10113

Teaching plan English 9 Eacharang Primary and Secondary School
Week 3
Date of planning: 26 /9 /2024
Date of teaching: 27 /9/2024 Period 9- UNIT 2: CITY LIFE.
GETTING STARTED
How is your city?
I. OBJECTIVES: By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic City life
- Gain vocabulary to talk about life in the city
2. Competences
- Develop communication skills
- Be collaborative and supportive in pair work and teamworkKbBùi Thị Mỹ Châu
3. Personal qualities Ngk08:39:11 11:10:2024
TchxthCA phục vụ các cơ quan Nhà nước G2
- Actively participate in class
- Develop self-study skills
II. MATERIALS
- Grade 9 textbook, Unit 2, Getting started
- Computer connected to the Internet
- TV, laptop
III. PROCEDURES
TEACHER’S AND STUDENTS’ACTIVITIES CONTENTS
WARM-UP (5 mins)
Option 1: Think! Questions:

- Before Ss open their books, ask Ss to name some big cities 1/ Can you name some big cities in Viet
in Viet Nam and in the world. Ask some of them to tell the Nam and in the world?
2/ Can you describe something you know
class what they know about those cities (population, traffic,
about these cities?
tourist attractions, etc.). Ask them if they want to live there. (population, traffic, tourist attractions, ….)
Write their ideas on the board. 3/ Do you want to live there?
- If Ss are living in a town or city, ask them to describe it 4/ Can you describe where you live? Is it a
(population, traffic, tourist attractions, etc.). Ask them if city or town?
they like or dislike living there. 5/ Do you like living there?
- Tell Ss that this unit is about city life, and in this unit, they
Suggested answers:
will learn about both pros and cons of living in a city. Write
Students’ own answers.
the unit title on the board. Ask Ss to open their books and
start the lesson.
- Teacher sets the context for the listening and reading text:
Write the title on the board A special day. Explain the
meaning of special and ask students to guess what the
conversation might be about.
ACTIVITY 1:PRESENTATION (5 mins)
a. Objectives:
Prepared by: Bui Thi My Chau School year 2024-2025

- To provide students with vocabulary;

- To help students be well-prepared for the listening and reading tasks.
b. Content: Vocabulary pre-teaching
c. Expected outcomes:Students can identify some new words about city.
d. Organisation:
- Teacher introduces the vocabulary. Vocabulary pre-teaching

- Teacher explains the meaning of the new vocabulary by 1. traffic jam (n) kẹt xe
showing pictures or giving explanations. 2. congested (adj) tắc nghẽn (giao thông)
- Students guess the meaning of words. 3. construction site (n) công trường xây
- Students write down the new words in their notebooks. dựng
4. grand (adj) hoành tráng
5. pricey (adj) đắt đỏ
6. underground (n) hệ thống tàu điện ngầm
7. unreliable (adj) không đáng tin
8. itchy (adj) ngứa, gây ngứa
9. downtown (n) khu trung tâm thành phố,
thị trấn
ACTIVITY 2:PRACTICE (22 mins)
a. Objectives:
- To help Ss read for specific information about How is your city?;
- To help Ss learn words and phrases related to How is your city?;
- To help Ss use the words in context.
b. Content:
- Task 1: Listen and read.
- Task 2: Read the conversation again and tick T (True) or F (False).
- Task 3: Match the words/ phrases with their pictures.
- Task 4: Choose the correct answer A, B, C, or D
c. Expected outcomes: Students understand the conversation and topic of the lesson and can complete the
tasks successfully.
d. Organisation:
- Ask Ss to look at the pictures on page 18 and answer the Task 1: Listen and read. (6 mins)
questions below: Questions:
- Elicit answers from Ss. 1. What do you see in each picture?
- Ask Ss to read the first exchange in the introductory 2. Are the things in the pictures common in
dialogue. Elicit from Ss that Trang and Ben are living in your hometown?
different cities, and Ben is in London. Possible answers:
- Tell Ss that they will listen to and read the dialogue. Play traffic jam / traffic congestion, …..
the recording twice for Ss to listen and read along. The
second time, have Ss underline the words that are related to
The dialogue on page 19.
the topic of the unit.
- Invite some pairs of Ss to read the conversation aloud.

- Have Ss say the words in the text that they think are
related to the topic City life.
- Quickly write the words on one part of the board.
Comment on Ss’ answers.
- Tell Ss to read the conversation again and work Task 2: Read the conversation again and
independently to find the answers. Remind Ss to underline tick T (True) or F (False). (6 mins)
the information and correct the false statements. Answer key:
- Have Ss compare their answers in pairs before checking as 1. T 2. F 3. T 4. F 5. T
the whole class.
- Call on some Ss to give the answers.
- Ask Ss to look at the pictures and guess the words and Task 3: Match the words/phrases with
phrases that describe them. their pictures. (5 mins)
- Have Ss work individually to match the phrases with the Answer key:
appropriate pictures. 1. b 2. c 3. a 4. e 5. d
- Have them compare their answers with a partner.
- Invite some Ss to go to the board and write their answers.
- Confirm the correct answers.
- Have some Ss practise saying the phrases again.
- For a stronger class, have Ss work in groups. Each group
makes sentences with the words/phrases. Then they read
aloud these sentences.
- Go over the choices in each question and make sure Ss Task 4: Choose the correct answer A, B,
understand them. C, or D (5 mins)
- Ask Ss to complete the task with a partner. Answer key:
- Check answers as a class. Confirm the correct answers. 1. A 2. C 3. B
Explain or ask Ss to explain the correct choices. 4. C 5.D
ACTIVITY 3: PRODUCTION (10 mins)
FURTHER PRACTICE (10 mins)

a. Objectives:
- To help Ss identify some common differences between living in a city and in a village;
- To check students’ vocabulary and improve group work skills.
b. Content:Task 5: Complete a quiz to guess which type of life suits more, city life or village life.
c. Expected outcomes: Students can know which type of life suits them more, city life or village life.
d. Organisation:
- Set a time limit (3-4 minutes) for Ss to do this activity Task 5: Quiz: A lifestyle survey: City life
individually. or Village life? (10 mins)
- Have Ss compare their choices with their friends. They can - Mostly A: City life suits you more.
ask each other to guess which type of life suits them more, - Mostly B: Village life suits you more.
city life or village life.
- Tell Ss that in general, options A in all sentences describe

common things in a city while options B are more often
related to life in a village. Students’ own answers.
- Take a show of hands to see which option is most popular.
- Draw a table with City life in one column and Village life
in the other column. Ask Ss to add more ideas to each
column.
- For a stronger class, ask Ss to work in groups and talk
about the differences between living in the city and living in
the countryside. They may make comparisons about
accommodation, means of transport, facilities,
neighbourhood and outdoor activities.
CONSOLIDATION(3 mins)
a. Wrap-up:Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare new lesson: A CLOSER LOOK 1
Week 4
A CLOSER LOOK 1
1. Knowledge
- Use the lexical items related to the topic City life
- Pronounce the diphthong sounds /aʊ/, /əʊ/, and /eə/ in words and sentences correctly
2. Competences
- Be collaborative and supportive in pair work and teamwork
- Access and consolidate information from a variety of sources
3. Personal qualities
- Actively participate in class and school activities
II. MATERIALS
- Grade 9 textbook, Unit 2, A closer look 1
- TV, laptop
WARM-UP (5 mins)
Game: Jumble words Words:

- Jumble the letters in some words about the city that Ss 1. congested road
learnt in Getting started. 2. underground
- Have Ss compete in teams to unscramble them. Lead into 3. itchy eye
the lesson. 4. downtown
- Share with Ss the objectives of the lesson by showing 5. traffic jam
them on a projector. Alternatively, write the objectives in a 6. construction site
corner of the board and leave them there and tick the
objectives off as the class finishes with them.
ACTIVITY 1: PRESENTATION (6 mins)
VOCABULARY (5 mins)
a. Objectives: To provide students new vocabulary;
b. Content: Vocabulary pre-teaching
c. Expected outcomes:Students can identify some vocabulary about City life and use them in different
contexts.
d. Organisation:
- Introduce the vocabulary by: Vocabulary pre-teaching (5 mins)

+ providing explanations of the words 1. concrete jungle (n) rừng bê tông (dùng để
+ showing pictures illustrating the words. miêu tả một khu vực có
- Guess the meaning of words. nhiều nhà cao tầng)
- Write down new words in their notebooks. 2. metro (n) hệ thống tàu điện ngầm
3. public amenities tiện ích công cộng
4. commuter (n) người đi làm xa
5. pickpocket (n) móc túi
6. suburb (n) ngoại ô
7. bustling (adj) hối hả, nhộn nhịp, náo
nhiệt
8. liveable (adj) (nơi, địa điểm) đáng sống
ACTIVITY 2:PRACTICE (15 mins)
a. Objectives: To revise some vocabulary related to City Life.

b. Content:
- Task 1: Match the words / phrases with their explanations.
- Task 2: Choose the correct answer A, B, C, or D to complete each sentence.
- Task 3: Complete the texts, using the words and phrases from the box.
c. Expected outcomes:Students can identify some vocabulary about City life and use them in different
contexts.
d. Organisation:
- Tell Ss to work in pairs and match the words / phrases Task 1: Match the words / phrases with
with their explanations. their explanations. (5 mins)
- Check and confirm the correct answers. Answer key:
1. c 2. b 3. e 4. a 5. d
- Have the whole class read aloud the words / phrases again.

- Go over the four adjectives under each sentence with Ss. Task 2: Choose the correct answer A, B,
Elicit their meanings. C, or D to complete each sentence (5
- Tell Ss to do this exercise individually. Tell them to read mins)
Answer key:
all the sentences carefully to make sure they understand the
1. A
sentences and choose the correct option. 2. C
- Have them compare their answers with a partner. 3. D
- Invite some Ss to give the answers and confirm the correct 4. A
ones. Explain the options that might be challenging to Ss. 5. C
- Ask Ss to say the meaning of the words / phrases in the Task 3: Complete the texts, using the
box. words and phrases from the box. (5 mins)
- Tell them to work in pairs and choose the appropriate Answer key:
1. metro
words to complete the texts.
2. public amenities
- Invite two Ss to write their answers on the board. 3. liveable
- Confirm the correct answers. Ask Ss to explain their 4. downtown
choices. For example, blank 1 should be metro because the 5. concrete jungles
sentence mentions public transport, and metro, like bus, is a 6. safe
type of public transport.
- Ask Ss who they agree with, John or Jenny, and explain
why.
- Check and give feedback.
- With a stronger class, ask Ss to choose one or two words /
phrases and make sentences with them
ACTIVITY 3:PRONUNCIATION (14 mins)
a. Objectives:
- To help students identify how to pronounce the diphthong sounds /aʊ/, /əʊ/, and /eə/;
- To help students practise pronouncing these sounds correctly in words and in sentences.
b. Content:
- Task 4: Put the words in the correct column. Then listen and check.
- Task 5: Read the sentences. Circle the words with /aʊ/, underline those with /əʊ/, and put a tick (√) next
to those with /eə/. Then listen, check, and practise the sentences.
c. Expected outcomes: Students can pronounce the diphthong sounds /aʊ/, /əʊ/, and /eə/ in words and in
sentences correctly.
d. Organisation:
- Review the diphthong sounds /aʊ/, /əʊ/, and /eə/ to Task 4: Put the words in the correct
students by having them watching a video: column. Then listen and check. (7 mins)
- Draw a table with three columns: /aʊ/, /əʊ/, /eə/ on the Answer key:
board.
- Have Ss read out the given words in the textbook in
silence. Write down the first word in the list with the sound
/aʊ/, /əʊ/, and /eə/ in the appropriate column.

- Tell Ss to do the same with the other words. Then play the
recording for them to listen and check.
- Write the sentences on the board or show them on a Task 5: Read the sentences. Circle the
projector screen. words with /aʊ/, underline those with
- Tell Ss that they need to circle the words with /aʊ/, /əʊ/, and put a tick (√) next to those with
underline those with /əʊ/, and put a tick next to those with /eə/. Then listen, check, and practise the
/eə/. Do sentence 1 with the whole class as an example. sentences. (7 mins)
- Set a time limit for Ss to do this exercise individually. Key:
Then, they compare their answers in pairs. 1. They go shopping downtown.
- Play the recording for Ss to check. Show them the correct 2. The chairman (√) comes from a coastal
answers. city.
- Have Ss practise the sentences in pairs. Invite some pairs 3. Buses in the old days were not as
to read the sentences aloud. Comment on their crowded as they are now.
pronunciation of the sounds. 4. She gets around the city easily thanks to
the apps on her phone.
5. I hope we arrive at the city square (√) in
time for the fashion show.
CONSOLIDATION (5 mins)
a. Wrap-up
- Ask one or two students to tell the class what they have learnt. Draw students’ attention to the objectives
on the board or show them the slide with the objectives. Tick the objectives that have been learnt.
b. Homework
- Find three more words that have the diphthong sounds /aʊ/, /əʊ/, and /eə/.
- Prepare new lesson: A CLOSER LOOK 2
Week 4
Date of teaching: 2 / 10/2024 Period 11- UNIT 2: CITY LIFE.
A CLOSER LOOK 2
1. Knowledge: Recognise and use double comparatives and some phrasal verbs.
2. Competences
- Develop communication skills
- Compare living place
- Actively join in class activities
II. MATERIALS
- Grade 9 textbook, Unit 2, A closer look 2
- TV, laptop
III. PROCEDURES

WARM-UP (5 mins)
Option 1: Think! Pictures:

- Show Ss a picture of two bowls of spicy noodles. The
second bowl of noodles has more chillis than the first one.
- Ask Ss which bowl of noodles they prefer.
- Put a tick below the first bowl and two ticks below the
second bowl and tell them that the number of ticks shows
T’s preference. Elicit from Ss a sentence with comparative
structure (I like the second bowl more than the first bowl).
- Tell Ss that today they are learning another structure of
comparison of adjectives.
- Introduce the objectives of the lesson. Write the objectives
in the left corner of the board.
ACTIVITY 1:PRESENTATION (7 mins)
a. Objectives: To help students get to know about double comparatives.

b. Content:Grammar explanation
c. Expected outcomes:Students know how to use double comparatives.
d. Organisation:
- Write the sentence on the board: Double Comparatives

“The more expensive the rent in the city is, the fewer people
can afford to live there”.
- Underline “the more expensive” and “the fewer”. Check if
they understand the sentence.
- Tell Ss that they can use “the” with comparative adjectives
to emphasise that one thing depends on another.
- Draw their attention to the form: The + comparative
adjective 1 + clause 1, the + comparative adjective 2 +
clause 2. Remind them that there must be “the” before the
comparative form of adjective.
- Go through the Remember! box with Ss. Use the given
examples to reinforce the grammar point.
ACTIVITY 2: PRACTICE (20 mins)
a. Objectives:
- To help students use the grammar point correctly with attention to form and meaning.
- To help Ss practise using phrasal verbs in sentences.
b. Content:
- Task 1: Choose the correct option to complete each sentence.

- Task 2: Find a mistake in the underlined parts in each sentence below and correct it.
- Task 3: Match a phrasal verb in column A with a suitable word / phrase in column B.
- Task 4: Complete each sentence with a phrasal verb in 3. You can change the form of the verb when
necessary.
c. Expected outcomes:Students understand the two grammar points to do the task successfully.
d. Organisation:
- Ask Ss to look at Task 1. Do the first sentence with the Task 1: Choose the correct option to
class as an example. complete each sentence. (3 mins)
- Tell Ss to complete Task 1 individually, then check their Answer key:
1. later
answers with another pair.
2. more comfortable
- Invite some Ss to share their answers. Confirm the correct 3. the higher
answers. Explain or elicit explanations from Ss. 4. more famous
5. the more difficult
- Tell Ss to find a mistake in each sentence and correct it. Task 2: Find a mistake in the underlined
Tell them to read the sentence carefully and pay attention to parts in each sentence below and correct
the meaning of each sentence. it. (5 mins)
Answer key:
- Ask Ss to do this exercise in pairs.
1. B (The hotter) 2. C (more tired)
- Invite one or two Ss to write the mistakes and their 3. A (more modern)
corrections on the board. 4. D (the more polluted) 5. B (uglier)
- Ask Ss to recall the phrasal verbs in Unit 1. Tell them that Task 3: Match a phrasal verb in column
they will learn five more phrasal verbs in this lesson. A with a suitable word / phrase in
- Ask Ss to do Activity 3 individually. Tell them that they column B. (5 mins)
Answer key:
can guess if they are not sure.
1. D 2. C
- Check the answers as a class. Write the correct matches on 3. E 4. B 5. A
the board.
- Elicit the meaning of each phrasal verb (get around ~
move from place to place / go to a lot of different places;
carry out ~ conduct; come down with ~ catch (a disease);
hang out with ~ spend time a lot of time with sb; cut down
on ~ reduce).
- Check Ss’ comprehension by asking them some questions,
tell them to translate the phrases into Vietnamese, or play
Slap the board game.
- Tell Ss that they will work in pairs and complete Task 4. Task 4: Complete each sentence with a
- Set a time limit for them. Then call on one or two Ss to phrasal verb in 3. You can change the
write the answers on the board. form of the verb when necessary. (7 mins)
Answer key:
- Check the answers. Elicit explanations from Ss.
1. coming down with
2. cut down on
3. get around

4. hang out with

5. carrying out
ACTIVITY 3: PRODUCTION (8 mins)
a. Objectives: To give Ss speaking practice with the comparison of adjectives.

b. Content: Task 5: Work in pairs. Tell each other whether you agree or disagree with the following ideas.
c. Expected outcomes: Students can apply the grammar they have learnt in practical situations.
d. Organisation:
- Go through the three sentences in 5 to make sure Ss Task 5: Work in pairs. Tell each other
understand them. whether you agree or disagree with the
- Ask Ss to work in pairs. Each person chooses a sentence following ideas. (8 mins)
and says whether they agree or disagree with it. Encourage
them to provide an example, a reason and / or an
explanation for their viewpoint.
- Invite some Ss to share their opinions in front of class.
Others listen and give feedback
a. Wrap-up: Summarise the main points of the lesson.
b. Homework
- Do exercises in the Workbook.
- Make 5 sentences by using double comparatives and phrasal verbs that you have learnt.
- Prepare new lesson: COMMUNICATION
Week 4
COMMUNICATION
1. Knowledge
- Offer help and respond to an offer;
- Talk about means of transport that they use.
2. Competences
- Develop communication skills and creativity
- Be ready and confident in real life conversations
- Know about means of transport
II. MATERIALS
- Grade 9 textbook, Unit 2, Communication
- TV, laptop
III. PROCEDURES
WARM-UP (5 mins)
Option 1: Look and answer. Pictures of means of transport.

- Show pictures of means of transport (bicycle, tram, sky
train, car, bus). Ask Ss what means of transport they know,
and what might be common means of transport in the city.
- Tell Ss that in this lesson, they will read and talk about
transport in the city. Introduce the objectives of the lesson
(Ss will learn how to offer help and respond; and how to
talk about their favourite means of transport). Write the
objectives in the left corner of the board.
ACTIVITY 1: EVERYDAY ENGLISH (15 mins)
a. Objectives: To introduce ways of offering help and responding.

b. Content:
- Vocabulary pre-teaching
- Task 1: Listen and read the conversations below. Pay attention to the highlighted parts.
- Task 2: Work in pairs. Make similar conversations with the following situations.
c. Expected outcomes: Students can use the structures to offer help and respond.
d. Organisation:
- Introduce the vocabulary by: Vocabulary pre-teaching (3 mins)

+ giving a situation; 1. rush hour (n) giờ cao điểm
+ giving an explanation 2. tram (n) xe điện
- Listen to the explanation of the words.
- Write the new words in their notebooks.
- Tell Ss a situation: “Duong’s best friend is going to Task 1: Listen and read the conversations
Singapore to study there. Duong’s dad knows that Duong below. Pay attention to the highlighted
wants to go to the airport to see him off. What will parts. (5 mins)
Duong’s dad do?”
- Encourage Ss to make some guesses. Possible guesses
might be Duong’s dad will take him to the airport;
Duong’s dad will catch a taxi for him to the airport, etc.
- Write on the board: “I can take you to the airport if you
like.” Tell Ss that Duong’s dad says this sentence to offer
to help him.
- Play the recording for Ss to listen and read the
conversations between Duong’s dad and Duong, and
between Minh and Hoang. Ask Ss to pay attention to the

highlighted language. Tell them that these are two common

ways to offer help.
- Ask Ss what Duong and Hoang say to accept the offers.
- Have Ss read aloud the conversations as a class first, then
practise them in pairs. Call on some pairs to act the
conversations in front of the class.
- Ask Ss to work in pairs to make similar dialogues, using Task 2: Work in groups. Make similar
the language they have learnt. conversations with the following
- Move around to observe and provide help. Call on some situations. (7 mins)
Suggested dialogues:
pairs to practise in front of the class. Comment on their
Situation 1:
performance. You: I can show you how to use the library
smart card if you like.
Friend: Thanks. That’s so kind of you.
Conversation 2
You: Would you like me to write a note for
Ms Hoa?
Friend: Thank you. That’s so kind of you.
ACTIVITY 2: TRANSPORT IN THE CITY (20 mins)
a. Objectives:
- To provide students with information about three means of transport in the city;
- To give students an example of the structure for their talk;
- To help students plan their talk about their familiar means of transport;
- To provide students with a chance to talk about their familiar means of transport.
b. Content:
- Task 3: Work in pairs. Read the descriptions of three teenagers about their favourite
means of transport. Then complete the table below.
- Task 4: Make notes about a means of transport you are using.
- Task 5: Work in groups. Talk to your friends about the means of transport that you
use. Use your notes in 4.
c. Expected outcomes:
- Students get some information about means of transport.
- Students can talk about their familiar means of transport.
d. Organisation:
- Have Ss work in pairs. Assign one description for each Task 3: Work in pairs. Read the
pair to read and complete the gaps in the table. descriptions of three teenagers about their
- Invite some pairs to share their answers. Confirm the favourite means of transport. Then
complete the table below. (5 mins)
correct answers.
Key:
- Put three pairs who read different descriptions together. 1. traffic jams 2. sky train
In their group, they tell each other about the description of 3. crowded 4. tram
the transport that they have read. 5. discount

- Tell Ss to make notes about the means of transport they Task 4: Make notes about a means of
are using, following the given outline. They can look at the transport you are using. (7 mins)
table in Activity 3 for an example. Suggested answers:
Means of transport: bus
- Monitor and provide support when needed.
Advantages: near house and school, clean,
- When they finish their outline, tell them to talk to a friend on time, air conditioning
using the notes they have prepared Drawbacks: crowded at rush hour
- Form new groups of four students. In their group, Ss take Task 5: Work in groups. Talk to your
turns to talk, using their notes in 4. friends about the means of transport that
- Monitor and provide support when needed. you use. Use your notes in 4. (8 mins)
Suggested talk
- Comment on Ss’ talks.
I go to school by bus every day. It is
convenient because there are bus stops near
my house and my school. The bus is clean
and on time. It is very crowded at rush hour,
but it has air conditioning, so it is cool.
That’s why I choose to use it.
a. Wrap-up: Have Ss say what they have learnt in the lesson.
b. Homework
- Prepare new lesson: SKILLS 1
.Week 5
Date of planning: 6 / 10 /2024
Date of teaching: 8 / 10 /2024 Period 13- UNIT 2: CITY LIFE.
SKILLS 1
1. Knowledge
- Read for main idea and specific information in an article about a competition to find solutions
to city problems
- Talk about city problems and their solutions
2. Competences
- Develop presentation skills
- Understand more about city problems and their solutions
II. MATERIALS
- Grade 9 textbook, Unit 2, Skills 1
- TV, laptop
III. PROCEDURES
WARM-UP (5mins)
Mind map Mind map:

- Make a mind map with “City problems” in the centre. Ask
Ss to list some problems of living in the city. Write their
ideas in the mind map and keep it there throughout the
lesson.
- Tell Ss that they are going to read and speak about some City problems
problems of city life and their solutions.
ACTIVITY 1: READING (20 mins)
a. Objectives:
- To help Ss learn new vocabulary in the reading text.
- To improve Ss’ skill of reading for details (scanning).
b. Content:
- Vocabulary teaching
- Task 1: Work in pairs. Match the words / phrases with their pictures.
- Task 2: Read part of an announcement about the Teenovator competition. Match the topics in the
competition with their winners. There is one extra topic.
- Task 3: Read the announcement again. Choose the correct answer.
c. Expected outcomes: Students identify some new words and how to use the target vocabulary.
d. Organisation:
- Ask Ss to get the meaning of the words in context. Vocabulary teaching (5 mins)
- Ss say the meaning of the words. 1. leftover (n) thức ăn thừa
2. biogas (n) khí sinh học
- Have Ss work in pairs and match the given words/phrases Task 1: Work in pairs. Match the words /
with the pictures. phrases with their pictures. (3 mins)
- Check the answers as a class. Keys:
1. a 2. c 3. b 4. d
- Tell Ss that they are going to read part of an Task 2: Read the passages again and
announcement about the winners of the Teenovator complete the sentences. (5 mins)
competition. Ask them to skim the announcement and name Keys:
1. C 2. B 3. A
the winners (Central School, Bookworm Team, Helena
Wilson).
- Ask Ss to skim the text again and underline the city
problem that each winner has found (Central School – (the
more) food people throw away, Bookworm Team – city

library is not teen-friendly, Helena Wilson – too many

vehicles around the school gates).
- Ask Ss if these problems are solved, how the city will be
like (less food waste, teen-friendly library, safety in front of
school gates).
- Tell Ss that they will now match a topic in the competition
with the winner. Let Ss do the exercise individually.
- Check answers as a class.
- Have Ss review how to do this multiple-choice exercise. Task 3: Read the announcement again.
- Briefly tell them the steps: Read the questions, underline Choose the correct answer. (7 mins)
the keywords in each question, locate the keywords in the Keys:
1. A 2. D 3. B 4. C
text and find the information to answer the question.
5. A
- Ask Ss to repeat the steps if necessary.
- Ask Ss to do the exercise individually and then check their
answers in pairs.
- Invite a student to write their answers on the board. Have
other Ss explain their answers. Confirm the correct answers.
ACTIVITY 2: SPEAKING (15 mins)
a. Objectives:
- To help students use what they have learnt so far to talk about city problems and solutions;
- To practise public speaking.
b. Content:
- Task 4: Make a list of city problems and some solutions to them.
- Task 5: Work in pairs. Talk to your friends about the city problems and suggest solutions to them. You can
use the ideas in 4.
c. Expected outcomes: Students can talk about the city problems and suggest solutions to them in front of
other people.
d. Organisation:
- Ask Ss to work in pairs and add as many details of problems Task 4: Make a list of city problems and
of city life and solutions in the mind map as possible. some solutions to them. (7 mins)
Alternatively, Ss can use problems given in the textbook and
think of solutions to them.
- Ask pairs to share their answers with the class.
- Elicit from Ss some useful structures for starting a talk and Task 5: Work in pairs. Talk to your
introducing problems and solutions. friends about the city problems and
suggest solutions to them. You can use
the ideas in 4. (8 mins)

- Have Ss work in groups. Tell them that they will talk to Suggested answer:
each other about problems of city life and solutions. They We think that there are several problems in
could use their notes when talking. our city. First, some streets are dirty. Many
- Remind them that they can use the given template in the people put rubbish on the pavements or near
book in their talk. the walls. Second, the city looks like a
- Set a time limit for pair work. Go around, monitor and concrete jungle. It lacks green space and
support when necessary. the air is not fresh. To solve these problems,
- Invite some Ss to share their discussion to the class. the city authority should instruct people to
- Ask other pairs to listen and give comments. Comment on throw rubbish properly. Another solution is
Ss’ answers. to plant more trees even on the roof of high
buildings. By doing so, the city can be a
more liveable place.
a. Wrap-up
- Summarise what they have learnt in the lesson.
- Have Ss look at the objectives written on the board at the beginning of the lesson and tick the objectives
they have learnt.
b. Homework
- Prepare new lesson: SKILLS 2
Week 5
Date of teaching: 9 / 10 /2024 Period 14 - UNIT 2: CITY LIFE.
SKILLS 2
I. OBJECTIVES:By the end of this lesson, Ss will be able to:
1. Knowledge
- Listen for specific information in an interview about life in the city
- Write a paragraph on what they like or dislike about city life
2. Competences
- Be encouraged to express opinion about city life
II. MATERIALS
- Grade 9 textbook, Unit 2, Skills 2
- TV, laptop
III. PROCEDURES.
WARM-UP (5mins)
- Show photos or a video of a modern and beautiful city.

Ask Ss if they like that city and why.
- Lead to the new lesson: Listening and Writing lesson on
advantages and disadvantages of city life.
ACTIVITY 1: LISTENING (16 mins)
a. Objectives: To help Ss develop their skill of listening for specific information about city life
b. Content:
- Task 1: Work in pairs. Tick the things that you want in your hometown. Add more ideas if you have any.
- Task 2: Listen to an interview with three teenagers about life in their cities. Decide if the statements are
true (T) or false (F).
- Task 3: Listen again. Choose the correct answer A, B, or C.
c. Expected outcomes: Ss can listen for general and specific information to do the learning tasks.
d. Organisation:
- Tell Ss to look at the given phrases and ask them to tick Task 1: Work in pairs. Tick (√) the
the things they want in a city. things that you want in your hometown.
- Invite answers from Ss. Add more ideas if you have any. (5 mins)
Suggested answers:
- Tell Ss that these phrases will appear in the recording, so
Students’ own answers.
they should pay attention to them.
- Tell Ss that they are going to listen to three teenagers Task 2: Listen to an interview with three
talking about what they like and dislike about their city. teenagers about life in their cities. Decide
- Have Ss look at the statements. Elicit from them the if the statements are true (T) or false (F)
(5 mins)
keywords in each statement. Remind them that they need to
Answer key:
listen attentively. 1. T
- Play the recording and ask Ss to listen and decide if the 2. F
information is true or false according to the recording. 3. F
- Ask one or two Ss to go to the board and write their 4. T
answers. Have other Ss work in pairs to compare their
answers.
- Confirm the correct answers. Play part of the recording
again when needed.

- Tell Ss that they are going to listen to the speakers again Task 3: Listen again. Choose the correct
and choose the correct answer. answer A, B, or C. (6 mins)
- Have Ss read the questions and underline the keywords in Answer key:
1. A
each question. Elicit from Ss that Question 1 helps practise
2. A
listening for gist. 3. B
- Play the recording and ask Ss to listen again and choose 4. C
the correct answer. Then Ss work in pairs to compare their
answers with each other.
- Check the answers to 3 with the whole class. Ask Ss to
explain their choices. Confirm the correct answers.
Transition from Listening to Writing
Ask Ss to work in pairs and recall information about Tom,
Elena and Chi. Note down the answers to the questions.
- What does each person like about life in their city?
- What does each person dislike about life in their city?
ACTIVITY 2: WRITING (20 mins)
a. Objectives: To help Ss practise writing a paragraph about what they like or dislike about living in a city.
b. Content:
- Task 4: Work in pairs. Put the phrases from the box in the correct column.
- Task 5: Write a paragraph (about 100 words) about what you like or dislike about living in a city. You can
use the ideas in 4 or your own ideas.
c. Expected outcomes:Students can use learned vocabulary and grammar to write a paragraph about what
they like or dislike about living in a city.
d. Organisation:
- Have Ss work in pairs to put the phrases in the correct Task 4: Work in pairs. Put the phrases
column. from the box in the correct column. (5
- Have some Ss present their answers or write their answers mins)
on the board. Confirm the correct answers. Answer key:

- Tell Ss to look at the outline in 5. Tell them that they Task 5: Write a paragraph (about 100
should follow this structure when writing this paragraph. words) about what you like or dislike
- Ask Ss to write their paragraph individually based on the about living in a city. You can use the
ideas in 4 or your own ideas. (15 mins)
table in 4. Remind them that they do not need to use all
Sample paragraph:
suggested ideas, and that they can add their own ideas. I love city life. First, it is very convenient to
- When Ss have finished, if time permits, check one writing live in the city. The public transport system
in class. Otherwise, collect some writings to correct at reaches almost all areas of the city, so it is
home. easy for me to get around. In addition, there
are many shops that sell all kinds of goods,
so I can buy almost everything I need.
Second, the city often has many good
schools and hospitals. Therefore, people here
can enjoy quality education and healthcare.
Finally, city life is exciting. There are many
entertainment places for me and my friends.
For example, we can hang out at shopping
malls, watch movies at the cinema, and visit
beautiful parks downtown. In conclusion, I
find the city a liveable place for me.
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Rewrite the paragraph in the notebooks.
- Prepare new lesson: LOOKING BACK AND PROJECT
Week 5
Date of teaching: 11 / 10 /2024 Period 15 - UNIT 2: CITY LIFE.
LOOKING BACK AND PROJECT.
1. Knowledge
- Review the vocabulary and grammar of Unit 2
- Apply what they have learnt (vocabulary and grammar) into practice through a project
2. Competences
- Develop presentation skill
- Be encouraged to attend school activities
II. MATERIALS
- Grade 9 textbook, Unit 2, Looking back and Project

- TV, laptop
III. PROCEDURES.
WARM-UP (5mins)
Brainstorming Suggested answers:

- Teacher divides the board, and divides the class into lively, suburbs, skyscraper, bustling, …..
teams.
- Members of each team take turns to write as many words
about City as possible in 2 minutes.
- The group having more correct answers is the winner.
ACTIVITY 1: LOOKING BACK (20 mins)
VOCABULARY (10 mins)

a. Objectives: To help Ss review the vocabulary of Unit 2.
b. Content:
- Task 1: Choose the correct answer to complete each sentence below.
- Task 2: Fill in each gap with a word from the box to complete the passage.
c. Expected outcomes:Students can use the knowledge they have learnt in this unit to complete the tasks
successfully.
d. Organisation:
- Have Ss do this activity individually then compare their Task 1: Choose the correct answer to
answers with their partners. complete each sentence below. (5 mins)
- Ask for Ss’ answers or ask one student to write his / her Answer key:
1. suburbs 2. metro
answer on the board.
3. concrete jungle 4. lively
- Confirm the correct answers. 5. bustling
- Have Ss read the passage and complete the blanks with the Task 2: Fill in each gap with a word from
given words. the box to complete the passage. (5 mins)
- Ask them to share their answers with a classmate. Answer key:
1. suburbs
- Invite some Ss to write the answers on the board. Confirm
2. metro
the correct answers. 3. concrete jungle
- Ask Ss if they like or dislike Mia’s town. 4. lively
5. bustling
GRAMMAR (10 mins)

a. Objectives: To help Ss revise the double comparatives and some phrasal verbs.
b. Content:
- Task 3: Complete the sentences with the particles in the box.
- Task 4: Find a grammar mistake in each sentence and correct it.

c. Expected outcomes: Recall the uses of the grammar that they have learnt in this unit (phrasal verbs and
double comparatives).
d. Organisation:
- Ask Ss to list phrasal verbs they have learnt in the unit. Task 3: Complete the sentences with the
- Have Ss do this exercise individually then compare their particles in the box. (5 mins)
answers with a partner. Call on some Ss to give the answers. Answer key:
1. away
Confirm the correct answers and write them on the board.
2. out
3. down on
4. out
5. down with
- Recall the structure of double comparatives Ss learnt in Task 4: Find a grammar mistake in each
this unit. sentence and correct it. (5 mins)
- Tell them that they need to identify a grammar mistake in Answer key:
1. more difficult → the more difficult
each sentence and correct it.
2. get up → get around*
- Have Ss do this exercise individually then compare their 3. Nearer → The nearer
answers with a partner. 4. came up with → came down with
- Invite some Ss to read their answers aloud. Confirm the 5. more slow → slower
answer keys.
*Note:
go around = turn round in a circle
go around (to) = visit sb / a place that is
near
get around = to go to a lot of different
places
ACTIVITY 2: PROJECT (16 mins)
a. Objectives:
- To help Ss improve their creativity and teamwork;
- To improve their speaking and presentation skills.
b. Content: Poster presentation
c. Expected outcomes: Students are able to present their posters about a city in the future.
d. Organisation:
A city in the future Suggested outcome:

- As Ss have prepared for the project throughout the unit, Students’ posters & presentations
the focus of this lesson should be on the final product,
which is a poster presentation of future city.
- Have Ss work in their groups. Give them a few minutes to
prepare for the presentation.
- Give Ss checklists for peer and self-assessment. Explain
that they will have to tick appropriate items while listening
to their classmates’ presentations and write comments if
they have any.

- The presenters should complete their self-assessment

checklists after completing their presentation. If necessary,
go through the criteria for assessing their talk to make sure
Ss are familiar with them.
- Invite the assigned groups to give their presentations.
Encourage the rest of the class to ask questions at the end.
a. Wrap-up: Summarise the main points of the lesson.
b. Homework: Prepare for the next lesson.

10113

Uploaded by

Copyright:

Available Formats

10113

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

10113

Uploaded by

Copyright:

Available Formats

Teaching plan English 9 Eacharang Primary and Secondary School

Option 1: Think! Questions:

ACTIVITY 1:PRESENTATION (5 mins)

Prepared by: Bui Thi My Chau School year 2024-2025

- To provide students with vocabulary;

- Teacher introduces the vocabulary. Vocabulary pre-teaching

ACTIVITY 2:PRACTICE (22 mins)

Prepared by: Bui Thi My Chau School year 2024-2025

ACTIVITY 3: PRODUCTION (10 mins)

FURTHER PRACTICE (10 mins)

- Tell Ss that in general, options A in all sentences describe

Game: Jumble words Words:

Prepared by: Bui Thi My Chau School year 2024-2025

ACTIVITY 1: PRESENTATION (6 mins)

- Introduce the vocabulary by: Vocabulary pre-teaching (5 mins)

ACTIVITY 2:PRACTICE (15 mins)

a. Objectives: To revise some vocabulary related to City Life.

Prepared by: Bui Thi My Chau School year 2024-2025

ACTIVITY 3:PRONUNCIATION (14 mins)

Prepared by: Bui Thi My Chau School year 2024-2025

Prepared by: Bui Thi My Chau School year 2024-2025

TEACHER’S AND STUDENTS’ACTIVITIES CONTENTS

Option 1: Think! Pictures:

ACTIVITY 1:PRESENTATION (7 mins)

a. Objectives: To help students get to know about double comparatives.

- Write the sentence on the board: Double Comparatives

ACTIVITY 2: PRACTICE (20 mins)

Prepared by: Bui Thi My Chau School year 2024-2025

Prepared by: Bui Thi My Chau School year 2024-2025

4. hang out with

ACTIVITY 3: PRODUCTION (8 mins)

a. Objectives: To give Ss speaking practice with the comparison of adjectives.

Option 1: Look and answer. Pictures of means of transport.

ACTIVITY 1: EVERYDAY ENGLISH (15 mins)

a. Objectives: To introduce ways of offering help and responding.

- Introduce the vocabulary by: Vocabulary pre-teaching (3 mins)

Prepared by: Bui Thi My Chau School year 2024-2025

highlighted language. Tell them that these are two common

ACTIVITY 2: TRANSPORT IN THE CITY (20 mins)

Prepared by: Bui Thi My Chau School year 2024-2025

Mind map Mind map:

ACTIVITY 1: READING (20 mins)

Prepared by: Bui Thi My Chau School year 2024-2025

library is not teen-friendly, Helena Wilson – too many

ACTIVITY 2: SPEAKING (15 mins)

Prepared by: Bui Thi My Chau School year 2024-2025

TEACHER’S AND STUDENTS’ACTIVITIES CONTENTS

- Show photos or a video of a modern and beautiful city.

ACTIVITY 1: LISTENING (16 mins)

Prepared by: Bui Thi My Chau School year 2024-2025

ACTIVITY 2: WRITING (20 mins)

Prepared by: Bui Thi My Chau School year 2024-2025

- Grade 9 textbook, Unit 2, Looking back and Project

Brainstorming Suggested answers:

ACTIVITY 1: LOOKING BACK (20 mins)

VOCABULARY (10 mins)

GRAMMAR (10 mins)

Prepared by: Bui Thi My Chau School year 2024-2025

ACTIVITY 2: PROJECT (16 mins)

A city in the future Suggested outcome: