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

Giáo án Skills 2

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Predict the type of answer a listening question needs (reason, action, place, day or duration) and listen for specific evidence to choose the correct option.
    • Use the vocabulary congestion, public transport, liveable and construction site in context.
    • Form and use double comparatives (the + comparative, the + comparative) and the phrasal verbs get around, carry out and cut down on.
    • Identify the structure of a coherent paragraph: topic sentence, supporting details, reason or example, and closing.
    • Revise a paragraph in the right order: meaning and organisation first, then grammar, word choice, spelling and punctuation.

2. Competences

a) General competences

  • Self-control and independent learning: Ss predict answers before listening, check their choices against the recording, and use a revision checklist to improve their own draft.
  • Communication and collaboration: Ss discuss ideas about city life in pairs, compare listening answers with a partner, and give peer feedback on each other's paragraphs.
  • Problem-solving and creativity: Ss choose a realistic improvement for a local problem, such as traffic at school gates, and revise an unclear sentence by giving a precise reason.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to a short recording for specific details, talk about the advantages and problems of city life, and write a 90–110-word paragraph with one advantage, one problem and one improvement.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the four new words correctly, use double comparatives with the right form (for example the fewer with countable nouns, and not 'more safer'), and use the three phrasal verbs in meaningful sentences.

3. Personal qualities

  • Responsibility: Ss complete their own paragraph draft and finish the revision tasks at home without relying on the teacher or classmates.
  • Honesty: Ss check their own answers against the recording and admit when a choice is wrong, then correct it with evidence from the listening.
  • Diligence: Ss replay the recording to find specific evidence, and keep revising their paragraph until it meets the word count and the task requirements.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive whiteboard
  • Speakers for listening
  • Lesson page on NeoEdu (neoedu.vn/learn/9/english/unit-2-skills-2) with the lecture, examples, interactive exercises and listening buttons
  • Worksheet 1 and Worksheet 2 (printed or projected)
  • Textbook English 9 (Global Success), Unit 2, Skills 2
  • Board and markers

2. Students

  • Textbook English 9 (Global Success), Unit 2, Skills 2
  • Notebook, pen, pencil and eraser
  • Highlighters (two colours)
  • A device with internet access for the NeoEdu listening buttons, if available

III. Procedures

Activity 1: Warm-up · 5 minutes

Brainstorming city life

a) Aims

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

b) Content

Ss think about the advantages and disadvantages of living in a city and share ideas in pairs, using words such as public transport, traffic jams, noise and parks. Guiding question: 'What do you like and dislike about living in a city?'

c) Expected outcomes

Each pair writes down at least three ideas on the board, for example:

  • Public transport is convenient and cheap.
  • Traffic congestion wastes time in the morning.
  • Parks and libraries are close to home.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes 'City life: like / dislike' on the board and asks: 'What is good and bad about living in a city?' T gives Ss 1 minute to think.

    Students

    Ss think silently about their own city or town.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs (think-pair-share) and note down three ideas. T walks around and helps with vocabulary.

    Students

    Pairs discuss and write down their ideas, for example 'public transport is useful', 'the streets are noisy'.

  3. Teacher

    Step 3: Report and discussion

    T invites two pairs to share their ideas and writes key words on the board.

    Students

    Two pairs report, for example: 'Public transport connects our neighbourhood with the school', 'Traffic jams are a big problem at rush hour'.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the ideas and tells Ss that the lesson is about understanding details in a recording and writing a coherent paragraph about city life. T writes the lesson aims on the board.

    Students

    Ss copy the lesson title and aims into their notebooks.

Activity 2.1: Knowledge formation · 15 minutes

Preparing to understand the recording

a) Aims

Ss learn four new words and a strategy to predict the type of answer a listening question needs before listening.

b) Content

T presents the new words: congestion (tình trạng ùn tắc), public transport (giao thông công cộng), liveable (đáng sống), construction site (công trường xây dựng). Ss copy the words, check pronunciation, and read 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.'
Strategy: Listen first for the situation and purpose, then replay for specific evidence. Before choosing, predict whether the question needs a reason, action, place, day or duration. A number may be a starting time rather than a length of time. A place may be explicitly rejected.

c) Expected outcomes

Ss record in their notebooks:

  • Four new words with their Vietnamese meanings and example sentences.
  • Pronunciation: congestion /kənˈdʒestʃən/, public transport /ˈpʌblɪk ˈtrænspɔːt/, liveable /ˈlɪvəbl/, construction site /kənˈstrʌkʃn saɪt/.
  • A strategy card with four steps: predict the question type, listen for the situation, replay for evidence, check the whole sentence.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the four words on the board and models pronunciation. T asks: 'If a question asks When, what kind of answer do you need?'

    Students

    Ss repeat the words in chorus and answer: 'A time, a day or a duration.'

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs: one reads a sentence with a blank, the other chooses the correct word. Then T shows the strategy on the projector.

    Students

    Pairs complete the sentences: 'Congestion delays the ___ bus.' (morning). 'A ___ city has safe public spaces.' (liveable). Ss write the strategy in their notebooks.

  3. Teacher

    Step 3: Report and discussion

    T asks two pairs to read their sentences aloud and asks a question: 'In the number 15 minutes, is it a starting time or a length of time?'

    Students

    Pairs read their sentences. Expected answer: 'It is a length of time, because the question asks How long.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the meanings and pronunciation and reminds Ss to use the whole sentence to decide the answer.

    Students

    Ss check their notes and correct any mistakes.

Activity 2.2: Knowledge formation · 15 minutes

Double comparatives and phrasal verbs

a) Aims

Ss understand the form of double comparatives and use the phrasal verbs get around, carry out and cut down on.

b) Content

T presents the structure: the + comparative clause, the + comparative clause, which shows linked change. Model: 'The more people use buses, the less crowded the roads become.' Ss complete Worksheet 1 (Phiếu học tập số 1) in pairs. Phrasal verbs: get around (travel), carry out (conduct), cut down on (reduce).

c) Expected outcomes

Answer key for Worksheet 1:

    1. The more people walk, the fewer cars we need.
    1. The more pupils take a shared bus, the less crowded the streets are.
    1. The safer the area is, the more people walk. (Correct form for the mistake 'The more safer the area is, the more people walk.')
  • Phrasal verbs: 4. get around; 5. carry out; 6. cut down on.
    Key rule: do not use more with an -er form ('more safer' is wrong). Use the fewer with countable plural nouns.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the model sentence on the board and asks: 'Why do we use the fewer and not the less here?' T distributes Worksheet 1.

    Students

    Ss read the model and answer: 'Cars is countable, so we use fewer.'

  2. Teacher

    Step 2: Task performance

    T asks pairs to complete Worksheet 1 in 5 minutes and to check each other's answers.

    Students

    Pairs fill in the blanks and correct the mistake. Typical error: 'The more safer...' Ss change it to 'The safer...'.

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to read their answers and writes the phrasal verbs in a list on the board.

    Students

    Pairs read: 'The more people walk, the fewer cars we need.' 'We can get around the city by bus.' 'The council will carry out a survey.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the structure, the countable/uncountable choice (fewer/less), and the rule about 'more' with an -er form. T asks Ss to write one new double comparative about city life.

    Students

    Ss write a sentence, for example 'The more cars we use, the more congested the roads become.'

Activity 2.3: Knowledge formation · 10 minutes

Structure of a coherent paragraph

a) Aims

Ss identify the parts of a coherent paragraph in the writing model.

b) Content

Ss read the writing model: 'I like living in my city because public transport connects my neighbourhood with the library and sports centre...' Ss label each part: topic sentence, advantage detail, problem, improvement, closing. Guiding question: 'Which sentence states the main idea?'

c) Expected outcomes

Labelled model paragraph:

  • Topic sentence: 'I like living in my city because public transport connects my neighbourhood with the library and sports centre.'
  • Supporting detail: 'I do not need a car for every journey.'
  • Problem: 'However, the streets near my school are crowded at rush hour. The noise makes it difficult to talk, and crossing the road can be stressful.'
  • Improvement: 'I think a safe walking area would help. The more pupils walk or take a shared bus, the fewer cars will stop at the gate.'
  • Closing: 'Our plan should be tested before it is extended. I would also ask older residents whether the proposed change would meet their needs.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T asks Ss to read the model paragraph once silently and to think about its main idea.

    Students

    Ss read silently and answer: 'The main idea is that public transport is good, but traffic near the school is a problem.'

  2. Teacher

    Step 2: Task performance

    T divides the class into groups of four. Each group uses one colour to highlight the topic sentence and another colour for the other parts.

    Students

    Groups highlight and label the parts of the paragraph.

  3. Teacher

    Step 3: Report and discussion

    T asks one group to present its labels and checks the answers with the class.

    Students

    A group reports, for example: 'The problem is in sentences 3 and 4, and the improvement is in sentence 5.'

  4. Teacher

    Step 4: Conclusion and assessment

    T explains that a coherent paragraph has one central idea, and that details are connected by reasons and examples. T reminds Ss that a longer paragraph is not automatically better.

    Students

    Ss write the four parts in their notebooks as a template for their own paragraph.

Activity 3.1: Practice · 15 minutes

Listening for specific details

a) Aims

Ss listen to the complete recording to find specific details: reason, place, action, time and duration.

b) Content

Ss do Questions 1–4 in the textbook. Use the listening buttons on the NeoEdu lesson page (neoedu.vn/learn/9/english/unit-2-skills-2).

  1. Why does the speaker like the public library? A. It is free and near home. B. It is inside the school. C. It is quiet at rush hour. D. It lends bicycles.
  2. When does the speaker walk there with a brother? A. On Mondays. B. On Saturdays. C. On Sundays. D. On Wednesdays.
  3. How does the speaker usually reach the library? A. By car. B. By bus. C. On foot. D. By bicycle.
  4. How long is the bus journey? A. Five minutes. B. Fifteen minutes. C. Fifty minutes. D. An hour.

c) Expected outcomes

Answer key:

    1. A (It is free and near home.)
    1. C (On Sundays.)
    1. B (By bus.)
    1. B (Fifteen minutes.)
      Evidence to note: Q1 needs a reason; Q2 needs a day; Q3 needs a means of transport; Q4 needs a duration, so 'fifteen minutes' is a length of time, not a starting time.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T reads the four questions aloud and asks Ss to predict the type of answer each question needs before listening.

    Students

    Ss predict: Q1 a reason, Q2 a day, Q3 a means of transport, Q4 a duration.

  2. Teacher

    Step 2: Task performance

    T plays the complete recording once. Ss choose answers individually, then replay the relevant parts to check.

    Students

    Ss listen, choose answers and replay the parts with the evidence, such as 'on Sundays' and 'fifteen minutes'.

  3. Teacher

    Step 3: Report and discussion

    T asks pairs to compare answers. T plays the recording again if pairs disagree and asks them to say which evidence supports their choice.

    Students

    Pairs compare answers. Expected answer: 'For Q4, I chose B because the speaker says the bus journey takes fifteen minutes.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key and reminds Ss that a number may be a starting time rather than a length of time, and that the whole sentence must be checked.

    Students

    Ss correct their answers if necessary and write the evidence next to each answer.

Activity 3.2: Practice · 10 minutes

Paragraph logic and the revision process

a) Aims

Ss choose a coherent paragraph plan and put the revision steps in the correct order.

b) Content

Question 5: Which plan creates a coherent paragraph about city life? A. Unrelated sentences only. B. Topic, supporting details, reason, closing. C. Conclusion without a topic. D. A list of copied titles.
Question 6: Order the revision process: a) Check that the paragraph answers the task. b) Check the sequence and links between ideas. c) Correct grammar and word choice. d) Proofread spelling and punctuation.

c) Expected outcomes

Answers:

  • Question 5: B (The sequence develops one central idea.)
  • Question 6: a) → b) → c) → d). Revise meaning and organisation before surface details.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes Questions 5 and 6 on the board and asks Ss to think about the logic of a paragraph.

    Students

    Ss read the questions and think individually for one minute.

  2. Teacher

    Step 2: Task performance

    T asks Ss to answer individually, then to check with a partner and agree on the order of the revision steps.

    Students

    Ss answer: 'B, because it has a topic and developed ideas.' Pairs order the steps: 'First check the task, then the links, then grammar, then spelling.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to explain their answers.

    Students

    A pair explains: 'Spelling is the last step, because meaning comes first.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and explains that a paragraph must answer the task before it is polished.

    Students

    Ss write the correct answers and the revision order in their notebooks.

Activity 4: Application · 20 minutes

Writing a paragraph about city life

a) Aims

Ss write a coherent 90–110-word paragraph about what they like and dislike about city life, with one advantage, one problem and one realistic improvement.

b) Content

Task: Write a 90–110-word paragraph about what you like and dislike about city life. Explain one advantage, one problem and one realistic improvement.
Plan: topic sentence, two supporting details, a reason or example, and a closing sentence. Use a double comparative or a phrasal verb where it fits naturally. Ss use Worksheet 2 (Phiếu học tập số 2) to check their draft with a partner.

c) Expected outcomes

A draft paragraph of 90–110 words that includes:

  • One topic sentence with a clear opinion.
  • One advantage with a supporting detail.
  • One problem with a reason or example.
  • One realistic improvement with a reason.
  • A closing sentence.
  • At least one double comparative or phrasal verb used correctly.
    Assessment guide (score out of 1): task and relevant details 0.4; organisation 0.2; vocabulary and grammar 0.3; spelling and punctuation 0.1.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T reads the task aloud and writes the word range and the plan on the board. T reminds Ss that a longer paragraph is not automatically better.

    Students

    Ss read the task and note the plan in their notebooks.

  2. Teacher

    Step 2: Task performance

    T asks Ss to write individually for 12 minutes, then to exchange drafts with a partner and complete Worksheet 2.

    Students

    Ss write the paragraph. Partners check the task, the links and the word count, and write one comment on an unclear sentence.

  3. Teacher

    Step 3: Report and discussion

    T invites two or three Ss to read a sentence they revised and explain the reason for the change.

    Students

    Ss read, for example: 'The shared bus reduces the number of cars near the gate, because fewer cars make the road safer.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives general feedback on the most common mistakes, such as 'more safer' and unclear pronouns, and sets the task for homework.

    Students

    Ss note the feedback and mark the points they need to correct in their drafts.

Worksheets

Phiếu học tập số 1

Double comparatives and phrasal verbs

    1. The more people walk, ___ cars we need. (Choose: the fewer / the less)
    1. The more pupils take a shared bus, ___ the streets are. (the less crowded / the more crowded)
    1. Correct the mistake: The more safer the area is, the more people walk.
    1. We can ___ the city easily by bus. (get around / carry out / cut down on)
    1. The council will ___ a survey next month. (get around / carry out / cut down on)
    1. We should ___ cars near the school gate. (get around / carry out / cut down on)
      Answer key: 1. the fewer; 2. the less crowded; 3. The safer the area is, the more people walk; 4. get around; 5. carry out; 6. cut down on.

Phiếu học tập số 2

Peer checklist for your paragraph

  • Task: Does the paragraph say what I like and dislike about city life?
  • Content: Is there one advantage, one problem and one realistic improvement?
  • Organisation: Does it have a topic sentence, supporting details, a reason or example and a closing?
  • Links: Are the ideas connected with words such as however, because, the more... the fewer...?
  • Language: Are the double comparatives correct (no 'more safer')? Are fewer and less used correctly?
  • Length: Is the paragraph between 90 and 110 words?
  • Spelling and punctuation: Are capital letters, full stops and commas correct?
    Unclear sentence (write the sentence): ______
    Reason for the change: ______

Homework

  • Finish your paragraph about what you like and dislike about city life (90–110 words). Include one advantage, one problem and one realistic improvement.
  • Revise one unclear sentence in your paragraph. Write the original sentence, the revised sentence and a reason for the change. Example: 'It is good' becomes 'The shared bus reduces the number of cars near the gate.'
  • Review the double comparative structure and write three new sentences about traffic or public transport, for example: 'The more buses we have, the shorter the waiting time becomes.'
  • Listen again to the recording on the NeoEdu lesson page (neoedu.vn/learn/9/english/unit-2-skills-2) and practise predicting the question type before you listen.

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