Date preparing:
Period 7:

/09/2026

UNIT 1: LOCAL COMMUNITY
Lesson 6: SKILLS 2

Date of teaching
…../09/2026
…./09/2026

The period of the day

Class

Note

9A8
9A9

I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following items:
1. Knowledge:
+ To practice listening and writing.
- Listen for specific information about a community helper.
- Write a paragraph about a community helper.
+ Integrated skills: Listening, speaking, reading, writing.
* Vocabulary:
- Use the words related to the topic Local community;
* Grammar:
- Use question words before to-infinitives and some phrasal verbs;
2. Competence:
- Students will be able to practice listening, speaking, reading and writing skills.
- Develop communication skills and cultural awareness.
- Be cooperative and supportive in pair work and teamwork.
3. Personal qualities:
- Be friendlier and willing to help the community.
- Actively participate in community services.
- Develop self-study skills.
II. TEACHING AIDS:
- Teacher: Grade 9 text book; Projector / TV.....
- Students : Text books, workbook…
- Computer connected to the Internet.
- Hoclieu.vn
III. PROCEDURE:

1. WARM UP & INTRODUCTION ( 3'- 5')

* Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire
Ss to warm up to the subject and new lesson.
* Expected outcomes: Having a chance to speak English.
* Organisation : Teacher's instructions …

Teacher's & Student's activities
+ Greeting
+ Teacher (T) asks Ss some questions about the
previous lessons,
- T may introduce some warm-up activities to create a
friendly and relaxed atmosphere to inspire Ss to warm
up to the subject and new class…
- T encourages Ss to talk in English as much as
possible
- Have Ss say aloud the names of community helpers
they know and have learnt. Ask them who is their
favourite community helper and why. Encourage Ss to
share their answers.
- Lead into the new lesson: Listening and Writing
about favourite community helpers.
- Introduce the objectives of the lesson. Write the
objectives in the left corner of the board.

Content

+ Greeting
- T_Ss.
+ Students (Ss) listen and learn how to do
the tasks.
+ Ss' answers

- Open the book and write the tittle of the
lesson.

ACTIVITY 1. PRESENTATION/ NEW LESSON ( 12'- 15')
I. LISTENING
* Pre-listening

* Objectives: To prepare ss for the listening text.
* Content:
* Expected outcomes: Ss answer the two questions freely.
* Organisation : Teacher's instructions.
Teacher's & Student's activities
TASK 1: Work in pairs. Discuss the questions.

* Teach vocabulary:

Content

- T_Ss

+ Choose to teach some keywords that appear in the
listening text if necessary (reflective stripes, garbage cart,
sorting,...).

+ Check Vocab.
+ Have Ss look at the pictures and answer the
questions in the book:
1. Who can you see in the pictures?
2. What are they doing?
+ Elicit answers from Ss. This is an open activity, so
accept all answers provided they make sense.

*Suggested answers:
We can see garbage collectors. They are
taking the garbage away.
- Choose to teach some key words that
appear in the listening text if necessary
(reflective stripes, garbage cart, sorting)

* WHILE LISTENING ( 15')

* Objectives: 2+3 .
- To help Ss develop the skill of listening for specific information.
- To help Ss develop the skill of listening for specific information.

* Content:
- Task 2: Listen and fill in each blank with no more than TWO words.

- Task 3: Listen again and tick T (True) or F (False).
* Expected outcomes: Ss can listen for specific information to do the learning tasks.
* Organisation :
Teacher's & Student's activities
Content
TASK 2: Listen and fill in each blank with no more than two words.
- Tell Ss that they are going to listen to a radio
broadcast about a community helper.
- Have Ss read the questions first and underline the
keywords.
- Have them identify the kind of information needed
for each blank (e.g. blank 1: noun / name of the
contest; blank 2: noun / his job,...).
- Play the recording and ask Ss to listen and fill in each
blank with no more than two words. - Ss work in pairs
to compare their answers.
- Ask for Ss' answers and write them on the board
without confirming whether they are right or wrong.
TASK 3: Listen again and tick T (True) or F (False).

- T_Ss
- Work individually.
* Key:
1. Community Helper
2. garbage collector
3. slim
4. friendly

- Tell Ss that they are going to listen to the broadcast
- T_ Ss
Ss to work individually.
again and decide if each statement is true or false.
- Have Ss read the statements and underline the
keywords.
- Have Ss guess whether each statement is true or false
based on their previous listening.
- Invite some Ss to share their answers.
* Key:
- Write their answers on the board.
1. F
2. F 3. T
4. T
- Play the recording and ask Ss to listen again and
check their answers. Ss work in pairs to compare their
answers with each other and with the answers on the
board.
- Play the recording once more for pairs to check their
answers to both 2 and 3.
- Refer to Ss' answers to 2. Confirm and tick the
correct answers. Ask for Ss' answers to 3.
- Write them on the board next to their guesses.
Confirm the correct answers.
EXTRA ACTIVITY : Transition from Listening to Writing
+ Have Ss answer these five questions about Mr Vinh:
- What is his job?
- What does he look like?

- What is he like?
- What does he do for the community?
- How does Mi feel about him?
+ This activity is a natural transition to 4 and serves as a model for Ss'answers in 4.

ACTIVITY 2: WRITING

* Objectives:
+ To brainstorm ideas and make an outline for Ss' writing.
+ To help Ss practise writing a paragraph (about 100 words) about their favourite community
helper
* Content: - Task 4: Work in pairs. Choose a community helper you like and answer the following
questions.
- Task 5: Write a paragraph (about 100 words) about your favourite community helper. Use the
answers to the questions in 4 to help you.
* Expected outcomes: - Students can use learned vocabulary and grammar to write a paragraph
about a community helper.
* Organisation :
Teacher's & Student's activities
Content
TASK 4: Work in pairs. Choose a community helper you like and answer the following
questions.
+ Have Ss work in pairs to answer the questions in the
book. Remind them to take notes of their answers.
- Have some Ss present their answers or write their
answers on the board.
- Comment on their answers

- T_ Ss.
+ Students' own answers

TASK 5 : Write a paragraph (about 100 words) about your favourite community helper. Use
the answers to the questions in 4 to help you.
- Have Ss write their paragraphs individually based on
their answers in 4.
- Ask one student to write his / her paragraph on the
board. Other Ss and T comment on the writing on the
board.
* Post writing
- Then T collects some writings to correct at home.
Otherwise, ask Ss to revise and rewrite at home based
on the T's comments on their friend's writing. Have
them bring their new writing to class in the next
lesson. Collect some for marking.

* Suggested answer:
My favourite community helper is Mr
Nam. He is a delivery person in my
neighbourhood. He is a friendly person.
Whenever he delivers something to us, he
smiles happily. He sometimes asks me
about my study. In addition, he is hardworking and responsible. He delivers
goods to my family and other families in
the neighbourhood despite the weather.
Sometimes he has to return twice to
deliver us a parcel because we are not at
home. I really appreciate his manner. In
general, Mr Nam is a very dedicated
community helper who makes our life

easy and comfortable.

5. WRAP-UP & HOME WORK (2')
- Ask Ss to summarise what they have learnt in the lesson. Have Ss look at the objectives written on
the b oard at the beginning of the lesson and tick the objectives they have learnt
* HOME WORK:
- Do more exercises in workbook.
- Prepare new lesson: Lesson 7 : LOOKING BACK.

Date preparing:
Period 8:

/09/2026

UNIT 1: LOCAL COMMUNITY
Lesson 7 : LOOKING BACK & PROJECT

Date of teaching
…../09/2026
…../09/2026

The period of the day

Class
9A8
9A9

Note

I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following items:
1. Knowledge:
- Review the vocabulary and grammar of Unit 1; Do exercises.
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
+ Integrated skills: Listening, speaking, reading, writing.
* Vocabulary:
- Use the words related to the topic Local community;
* Grammar:
- Use question words before to-infinitives and some phrasal verbs;
2. Competence:
- Students will be able to practice listening, speaking, reading and writing skills.
- Develop communication skills and cultural awareness.
- Be cooperative and supportive in pair work and teamwork.
3. Personal qualities:
- Be friendlier and willing to help the community.
- Actively participate in community services.
- Develop self-study skills.
II. TEACHING AIDS:
- Teacher: Grade 9 text book; Projector / TV.....
- Students: Text books, workbook…
- Computer connected to the Internet.
- Hoclieu.vn

III. PROCEDURE:

1. WARM UP & INTRODUCTION ( 3'- 5')

* Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to
inspire Ss to warm up to the subject and new lesson.
* Expected outcomes: Having a chance to speak English. Ss can list as community services as
possible.
* Organisation : Teacher's instructions …
Teacher's & Student's activities
+ Greeting
+ Brainstorming
- Teacher divides the board, and divides the class
into 2 teams.
- Members of each team take turns and write as
many community services as possible in 2 minutes.
- The group having more correct answers is the
winner.

Content
+ Greeting .T_Ss.
+ Brainstorming
+ Students (Ss) listen and learn how to do
the tasks.
* Suggested answers:
cooking for homeless, picking up the
trash, teaching the orphans, planting trees,
…
- Open the book and write the tittle of the
lesson.

ACTIVITY 1. PRESENTATION/ NEW LESSON ( 12'- 15')
I. VOCABULARY

* Objectives:
1. To help Ss revise the vocabulary items they have learnt in the unit.
2. To help Ss revise question words before to- infinitive.
* Content:
- Task 1: Write a word or phrase for each description below.
- Task 2: Circle the correct word or phrase to complete each sentence.
* Expected outcomes: Students can use the knowledge they have learnt in this unit to complete
the tasks successfully.
* Organisation : Teacher's instructions.
Teacher's & Student's activities
TASK 1: Write a word or phrase for each description below.
- Have Ss do this activity individually then compare
their answers with their partners.
- Ask for Ss' answers or ask one student to write his
her answer on the board.
- Confirm the correct answers.

Content

- T_Ss
*Answer key:
1. delivery person
3. tourist attraction
5. artisan

2. firefighter
4. pottery

TASK 2: Circle the correct word or phrase to complete each sentence
+ Have Ss do this exercise individually.
- Ask them to share their answers with a classmate
- Invite some Ss to share their answers. Confirm the
correct ones.

- T_Ss
* Answer key:
1. preserve
3. police officers
5. handicrafts

2. fragrance
4. speciality

ACTIVITY 2: GRAMMAR
* Objectives:
3. To help ss revise the form of the verbs after verbs of liking / disliking.
4. To help ss revise the form of the verbs after verbs of liking I disliking.
* Content:
- Task 3: Choose the correct answer A, B, C, or D.
- Task 4: Rewrite each sentence so that it contains the phrasal verb in brackets. You may have to
change the form of the verb.
* Expected outcomes: Recall the uses of question words before to-infinitives and some phrasal
verbs.
* Organasation: Teacher's instructions.
Teacher's & Student's activities
TASK 3: Choose the correct answer A, B, C, or D.
- Ask Ss about the verbs and the question words
that can be used in this kind of structure.
- Have Ss do this exercise individually then
compare their answers with a partner. Call on some
Ss to give the answers. Confirm the correct
answers.

Content
- T_ Ss
* Answer key:
1. B
2. C
3. D
4. A
5. C

TASK 4: Rewrite each sentence so that it contains the phrasal verb in brackets. You may
have to change the form of the verb.
+ Tell Ss that they are going to rewrite the given
sentences using the phrasal verbs given in brackets.
- Model with the first sentence. Underline the verb
"reduce" and write down the new sentence, using
"cut down on" instead of "reduce".
+ Remind Ss that they may need to change the form
of the verb given. Ask them to read the example on
the board carefully.
+ Have Ss do this exercise individually then
compare their sentences with a partner's.
+ Invite some Ss to write their sentences on the

- T_ Ss.
* Key:
1. In some villages, people cut down on
the number of steps to make the
handicraft.
2. My grandparents handed down the
skills to my parents.
3. In their community, the eldest child
usually takes care of his or her parents.
4. Before we go to a new place, we always
find out about it.

board. Give feedback.

5. They get on with all neighbours.

ACTIVITY 3. PRODUCTION/ PROJECT ( 8')
* Objectives: To provide an opportunity for Ss to develop their research and collaboration
skills and to practise giving an oral presentation.
* Content: Ss to work in groups to do the project. Ss' presentations.
* Expected outcomes: Students' speaking. Students are able to give an oral presentation of
survey results.
* Organization:
Teacher's & Student's activities
Content
** T should 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), Ss to present their report to the class.
++ Ss display all the posters on the wall or bulletin board ; Each group presents the poster they
prepare to the whole class.
***As Ss have prepared for the project throughout the unit, the focus of this lesson should be on
the final product, which is an oral presentation of the survey results.
+ 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 two or three groups to give their presentations. Encourage the rest of the class to ask
questions at the end.
+ Give praise and feedback after each presentation.! 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.
** FEEDBACK FORM FOR SURVEY.(See teacher's book)

5. WRAP-UP & HOME WORK (2')
* Ask one or two Ss to tell the class what they have learnt.
- Summarise the main points of the lesson.
* HOME WORK:
- Do more exercises in workbook.
- Prepare new lesson: Unit 2: CITY LIFE.
========================================

Date preparing:
Period 9:

/09/2026

UNIT 2 : CITY LIFE
Lesson 1: GETTING STARTED

HOW IS YOUR CITY
Date of teaching
…./09/2026
…./09/2026

The period of the day

Class

Note

9A8
9A9

I. OBJECTIVES: By the end of this lesson, Ss will be able to gain the following items:
1. Knowledge:
- Gain an overview about the topic City life.
- Use the words related to city life;
- To practice listening and reading skills.
+ Integrated skills: Listening, speaking, reading, writing.
* Vocabulary:
- Gain vocabulary to talk about life in the city
- pronounce the diphthong sounds /aʊ/, /əʊ/, and /eə / correctly in words and sentences.
* New words: traffic jam, get stuck, pick… up , be packed with , underground, reliable,
congestion, congested, construction site, feel stressed, attractive, shopping mall, pricey, itchy
+ offering help and responding.
* Grammar:
- Comparisons of adjectives (review). To teach “double comparatives”.
- Recognise and use double comparatives and some phrasal verbs;
2. Competence:
- Students will be able to practice listening, speaking, reading and writing skills.
- Develop communication skills and cultural awareness.
- Be cooperative and supportive in pair work and teamwork.
3. Personal qualities:
- Be friendlier and willing to help the local community;
- Actively participate in class activities.
- Develop self-study skills.
II. TEACHING AIDS:
- Teacher: Grade 9 text book ;Projector / TV.....
- Students : Text books, workbook…
- Computer connected to the Internet.
- Hoclieu.vn
III. PROCEDURE:

1. WARM UP & INTRODUCTION ( 3'- 5')

* Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
* Content: - Think!
+ To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to
warm up to the subject and new lesson.

* Expected outcomes: Students can answer some questions of the teacher about some cities. Having
a chance to speak English.
* Organization : Teacher's instructions …
Teacher's and Student's activities
+ Greeting
+ Teacher (T) asks Ss some questions about the
previous lessons,
- T may introduce some warm-up activities to create
a friendly and relaxed atmosphere to inspire Ss to
warm up to the subject and new class…
- T encourages Ss to talk in English as much as
possible
* Before Ss open their books, ask Ss to name some
big cities in Viet Nam and in the world. Ask some of
them to tell the class what they know about those
cities (population, traffic, tourist attractions, etc.).
Ask them if they want to live there. Write their ideas
on the board.
If Ss are living in a town or city, ask them to
describe it (population, traffic, tourist attractions,
etc.). Ask them if they like or dislike living there.
Otherwise,! can:
+ Show pictures of famous cities in Viet Nam and in
the world very quickly.
+ Hide the pictures and ask Ss to name the cities.
Show all pictures again to check. Ask Ss if they have
been to any of these listed cities and if they want to
live there.
+ Tell Ss that this unit is about city life, and they will
learn about both the pros and cons of living in a city.
- Write the unit title on the board. Ask Ss to open
their books and start the lesson.
+ Share with Ss the objectives of the lesson by
displaying them on a projector. Alternatively, write
the objectives in a corner of the board and leave
them there and tick the objective off when the class
finishes with them.

+ Content

+ Greeting
- T_Ss.
+ Students (Ss) listen and learn how to do
the tasks.

- Open the book and write the tittle of the
lesson.

ACTIVITY 1. PRESENTATION/ NEW LESSON ( 12'- 15')
* Objectives:
- To set the context for the introductory dialogue;
- To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to be

learnt.
* Content: Learn some new words . Read the conversation and find out new words. Focus on topic
of the lesson, grammar points…
* Expected outcomes: Knowing more new words. Understanding the conversation; topic of the
lesson, grammar points. Students know the topic of the unit and be ready for the conversation.
* Organisation : Teacher's instructions.
Teacher's & Student's activities
1. Listen and read :/ Page 18

* Teach vocabulary:

+ Teacher uses different techniques to teach vocab
(situation, realia, translation.)
+ Teacher introduces the vocabulary by:
- providing the pictures
- eliciting the definition of the words
+ Teacher do the “Rub out and remember” checking
technique.
- Ask Ss to look at the pictures on pages 18-19 and
answer the questions below:
1. What do you see in each picture?
2. Are the things in the pictures common in your
home town?
* Elicit the answers from Ss. Possible answers for
Question 1 are traffic jam / traffic congestion, a
construction site/some construction workers, the
cinema.
- Ask Ss to read the first part of the exchange in the
introductory conversation. Elicit from Ss that Trang
and Ben are living in different cities, and Ben is in
London.
- Tell Ss that they will listen to and read the
conversation. 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.
- Invite some pairs of Ss to read the conversation
aloud.
- Have Ss say the words in the text that they think are
related to the topic City Life.
- Quickly write the words on one part of the board.
Comment on Ss' answers.

Student's activities ; Content

- T_Ss
*Vocabulary:

1. traffic jam (n) /ˈtræf.ɪk ˌdʒæm/ kẹt xe
2. congested (adj) /kənˈdʒes.tɪd/ tắc đường
3. construction site (n) /kənˈstrʌk.ʃn saɪt/
công trường xây dựng
4. grand (adj) /ɡrænd/ hoành tráng
5. pricey (adj) /ˈpraɪ.si/ đắt đỏ
6. underground (n) /ˌʌndəˈɡraʊnd/ hệ thống
tàu điện ngầm
7. unreliable (adj) /ˌʌn.rɪˈlaɪə.bəl/ không
đáng tin
8. itchy (adj) /ˈɪtʃi/ ngứa, gây ngứa
9. downtown (n) /ˌdaʊnˈtaʊn/ khu trung
tâm thành phố, thị trấn

ACTIVITY 2. PRACTICE ( 15')
* Objectives:

+ To help Ss understand the conversation.
+ To introduce some vocabulary items related to the topic.
+ To remind Ss of some more words / phrases related to the topic.
* Content:
- Task 2: Read the conversation again and tick T (True) or F (False).
- Task 3: Match the words/ phrases with their pictures.
- Task 4: Choose the correct answer A, B, C, or D
* Expected outcomes: Students understand the conversation and topic of the lesson and can
complete the tasks successfully.
* Organisation :
Teacher's & Student's activities
Content
TASK 2: Read the conversation again and tick T (True) or F (False).
- Ask Ss to read the statements and choose either
True or False for what they remember after their
listening and reading.
- Elicit the answers from Ss. Write their answers on
the board.
- Tell them to read the conversation again to check
their answers.
- Confirm the correct answers.

- T_Ss
- Work individually.
- Students work independently to do the
activity.
* Key:
1. T 2. F 3. T 4. F 5. T

TASK 3: Match the words/phrases with their pictures.
- Ask Ss to look at the pictures and guess the words
and phrases that describe them.
- Flave Ss work individually to match words and the
phrases with the appropriate pictures.
- Have them compare their answers with a partner.
- Invite some Ss to go to the board and write their
answers.
- Confirm the correct answers.
- Have some Ss practise saying the words and
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. Give
comments.

- T_ Ss
- Ss to work individually.

* Key:
1. b 2. c 3. a

TASK 4: Choose the correct answer A, B, C, or D
- Go over the choices for each question and make
sure Ss understand them.

- T_ Ss.
- Work in pairs.

4. e

5. d

- Ask Ss to complete the task with a partner.
- Check answers as a class. Confirm the correct
answers and explain (or ask Ss to explain) them.

* Key:
1. A 2. C

3. B

4. C

5. D

ACTIVITY 3 : PRODUCTION/ FURTHER PRACTICE ( 8')
* Objectives:
- To help Ss identify some common differences between living in a city and in a village.
* Content:
Task 5: Complete a quiz to guess which type of life suits more, city life or village life.
* Expected outcomes: Students can know which type of life suits them more, city life or village
life.
* Organisation :Teacher's guide
Teacher's & Student's activities
TASK 5: Quiz: A lifestyle survey: City life or Village life?
- Set a time limit of 3 - 4 minutes for Ss to do this
activity individually.
- Have Ss compare their choices with their 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.
- Take a show of hands to see which option is more
popular.
- Draw a table with City life in one column and
Village life in the other column. Ask Ss to add more
ideas to each column.
- For a stronger class, ask Ss to work in groups and
talk about the differences between living in the city
and living in the countryside. They may make
comparison about accommodation, means of
transport, facilities, neighbourhood, and outdoor
activities
* What are some other places in a neighbourhood
you know?

Content

- Students work in pairs to do the quiz.

* Key:
- Mostly A: City life suits you more.
- Mostly B: Village life suits you more.

* WRAP-UP
- Ask one or two Ss to tell the class what they have learnt. Draw Ss' attention to the objectives on
the board or show them the slide with the objectives. Tick the objectives that have been learnt.
- Ask Ss to say aloud some words and phrases they remember from the lesson.
- If there is a projector in the classroom, then show the conversation and highlight some words /

phrases related to the topic. Highlight the words that contain the diphthong sounds /au/, /au/, and
/ea/ such as slow, around, there and tell Ss to say them out loud. Alternatively, - T can open the
interactive version of Unit 2 - Getting Started on hoclieu.vn and have these key language items
highlighted on the screen.

+ PROJECT PREPARATION
- Although the project is at the end of the unit, Ss can start preparing for it in the first lesson. The
aim of this activity is to inform Ss about the final product of the project and how they can prepare
for it.
Ask Ss to open their books to the last page of Unit 2, the Project section, look at the pictures and
say what the topic of the project is (A city in the future).
Explain the project requirements: In groups, Ss will have to discuss with each other about the
features of a city they want to live in in the future, using the ideas given in the table. They then
agree upon a kind of product to demonstrate their answer. The suggested product is a poster
presentation, but Ss are free to make any other products, e.g. a model, a short movie, or a
PowerPoint presentation to present their plan. Their poster should include pictures, drawings and /
or photos to illustrate the features of the future city. The poster should be well-organised so that
readers see key points on it.
- Guide them to use the table in the book to organise their plan. Encourage them to provide as much
detailed information as possible. For example: Population: 9 million people (a crowded city / a
cosmopolitan).Tell them to Include the following information:
* Name of the future city
- The population of the future city
- The types of house people will live in
- The means of transportation that people will use -The kinds of school and number of schools
in the city -The kinds and / or places of entertainment in the city
- If they find it difficult to come up with ideas for the plan, show them some photos or videos from
science fiction films about future cities.
- Put Ss into groups and have them choose their group leader. Have them discuss and decide on
their product. Then ask them to assign tasks to each group member, making sure that all group
members contribute to the project work.
- Help Ss set a deadline for each task and support them throughout the process.
- In each of the next lessons, spend a few minutes checking Ss'progress, helping them with any
topic- related or functional language they need, e.g. crowded, skyscrapers, tree house, wellorganised public transport, computer games, etc., and solving any other .
(See TEACHER'S BOOK )

5. HOME WORK (2')
- Do more exercises in workbook.
- Prepare new lesson: Lesson 2: A CLOSER LOOK 1 .
===========================================

Date preparing:
Period 10:

/09/2026

UNIT 2 : CITY LIFE

Lesson 2: A CLOSER LOOK 1
Date of teaching
…../09/2026
…../09/2026

The period of the day

Class

Note

9A8
9A9

I. OBJECTIVES: * By the end of this lesson, Ss will be able to gain the following items:
1. Knowledge:
- Use the lexical items related to the topic City life
- Pronounce the diphthong sounds /aʊ/, /əʊ/, and /eə/ in words and sentences correctly
* Integrated skills: Listening, speaking, reading, writing.
* Vocabulary:
- Gain vocabulary to talk about life in the city
- pronounce the diphthong sounds /aʊ/, /əʊ/, and /eə / correctly in words and sentences;
+ offering help and responding;
* New words: sky train, concrete jungle, metro, public amenities, packed with , bustle (cảnh
náo nhiệt ) , crime rates.
* Grammar:
- Comparisons of adjectives (review).To teach “double comparatives”.
- Recognise and use double comparatives and some phrasal verbs;
2. Competence:
- Students will be able to practice listening , speaking, reading and writing skills .
- Be co-operative and supportive in pair work and teamwork.
- Access and consolidate information from a variety of sources.
3. Personal qualities:
- Be friendlier and willing to help the local community;
- Actively participate in class activities.
- Develop self-study skills.
II. TEACHING AIDS:
- Teacher: Grade 9 text book ;Projector / TV.....
- Students : Text books, workbook…
- Computer connected to the Internet.
- Hoclieu.vn
III. PROCEDURE:

1. WARM UP & INTRODUCTION ( 3'- 5')

* Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire
Ss to warm up to the subject and new lesson.
* Expect