Giáo án tiếng Anh lớp 9 chương trình thí điểm - Unit 2: City Life

Chia sẻ: Lê Quý Trang | Ngày: | Loại File: DOC | Số trang:17

Thêm vào BST

Báo xấu

590
lượt xem 39
download

Download Vui lòng tải xuống để xem tài liệu đầy đủ

Mời quý thầy cô cùng tham khảo bài soạn Unit 2 lớp 9 City life của môn Tiếng Anh 9 mới để có thêm những tài liệu hay củng cố kiến thức cho học sinh. Sau khi tham khảo tài liệu, quý thầy cô sẽ có thêm nhiều sự lựa chọn khi soạn giáo án, qua đó có thể rút ra được một số kinh nghiệm chuyên môn, nâng cao kỹ năng biên soạn giáo án của mình.

Chủ đề:

Bình luận(0) Đăng nhập để gửi bình luận!

Lưu

Nội dung Text: Giáo án tiếng Anh lớp 9 chương trình thí điểm - Unit 2: City Life

PERIOD 9 / WEEK 3 Unit 2: CITY LIFE Lesson 1 GETTING STARTED: Duong’s first visit to Sydney I. OBJECTIVES: By the end of this Unit, students will be able to: use some vocabularies and structures to talk about important features of a city. II . PREPARATION: sub board, pictures, cassette III. PROCEDURES: Teacher’s and students’ activities Content Activity 1: Ask them some questions: What can you see in the picture? Do you know these two boys? Where are they now? What are they talking about? Sts answer the questions as a class. Also ask Ss what they know about Sydney. Where is it? Is it the 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 visit exercise individually. Check and write the correct answers ancient on the board. natural variety study b) Ss work in pairs. Sts share answers before discussing as 1.jet lag a class. Ask Ss to read out the lines in the conversations 2. a feature that contain the words. Check and confirm the correct 3. reliable answers. 4. metropolitan 5. multicultural c) Ss work individually, then compare their answers with a 1.He grew up in Sydney. partner. Ask them to locate the information in the 2.Sydney is. 3.It’s convenient and reliable.
conversation. Call on some pairs to give the questions and 4.Because Sydney is a metropolitan answers. Confirm the correct answers. and multicultural city. 5.It was built in 1850. 1.How’s it going = How is d)Tell Ss to find the phrases in the conversation and everything? / How are you doing? practise saying them together. Explain the meaning to Ss , 2. Getting over the jet lag = then elicit other examples from Ss. Recover from a tired trip. 3.I slept pretty well = I slept quite well. 4.No worries = It’s my pleasure. Activity 2: 1.international Tell Ss that most of the words they need to use related to 2.local cities or city life. Let them work in pairs. Check their 3.crowded work, then let them read each word correctly. Check and 4.neighbouring correct their pronunciation. 5.urban 1.A Ha Noi Activity 3: 2. C Canberra Sts work in pairs. Award extra points who can say which 3.C New York countries these cities are. Congratulate the winner. 4.A.Luanda 5.C Hoi An 6.B. Moscow V HOMEWORK: Practice reading the dialogue. Write new words then learn them by heart. Copy the exercise into notebooks. Prepare A CLOSER LOOK 1
PERIOD 10 / WEEK 4 Unit 2: CITY LIFE Lesson 2 – A CLOSER LOOK 1 I. OBJECTIVES: By the end of this Unit, students will be able to: use the lexical items related to important features of a city. say sentences with correct stress on pronouns. II . PREPARATION: sub board, pictures, cassette III. PROCEDURES: Teacher’s and students’ activities Content Activity 1: VOCABULARY a)Have Ss read through the letter so that they Adjectives understand the general ideas. Ask the what the purpose 1.ancient of the letter is ( Jack is writing the letter to Oggy to tell 2.warm about his trip to Hoi An). Have Ss read the adjectives in 3.comfortable the box and quickly elicit the meaning of each adjective. 4.helpful Sts work in pairs. Have some Ss read the answers. 5.fascinating Correct their pronunciation and confirm the correct 6.historic answers. 7.local 8.delicious b) Ask Ss to read the letter again and underline all the other adjectives. Have them give the meaning of these fabulous / sunny/ small / friendly / adjectives in the context of the letter. Correct their affordable / good answers. Activity 2: stressful Have Ss read through the given adjectives. Have some exciting Ss read aloud all the adjectives to make sure they historic pronounce the adjectives correctly. Sts work in groups busy and discus which adjectives are related to city life. forbidden Encourage them to explain their choice. modern frightening populous
polluted cosmopolitan unemployed annoying downtown fashionable 1.fashionable Activity 3: 2.annoying Sts work individually, then compare their answers with 3.forbidden a partner’s. Ask some Ss to write their answers on the 4. cosmopolitan board. Check their answers as a class. 5.modern 6. polluted PRONUNCIATION Activity 4 Stress on pronouns in sentences. Play the recording and Ss repeat. Play the recording as B. me ( strong ) many times as necessary. Correct their pronunciation B you (strong) and stressed words. Have them circle the stressed A him ( strong) pronouns. B us ( strong) A he (W) Activity 5 B he ( S) a)Play the recording. Ss listen and mark the underlined B he (S) / her ( W) words as W( weak) and S( strong)Ask some Ss to give A we (W) the answers and quickly write them on the board. Play B we ( S) / I (S) the recording for Ss to check their answers. B us (S) / we (W) b)Ss work in pairs to practice the exchanges above. Go around and give support if necessary. IV HOMEWORK: Write new words then learn them by heart. Copy the exercise into notebooks. Prepare A CLOSER LOOK 2
PERIOD 11 / WEEK 4 UNIT 2: CITY LIFE LESSON 3 A CLOSER LOOK 2 I. OBJECTIVES: By the end of this Unit, students will be able to: use the suitable form of the adjectives to complete a passage. use some common phrasal verbs correctly and appropriately. II . PREPARATION: sub board, pictures, cassette III. PROCEDURES: Teacher’s and students’ activities Content Activity 1: GRAMMAR Have Ss work individually. Check their answers as a Comparison of adjectives and class. adverbs: review Give explanations if necessary. Sts give more examples. 1f 2d 3e 4h 5g 6a 7c Activity 2: 8b Ss work individually. After they have done the activity, 1.the largest ask some Ss to write their answers on the board. Correct 2.smaller their mistakes. 3. the most popular 4. wider
5. the dirtiest 6. cleaner 7. the best 8. the most exciting Phrasal verbs (cont.) Activity 3: to set up Tell Ss to look at the conversation in GETTING to look forward to STARTED again , find and underline the phrasal verbs. to find out 1.set up Activity 4: 2.get on Have Ss work individually. Ask Ss to underline the 3. take off correct particle. Call on some Ss to read out their 4. grow up answers. Correct their mistakes. Explain them the 5. show around meaning of these phrasal verbs in sentences. 6. pull down 1.turn of = press the switch 2.turn down = refuse Activity 5: 3. go over= examine Ask Ss to read the sentences, underline the phrasal verbs 4. go on = continue doing and match them to their meaning from the box. 5.take off = remove Call on Ss to read the sentences. Correct their answers 6. put down = make a note as a class. 1dress up = put on smart clothes Activity 6: 2.turn up = arrive Have Ss read the text, find eight phrasal verbs and 3. find out = discover match them with their definitions from the box. Tell 4. go on = continue them to study the context of these phrasal verbs and 5. get on = make progress elicit their meanings. 6. think over = consider 7. apply for = ask for ( a job) 8. cheer up = make someone feel happier. IV HOMEWORK: Write new words then learn them by heart. Copy the exercise into notebooks. Prepare COMMUNICATION
PERIOD 12 / WEEK 4 Unit 2: CITY LIFE Lesson 4 COMMUNICATION I. OBJECTIVES: By the end of this Unit, students will be able to: talk about important features of a city. II . PREPARATION: sub board, pictures, cassette III. PROCEDURES: Teacher’s and students’ activities Content Activity 1: CITY LIFE a) Sts work individually. They read the sentences 1a) Which of the following features do carefully and make their three choices. Call on some Ss you like best about a city? to say the three things they like best about the city. Students’ answers b)Sts work in groups of three discuss their choices and b) Work in groups. Discuss your give reasons why. Encourage them to talk as much as choices. Give reasons. possible. Move around the class to give assistance if “ I’d like a busy and exciting city with needed. good transport, so I can get around and see all the cultural attractions it has to offer….”
Activity 2: “ What is the best attraction in Tell Ss they are going to read a passage about Singapore, according to the writer? Singapore. Elicit what Ss know about Singapore. Would you like to go there? Why?” Its location Its attractions “What is liked most about the city?” +Vung Tau Activity 3: location Elicit as much information as possible. about these three main features cities from the students. Ss work in groups to talk about attractions each city. Walk around to observe, give help if needed. +New York City location main features attractions +Melbourne location main features attractions Write a short paragraph ( 80100 words ) about one of the cities above. Activity 4: You can refer to the passage in 2 as a Ask Ss to choose one of the three cities and write a short guide. paragraph about it. Walk around to observe, give help if ……………………………………….. needed ……………………………………….. ……………………………………….. ……………………………………….. ……………………………………….. ……………………………………….. Activity 5: The city I’d like to visit most is New After Ss finish writing, let them talk about the city of York. There are many things to see their choice in groups. Go around to observe and give and to do there. You can…………… feedback. If time allows, have some Ss talk about the city they have chosen in front of the class. IV HOMEWORK: Write new words then learn them by heart. Copy the exercise into notebooks. Prepare SKILLS 1
PERIOD 13 / WEEK 5 Unit 2: CITY LIFE Lesson 5 SKILLS 1 I. OBJECTIVES: By the end of this Unit, students will be able to: read for specific information about the features of cities rank a town or a city they know II . PREPARATION: sub board, pictures, cassette III. PROCEDURES: Teacher’s and students’ activities Content Activity 1: READING Have some Ss read through the given features. Ss transport work in pairs to put the factors in order of education
importance. Call on some pairs to present their order climate and give some explanations. culture safety cost of living entertainment convenience 1.The Economist Intelligence Unit ( EIU) Activity 2: 2.2014 Ask Ss to individually read the passage quickly and 3.the best city: Melbourne find the information to fill the blanks. Call on Ss to the worst cities : Dhaka, Tripoli, Douala. read out their answers and where they can find the answers. Confirm the correct answers. Activity 3: 1.Climate, transport, education, safety, Have Ss read the questions. Ss read the passage and recreational facilities are used. again and find answers to the questions. Remind 2.They were among the top 20. them to locate the answers in the passage. Check and 3.Because the living conditions there were confirm the correct answers. the most difficult and dangerous. 4.Osaka was. 5. a city’s green space, urban sprawl, natural features, cultural attractions , convenience, and pollution. SPEAKING SPEAKING 4a) Work in groups of five or six. Conduct Activity 4: a survey to rank your own town / city or a a) As a class, Ss decide which town or city they are town / city you know. Give fro 10 points going to rank. Divide the class into groups of five or ( the best) to 1 point ( the worst) to each six, Sts take turns to ask each other the ten questions factor. and write the points that each Ss gives fir each factor Ask each student in your group the in the table. Go around to give assistance if question: necessary. “ How many points do you give to factor Then write the points in the table. 1–safety?” ……………………………………….. Factors Points given Total points
StA StB StC StD StE 1.safety 4b) Work out the final result of your group . Then present it to the class. Is your group’s result the same or different from that of other groups? 2.transport 3.education 4.climate 5.culture
6.facilities 7.entertainments 8.natural features 9.urban sprawl 10.pollution control b) Next they work out the final result of their group. Finally, one student from each group presents the result to the class. Invite and encourage Ss to comment the result. IV HOMEWORK: Write new words then learn them by heart.
Copy the exercise into notebooks. Prepare SKILLS 2 PERIOD 14 / WEEK 5 Unit 2: CITY LIFE Lesson 6 – SKILLS 2 I. OBJECTIVES: By the end of this Unit, students will be able to: listen for specific information about some problems of city life write a paragraph about disadvantages of city life. II . PREPARATION: sub board, pictures, cassette III. PROCEDURES: Teacher’s and students’ activities Content Activity 1: LISTENING Let Ss work in small groups. Then tell Ss to imagine the urban sprawl problems they have experienced in the city. noise high cost of living traffic jam air pollution bad weather crime overcrowding Activity 2: 1.cities Play the recording one or two times. Ask Ss to listen 2.office carefully and write down the words they hear in the 3. traffic passage. 4. roads
Activity 3: Play the recording again. Tell Ss to take notes the 1.C keywords as they listen. Then they choose the correct 2.A answers as required. Correct as a class. 3.A 4.B 5.B WRITING WRITING Activity 4: Outline Tell Ss to read the sample paragraph carefully and Topic sentence: Living in a city has a complete the outline. Tell them to pay attention to the number of drawbacks. connectors/ markers: Firstly, Secondly, Thirdly… Problem 1: traffic jams and traffic accidents Problem 2: air pollution Problem 3: noise / noise pollution Conclusion: These factors contribute to making city life more difficult for its residents. Activity 5: Writing tips Have Ss write the paragraph in about 100 words. Make Remember to organise your ideas to sure that they use their outline, along with connectors, make your paragraph clearer: and pay attention to spelling and punctuation. firstly… secondly… / next …. thirdly … / lastly …. / finally … In conclusion … / to conclude…. IV HOMEWORK: Write new words then learn them by heart. Copy the exercise into notebooks. Prepare LOOKING BACK
PERIOD 15 / WEEK 5 Unit 2: CITY LIFE Lesson 7 – LOOKING BACK & PROJECT I. OBJECTIVES: By the end of this Unit, students will be able to: use some vocabularies and structures to talk about important features of a city. II . PREPARATION: sub board, pictures, cassette III. PROCEDURES: Teacher’s and students’ activities Content Activity 1: LOOKING BACK Give Ss a few minutes to complete the word web. Give VOCABULARY some cues / examples if needed. Nouns: Adjectives: street crowded gallery cosmopolitan shopping mall exciting … … Activity 2:
Let Ss read the passage and complete this exercise 1.fascinating individually. After that, let some Ss read the passage 2.noisy aloud sentence by sentence. Check and confirm the 3. full correct answers. 4.crowded 5.urban 6. fabulous 7.bored GRAMMAR Activity 3: 1.as/ so interesting as Sts do the task in pairs. Correct their answers as a class. 2.the fastest 3.the shortest / a shorter 4.less entertaining 5. more carefully 1.turned down Activity 4: 2.going on First, let Ss review the phrasal verbs. Then have them 3.get over do a task. Check and correct their answers as a class. 4.cheered up 5.turn back 6. found out 1.Turn off the light when you leave the Activity 5: classroom. Sts use phrasal verbs to write sentences. Have some Ss 2.Mai grew up in a small town in the write sentences on the board. Let Ss give comments. south. Check as a class. 3.Kathy looked up the restaurant on her mobile phone. 4. My grandmother has got over her operation. 5. We are looking forward to seeing Activity 6: you again. Make sure the Ss know the names of the cities in Viet COMMUNICATION Nam. Divide the class into 2 teams to play the games. Team 1: Hai duong City Encourage them to be as quick as possible. Try to call Team 2: Well, it is famous for its green out famous manmade or natural attractions , or feature bean cakes. of different cities in the country. Team 2: Da Nang City Finished! Team 1: It has fabulous Ngu Hanh Son Ask Ss to complete the selfassessment. Discuss as a (Marble Mountains)… class what difficulties remain and what areas Ss have PROJECT mastered. Writing interesting notices
Project: What makes you proud of your area? In a town, you can see a lot of notices. Ss work in groups to do the task. T checks. Note that A notice should attract the reader’s other orders are also possible. attention and send a message in just a Ex1) Put the items in these scrambled notices in the few words. It may be effective to use correct order, starting with the heading in capitals. different sizes of writing or type, or to A. Classes as normal tomorrow put the heading in colour. Above all, Groups 9B + 9D to gym the notice must be easy to understand. QUIET PLEASE Exams in progress 1.You are organising a seminar for teenage girls about city life. Write a B. Town Hall every evening notice to put on the notice board, Ring Dylan on 42564039 giving some details about time, place, Offered by native teachers and content of the seminar. ENGLISH CONVERSATION LESSONS Language exchange also a possibility 2.You are a travel agent. You are Where are you most likely to find these notices? organising a oneday trip around your Ss work independently and exchange their work with a city/ town for foreigners. Write a partner. T. checks. notice to put at the travel agency. Ask Ss to do this task out of the class, and in the next lesson, Have them present what they have written to the rest of the class. The class gives comments. IV HOMEWORK: Write new words then learn them by heart. Copy the exercise into notebooks. Prepare GETTING STARTED Unit 3