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

Giáo án Getting Started

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 understand the topic (city life, traffic congestion) and the purpose of a short exchange asking for directions.
  • By the end of the lesson, Ss will be able to use the vocabulary: congestion, public transport, liveable, construction site, rush hour, get around, carry out, cut down on.
  • By the end of the lesson, Ss will be able to form and use double comparatives: the + comparative clause, the + comparative clause (e.g. The more people use buses, the less crowded the roads become).

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the exchange and passage on their own first, then check their answers against the text before sharing with the class.
  • Communication and collaboration: Ss work in pairs and small groups to answer questions, compare answers and give short spoken responses to the class.
  • Problem-solving and creativity: Ss choose suitable words to complete sentences and propose one realistic idea to reduce traffic in their own school or neighbourhood.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss identify the purpose of a polite request, read a short factual passage about a school traffic project, and write one or two connected sentences about city life.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the eight target phrases in context and correctly apply the double comparative pattern, using fewer with countable plural nouns and less with uncountable nouns.

3. Personal qualities

  • Diligence: Ss complete all reading and writing tasks carefully and check their grammar before reporting.
  • Responsibility: Ss take an active role in their pair or group and make sure every member can explain the answer.
  • Honesty: Ss support each factual claim with evidence from the text and do not present opinions as proven facts.

II. Teaching aids and materials

1. Teacher

  • Textbook Tiếng Anh 9 Global Success, Unit 2: City life, Getting Started
  • Projector or interactive whiteboard with the dialogue, passage and target vocabulary slides
  • NeoEdu online lesson page (neoedu.vn/learn/9/english/unit-2-getting-started): lesson presentation, examples and interactive exercises
  • Phiếu học tập số 1 and Phiếu học tập số 2 (printed, one set per pair)
  • Timer and small cards or sticky notes for matching activity

2. Students

  • Textbook Tiếng Anh 9 Global Success
  • Notebook, pen, pencil and eraser
  • Phiếu học tập (provided by the teacher)
  • Small whiteboard or paper for group notes

III. Procedures

Activity 1: Warm-up · 5 minutes

Brainstorming city problems

a) Aims

Ss activate their prior knowledge about city life and get ready for the topic of traffic and public transport.

b) Content

Ss work in pairs and brainstorm problems that people in a busy city face (e.g. traffic jams, noise, pollution) and one possible solution for each problem. Then T introduces the question: Would you mind telling me how to get to the library?

c) Expected outcomes

A short list on the board, for example: traffic jams – more buses and bicycle lanes; noise – walking zones; pollution – public transport. Ss are ready to read the dialogue and passage.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the question: 'What problems do people in a big city face every day?' and asks Ss to think for 30 seconds. T then asks Ss to share one problem with a partner and one solution.

    Students

    Ss look at the question and think silently for 30 seconds, then turn to their partner and share one problem and one solution.

  2. Teacher

    Step 2: Task performance

    T walks around, listens and writes useful words on the board.

    Students

    Pairs discuss and note their ideas. Possible answers: 'Traffic jams. We can take more buses.' 'Noise. We can make walking zones.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3–4 pairs to report and asks: 'Which problem is the most serious in our town?'

    Students

    Pairs report their ideas. Possible answer: 'Traffic jams near the school gate are very serious at rush hour.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the ideas, writes the key topic 'city life' on the board and says: 'Today we will learn how people talk about city problems and how to ask for directions politely.'

    Students

    Ss write the lesson title in their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Reading the exchange and the passage

a) Aims

Ss understand the setting and purpose of the dialogue and the passage, and learn the eight target words in context.

b) Content

Step 1: Ss read the dialogue once for the setting, then answer: Who is speaking? What does Quang want? What does Mai answer?
Step 2: Ss read the passage 'Meet the topic' and complete Phiếu học tập số 1 (who, what, when, result, purpose).
Step 3: Ss match the topic words with their meanings: congestion (tình trạng ùn tắc), public transport (giao thông công cộng), liveable (đáng sống), construction site (công trường xây dựng).

c) Expected outcomes

Answers to Phiếu học tập số 1:

  • Speakers: Quang and Mai. Quang asks for directions to the library; Mai replies: Take bus number twelve.
  • Quang joined a youth competition about city problems; his group chose congestion near the school gate.
  • They counted cars, buses and bicycles for three mornings from a safe position inside the school, without collecting drivers' names.
  • Many cars carried only one pupil.
  • The group proposed a shared bus and a walking zone near the gate, plus a covered waiting area.
  • The aim was to make one short journey safer and less noisy; the school will compare traffic again after a four-week trial.
    Matching: congestion – tình trạng ùn tắc; public transport – giao thông công cộng; liveable – đáng sống; construction site – công trường xây dựng.
    Key idea Ss note: 'The proposal did not promise to remove every traffic problem.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the dialogue and asks: 'Who is speaking, and what does Quang want?' T then distributes Phiếu học tập số 1 and asks Ss to read the passage once for the main idea.

    Students

    Ss read the dialogue and passage silently and answer the first questions on the worksheet.

  2. Teacher

    Step 2: Task performance

    T monitors, helps weaker Ss find the answer in the text, and guides Ss to notice useful phrases such as 'Would you mind telling me...?' and 'Not at all.' T asks Ss to underline the four words in the passage: congestion, public transport, liveable, construction site.

    Students

    Pairs read, underline key phrases and complete the worksheet. Possible answer: 'Quang wants to know how to get to the library.'

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to read answers aloud and asks: 'Why did the group avoid collecting drivers' names?' and 'Why did the plan include a covered waiting area?'

    Students

    Pairs report. Possible answers: 'They did not collect drivers' names to protect privacy.' 'Some parents worried about bad weather.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers, explains the four target words with the example sentences (Congestion delays the morning bus. Public transport can reduce traffic. A liveable city has safe public spaces. A construction site must be fenced.) and reminds Ss that the proposal aimed to make a journey safer, not to solve every problem.

    Students

    Ss copy the key vocabulary and example sentences into their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Double comparatives and phrasal verbs

a) Aims

Ss recognise and form the double comparative pattern and understand three phrasal verbs.

b) Content

T writes two sentences on the board: 'The more people use buses, the less crowded the roads become.' and 'The more people walk, ___ cars we need.' Ss complete Phiếu học tập số 2, which includes the pattern, the choice between fewer and less, and the three phrasal verbs: get around (travel), carry out (conduct), cut down on (reduce).

c) Expected outcomes

Structure Ss record: the + comparative clause, the + comparative clause expresses linked change.
Example: The more people walk, the fewer cars we need. (Cars is countable plural, so fewer.)
Reminder: Do not use 'more' with an -er form; ‘more safer’ is incorrect.
Phrasal verbs: get around = travel; carry out = conduct; cut down on = reduce.
Sample sentences: We get around by bus. The club will carry out a survey. We can cut down on car journeys.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the two sentences on the board and asks: 'What happens to the roads when more people use buses?' T then gives Phiếu học tập số 2.

    Students

    Ss look at the sentences and answer the question. Possible answer: 'The roads become less crowded.'

  2. Teacher

    Step 2: Task performance

    T guides Ss to notice that each clause has the + comparative form, and that fewer is used with countable plural nouns while less is used with uncountable nouns. T highlights the error 'more safer' and asks Ss to correct it.

    Students

    Ss complete the worksheet individually, then compare with a partner. Possible correction: 'more safer' becomes 'safer'.

  3. Teacher

    Step 3: Report and discussion

    T asks 2–3 Ss to read their completed sentences and checks the phrasal verbs by asking: 'What does carry out mean?'

    Students

    Ss read sentences aloud. Possible answer: 'Carry out means conduct, for example, The club will carry out a survey.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the pattern on the board and asks Ss to copy the key structure and the three phrasal verbs into their notebooks.

    Students

    Ss write the structure and phrasal verbs in their notebooks and mark the key points.

Activity 3: Practice · 12 minutes

Checking comprehension and grammar in pairs

a) Aims

Ss apply the target vocabulary, the dialogue function and double comparatives in exercises based on the textbook.

b) Content

Ss work in pairs on four exercises:

  1. Choose the correct answer to: What does the first speaker do? A. Makes a polite request or asks for information; B. Offers help before anyone asks; C. Checks whether an apology is accepted; D. Thanks someone for a completed activity.
  2. Match the topic words to their meanings and make one sentence with each word.
  3. Complete the word for 'tình trạng ùn tắc': congestion.
  4. Complete the sentence: The more people walk, ___ cars we need. A. the fewer; B. the less; C. fewer the; D. the few.

c) Expected outcomes

Answers:

  1. A – The opening question seeks help or information politely.
  2. congestion – tình trạng ùn tắc; public transport – giao thông công cộng; liveable – đáng sống; construction site – công trường xây dựng. Example sentences: Congestion delays the morning bus. Public transport can reduce traffic. A liveable city has safe public spaces. A construction site must be fenced.
  3. congestion
  4. A – the fewer (Cars is countable plural, so fewer.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the four exercises and sets a time limit of 6 minutes. T explains that each pair must agree on one answer before writing it down.

    Students

    Ss read the exercises and prepare to work with their partner.

  2. Teacher

    Step 2: Task performance

    T monitors, checks the sentences Ss create in exercise 2 and gives feedback on grammar and word choice.

    Students

    Pairs discuss and complete the exercises. Possible answer for exercise 1: 'A, because Quang asks politely for information.'

  3. Teacher

    Step 3: Report and discussion

    T calls on different pairs to give the answer to each exercise and asks the class to give a thumbs-up or thumbs-down.

    Students

    Pairs report their answers. The class agrees or corrects.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers, emphasises fewer with countable plural nouns, and reminds Ss that a fluent opinion still needs evidence when it makes a factual claim.

    Students

    Ss check their answers and correct their notebooks.

Activity 4: Application · 6 minutes

Our city, our ideas

a) Aims

Ss use the target language to talk and write about city life in their own town or school.

b) Content

In groups of three, Ss write two or three connected sentences explaining why city life matters. They must use at least two of these words: congestion, public transport, liveable, construction site. Then one group member reads the sentences aloud to the class.

c) Expected outcomes

Sample group writing: 'Congestion delays the morning bus near our school. Public transport can reduce traffic and make our city more liveable. The more students take buses, the less crowded the road becomes.'
Assessment guide: relevant local point (0.4); two vocabulary items used naturally (0.3); intelligible English (0.3).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T gives the task and reminds Ss to use at least two target words and one double comparative if possible.

    Students

    Ss listen to the instructions and decide who will write and who will report.

  2. Teacher

    Step 2: Task performance

    T monitors groups, helps with sentence structure and checks that the sentences are relevant to the local context.

    Students

    Groups write their sentences on paper. Possible answer: 'Traffic at rush hour is very heavy near our school gate.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 groups to read their sentences and asks the class: 'Does the sentence use the words correctly?'

    Students

    Reporters read their sentences. Classmates listen and give feedback.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the best ideas, summarises the key vocabulary and the double comparative pattern, and sets homework.

    Students

    Ss copy the corrected sentence into their notebooks.

Worksheets

Phiếu học tập số 1

Read the dialogue and the passage 'Meet the topic' and answer the questions.

  • Who are the speakers in the dialogue?
  • What does Quang want to know?
  • What did Quang's group choose to study?
  • How many mornings did they count traffic?
  • What did they NOT collect?
  • What did many cars carry?
  • What did the group propose? (Give two items.)
  • Why did the plan include a covered waiting area?
  • What was the aim of the proposal?
  • How long was the trial?
    Match the words to their meanings:
  • congestion – ___
  • public transport – ___
  • liveable – ___
  • construction site – ___
    (Options: giao thông công cộng; tình trạng ùn tắc; công trường xây dựng; đáng sống)

Phiếu học tập số 2

Part A. Complete the sentences with the correct form.

  • The more people use buses, ___ crowded the roads become. (the less / the fewer)
  • The more people walk, ___ cars we need. (the fewer / the less)
    Part B. Find and correct the mistake in each sentence.
  • The more people walk, the more safer the streets become.
  • The more cars we use, the fewer pollution there is.
    Part C. Match each phrasal verb with its meaning.
  • get around – ___
  • carry out – ___
  • cut down on – ___
    (Options: tiến hành; đi lại; cắt giảm)
    Part D. Write one sentence with each phrasal verb about your town.

Homework

  • Write a short exchange of 5–6 lines in which one student asks for directions to a place in your town (for example, the library or the market) and another student replies politely and closes the conversation.
  • Use at least one target vocabulary word (congestion, public transport, liveable, construction site) and one double comparative in your exchange.
  • Read Unit 2 Getting Started again on the NeoEdu page (neoedu.vn/learn/9/english/unit-2-getting-started) and complete the interactive exercises before the next lesson.

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