NGO QUYEN SECONDARY SCHOOL
English Group
Teacher's name: Đỗ Đức Hải
UNIT 2: CITY LIFE
(7 periods)
Lesson 1: Getting started
SUBJECT: ENGLISH
Week 3:

Duration: 45 minutes
Period 8

Class: 9A, B, C, D

I. OBJECTIVES: By the end of this lesson, Ss will be able to gain the following
items:
1. Knowledge:
- Gain an overview about the topic City life.
- Use the words related to city life;
- To practice listening and reading skills .
+ Integrated skills: Listening, speaking, reading, writing.
* Vocabulary:
- Gain vocabulary to talk about life in the city
- pronounce the diphthong sounds /aʊ/, /əʊ/, and /eə / correctly in words and
sentences;
* New words: traffic jam, get stuck, pick… up , be packed with , underground,
reliable, congestion, congested, construction site, feel stressed, attractive, shopping
mall, pricey, itchy
+ offering help and responding;
* Grammar:
- Comparisons of adjectives (review). To teach “double comparatives”.
- Recognise and use double comparatives and some phrasal verbs;
2. Competence:
- Students will be able to practice listening , speaking, reading and writing skills .
- Develop communication skills and cultural awareness.
- Be cooperative and supportive in pair work and teamwork.
3. Qualities::
- Be friendlier and willing to help the local community;
- Actively participate in class activities.
- Develop self-study skills.
II. TEACHING AIDS AND LEARNING MATERIALS::
- Teacher: Grade 9 text book; Projector / TV.....
- Students: Text books, workbook…
- Computer connected to the Internet.
- Hoclieu.vn
III. TEACHING PROCEDURE:
1. WARM UP
a. Objectives:

- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
b. Content: - Think!
+ To have some warm-up activities to create a friendly and relaxed atmosphere to
inspire Ss to warm up to the subject and new lesson.
c. Organization and Outcomes
Teacher's and Students' activities
Outcomes
+ Greeting
+ Greeting
+ Teacher (T) asks Ss some questions - T_Ss.
about the previous lessons,
+ Students (Ss) listen and learn how to do
- T may introduce some warm-up the tasks.
activities to create a friendly and
relaxed atmosphere to inspire Ss to
warm up to the subject and new class…
- T encourages Ss to talk in English as
much as possible
* Before Ss open their books, ask Ss to
name some big cities in Viet Nam and
in the world. Ask some of them to tell
the class what they know about those
cities (population, traffic, tourist
attractions, etc.). Ask them if they want
to live there. Write their ideas on the
board.
If Ss are living in a town or city, ask
them to describe it (population, traffic,
tourist attractions, etc.). Ask them if
they like or dislike living there.
Otherwise,! can:
+ Show pictures of famous cities in
Viet Nam and in the world very
quickly.
+ Hide the pictures and ask Ss to name
the cities. Show all pictures again to - Open the book and write the tittle of the
check. Ask Ss if they have been to any lesson.
of these listed cities and if they want to
live there.
+ Tell Ss that this unit is about city life,
and they will learn about both the pros
and cons of living in a city. - Write the
unit title on the board. Ask Ss to open
their books and start the lesson.
+ Share with Ss the objectives of the
lesson by displaying them on a
projector. Alternatively, write the
objectives in a corner of the board and
leave them there and tick the objective

off when the class finishes with them.
2. PRESENTATION
a. Objectives:
- To set the context for the introductory dialogue;
- To introduce the topic of the unit, the vocabulary, the sounds, and the
grammar points to be learnt.
b. Content: Learn some new words. Read the conversation and find out new
words. Focus on topic of the lesson, grammar points…
c. Organization and Outcomes:
Teacher's & Students' activities
Outcomes
1. Listen and read :/ Page 18
* Teach vocabulary:
- T_Ss
+ Teacher uses different techniques to
*Vocabulary:
teach vocab (situation, realia,
1. traffic jam (n) /ˈtræf.ɪk ˌdʒæm/ kẹt xe
translation.)
2. congested (adj) /kənˈdʒes.tɪd/ tắc
+ Teacher introduces the vocabulary
đường
by:
3. construction site (n) /kənˈstrʌk.ʃn saɪt/
- providing the pictures
công trường xây dựng
- eliciting the definition of the words
4. grand (adj) /ɡrænd/ hoành tráng
+ Teacher do the “Rub out and
5. pricey (adj) /ˈpraɪ.si/ đắt đỏ
remember” checking technique.
6. underground (n) /ˌʌndəˈɡraʊnd/ hệ
- Ask Ss to look at the pictures on
thống tàu điện ngầm
pages 18-19 and answer the questions
7. unreliable (adj) /ˌʌn.rɪˈlaɪə.bəl/ không
below:
đáng tin
1. What do you see in each picture?
8. itchy (adj) /ˈɪtʃi/ ngứa, gây ngứa
2. Are the things in the pictures
9. downtown (n) /ˌdaʊnˈtaʊn/ khu trung
common in your home town?
tâm thành phố, thị trấn
* Elicit the answers from Ss. Possible
answers for Question 1 are traffic jam /
traffic congestion, a construction
site/some construction workers, the
cinema.
- Ask Ss to read the first part of the
exchange in the introductory
conversation. Elicit from Ss that Trang
and Ben are living in different cities,
and Ben is in London.
- Tell Ss that they will listen to and
read the conversation. Play the
recording twice for Ss to listen and
read along. The second time, have Ss
underline the words that are related to
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.
3. PRACTICE
a. Objectives:
+ To help Ss understand the conversation.
+ To introduce some vocabulary items related to the topic.
+ To remind Ss of some more words / phrases related to the topic.
b. Content:
- 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. Organization and Outcomes:
Teacher's & Students' activities
Outcomes
TASK 2: Read the conversation again and tick T (True) or F (False).
- Ask Ss to read the statements and
- T_Ss
choose either True or False for what
- Work individually.
they remember after their listening and - Students work independently to do the
reading.
activity.
- Elicit the answers from Ss. Write
* Key:
their answers on the board.
1. T 2. F 3. T 4. F 5. T
- Tell them to read the conversation
again to check their answers.
- Confirm the correct answers.
TASK 3: Match the words/phrases with their pictures.
- Ask Ss to look at the pictures and
- T_ Ss
guess the words and phrases that
- Ss to work individually.
describe them.
* Key:
- Have Ss work individually to match
1. b 2. c 3. a 4. e 5. d
words and the phrases with the
appropriate pictures.
- 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
words and 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. Give
comments.
TASK 4: Choose the correct answer A, B, C, or D
- Go over the choices for each question - T_ Ss.
and make sure Ss understand them.
- Work in pairs.
- Ask Ss to complete the task with a
* Key:

partner.
1. A 2. C 3. B 4. C 5. D
- Check answers as a class. Confirm
the correct answers and explain (or ask
Ss to explain) them.
4: PRODUCTION
a. Objectives:
- To help Ss identify some common differences between living in a city and in a
village.
b. Content:
Task 5: Complete a quiz to guess which type of life suits more, city life or village
life.
c. Organization and Outcomes:
Teacher's & Students' activities
Outcomes
TASK 5: Quiz: A lifestyle survey: City life or Village life?
- Set a time limit of 3 - 4 minutes for Ss - Students work in pairs to do the quiz.
to do this activity individually.
- Have Ss compare their choices with
their friends. They can ask each other
to guess which type of life suits them
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.
- Take a show of hands to see which
* Key:
option is more popular.
- Mostly A: City life suits you more.
- Draw a table with City life in one
- Mostly B: Village life suits you more.
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
comparison about accommodation,
means of transport, facilities,
neighbourhood, and outdoor activities
* What are some other places in a
neighbourhood you know?
UNIT 2: CITY LIFE
Lesson 2: A closer look 1
SUBJECT: ENGLISH
Week 3:

Duration: 45 minutes
Period 9

Class: 9A, B, C, D

I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following
items:
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
* Integrated skills: Listening, speaking, reading, writing.
* Vocabulary:
- Gain vocabulary to talk about life in the city
- pronounce the diphthong sounds /aʊ/, /əʊ/, and /eə / correctly in words and
sentences;
+ offering help and responding;
* New words: sky train, concrete jungle, metro, public amenities, packed with ,
bustle (cảnh náo nhiệt ) , crime rates.
* Grammar:
- Comparisons of adjectives (review).To teach “double comparatives”.
- Recognise and use double comparatives and some phrasal verbs;
2. Competence:
- Students will be able to practice listening, speaking, reading and writing skills .
- Be co-operative and supportive in pair work and teamwork.
- Access and consolidate information from a variety of sources.
3. Qualities:
- Be friendlier and willing to help the local community;
- Actively participate in class activities.
- Develop self-study skills.
II. TEACHING AIDS AND LEARNING MATERIALS::
- Teacher: Grade 9 text book ;Projector / TV.....
- Students : Text books, workbook…
- Computer connected to the Internet.
- Hoclieu.vn
III. TEACHING PROCEDURE:
1. WARM UP
a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
b. Content: To have some warm-up activities to create a friendly and relaxed
atmosphere to inspire Ss to warm up to the subject and new lesson.
* Expected Outcomess: Having a chance to speak English. Students get some
vocabulary from the lesson and be ready for the lesson.
c. Organization and Outcomes:
Teacher's and Students' activities
Outcomes
+ Greeting
+ Greeting
+ Teacher (T) asks Ss some questions
+ Students (Ss) listen and learn how
about the previous lessons,
to do the tasks.
Option 1:
Game: Jumble words
* Words:
- Jumble the letters in some words about

the city that Ss learnt in Getting started.
1. congested road
- Have Ss compete in teams to unscramble 2. underground
them. Lead into the lesson.
3. itchy eye
- Share with Ss the objectives of the lesson 4. downtown
by showing them on a projector.
5. traffic jam
Alternatively, write the objectives in a
6. construction site
corner of the board and leave them there
- Open the book and write the tittle of
and tick the objectives off as the class
the lesson.
finishes with them.
2: PRESENTATION
A. VOCABULARY
a. Objectives:
- To teach some vocabulary about community helpers and their
responsibilities.
- To help Ss practise some adjectives that describe city life.
- To help Ss use the words and phrases learnt in 1 and 2 in context.
b. Content: To provide students with vocabulary;
- To revise some vocabulary related to City Life.
- 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. Organization and Outcomes:
Teacher's & Students' activities
Outcomes
TASK 1: Match the words / phrases with their explanations
* Teach vocabulary:
- T_Ss
+ Teacher uses different techniques to
*Vocabulary
teach vocab (situation, realia, translation.) 1. concrete jungle (n) /ˌkɒŋkriːt
+ T may focus on presenting the words.
ˈdʒʌŋɡl/ rừng bê tông (dùng để miêu
+ To present each word, follow the steps:
tả một khu vực có nhiều nhà cao tầng)
+ Show the picture and elicit the word.
2. metro (n) /ˈmetrəʊ/ hệ thống tàu
+ Read aloud the word several times and
điện ngầm
ask Ss to repeat.
3. public amenities /ˈpʌblɪkəˈmiːnətiz/
những tiện ích công cộng.
+ Invite some Ss to read the word aloud.
4. commuter (n) /kəˈmjuː.t̬ɚ/ người đi
+ Write the word on the board and
làm
highlight its phonological features (e.g.
5. pickpocketing (n) /ˈpɪkˌpɑː.kɪ.t̬ɪŋ/
show the location of the main stress).
+ Teacher do the “Rub out and remember” móc túi
6. suburb (n) /ˈsʌb.ɝːb/ ngoại ô
checking technique.
+ Prepare some pictures (or show on slides 7. bustling (adj) /ˈbʌs.lɪŋ/ hối hả,
nhộn nhịp, náo nhiệt.
some pictures) of the following things: a
crowded city centre area {downtown), a lot 8. liveable (adj) /ˈlɪvəbl/ (nơi, địa
of buildings (concrete jungle), a sky train, a điểm) đáng sống
metro, some public facilities like a park,
playground, bike path {public amenities).
Have Ss look at each picture and name
what they see. Then, confirm or tell them
the words / phrases for each picture.

+ Read aloud each word and phrase several
* Answer key:
times for Ss to repeat. Then write the
1. c
words and phrases on the board and mark
2. b
the location of the main stress.
3. e
+ Have Ss read aloud the words and
phrases. Correct their pronunciation when 4. a
5. d
needed.
- Tell Ss to work in pairs and match the
words / phrases with their explanations.
- Check and confirm the correct answers.
- Have the whole class read aloud the
words and phrases again
** EXTRA ACTIVITY:
Put Ss in teams and let each team choose 4
members to join the game. The members of
each team stand in a line. As soon as they
hear a word / phrase, they need to run
quickly to the board and write that word /
phrase on the board. The team with the
most number of correct answers will be the
winner.
TASK 2: Choose the correct answer A, B, C, or D to complete each sentence
+ Go over the four adjectives under each
+ T_Ss
sentence.
- Elicit their meanings.
* Answer key:
- Tell Ss to do this exercise individually.
Tell them to read all the sentences carefully 1. A
to make sure they understand the sentences 2. D
3. B
and choose the correct option.
+ Have them compare their answers with a 4. A
5. C
partner.
+ Invite some Ss to give the answers and
confirm the correct ones. Explain the
options that might be challenging to Ss.
TASK 3: Complete the texts, using the words and phrases from the box
+ AskSs to say the meaning of the words
* Answer key:
and phrases in the box.
1. metro
- Tell them to work in pairs and choose the 2. public amenities
appropriate words and phrases to complete 3. liveable
the texts.
4. downtown
- Invite two Ss to write their answers on the 5. concrete jungles
board.
6. safe
- Confirm the correct answers.
+ Ask Ss to explain their choices. For
example, Blank 1 should be metro because
the sentence mentions public transport,
and metro, like buses, is a type of public

transport.
+ Ask Ss who they agree with, John or
Jenny, and explain why.
Example answer:
+ agree with John. I think that life in the
city is great. There are many good public
amenities. The public transport system is
convenient, too.
+ agree with Jenny. City life is terrible.
Cities are often too crowded. They don't
have much green space. They are not
liveable.
+ With a stronger class, ask Ss to choose
one or two words / phrases and make
sentences with them.
3: PRONUNCIATION:
aʊ/, /əʊ/, and /eə/
a. Objectives:
+ To help Ss revise the words with diphthong sounds aʊ/, /əʊ/, and /eə/
+ To Kelp Ss identify words with diphthong sounds aʊ/, /əʊ/, and /eə/in sentences
and say them correctly.
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. Organization and Outcomes:
Teacher's & Students' activities
Outcomes
TASK 4: Put the words in the correct column. Then listen and check.
+ Draw a table with three columns: /au/,
- T_ Ss.
/au/, /ea/ on the board.
+ Have Ss read the given words in the
textbook in silence.
* Key + audio script – Track 9:
- Write down the first word in the list with
the sound /au/, /au/, and /ea/ in the
/au/
/au/
/ea/
appropriate column.
crowded
locate
square
- Tell Ss to do the same with the other
outdoor
overseas
repair
words. Then play the recording for them to
council
coastal
airport
listen and check.
+ Have Ss read aloud the words by column.
Correct pronunciation mistakes if any.
+ Have the class say the words again in
chorus, and then invite some Ss to say
them individually.
+ Invite some Ss to say some words they
know that have diphthong sounds aʊ/, /əʊ/,
and /eə/

* Teacher gives corrections and
feedbacks to students' pronunciation
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.
+ Write the sentences on the board or show
* Key:
them on a projector screen.
- Tell Ss that they need to circle the words /aʊ/: downtown, crowded, now,
with /au/, underline those with /au/, and put around
a tick next to those with /ea/. Do Sentence /əʊ/: go, coastal, old, phone, hope,
show
1 with the whole class as an example.
- Set a time limit for Ss to do this exercise /eə/: chairman, square
individually. Then, they compare their
1. They go shopping downtown.
answers in pairs.
- Play the recording for Ss to check. Show 2. The chairman (√) comes from a
coastal city.
them the correct answers.
3. Buses in the old days were not as
+ Have Ss practise the sentences in pairs.
crowded as they are now.
Invite some pairs to read the sentences
4. She gets around the city easily
aloud.
thanks to the apps on her phone.
+ Comment on their pronunciation of the
5. I hope we arrive at the city square
sounds.
(√) in time for the fashion show.
UNIT 2: CITY LIFE
Lesson 3: A closer look 2
SUBJECT: ENGLISH
Week 5:

Duration: 45 minutes
Period 10

Class: 9A, B, C, D

I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following
items:
1. Knowledge:
- To teach “double comparatives”. Comparisons of adjectives (review).
- Learn how to form and use double comparatives and some phrasal verbs.
* Integrated skills: Listening, speaking, reading, writing.
* Vocabulary:
+ Gain vocabulary to talk about life in the city
+ offering help and responding;
* Grammar:
- Recognise and use double comparatives and some phrasal verbs;
2. Competence:
- Be co-operative and supportive in pair work and teamwork.
- Access and consolidate information from a variety of sources.
3. Qualities::

- Be friendlier and willing to help the local community;
- Actively participate in class activities.
- Develop self-study skills.
II. TEACHING AIDS AND LEARNING MATERIALS::
- Teacher: Grade 9 text book; Projector / TV.....
- Students: Text books, workbook…
- Computer connected to the Internet.
- Hoclieu.vn
III. TEACHING PROCEDURE: A. Double comparatives
Language notes
Double comparatives
Form

Example
The comparative + S + V, the comparative + S + V.

Short adj: adj + er

The nearer we got to the suburb, the less busy the road
was.

The more developed the city is, the more crowded
becomes.
B. PHRASAL VERBS (See below)
Eg: + When I was in town , I chose to get around by bus.
I'm coming down with a cold . I have a runny nose and a sore throat.
Modal verbs: get around, carryout, come down with, hang out with, cut down
on…
III. TEACHING PROCEDURE:
1. WARM UP
a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
b. Content: To have some warm-up activities to create a friendly and relaxed
atmosphere to inspire Ss to warm up to the subject and new lesson.
c. Organization and Outcomes:
Teacher's & Students' activities
Outcomes
+ Greeting
+ Greeting
+ Chatting.
- T_Ss.
+ Teacher (T) asks Ss some questions
about the previous lessons,
- T may introduce some warm-up
activities to create a friendly and relaxed
atmosphere to inspire Ss to warm up to
the subject and new class…
- T encourages Ss to talk in English as
much as possible
Option 1: Think!
- Show Ss a picture of two bowls of spicy
noodles. The second bowl of noodles has
more chillis than the first one.
Long adj: more/less + adj

- 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 - Open the book and write the tittle of
that the number of ticks shows T's
the lesson.
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.
2. PRESENTATION
a. Objectives:
+ To present the new structure of double comparatives.
+ To help Ss use the grammar point correctly with attention to form and meaning.
b. Content: To teach grammar. DOUBLE COMPARATIVE
- 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.
c. Organization and Outcomes:
Teacher's & Students' activities
Outcomes
TASK 1: Choose the correct option to complete each sentence.
+ Show another picture of a bowl of spicy - T_Ss
noodles which has even more chillies than
the second bowl. - Put three ticks below
this picture.
+ Write the sentence "The hotter the
noodles are, the more delicious they get."
Underline "the hotter" and "the more
delicious". 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 + * Suggested answers:
1. later
comparative adjective 2 + clause 2.
2. more comfortable
+ Remind them that there must be “the”
before the comparative form of adjective. 3. the higher
- Go through the Remember! box with Ss. 4. more famous
5. the more difficult
Use the given examples to reinforce the
grammar point.
- Ask Ss to look at Task 1. Do the first
sentence with the class as an example.

- Tell Ss to complete Task 1 individually,
then check their answers with another
pair.
- Invite some Ss to share their answers.
Confirm the correct answers. Explain or
elicit explanations from Ss.
TASK 2: Find a mistake in the underlined parts in each sentence below and
correct it.
- Tell Ss to find a mistake in each
- T_Ss
sentence and correct it. Tell them to read
* Key:
the sentence carefully and pay attention to 1. B (The hotter)
the meaning of each sentence.
2. C (more tired)
- Ask Ss to do this exercise in pairs.
3. A (more modern)
- Invite one or two Ss to write the
4. D (the more polluted)
mistakes and their corrections on the
5. B (uglier)
board.
*
- Check answers. Ask Ss to explain the
( 1. B (The hottest => The hotter)
meaning of each sentence after correcting 2. C (tired => more tired)
the mistake.
3. A (modern more modern)
- Reinforce the structure once more by
4. D (more polluted => the more
reminding Ss of common mistakes:
polluted)
missing "the", incorrect use of
5. B (more ugly => uglier )
comparatives, wrong order of subject and
verb in the clause, etc.
3: PRACTICE
PHRASAL VERBS
a. Objectives:
+ To present five phrasal verbs.
+ To help Ss practise using phrasal verbs learnt in 3 in sentences.
b. Contents:
- 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
c. Organization and Outcomes:
TASK 3: Match a phrasal verb in column A with a suitable word / phrase in
column B.
Teacher's & Students' activities
Outcomes
- Ask Ss to recall the phrasal verbs in Unit - T_ Ss
1. Tell them that they will learn five more
* Answer key:
phrasal verbs in this lesson.
1. d 2. c
- Ask Ss to do Activity 3 individually.
3. e 4. b 5. a
Tell them that they can guess if they are
not sure.
- Check the answers as a class. Write the
correct matches on 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.
TASK 4: Complete each sentence with a phrasal verb in 3. You can change the
form of the verb when necessary
- Tell Ss that they will work in pairs and
- T_ Ss.
complete Task 4.
*Answer key:
- Set a time limit for them. Then call on
1. coming down with
one or two Ss to write the answers on the 2. cut down on
board.
3. get around
- Check the answers. Elicit explanations
4. hang out with
from Ss.
5. carrying out
* Teacher corrects for students as a
whole class.
EXTRA ACTIVITY:
- Have Ss play a quick game such as “Find someone who…”. Ask them to copy the
following table into their notebooks. Then, tell them to ask their classmates to find
at least one person who says “Yes” to each statement. The person who finishes
their table first will say Bingo and become the winner of the game. (See Teacher's
book)
More
Find someone who...
Name
information
1. likes getting around by public transport.
2. carried out a project last week.
3. came down with a flu or a cold last year.
4. often hangs out with friends in their free time.
5. wants to cut down on the amount of water they use
daily.
4. PRODUCTION
a. Objectives:
+ To give Ss speaking practice with double comparatives.
b. Content:
- Task 5: Work in pairs. Tell each other whether you agree or disagree with the
following ideas.
c. Organization and Outcomes:
Teacher's & Students' activities
Outcomes
TASK 5: Work in pairs. Tell each other whether you agree or disagree with the
following ideas.
- Go through the three sentences in 5 to
* Suggested Outcomess:
make sure Ss understand them.

- Ask Ss to work in pairs. Each person
chooses a sentence 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
* Teacher gives corrections and
feedbacks.

UNIT 2: CITY LIFE
Lesson 4: Communication
SUBJECT: ENGLISH
Week 4:

Duration: 45 minutes
Period 11

Class: 9A, B, C, D

I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following
items:
1. Knowledge:
- To introduce Everyday English.
- To offer help and respond to an offer;
- Talk about means of transport that they use.
* Integrated skills: Listening, speaking, reading, writing.
* Vocabulary:
- Gain vocabulary to talk about life in the city
+ Offering help and responding;
* Grammar:
- To teach “double comparatives”.
- To Learn how to form and use double comparatives and some phrasal verbs;
2. Competence:
- Students will be able to practice listening , speaking, reading and writing skills .
- Be co-operative and supportive in pair work and teamwork.
- Access and consolidate information from a variety of sources.
3. Qualities::
- Be friendlier and willing to help the local community;
- Actively participate in class activities.
- Develop self-study skills.
II. TEACHING AIDS AND LEARNING MATERIALS::
- Teacher: Grade 9 text book ;Projector / TV.....
- Students : Text books, workbook…
- Computer connected to the Internet.
- Hoclieu.vn

III. TEACHING PROCEDURE:
1. WARM UP
a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
b. Content: To have some warm-up activities to create a friendly and relaxed
atmosphere to inspire Ss to warm up to the subject and new lesson.
c. Organization and Outcomes:
Teacher's Students' activities
Outcomes
+ Greeting
+ Greeting
+ Look and answer.
- T_Ss.
- Show pictures of means of transport (bicycle,
+ Students (Ss) listen and learn
tram, sky train, car, bus). Ask Ss what means of
how to do the tasks.
transport they know, and what might be common
means of transport in cities.
- 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
- Open the book and write the
their favourite means of transport.). Write the
tittle of the lesson.
objectives in the left corner of the board.
** T may introduce some warm-up activities to
create a friendly and relaxed atmosphere to
inspire Ss to warm up to the subject and new
class…
- T encourages Ss to talk in English as much as
possible
2. PRESENTATION
EVERYDAY ENGLISH
Offering help and responding
a. Objectives:
- To introduce ways of offering help and responding;
- To help Ss practise offering help and responding.
b. Content: Listen and read the dialogue. Learn how to invite and accept invitation.
c. Organization and Outcomes:
Teacher's & Students' activities
Outcomes
TASK 1+ 2 : Listen and read the conversations below. Pay attention to the
highlighted parts.
* Teach vocabulary:
- T