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Giáo án Tiếng Anh 9
Tiếng AnhLớp 9Phần 2. Unit 2: City life

Giáo án A Closer Look 1

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Use eight topic words and phrases (congestion, public transport, liveable, construction site, rush hour, get around, carry out, cut down on) correctly in context.
    • Pronounce the vowel sounds /aʊ/ in town, /əʊ/ in road and /eə/ in square clearly.
    • Form double comparatives with 'the + comparative, the + comparative' to express linked change, and avoid errors such as 'more safer'.

2. Competences

a) General competences

  • Self-control and independent learning: Ss work on the matching and pronunciation tasks alone first, then check their answers against the key and note their own mistakes.
  • Communication and collaboration: Ss work in pairs and small groups to share meanings, check pronunciation and make sentences together.
  • Problem-solving and creativity: Ss choose the correct word for each context, correct the grammar error in 'more safer', and create their own connected sentences about city life.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to a sentence and identify the vocabulary item, read and say the target sentence aloud, and write two connected sentences using 'get around' and 'cut down on'.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss recognise the target vowel sounds, use the topic vocabulary in meaningful groups, and apply the double comparative structure with fewer and less correctly.

3. Personal qualities

  • Diligence: Ss complete every matching and pronunciation task on time and repeat the target phrases until they sound smooth.
  • Responsibility: Ss listen carefully to their partners and give honest feedback on pronunciation, without laughing at mistakes.
  • Kindness: Ss help classmates who find the pronunciation or the double comparative difficult, by modelling and encouraging them.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive whiteboard with slides showing the vocabulary, the example sentences and the exercises
  • Audio recording for exercises 5 and 6 (congestion; liveable sentence)
  • Pictures or short slides showing a crowded street at rush hour, a construction site and a bus station (projected only, no printed images needed)
  • Answer key and small cards with the eight vocabulary items and their Vietnamese meanings
  • Worksheet 1 (printed copies for each group)
  • NeoEdu learning resource (neoedu.vn/learn/9/english/unit-2-a-closer-look-1): lesson presentation, examples and interactive exercises, used during Explore 1 and Practice

2. Students

  • Student's book Tiếng Anh 9 (Global Success), Unit 2, A Closer Look 1
  • Notebook, pen, pencil and an eraser
  • Small sheets of paper or sticky notes for jigsaw work

III. Procedures

Activity 1: Warm-up · 4 minutes

Brainstorming city life problems

a) Aims

Ss activate prior knowledge about city life and get ready for the topic vocabulary of Unit 2.

b) Content

T shows slides of a crowded street, a construction site and a bus stop, then asks: 'What problems do you see in the pictures?' Ss call out ideas in English or Vietnamese, and T writes useful words on the board, for example traffic jam, buses, building work.

c) Expected outcomes

A list of about five problems on the board, for example: 'The street is crowded at rush hour', 'There is a lot of congestion', 'The construction site makes noise', 'Buses are full in the morning'. Ss state the topic of the lesson: city life.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Look at the pictures. What problems can you see in a big city?' T gives Ss 30 seconds to think silently.

    Students

    Ss look at the slides and think about the problems they see.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs and list two or three problems they know, for example: 'Ask your partner: What do you think about the traffic in our town?'

    Students

    Ss discuss in pairs and write their ideas in their notebooks. Possible answers: 'The roads are crowded in the morning.' 'There are too many cars.' 'The construction site is noisy.'

  3. Teacher

    Step 3: Report and discussion

    T invites pairs to share one idea each and writes the words on the board. T asks: 'What is the name of the time when the roads are most crowded?'

    Students

    Ss report their ideas. Expected answer: 'Rush hour.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the ideas and says: 'Today we will learn words to talk about city life and two grammar points to talk about how things change.' T writes the title of the lesson on the board.

    Students

    Ss write the title in their notebooks and get ready for the new words.

Activity 2.1: Knowledge formation · 10 minutes

Topic vocabulary in meaningful groups

a) Aims

Ss understand and use eight topic words and phrases in meaningful groups, and match each word with its Vietnamese meaning.

b) Content

Words in meaningful groups:

  • congestion (tình trạng ùn tắc): Congestion delays the morning bus.
  • public transport (giao thông công cộng): Public transport can reduce traffic.
  • liveable (đáng sống): A liveable city has safe public spaces.
  • construction site (công trường xây dựng): A construction site must be fenced.
  • rush hour (giờ cao điểm): The roads are crowded at rush hour.
  • get around (đi lại): We get around by bus.
  • carry out (tiến hành): The club will carry out a survey.
  • cut down on (cắt giảm): We can cut down on car journeys.
    T uses the NeoEdu lesson page to show each item. Ss work in jigsaw groups of four: each group member gets two words, studies them and then teaches the others. Ss complete Worksheet 1, Part A (matching exercise 1 and 2).

c) Expected outcomes

Worksheet 1, Part A completed: congestion – tình trạng ùn tắc; public transport – giao thông công cộng; liveable – đáng sống; construction site – công trường xây dựng; rush hour – giờ cao điểm; get around – đi lại; carry out – tiến hành; cut down on – cắt giảm. Ss note that 'get around', 'carry out' and 'cut down on' are phrases, and they must read the whole phrase including particles.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T divides the class into jigsaw groups of four and gives each member two word cards. T says: 'Study your two words. Find the meaning and one example sentence. Then teach your group.' T gives Worksheet 1, Part A to each group.

    Students

    Ss receive their word cards and read the examples silently for two minutes.

  2. Teacher

    Step 2: Task performance

    T walks around, checks that Ss understand the meaning of whole phrases and reminds them: 'Do not translate each word separately.'

    Students

    Ss teach their group members, ask questions and complete the matching in Worksheet 1, Part A. Expected answers: 'Congestion means traffic jam.' 'Rush hour is the time when the roads are crowded.' 'Get around means travel.'

  3. Teacher

    Step 3: Report and discussion

    T calls on one group to read their matching and asks: 'Which word means giờ cao điểm?' T asks the class: 'Can you use cut down on in a sentence?'

    Students

    A representative reads the answers. Expected answers: 'Rush hour.' 'We can cut down on car journeys.' The class checks and corrects together.

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the correct answers on the projector and explains the key point: 'Phrases keep their meaning as a whole. Get around means travel, not get and around.' T writes the eight items on the board.

    Students

    Ss correct their answers, copy the correct matching and write the eight words in their notebooks.

Activity 2.2: Knowledge formation · 7 minutes

Pronunciation of target vowel sounds

a) Aims

Ss recognise and pronounce the vowel sounds /aʊ/ in town, /əʊ/ in road and /eə/ in square clearly and smoothly.

b) Content

T models the words town, road and square slowly, then in a short sentence: 'The road leads into town.' The printed reference shows /aʊ/ in town, /əʊ/ in road and /eə/ in square. Ss listen, repeat in chorus and then individually. T asks Ss to keep town and road as one smooth syllable and not add an extra vowel. T accepts consistent standard accent variants. Ss complete exercise 4 orally: 'Which word contains /aʊ/? A. road; B. town; C. square; D. chair.'

c) Expected outcomes

Ss identify that town contains /aʊ/, road contains /əʊ/ and square contains /eə/. Ss read the sentence 'The road leads into town.' smoothly, with one smooth movement for each vowel and no detached syllables. Answer to exercise 4: B. town.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen to me. I will say three words. Then I will say a sentence. Your task is to listen for the vowel sounds.' T plays the model or reads the words.

    Students

    Ss listen carefully and look at the reference words on the board.

  2. Teacher

    Step 2: Task performance

    T asks Ss to repeat town, road and square in chorus, then individually. T says: 'Do not add an extra vowel. Make one smooth movement.' T then asks Ss to read the sentence 'The road leads into town.' and corrects gently.

    Students

    Ss repeat the words and the sentence. Ss answer exercise 4 with a partner: 'Town has /aʊ/.' 'Road has /əʊ/.'

  3. Teacher

    Step 3: Report and discussion

    T invites two or three pairs to say the sentence aloud. T asks: 'Which word has the sound /eə/?' T gives feedback on clarity and smoothness.

    Students

    Pairs read the sentence aloud. Expected answer: 'Square has /eə/.' Ss listen to each other and give one comment on clarity.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'Town is /aʊ/, road is /əʊ/ and square is /eə/. Keep each vowel smooth and clear. Accept standard accent variants but stay consistent.' T shows the correct answer on the projector.

    Students

    Ss write the three sounds and the answer B in their notebooks, then say the sentence once more.

Activity 2.3: Knowledge formation · 8 minutes

Double comparatives: the more, the less

a) Aims

Ss understand and use the double comparative structure 'the + comparative clause, the + comparative clause' to express linked change, and avoid the error 'more safer'.

b) Content

T writes the key sentence on the board: 'The more people use buses, the less crowded the roads become.' T asks Ss to find the two comparative clauses. T shows the error 'more safer' and asks Ss to correct it. T gives the example from exercise: 'The more people walk, ___ cars we need.' Ss choose the correct word between fewer and less, and explain the choice. Ss complete Worksheet 1, Part B.

c) Expected outcomes

Key structure: the + comparative, the + comparative. Ss note: 'Do not use more with an -er form (more safer).' Answer to the example: 'The more people walk, the fewer cars we need.' Explanation: 'cars' is a countable plural noun, so fewer is used.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the sentences on the board and asks: 'What changes in the sentence? Look at the two clauses.' T gives Worksheet 1, Part B to pairs.

    Students

    Ss read the sentences and think about the linked change.

  2. Teacher

    Step 2: Task performance

    T asks pairs to find the error in 'more safer' and to complete 'The more people walk, ___ cars we need.' T reminds them to explain their choice of fewer or less.

    Students

    Pairs discuss and write the answer. Expected answer: 'The more people walk, the fewer cars we need.' 'Fewer is used with countable plural nouns like cars.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to read their answers and explain. T asks the class: 'Is it safe or safer? Why?'

    Students

    Pairs report. Expected answer: 'Safer, not more safer, because safer is already a comparative form.'

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the rule on the board: 'the + comparative, the + comparative' and the error note. T confirms the key sentence and the answer to the example.

    Students

    Ss copy the structure, the error note and the answer into their notebooks.

Activity 3: Practice · 10 minutes

Quick quiz on vocabulary, sounds and listening

a) Aims

Ss practise the vocabulary, the vowel sounds and listening skills through exercises 3 to 6 in the textbook.

b) Content

T runs a team quiz with four teams. Each question is read or played once, then Ss answer on mini-whiteboards.

  • Exercise 3: Write the English word or phrase meaning 'giờ cao điểm': ___ (The roads are crowded at rush hour.)
  • Exercise 4: Which word contains /aʊ/? A. road; B. town; C. square; D. chair
  • Exercise 5 (listening): Which vocabulary item do you hear? A. public transport; B. construction site; C. congestion; D. liveable
  • Exercise 6 (listening): Listen to the sentence. Which vocabulary concept occurs in it? A. carry out; B. liveable; C. get around; D. cut down on (The sentence: A liveable city has safe public spaces.)

c) Expected outcomes

Answers: Exercise 3: rush hour. Exercise 4: B (town). Exercise 5: C (congestion). Exercise 6: B (liveable). Teams record their score on the board.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the rules: 'Four teams. Write your answer on the whiteboard and hold it up after I count to three. Listen carefully to the recordings.'

    Students

    Ss form four teams and get ready with whiteboards and markers.

  2. Teacher

    Step 2: Task performance

    T reads exercise 3 and plays the recordings for exercises 5 and 6. T repeats each recording once only. For exercise 4, T reads the four words.

    Students

    Ss listen and write their answers. Expected answers: 'rush hour', 'B', 'C', 'B'.

  3. Teacher

    Step 3: Report and discussion

    T asks each team to show its answer and asks one team to explain: 'Why is the answer B for exercise 6?'

    Students

    Teams show their answers. Expected explanation: 'Because the sentence says a liveable city has safe public spaces.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives the correct answers, awards points and reminds the class: 'Check the whole phrase and listen for the key word in the sentence.'

    Students

    Ss check their answers, correct any mistakes and record the correct answers in their notebooks.

Activity 4: Application · 6 minutes

Talking about getting around and reducing traffic

a) Aims

Ss use the target vocabulary, pronunciation and double comparatives to talk about their own city and suggest ways to reduce congestion.

b) Content

Ss work in pairs. Exercise 7 (pronunciation): Say town, road and square in a consistent accent, then read 'The road leads into town.' Exercise 8 (writing): Write two connected sentences using 'get around' and 'cut down on'. Example prompt: 'How do you get around your town? How can your family cut down on car journeys?' Ss then ask: 'The more people use public transport, what happens to the roads?' and answer with a double comparative.

c) Expected outcomes

Pair answers: Exercise 8 example: 'We get around by bus. We can cut down on car journeys.' A double comparative answer: 'The more people use public transport, the less congestion there is at rush hour.' Each pair reads one sentence aloud for the class.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Work with your partner. First, read the sentence with the three vowel sounds. Then write two connected sentences about your town. Use get around and cut down on, and try one double comparative.' T shows the example on the projector.

    Students

    Ss read the task and plan their sentences.

  2. Teacher

    Step 2: Task performance

    T walks around, listens to the pronunciation and checks the sentence form. T says: 'Each phrase must be correct, and your two sentences must link logically.'

    Students

    Pairs say the sentence with the vowels, write their two sentences and discuss one double comparative. Expected answer: 'The more people walk to school, the less traffic there is in the morning.'

  3. Teacher

    Step 3: Report and discussion

    T asks two or three pairs to read their sentences aloud and comments on clarity and the use of the phrases.

    Students

    Pairs read their sentences. The class listens and gives one comment about the logic or the sound.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises effective sentences and corrects any error with get around or cut down on. T summarises: 'We use get around to talk about travelling. We use cut down on to talk about reducing.'

    Students

    Ss note the best sentence in their notebooks.

Worksheets

Worksheet 1

Part A: Match each word with its Vietnamese meaning.

  • congestion
  • public transport
  • liveable
  • construction site
  • rush hour
  • get around
  • carry out
  • cut down on
    Meanings: giao thông công cộng; đi lại; tình trạng ùn tắc; cắt giảm; đáng sống; công trường xây dựng; giờ cao điểm; tiến hành.
    Key: congestion – tình trạng ùn tắc; public transport – giao thông công cộng; liveable – đáng sống; construction site – công trường xây dựng; rush hour – giờ cao điểm; get around – đi lại; carry out – tiến hành; cut down on – cắt giảm.

Part B: Complete the sentence with fewer or less.

  • The more people walk, ___ cars we need.
  • The more people use buses, ___ crowded the roads become.
    Key: 1. fewer (cars is countable plural). 2. the less (crowded is an adjective describing the roads; the sentence says 'the less crowded').

Part C: Correct the error.

  • The more people use bikes, the more safer the streets become.
    Key: the safer the streets become (do not use more with an -er form).

Homework

  • Write a short paragraph (4–5 sentences) about traffic in your town or village. Use at least three words from the lesson: congestion, rush hour, get around, cut down on, public transport.
  • Include one double comparative sentence in your paragraph, for example: 'The more people use public transport, the less congestion there is.'
  • Read the sentences 'The road leads into town.' and 'The more people walk, the fewer cars we need.' aloud five times each. Keep each vowel smooth and clear.
  • Optional, with your parents' permission: record one attempt of the sentence 'The road leads into town.' and listen to it. Compare it with the model from the NeoEdu lesson page (neoedu.vn/learn/9/english/unit-2-a-closer-look-1). Bring your notes to the next lesson.

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