d. Process: 
T asks Ss to practice saying as many words to 
describe the life in the city as possible 
Ss do it 
T corrects 
* Homework. 
 - Practice vocabulary and pronunciation again. 
 - Guide ss how to do EX in WB. 
 - Prepare: A closer look 2 
IV. Giving experience 
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Week 4 - Period 11 UNIT 2: CITY LIFE 
Date of planning: 23/9/2023 Lesson 3: A closer look 2 
Date of teaching: ./ ./2023 
I. OBJECTIVES : 
 1. Knowledge : By the end of the lesson students will be able to: 
 - Use the lexical items related to the topic "city life". 
 - Review comparison of adj./ adv. & use Phrasal verb. 
 - Practice doing exercises with comparison of adj./ adv. & use Phrasal verb.
 a. Vocabulary: Review b. Grammar: Comparison of adj./ adv. & use Phrasal verb. 
 c. Skills: Listening, speaking, reading, writing 
 2. Competences : 
- Linguistic competence, cooperative learning and communicative competence. 
 3. Quality : Students will be aware of protecting and promoting their city life 
and Ss are interested in using langugage‟s diversity. 
II. TEACHING AIDS : 
1. Teacher: Textbooks, teaching plan, teacher‟s book, . 
 2. Students: Text book, notebook . 
III. PROCEDURES : 
 1. Checking: During the lesson 
 2. New lesson: 
 Teacher‟ and students‟ activities The main contents 
 1. Warm up (3’) 
a, Aims: To attract Ss‟ attention to the lesson and to lead in the new lesson. 
b, Contents: Groupwork 
c, Output: Ss can write a sentence using with comparative . 
d, Process: 
*Groupwork *Review. 
- Divide the class into two teams. Comparison of adj./ adv. 
- Time: 3minutes 
- Each member in each team goes to the 
board and write a sentence using with 
comparative . 
- The team with the most correct 
sentences is the winner. 
 2.Presentation (7’) 
a, Aims: Help Ss review comparison of adjectives and adverbs and do exercises 
b, Contents: Ss study the Grammar Box individually. 
+ Match the beginnings to the correct endings. 
+ Complete the text with the most suitable form of the adjectives in brackets. Add 
the where necessary. 
c, Output: Ss can remember the form and use of comparison of adjectives and 
adverbs and do exercises well. 
d, Process: 
T asks Ss to work individually. Check I. Comparison of adjectives and 
their answers as a class. adverbs 
Ss work individually and share their 1 Match the beginnings to the 
answer with the classmate. correct endings. Key: 
 1. f 2. d 3. e 4. h 5. g 6. a 7. c 8. b 
T helps Ss study the REMEMBER! box. 
Give explanations if necessary. Ss give 
more examples. REMEMBER! 
T asks Ss to work individually. After they 2. Complete the text with the most 
have done the activity, ask some Ss to suitable form of the adjectives in 
write their answers on the board. brackets. Add the where necessary. 
- Correct their mistakes. Key: 
 1. the largest 
 2. smaller 
 3. the most popular 
 4. wider 
 5. the dirtiest 
 6. cleaner 
 7. the best 
 8. the most exciting 
 3. Practice (25’) 
a, Aims: Help Ss review phrasal verbs and do exercises to do exercises. 
b, Contents: 
+ Underline the correct particle to complete each phrasal verb. 
+ Underline the phrasal verbs in the sentences, and match them to their meaning 
from the box. 
+ Read the text and find eight phrasal verbs. Match each of them with a definition 
from the box. 
c, Output: Ss can review phrasal verbs and do more about phrasal verbs. 
d, Process: 
T asks Ss to recall the phrasal verbs they 
have learnt in Unit 1: II. Phrasal verbs. 
 to set up 
 to look forward to 
 to get over 
 to show someone around 
 to grow up 
 to find out ... 4. Underline the correct particle to 
T asks Ss to do this task individually. Ask complete each phrasal verb. 
Ss to read and underline the correct Key: 
particle. T may ask them to write down 1. set up 
the phrasal verbs in their copy books. Call 2. gets on with 
on some Ss to read out their answers. 3. take your hat off Correct their mistakes. 4. grown up 
- Explain to them the meaning of these 5. shown around 
phrasal verbs in the sentences. 6. pull down 
T asks Ss to read the sentences, underline 5. Underline the phrasal verbs in 
the phrasal verbs and match them to their the sentences, and match them to 
meaning from the box. their meaning from the box. 
- Call on some Ss to read the sentences. Key: 
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 
T has Ss read the text, find eight phrasal 6. Read the text and find eight 
verbs and match them with their phrasal verbs. Match each of them 
definition from the box. Tell them to with a definition from the box. 
study the context of these phrasal verbs Key: 
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 sth over: consider 
 7. apply for: ask for (a job) 
 8. cheer sb up: make someone feel 
 happier 
 4. Application (8’) 
a, Aims: Help Ss more practice about phrasal verbs 
b, Contents: Ss work group to write sentences using with comparative and 
phrasal verbs. 
c, Output: Ss can make sentences with phrasal verbs 
d, Process: 
*Groupwork 
 - Divide the class into two teams. 
 - Time: 3minutes 
 - Each member in each team goes to the 
board and write sentences using with 
comparative and phrasal verbs 
 - Team 1: (write sentence using with 
comparative) 
 - Team 2: (write sentences using with phrasal verbs) 
 - The team with the most correct 
sentences is the winner. 
* Homework. 
 - Practice structures. 
 - Prepare: Communication. 
IV. Giving experience 
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