Giáo án Tiếng Anh 9 Unit 2: City life mới, chuẩn nhất

Review the previous unit by asking Ss to solve a crossword puzzle. Draw the crossword on the board. Tell Ss that the words in the orange column are the key words of the new unit. Divide the class into two teams. Ss from each team take turns to solve the puzzle. The game fi nishes when a student guesses the orange words correctly.

T may also ask Ss to name all the places of interest or main features of their neighbourhood.

Activity 1:

Ask Ss to open their books to Unit 2. Ask them

some questions. Questions may include:

• What can you see in the pictures?

• Do you know these two boys?

• Where are they now?

• What are they talking about?

… Ss answer the questions as a class.

T may also ask Ss what they know about Sydney by

asking them some guiding questions:

• Where is it?

• Is it a capital city?

• What is it famous for?

Then play the recording and have Ss follow along.

a./ Ask Ss to read the conversation again and do the exercise individually. Check and write the correct answers on the board.

Key:

1. visit

2.ancient

3.natural

4.variety

5.study

b./ Ss work in pairs to do the task. Allow Ss to share answers before asking them to discuss as a class.

Remember to ask Ss to read out the lines in the conversation that contain the words. Check and confirm the correct answers.

Key:

1. jet lag

2. a feature

3. reliable

4. metropolitan

5. multicultural

c./ Ss work individually to answer the questions, then compare their answers with a partner. Ask them to locate the information in the conversation. Call on some pairs to give the questions and answers. Confirm the correct answers.

Key:

1. He grew up in Sydney.

2. Sydney is.

3. It is convenient and reliable.

4. Because it is a metropolitan and multicultural city.

5. In 1850.

d./ Tell Ss to find the phrases in the conversation and practise saying them together. Explain the meaning to Ss, then elicit other examples from Ss.

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.

Tell Ss that most of the words they need to use are related to cities or city life. Let them work in pairs.

Check their work, then let them read each word correctly. Check and correct their pronunciation

Key:

1. international

2. local

3.crowded

4. neighbouring

5. Urban

Key:

1.A

2.C

3.C

4.A

5.C

6. B

1a./ Have Ss read through the letter so that they can understand the general idea. Ask them what the purpose of the letter is (Jack is writing the letter to Oggy to tell about his trip to Hoi An). Have Ss read the adjectives in the box and quickly elicit the meaning of each adjective. If Ss do not know any of them, quickly give the meaning. Ss work in pairs to do the task. Have some Ss read their answers. Correct their pronunciation if needed and confi rm the correct answers.

Key:

1. ancient/historic

2. warm

3. comfortable

4.helpful

5.fascinating

6.historic/ancient

7.local

8.delicious

b./ Ask Ss read the letter again and underline all the other adjectives. Have them give the meanings of these adjectives in the context of the letter. Correct their answers.

2 Have Ss read through the given adjectives. Have some Ss read aloud all the adjectives to make sure they pronounce the adjectives correctly. Ask them which adjectives they know. Quickly teach Ss the adjectives they do not know.

Ss work in groups and discuss which adjectives describe, or are related to, city life. Encourage them to talk about their choice.

Key:

1.fashionable

2. annoying

3.forbidden

4.cosmopolitan

5.modern

6.polluted

Key:

1. A: Can you come and give me a hand? (me is weak)

B: OK. Wait for me! (me is strong)

2. A: Did youcome to the party last night? (you is weak)

B: Yes. But I didn’t see you. (you is strong)

3. A: Look - it’s him! (him is strong)

B: Where? I can’t see him. (him is weak)

4. A: They told usto go this way. (us is weak)

B: Well, they didn’t tell us! (us is strong)

Play the recording. Ss listen and mark the underlined words as W (weak) or S (strong). Elicit their answers and correct their mistakes.

For a stronger class, before playing the recording, have Ss read the exchanges and mark the underlined words as W (weak) or S (strong). Ask some Ss to give the answers and quickly write them on the board.

Now play the recording for Ss to check their answers.

Activity 5b.

Ss work in pairs to practise the exchanges above. Go around and give support if necessary

key:

1. A: Is he (W) there?

B: No. Everybody else is, but he’s(S) gone home!

2. A: Do you know that woman?

B: Her (S)? Er… No. I don’t recognise her(W).

3. A: I’m afraid we(W) can’t stay any longer.

B: What do you mean ‘we’(S)? I’ve (S) got plenty of time.

4. A: Look! Everybody’s leaving.

B: What about us(S)? Shall we(W) go, too?