Date of preparation :

Date of teaching:
UNIT 2: CITY LIFE
PERIOD 8: GETTING STARTED
I. OBJECTIVES: By the end of the lesson students will be able to:
1. Knowledge:
- Memorize the words related to the topic “city life” and understand the context for introductory text.
(Activity 1)
2. Competence:
- Gain an overview and vocabulary to talk about the topic city life (Activity 1) to develop
communication skills
- Use the knowledge learnt to do the Ex2,3,4,5. (Activity 2)
*. Use the words/phrases learned to talk something about their city life.( Activity 2)
3. Attitude:
- Be positive toward the teacher’s lesson
- Respect for teachers and classmates
II. TEACHING AIDS
- Ss’ books, text books, projector, computer, wifi, soft documentary
2. Students’: Books and notebooks.
II. PROCEDURES
Teacher’s and Ss’ activities Content
1. Organization (1’)
- Checking Ss’ attendance:
9A: …………..
9B: …………..
2.Warm-up (4’) * Chatting
- Ask students some questions 1/ Can you name some big cities in Viet Nam
- Checks students’ answers and gives feedback. and in the world?
- Leads in the lesson. 2/ Can you describe something you know
about these cities?
(population, traffic, tourist attractions, ….)
3/ Do you want to live there?
4/ Can you describe where you live? Is it a
city or town?
3. New lesson(35’) 5/ Do you like living there?
Activity 1: I. New words:
- Teacher introduces the vocabulary. 1. traffic jam /ˈtræf.ɪk ˌdʒæm/ (n): Kẹt xe
- Teacher explains the meaning of the new 2. congested /kənˈdʒes.tɪd/ (adj): Tắc đường
vocabulary by showing pictures or giving 3. construction site /kənˈstrʌk.ʃn saɪt/ (n):
explanations. Công trường xây dựng
- Students guess the meaning of words. 4. grand /ɡrænd/ (adj): hoành tráng
- Teacher checks students’ pronunciation and 5. pricey /ˈpraɪ.si/ (adj): Đắt đỏ
gives feedback. 6. underground /ˌʌndəˈɡraʊnd/ (n): hệ thống
tàu điện ngầm
7. unreliable /ˌʌn.rɪˈlaɪə.bəl/ (adj): Không
đáng tin
 8. itchy /ˈɪtʃi/ (adj): Ngứa, gây ngứa
9. downtown /ˌdaʊnˈtaʊn/ (n): Khu trung tâm
thành phố, thị trấn.
Activity 2 :
Ex1- Ask Ss to look at the pictures on page 18 II. Practice
and answer the questions below: Ex1: Listen and read.
- Elicit answers from Ss. Questions:
- Ask Ss to read the first exchange in the 1. What do you see in each picture?
introductory dialogue. Elicit from Ss that Trang 2. Are the things in the pictures common in
and Ben are living in different cities, and Ben is your hometown?
in London. Possible answers:
- Look at the pictures and answer the questions. traffic jam / traffic congestion, …..
- Play the recording twice for Ss to listen and read
along. The second time, have Ss underline the
words that are related to the topic of the unit.
- Listen to the recording. Underline the words
that are related to the topic.
- Invite some pairs of Ss to read the conversation
aloud.

Ex2- Tell Ss to read the conversation again and Ex2: Read the conversation again and tick
work independently to find the answers. Remind T (True) or F (False).
Ss to underline the information and correct the
false statements.
- Ss work independently to do the activity. Answer key:
- Ss compare their answers in pairs before 1. T
checking as the whole class. 2. F
- Call on some Ss to give the answers. 3. T
- T check the answers 4. F
5. T

Ex3.- Ask Ss to look at the pictures and guess the Ex3. Match the words/phrases with their
words and phrases that describe them. pictures.
- Look at the pictures and guess. Answer key:
- Have Ss work individually to match the phrases 1. b
2. c
with the appropriate pictures.
3. a
- Have them compare their answers with a
4. e
partner. 5. d
- Invite some Ss to go to the board and write their
answers.
- Confirm the correct answers.
- Have some Ss practise saying the phrases again.
- For a stronger class, have Ss work in groups.
Each group makes sentences with the
words/phrases. Then they read aloud these
sentences.

Ex4:- Go over the choices in each question and

make sure Ss understand them. Ex4: Choose the correct answer A, B, C,
or D
- Ask Ss to complete the task with a partner.
Answer key:
- Check answers as a class. Confirm the correct
1. A
answers. Explain or ask Ss to explain the correct 2. C
choices. 3. B
4. C
5. D

Ex5- Set a time limit (3-4 minutes) for Ss to do

this activity individually. Ex5. Quiz: A lifestyle survey: City life or
- Have Ss compare their choices with their Village life?
friends. They can ask each other to guess which
type of life suits them more, city life or village
life.
- Tell Ss that in general, options A in all
sentences describe common things in a city while
options B are more often related to life in a
village. Mostly A: City life suits you more. − Mostly
- Do the activity individually. B: Village life suits you more.
- Compare their choices in pairs.
- For a stronger class, ask Ss to work in groups
and use the words/phrases learned to talk
something about their city life . They may make
comparisons about accommodation, means of
transport, facilities, neighbourhood and outdoor
activities. Homework
4. Feedback (2’) - Learn by heart all new words and do
- Repeat the main lesson. exercises in the workbook.
- Teacher asks students to talk about what they - Practice and find three more words that have
have learnt in the lesson. the diphthong sounds /aʊ/, /əʊ/, and /eə/
5. Homework (3’) - Prepare: A closer look 2:
- T reminds Ss to do homework and prepare the + Look up new words
new lesson. + Pronounce the diphthong sounds /aʊ/, /əʊ/,
and /eə/ correctly.
+ Use pencils to do exercises given in the
textbook.
 Date of preparation:
Date of teaching:
UNIT 2. CITY LIFE
PERIOD 9. A CLOSER LOOK 1
I. OBJECTIVES: By the end of the lesson, students will be able to:
1. Knowledge:
- Memorize the lexical items related to the topic City life. (Activity 1)
- Distinguish how to pronounce the diphthong sounds /aʊ/, /əʊ/, and /eə/ correctly. (Activity 2)
2. Competences:
- Use the lexical items related to the topic “City life” to do exercises 1, 2, 3 (Activity 1)
- Pronounce the diphthong sounds /aʊ/, /əʊ/, and /eə/ correctly to do exercises 4, 5. (Activity 2)
* Use the words learnt in the exercises 1,2,3 and base on the exercise 3 to talk about city life.
(Activity 1)
3. Attitude:
- Actively participate in class and school activities
- Develop self-study skills
- Love talking about the life in the cities with their people, beautiful scenes and the culture
II. TEACHING AIDS
Ss’ books, text books, E – book, projector, computer, wifi, speaker,…
III. PROCEDURE:
Teacher’s and Ss’ activities Contents
1. Organization: (1’)
Who’s absent today?
9A: ………………..
9B: …………………
2. Warm up: (5’)
Game: Emoji Quiz Words:
- Divide class into teams. 1. bus driver
- Ss work in teams and follow the teacher's 2. underground
instruction to play the game. 3. itchy eye
- Each round, one student from each team 4. downtown
stands up. 5. traffic jam
- You will show some emojis one by one. 6. construction site
- Their goal is to try to guess the secret word
from the emojis and make a sentence using that
word.
- Once a student answers correctly, he /she gets
a point for their team.
- The team with the most points at the end of
the game wins.
- T sets the context for the lesson. I. Vocabulary:
3. New lesson: New words:
Activity 1: (25’) 1. concrete jungle /ˌkɒŋkriːt ˈdʒʌŋɡl/: rừng bê
- Teacher introduces the vocabulary. tông
- Teacher explains the meaning of the new 2. metro (n) /ˈmetrəʊ/: hệ thống tàu điện ngầm
3. public amenities /ˈpʌblɪk əˈmiːnəti/: tiện ích công
vocabulary, using pictures and translation.
cộng
- Teacher checks students’ understanding with
4. commuter (n) /kəˈmjuː.t̬ɚ/ : người đi làm
the “What and where?” technique. 5. pickpocketing (n)/ˈpɪkˌpɑː.kɪ.t̬ɪŋ/: móc túi
6. suburb (n) /ˈsʌb.ɝːb/: ngoại ô
7. bustling (adj) /ˈbʌs.lɪŋ/: hối hả, nhộn nhịp, náo
nhiệt
8. liveable (adj) /ˈlɪvəbl/: (nơi, địa điểm) đáng sống
Ex1. Match the words / phrases with their
Ex1. - Tell Ss to work in pairs and match the
explanations.
words / phrases with their explanations.
Answer key:
- Put Ss in teams and let each team choose 5
1. c
members to join the game. The members of
2. b
each team stand in a line. As soon as they hear
3. e
a word / phrase, they need to run quickly to the
4. a
board and write that word / phrase on the board.
5. d
- Check and confirm the correct answers.
- The team with the most number of correct
answers will be the winner.
- Have the whole class read aloud the
words/phrases again.

Ex2. Choose the correct answer A, B, C, or D to

Ex2. - Go over the four adjectives under each
complete each sentence.
sentence with Ss. Elicit their meanings.
- Tell Ss to do this exercise individually. Tell
Answer key:
them to read all the sentences carefully to make
1. A
sure they understand the sentences and choose
2. C
the correct option.
3. D
- Have them compare their answers with a
4. A
partner.
5. C
- Invite some Ss to give the answers and
confirm the correct ones. Explain the options
that might be challenging to Ss.

Ex3. Complete the texts, using the words and

Ex3. - Ask Ss to say the meaning of the words /
phrases from the box.
phrases in the box.
Answer key:
- Tell them to work in pairs and choose the
1. metro
appropriate words to complete the texts. 2. public amenities
- Invite two Ss to write their answers on the 3. liveable
board. 4. downtown
- Confirm the correct answers. Ask Ss to 5. concrete jungles
explain their choices. For example, blank 1 6. safe
should be metro because the sentence mentions
public transport, and metro, like bus, is a type (Example answer:
of public transport. + I agree with John. I think that life in the city is
- Ask Ss who they agree with, John or Jenny, great. There are many good public amenities. The
and explain why. public transport system is convenient, too.
- Check and give feedback. + I agree with Jenny. City life is terrible. Cities are
* Use the words learnt in the exercises 1,2,3 often too crowded. They don’t have much green
and base on the exercise 3 to talk about city space. They are not liveable.)
life.
Activity 2: (10’) II. Pronunciation
Ex4. - Review the diphthong sounds /aʊ/, /əʊ/, Ex4. Put the words in the correct column. Then
and /eə/ to students. listen and check.
- Draw a table with three
columns: /aʊ/, /əʊ/, /eə/ on the board.
- Have Ss read out the given words in the
textbook in silence. Write down the first word Script: Listen and check
in the list with the sound /aʊ/, /əʊ/, and /eə/ in
the appropriate column.
- Tell Ss to do the same with the other words.
Then play the recording for them to listen and
check.
- Have Ss read aloud the words by column.
Correct pronunciation mistakes if any. Key
- Remind Ss of the common spelling for each
sound (e.g. “ow” is often pronounced /aʊ/).
Also, notice them that there are exceptions.
- Have the class say the words again in chorus,
and then invite some Ss to say them.
- Invite some Ss to say some words they know
that have diphthong sounds /aʊ/, /əʊ/, and /eə/.

Ex5. - Write the sentences on the board or Ex5. Read the sentences. Circle the words with
show them on a projector screen. /aʊ/, underline those with /əʊ/, and put a tick ( )
- Tell Ss that they need to circle the words next to those with /eə/. Then listen, check, and
with /aʊ/, underline those with /əʊ/, and put a practise the sentences.
tick next to those with /eə/. Do sentence 1 with
the whole class as an example. Key:
- Set a time limit for Ss to do this exercise 1. They go shopping downtown.
individually. Then, they compare their answers 2. The chairman ( ) comes from a coastal city.
in pairs. 3. Buses in the old days were not as crowded as they
- Play the recording for Ss to check. Show them are now.
the correct answers. 4. She gets around the city easily thanks to the apps
- Have Ss practise the sentences in pairs. Invite on her phone.
some pairs to read the sentences aloud. 5. I hope we arrive at the city square ( ) in time for
Comment on their pronunciation of the sounds. the fashion show.
4. Feedback (2’):
- Ask one or two students to tell the class what
they have learnt.
- Draw students’ attention to the objectives on
the board or show them the slide with the
objectives.
5. Homework: (2’)
- Give out homework and guide Ss to prepare Homework:
for the new lesson. - Learn by heart new words, do Ex2,3 again.
- Remind Ss to follow the traffic rules. - Practice pronouncing the diphthong sounds /aʊ/,
/əʊ/, and /eə/
- Prepare: A closer look 2:
+ Read about double comparative.
+ Use pencil to do exercises.
Date of preparation:
Date of teaching:
UNIT 2: CITY LIFE
PERIOD 10 : A CLOSER LOOK 2
I. OBJECTIVES: By the end of the lesson, students will be able to:
1. Knowledge:
- Identify the usage of the new structure of double comparatives. Activity 1
- Gain the grammar point correctly with attention to form and meaning. Activity 2
- Remember five phrasal verbs.
2. Competences:
- Remember the new structure of double comparatives to do exercises given. (Ex1,2) Activity 1
- Apply the phrasal verbs to do exercises given. (Ex3,4) Activity 2
* Use the words learned to talk about some ideas of their cities . ( Ex5)
3. Attitude:
Be positive toward the teacher’s lesson.
Respect for teachers and classmates.
II. TEACHING AIDS
Ss’ books, text books, projector, computer, wifi, soft documentary
III. PROCEDURE:
Teacher’s and Ss’ activities Contents
1. Organization (1’)
- Checking Ss’ attendance:
2. Warm up (4’)
- Show Ss a picture of two bowls of spicy
noodles. The second bowl of noodles has
more challis than the first one.
- Ask Ss which bowl of noodles they
prefer.
- Put a tick below the first bowl and two
ticks below the second bowl and tell them
that the number of ticks shows T’s
preference. Elicit from Ss a sentence with
comparative structure (I like the second
bowl more than the first bowl).
- Ss look and answer.
- Tell Ss that today they are learning
another structure of comparison of
adjectives.
- Introduce the objectives of the lesson.
Write the objectives in the left corner of
the board.
3. New lesson I. Double comparatives:
Activity 1: - Form:
- Ss open the text book, page 21, look and The comparative + S + V, the comparative + S + V
read double comparatives (remember). Short Adj: Adj + er
- T explains how to use the new structure Long Adj: more/ less + Adj
of double comparatives. Examples:
- T gives some examples about short Adj - The nearer we got to the suburb, the less
and long Adj. busy the road was.
- Ss listens - The more developed the city is, the more
- T underlines the nearer, the less busy, crowded it becomes.
the more developed, and the more
crowded.
- Tell Ss that they can use “the” with
comparative adjectives to emphasise that
one thing depends on another.

Ex1- T asks Ss to look at Task 1. Do the Ex1: Choose the correct option to complete each
first sentence with the class as an sentence.
example. Key:
- Ss look at Task 1 and do the first 1. later
sentence. 2. more comfortable
- Ss do task 1 individually. 3. the higher
- T invites some Ss to share their answers 4. more famous 5. the more difficult
and then correct them.
- Tell Ss to find a mistake in each sentence
and correct it.

Ex2 Ex2: Find a mistake in the underlined parts in

- Ask Ss to do this exercise in pairs. each sentence below and correct it.
- Invite one or two Ss to write the Key:
mistakes and their corrections on the 1. B (The hotter)
board. 2. C (more tired)
- Ss listen and check. 3. A (more modern)
4. D (the more polluted)
5. B (uglier)

Activity 2: II. Phrasal verbs

Ex3- Ask Ss to recall the phrasal verbs in Ex3: Match a phrasal verb in column A with a
Unit 1. Tell them that they will learn five suitable word/ phrase in column B.
more phrasal verbs in this lesson. Answer key:
- Ask Ss to do Ex3 individually. Tell them 1. D 2. C
that they can guess if they are not sure. 3. E 4. B 5. A
- Check the answers as a class. Write the
correct matches on the board.
Ex4: Complete each sentence with a phrasal verb
Ex4- Tell Ss that they will work in pairs in 3. You can change the form of the verb when
and complete Task 4. necessary.
- Set a time limit for them. Then call on Answer key:
one or two Ss to write the answers on the 1. coming down with
board. 2. cut down on
- Check the answers. Elicit explanations 3. get around
from Ss. 4. hang out with
5. carrying out

Ex5- Go through the three sentences in 5 Ex5: Work in pairs. Tell each other whether you
to make sure Ss understand them. agree or disagree with the following ideas.
- Ask Ss to work in pairs. Suggested answers:
- Invite some Ss to share their opinions in
front of class to talk about some ideas of
their cities .

- Others listen and give feedback

4. Feedback (2’)
- T asks Ss to talk about what they have
learnt in the lesson:
+ An overview about the new structure of
double comparatives.
+ Vocabulary about phrasal verbs

*Homework
5. Homework: (3’)
- Learn by heart the structure of double comparatives
- Give out homework and guide ss to
and phrasal verbs.
prepare for the new lesson.
- Prepare: Communication
+ Look up the new words
+ Use pencils to do exercises given in the textbook.

Date of preparation:
Date of teaching:
PERIOD 11: UNIT 2: CITY LIFE
LESSON 4: COMMUNICATION

I. OBJECTIVES: By the end of the lesson, students will be able to:

1. Knowledge:
- Understand some spoken language to help and respond to an offer. Ex 1 (Activity 1)
- Make similar conversations with the following situations. (Ex2) (Activity 1)
2. Competences:
- Use some spoken language to help and respond to an offer. Ex 1 (Activity 1)
- Read the descriptions of three teenagers about their favourite means of transport. Then complete
the table. Ex3; Make notes about a means of transport you are using. Ex 4 (Activity 2)
* Talk about means of transportation that they use. (Ex5) (Activity 2)
3. Attitude:
- Be ready and confident in real life conversations.
- Know about means of transport.
- Actively join in class activities.
II. TEACHING AIDS:
- Ss’ books, text books, projector, computer, wifi, soft documentary...
III. PROCEDURE:
Teacher’s and students’ activities Contents

1. Organization:
- Checking Ss’ attendance:
2. Check the old lesson / Warm up:
- Show pictures of means of transport
(bicycle, tram, sky train, car, bus). Ask Ss
what means of transport they know, and
what might be common means of
transport in the city.
- Then tells Ss that in this lesson, they will
read and talk about transport in the city.
Introduce the objectives of the lesson: we
will learn how to offer help and respond;
and how to talk about our favourite means
of transport.
3. New lesson.
* Activity 1
Ex1. I. Every day English:
- Tell Ss a situation: “Duong’s best friend * Offering help and responding.
Ex1. Listen and read the conversations below.
is going to Singapore to study there.
Pay attention to the highlighted parts.
Duong’s dad knows that Duong wants to
go to the airport to see him off. What will
Duong’s dad do?”
- Encourage Ss to make some guesses.
Possible guesses might be Duong’s dad
will take him to the airport; Duong’s dad
will catch a taxi for him to the airport,
etc.
- Write on the board: “I can take you to
the airport if you like.” Tell Ss that
Duong’s dad says this sentence to offer to
help him.
- Play the recording for Ss to listen and
read the conversations between Duong’s
dad and Duong, and between Minh and
Hoang. Ask Ss to pay attention to the
highlighted language. Tell them that these
are two common ways to offer help.
- Ask Ss what Duong and Hoang say to
accept the offers.
- Have Ss read aloud the conversations as
a class first, then practise them in pairs.
Call on some pairs to act the
conversations in front of the class. Ex2. Work in groups. Make similar
conversations with the following situations.
Ex2 * Suggested dialogues
- Ask Ss to work in pairs to make similar
dialogues, using the language they have 1. Your friend doesn’t know how to use the
learnt. library smart card. You offer to show him / her.
You: I can show you how to use the library smart
- Move around to observe and provide card if you like.
help. Call on some pairs to practise in Friend: Thanks. That’s so kind of you.
front of the class. Comment on their
performance. 2. A teacher wants to talk to Ms Hoa, but she is
not there. You offer to write a for Ms Hoa.
You: Would you like me to write a note for Ms
Hoa?
Friend: Thank you. That’s so kind of you.

II. Transport in the city.

* Activity 2 Ex3. Work in pairs. Read the descriptions of
Ex3- Have Ss work in pairs. Assign one three teenagers about their favourite means of
description for each pair to read and transport. Then complete the table below.
complete the gaps in the table. * Key:
- Work in pairs to read and complete the 1. traffic jams
table. 2. sky train
- Invite some pairs to share their answers. 3. crowded
Confirm the correct answers. 4. tram
 5. discount

- Put three pairs who read different * Suggested answer

descriptions together. In their group, they The Bangkok Mass Transit System, commonly
tell each other about the description of the known as BTS Sky train, started to operate in 1999.
transport that they have read. It covers a length of more than 70 kilometres in the
city and serves about 108 million passenger trips
each year.
Tram is a major form of public transport in
Melbourne, Australia. It started to operate in 1885.
As of May 2017, the tram system covers a length of
250 kilometres. It serves more than 206 million
passenger trips each year.
Ex4. Make notes about a means of transport you
are using.
Ex4 - Tell Ss to make notes about the *Suggested answers
means of transport they are using, Means of transport: bus
following the given outline. They can Advantages: near house and school, clean, on time,
look at the table in Activity 3 for an air conditioning.
example.
- Monitor and provide support when Drawbacks: crowded at rush hour
needed.
- When they finish their outline, tell them
to talk to a friend using the notes they
have prepared.
Ex5. Work in groups. Talk to your friends about
the means of transport that you use. Use your
Ex5.
notes in 4.
- Form new groups of four students. In
* Suggested talk
their group, Ss take turns to talk, using
their notes in 4 to talk about the means of I go to school by bus every day. It is convenient
transport that you use. because there are bus stops near my house and my
- Monitor and provide support when school. The bus is clean and on time. It is very
needed. crowded at rush hour, but it has air conditioning, so
- Comment on Ss’ talks. it is cool. That’s why I choose to use it.

* Extra activity
- Ask Ss which of the three means of
transportation in the reading text they
have used or would like to use. Give them
a little time to think of how they felt when
they used them and/or why they would
like to use them.
- Have Ss share their thoughts with a
partner.
- Put Ss in groups of three or four. Have
them share their thoughts with other
group members. Encourage them to ask
questions for further details and answers.
4. Feedback:
- Ask one or two Ss to tell the class what * Homework
they have learnt. - Practice offering help and responding
5. Homework: - Do the tasks again.
- Give out homework and guide Ss to - Prepare: Skills 1
prepare for the new lesson. + Find out new words
+ Use pencils to do exercises given.
- Remind Ss obey the traffic rules: wear
helmets, walk on the pavement, stop at the
red traffic light….

Date of preparation:
Date of teaching:
UNIT 2: CITY LIFE
PERIOD 12 : SKILLS 1

I. OBJECTIVES: By the end of the lesson, students will be able to:

1. Knowledge:
- Memorize the lexical items and recognize reading skills for general and specific information about
city problems (Activity 1)
-Talk about city problems and their solutions(Ex4, 5) (Activity 2)
2. Competences:
- Gain some information from the text and do the exercises. (Ex1 2,3) (Activity 1)
- Talk about city problems and their solutions (Activity 2)
* Talk about their city problems and their solutions to their friends (Activity 2)
3. Attitude:
Be positive toward the teacher’s lesson.
Respect for teachers and classmates.
II. TEACHING AIDS
Ss’ books, text books, projector, computer, wifi, soft documentary
III. PROCEDURE:

Teacher’s and Ss’ activities Contents

1. Organization (1’)
- Checking Ss’ attendance
9A1:
9A2:
2.Warm up (4’)
- Have Ss work in pairs and match the Ex1. Work in pairs. Match the words….
given words/phrases with the pictures.
- Check the answers as a class.
- Ask the students to conduct a survey among
their classmates about city problems. Keys:
 1. a 2.c 3.b 4.d
=>Teacher leads in the lesson.
- What is the biggest problem in your city?
- How does it affect you or your family?
-What do you think is the best solution to it?
Suggested answers:
- In my opinion, the biggest problem in my city is
Water pollution…
- It makes me and my family harder to breath the
3. New lesson fresh air due to the trash in the river.
- I think we should have weekly clean up the river.
Activity 1 (20’)
. Teacher explains the meaning of the new I . Reading
vocabulary by pictures.
- Teacher reveals that the words according to *New words:
the pictures will appear in the reading text - leftover /ˈleftəʊvə/ (n) Thức ăn thừa
and asks students to open their textbook to
find these words - biogas /ˈbaɪ.əʊˌɡæs/ (n) Khí sinh học
- Teacher introduces the vocabulary.
- Teacher checks students’ understanding
with with follow-up questions

Ex2. -Tell Ss that they are going to read part Ex2. Read the part ……
of an announcement about the winners of the
Teenovator competition. Ask them to skim
the announcement and name the winners
Ask Ss to skim the text again and underline
the city problem that each winner has found Answers:
- Tell Ss that they will now match a topic
1; C; 2- B; 3- A
in the competition with the winner. Let
Ss do the exercise individually.
Check answers as a class.

Ex3- Have Ss review how to do this

multiple-choice exercise. Ex3. Read the announcement again. Choose the
-Briefly tell them the steps: Read correct answer
the questions, underline the keywords in each
question, locate the keywords in the text and
find the information to answer the question.
- Ask Ss to repeat the steps if necessary. Keys: 1 A; 2 D; 3 B; 4 C; 5A
- Ask Ss to do the exercise individually and
then check their answers in pairs.
 Activity 2 ( 15’)
Ex4- Ask Ss to work in pairs and add as II. Speaking
many details of problems of city life and
Ex4. Make a list of city problems and some
solutions in the mind map as possible.
solutions to them
Alternatively, Ss can use problems given in
the textbook and think of solutions to them.
Ask pairs to share their answers with the
class.

Ex5 - T asks Ss some useful structures for

starting a talk and introducing problems
and solutions.
- Have Ss work in groups. Tell them that Ex5. Work in pairs. Talk to your friends about
the city problems and suggest solutions to them.
they will talk to each other about problems
You can use the ideas in 4
of city life and solutions. They could use
their notes when talking. Suggested answer:
- Remind them that they can use the given We think that there are several problems in our
template in the book in their talk. city. First, some streets are dirty. Many people put
rubbish on the pavements or near the walls.
- Set a time limit for pair work. Go around,
Second, the city looks like a concrete jungle. It
monitor and support when necessary. lacks green space and the air is not fresh. To solve
- Invite some Ss to share their city problems these problems, the city authority should instruct
and their solutions to their friends. people to throw rubbish properly. Another solution
- Ask other pairs to listen and give is to plant more trees even on the roof of high
comments. Comment on Ss’ answers. buildings. By doing so, the city can be a more
- liveable place.
4- Feedback (2’):
- Ss repeat the main points in the lesson.
5. Homework:(3’)
- Give out homework and guide ss to prepare
for the new lesson. * Homework
- Remind Ss to follow the traffic rules - Learn by heart new words. Do the task again.
- Talk about the city problems and suggest
solutions to them.
- Prepare: Skills 2
 + Look up the new words
+ Use pencils to do exercises given in the textbook

Date of preparation:
Date of teaching:
UNIT 2: CITY LIFE
PERIOD 13: SKILLS 2

I. OBJECTIVES: By the end of the lesson, students will be able to:

1. Knowledge: - Recall the lexical things and listen to an interview about life in some cities.
(Activity 1).
- Identify how to write a paragraph about what they like or dislike about living in a city. (Activity 2)
2. Competences:
- Develop listening for specific information and do the exercises. (Ex1,2,3) (Activity 1)
- Brainstorm ideas for their writing about what they like or dislike about living in a city and then
writing a paragraph of about 100 words. (Ex4,5) (Activity 2)
*. Write a paragraph of about 120- 140 words about what you like or dislike about living in a city.
(Activity 2)
3. Attitude:
- Be encouraged to express opinion about city life
- Actively join in class activities
II. TEACHING AIDS
Ss’ books, text books, projector, computer, wifi, soft documentary
 Teacher’s and Ss’ activities Contents
1. Organization (1’)
Class 9A…….
2. Warm up (4’)
- Ask some students to give their own idea
about the life in the city by answering
question: Do you like living in the city?
Why?
3. New lesson: (35’) I. Listening
*Activity 1 (15’) Ex1. Work in pairs. Tick (√) the things that you
Ex1- Tell Ss to look at the given phrases and want in your home town. Add more ideas if you
ask them to tick the things they want in a have any.
city. Suggested answers:
- Invite answers from Ss. Students’ own answers.
- Tell Ss that these phrases will appear in the
listening, so they should pay attention to
them.
Ex2. Task 2: Listen to an interview with three
Ex2- Tell Ss that they are going to listen to teenagers about life in their cities. Decide if the
three teenagers talking about what they like statements are true (T) or false (F)
and dislike about their city. Answer key:
- Have Ss look at the statements. Elicit from 1. T
them the keywords in each statement. 2. F (The only place teens can find entertainment is a
Remind them that they need to listen shopping mall but it's very costly, so I don't like it.)
attentively. 3. F (There are food stalls at almost all street corners.)
- Play the recording and ask Ss to listen and 4. T
decide if the information is true or false
according to the recording.
- Ask one or two Ss to go to the board and
write their answers. Have other Ss work in
pairs to compare their answers.
- Confirm the correct answers. Play part of
the recording again when needed.

Ex3- Tell Ss that they are going to listen to Ex3. Listen again. Choose the correct answer A, B,
the speakers again and choose the correct or C.
answer. Answer key:
1. A 2. A 3. B 4. C
- Have Ss read the questions and underline
the keywords in each question. Elicit from Ss
that Question 1 helps practise listening for
gist.
- Play the recording and ask Ss to listen again
Suggested answers:
and choose the correct answer. Then Ss work
in pairs to compare their answers with each
other. What does What does
- Check the answers to 3 with the whole each person each person
like about life dislike about
class. Ask Ss to explain their choices. in their city life in their
Confirm the correct answers. city
Transition from Listening to Writing Tom It has good - The traffic is
Ask Ss to work in pairs and recall parks, libraries getting worse.
information about Tom, Elena and Chi. Note and cinemas. - The buses ảe
down the answers to the questions. quite old and
- What does each person like about life in uncomfortable.
their city? Elena There is a The shopping
- What does each person dislike about life in shopping mall mall is very
their city? costly. It lacks
free sports
facilities
Chi - It’s really Many teens
convenient. like street food
-There are and are too
food stalls at lazy to cook on
almost all their own
street corners

II. Writing:
*Activity 2 (20’) Ex4. Work in pairs. Put the phrases from the box in
Ex4- Have Ss work in pairs to put the the correct column.
phrases in the correct column. What I like about city What I like about city
- Have some Ss present their answers or life life
write their answers on the board. Confirm the - Easy shopping good - - Too much noise
correct answers. health service - air pollution
- beautiful buildings - high crime rate
– green space. - heavy traffic

Ex 5. Write a paragraph (about 100 words) about

Ex5- Tell Ss to look at the outline in 5. Tell what you like or dislike about living in a city. You
them that they should follow this structure can use the ideas in 4 or your own ideas.
when writing this paragraph.
- Ask Ss to write their paragraph individually
Sample paragraph:
based on the table in 4. Remind them that
I love city life. First, it is very convenient to live in the
they do not need to use all suggested ideas,
city. The public transport system reaches almost all
and that they can add their own ideas.
areas of the city, so it is easy for me to get around. In
- When Ss have finished, if time permits,
addition, there are many shops that sell all kinds of
check one writing in class. Otherwise, collect
goods, so I can buy almost everything I need. Second,
some writings to correct at home.
the city often has many good schools and hospitals.
Therefore, people here can enjoy quality education and
healthcare. Finally, city life is exciting. There are many
entertainment places for me and my friends. For
example, we can hang out at shopping malls, watch
movies at the cinema, and visit beautiful parks
 4. Feedback (2’): downtown. In conclusion, I find the city a liveable
- Ss repeat the main points in the lesson. place for me.

* Homework:
5. Homework:(3’)
- Finish the writing task.
- Give out homework and guide ss to prepare
- Prepare: Looking back
for the new lesson.
+ Look up the new words.
- Remind Ss to follow the traffic rules.
+ Use pencils to do exercises given in the textbook

Date of preparation:
Date of teaching:
UNIT 2: CITY LIFE
Period 14: Looking back and Project
I. OBJECTIVES: By the end of the lesson, students will be able to:
1. Knowledge: Memorise some words about City life. (Activity 1)
- Remember the use of phrase verbs (Activity 2)
- Get ideas to present their future cities. (Activity 3)
2. Competences: - Use vocabulary related to City life to do Ex1 and Ex2(Activity 1)
- Use the knowledge of double comparative and phrase verbs to do Ex 3 and Ex4(Activity 2)
- Apply what they have learnt about vocabulary and grammar of Unit 2 into practice through a
project about City life. (Project - if the time is available) (Activity 3)
*. Use the knowledge about vocabulary and grammar learnt of Unit 2 to talk about their City life.
(Activity 3)
3. Attitude:
- Be positive toward the teacher’s lesson.
- Respect for teachers and classmates
II. TEACHING AIDS
- Ss’ books, text books, projector, computer, wifi, soft documentary
III. PROCEDURE
Teacher’s and Ss’ activities Contents
1. Organization (1’)
9: ………………………..
2. Check old lesson/ Warm up.
Brainstorming
- Teacher divides the board, and divides the - Work in teams to play the games.
class into teams.
- Members of each team take turns to write as
many words about City as possible in 2
minutes.
- The group having more correct answers is the Suggested answers:
winner lively, suburbs, skyscraper, bustling, …..

3. New lesson: I. Vocabulary

* Activity 1
Ex1 Ex1. Choose the correct answer to complete
- Have Ss do this activity individually then each sentence below.
compare their answers with their partners. Answer key:
- Ask for Ss’ answers or ask one student to 1. suburbs
write his / her answer on the board. 2. metro
- Confirm the correct answers. 3. concrete jungle
4. lively
5. bustling
Ex2
Ex2. Fill in each gap with a word from the box
- Have Ss read the passage and complete the
to complete the passage.
blanks with the given words.
- Ask them to share their answers with a
classmate. Answer key:
- Invite some Ss to write the answers on the 1. peaceful 2. safe
board. Confirm the correct answers. 3. congestion 4. itchy
- Ask Ss if they like or dislike Mia’s town. 5. liveable

*Activity 2 II. Grammar:

Ex3 Ex3. Complete the sentences with the particles
- Ask Ss to list phrasal verbs they have learnt in the box
in the unit. Answer key:
- Have Ss do this exercise individually then 1. away
compare their answers with a partner. 2. out
- Call on some Ss to give the answers. 3. down on
- Confirm the correct answers and write them 4. out
on the board. 5. down with

Ex4 Ex4. Find a grammar mistake in each sentence

and correct it
- Recall the structure of double comparatives
Answer key:
Ss learnt in this unit.
1. more difficult the more difficult
- Tell them that they need to identify a 2. get up get around*
grammar mistake in each sentence and correct 3. Nearer The nearer
it. 4. came up with came down with
- Have Ss do this exercise individually then 5. more slow slower
compare their answers with a partner. *Note:
go around = turn round in a circle
- Invite some Ss to read their answers aloud.
go around (to) = visit sb / a place that is near
Confirm the answer keys.
get around = to go to a lot of different places

* Activity 3 (Linh hoạt) III. Project

A city in the future
- As Ss have prepared for the project Suggested outcome:
throughout the unit, the focus of this lesson Students’ posters & presentations
should be on the final product, which is a
poster presentation of future city.
- Have Ss work in their groups. Give them a
few minutes to prepare for the presentation.
- Give Ss checklists for peer and self-
assessment. Explain that they will have to tick
appropriate items while listening to their
classmates’ presentations and write comments
if they have any.
- The presenters should complete their self-
assessment checklists after completing their
presentation. If necessary, go through the
criteria for assessing their talk to make sure Ss
are familiar with them.
- Invite the assigned groups to give their
presentations. Encourage the rest of the class
to ask questions at the end.
- Give praise and feedback after each
presentation. T can summarise the feedback
given by other Ss and add any other comments.
T can also give Ss marks for their presentation
as part of their continuous assessment.
Note: Assign the project in earlier lessons
such as in GETTING STARTED lesson. Make
sure you guide them carefully and check their
progress after each lesson. In the last lesson
(LOOKING BACK), ask Ss to present their
report to the class.
NOW I CAN …
Ask Ss to complete the self-assessment table.
Identify any difficulties, weak areas, and
provide further practice.
4- Feedback (1’):
- Ss repeat the main points in the lesson.
5. Homework:(3’)
- Give out homework and guide ss to prepare Homework
for the new lesson. - Review all the grammar and vocabulary in the
- Remind Ss to follow the traffic rules lesson
- Prepare: Unit 3 (Getting started)
+ Listen and repeat the dialogue, look up the new
words.
+ Use pencils to do exercises given in the textbook.