TRƯỜNG THCS NGÔ QUYỀN
TỔ ANH-NGHỆ THUẬT- GDTC

Họ và tên giáo viên:
Nguyễn Thị Duy Phương

UNIT 5: LIVING ENVIRONMENT
Môn học: Tiếng Anh

Lớp: 9B

Thời gian thực hiện: 14 tiết
Period 69: Lesson 5.0 – Unit Overview (Page 68)
1. OBJECTIVES
By the end of this lesson, students will be able to…
1.1. Language knowledge & skills
- learn some new words about urban and rural areas: schools and universities, job
opportunities, healthcare system, cost of living, facilities, public services, fresh
food, friendly people.
- learn and practice pronunciation of word stress.
- listen to some people talking about the place where they live.
- talk about a place of living.
1.2. Competences
- improve students' communication, collaboration, analytical, and critical
thinking skills.
1.3. Attributes
- be proud of a place of living by talking about the advantages and disadvantages
of the living environment.
2. TEACHING AIDS AND MATERIALS
- Teacher's aids: Student's Book and Teacher's Book, Class CDs, projector /
interactive whiteboard / TV (if any), IWB (Phần mềm tương tác trực quan),
PowerPoint slides
- Students' aids: Student's Book, notebook
3. ASSESSMENT EVIDENCE
Performance Tasks
Performance Products
Assessment Tools
- Identify some places
- Students' answers
- Teacher's feedback
of urban and rural areas.
- Listen and repeat.
- Students' answers
- Teacher's observation /
Teacher's feedback
- Pronounce words with - Students'
- Teacher's feedback
correct word stress.
answers/performance
- Listen to match the
- Students' answers
- Teacher's feedback
speakers with their
ideas.
- Students' answers/
- Teacher's feedback
- Talk about a place of
performance
living using the learned

vocabulary.
4. PROCEDURES
A. Warm-up: (5')
a) Objectives: To introduce the new lesson and set the scene for students to
acquire the new language; get students' attention at the beginning of the class with
enjoyable and short activities and engage them in the follow-up steps.
b) Content: Introducing some places in urban and rural areas.
c) Expected outcomes: Students have general ideas about the topic of the new
lesson.
d) Organisation of the activity:
Teacher's activities
- Show some pictures of some places:
“Where can you see a lot of these places, urban or rural
areas?”

Students' activities
- Look at the pictures to
answer the question.
Suggested Answer Key:
Picture 1: Urban area
Picture 2: Rural area
Picture 3: Urban area
Picture 4: Rural area

B. New lessons (35 minutes)
1. Presentation: 10 minutes
Vocabulary
a. Objectives: To present some vocabulary about urban and rural areas.
b. Content: Task 1 (SB) and Task 2 (WB)
c. Expected outcomes: Students can remember words related to urban and
rural areas.
d. Organisation:
Teacher's activities
Students' activities
Task 1, SB, p68. Listen and repeat.
Complete the sentences with the
words/phrases from the list.
- Ask students to look at the words in the - Look at the words.
box.
- Listen and repeat chorally and/or
- Play the recording with pauses for
individually.
students to listen and repeat chorally
- Listen to the teacher.
- Listen and take notes.
and/or individually.
- Check students' pronunciation.
- Complete the task.
- Explain the meaning of the words.
- Listen to the teacher

- Ask students to complete the task.
- Check students' answers.

- Task 1, WB, p.40. Match the words
to make phrases. Then use the
phrases to complete the sentences (1–
7).
- Explain the task.
- Ask students to work in pairs to
complete the task.
- Check students' answers.

Answer Key
1- healthcare system
2- friendly people
3- job opportunities
4- facilities
5- fresh food
6- public area
7 – cost of living
8 – schools and universities
- Listen to the teacher.
- Work in pairs to match the words and
complete the sentences.
- Listen and take notes.
Answer Key
Match the words
1 – e, 2 – c, 3 – g, 4 – f, 5 – b, 6 – d, 7 –
a
Complete the sentences
1 – fresh food, 2 – cost of living, 3 –
public services, 4 – friendly people, 5 –
healthcare system, 6 – job opportunities,
7 – schools and universities

2. Practice: 20 minutes
2.1. Pronunciation: 8 minutes
a. Objectives: To help students identify the number of syllables and word stress.
b. Content: Task 2 (SB) and Task 3 (WB)
c. Expected outcomes: Students can pronounce words with correct word stress.
d. Organisation:
Teacher's activities
Students' activities
Task 2, SB, p68. Put the words into
the correct columns. Practise saying
them with your partner.
- Ask students to identify the number of - Listen to the teacher and answer.
syllables of each word.
- Play the recording for students to
- Listen and complete the task.
complete the task.
- Check students' answers.
- Check their answers.
Answer Key
words with first-syllable stress: urban,
rural, healthcare, system
words with second-syllable stress:

- Play the recording with pauses for
students to listen and repeat chorally
and/or individually.
- Ask students to practise saying the
words in pairs. Monitor the activity
around the class.
Pay attention to students' pronunciation
and make corrections if necessary.
Task 3, WB, p.40. Choose the word
that has the underlined part
pronounced differently from the
others. Listen and check, then repeat.
- Explain the task.
- Play the recording for Ss to complete
the task.
- Check Ss' answers.

advantage, security, facility
words with third-syllable stress:
university, opportunity, population
- Repeat after the recording chorally
and/or individually.
- Practise saying the words in pairs.

- Listen to T.
- Listen and complete the task.
- Check their answers.
Answer Key
1-B 2-C 3-A 4-A
- Repeat after the recording chorally
and/or individually.

- Play the recording with pauses for Ss to
listen and repeat chorally and/or
individually.
2.2 Listening: 12 minutes
a. Objectives: To practise the learned vocabulary with listening inputs and
improve students' listening skills.
b. Content: Task 3 (SB)
c. Expected outcomes: Students can listen for key information.
d. Organisation:
Teacher's activities
Students' activities
3. Listen to four people talking about
the places where they live. Find the
synonyms of the words. Match the
people (1–4) to the features of the
places (A–D).
Pre-listening
- Read the sentences and guess the type
- Explain the task and ask students to read of word for each gap.
the instructions and the statements, then
answer the following questions:
Answer Key
1. How many people are you going to
1. four people
2. the place where they live
listen to?

2. What are they going to talk about?
3. Find the synonyms of the words.
While-listening
- Play the recording for students to
complete the task.
- Check students' answers. Play the
recording with pauses for Ss to check
their answers.
Audioscript
Speaker 1
I live in a small neighbourhood, but it's in
a big city. My area is quieter than other
parts of the city, and it's also safer. But
the best part is the people here are so
friendly.
Speaker 2
I grew up in the countryside, far away
from the nearest doctor. I really worried
when someone in my family got sick.
Now, we live closer to the hospital in a
big city, so I don't feel as worried as
before.
Speaker 3
I love the place where I live. It's quieter
than a city, and it has the most beautiful
scenery. But what I love the most is the
food. I can grow my own food. Every day,
I go to my garden and pick vegetables
and fruit to enjoy.
Speaker 4
A good education is really important to
me, and I want my children to get the best
education. My city has some of the
country's most respected schools and
universities. So, when my children get
older, they can go to a top university
here, too

- nearby: close…
- fresh: organic
- good: nice, top, great, highquality,
respected
- friendly: nice, sociable
- Listen and complete the task.
- Check their answers.
Answer Key
Speaker 1: D
Speaker 2: A
Speaker 3: B
Speaker 4: C

Post-listening
- Ask students to use the prompts to
choose one of the 4 living places above to
live in.
1. Where do you want to live in?
2. Why do you want to live there?
- Ask some students to speak in front of
the class.

- Use the prompts to talk.

- Speak in front of the class when
invited.
Suggested Answer Key
- I want to live in the place of speaker 3.
I love food and fresh food is very
important for me. It helps me get good
health and live happily.

3. Production: 5 minutes
a. Objectives: To help students use the learned vocabulary in a real situation.
b. Content: Task 4 (SB)
c. Expected outcomes: Ss can use the learned vocabulary to talk about living
places.
d. Organisation:
Teacher's activities
Students' activities
4. Talk about the place where you live
using the words/ phrases from
Exercise 1.
- Elicit some places in urban and rural - Answer the teacher's question.
areas using the vocabulary in Exercise
1.
- Work in pairs and complete the task;
- Explain the examples, then ask refer to the examples.
students to work in pairs to complete - Speak in front of the class when invited.
the task.
Suggested Answer Key
- Ask some students to speak in front of I live in an urban area. There are a lot of
the class.
sports centres, parks and markets.
Suggested presentation
- I live in an urban area with lots of
facilities and public services like parks,
sports centres and libraries. There are
many things to do, but the cost of living is
high.
- I live in a rural area. There aren't many
job opportunities in the countryside, but
my family has fresh food to eat every day.
The people in my area are friendly, too.
C. Consolidation and homework assignment: 5 minutes

1. Consolidation
Vocabulary: schools and universities, job opportunities, healthcare system, cost
of living, facilities, public services, fresh food, friendly people.
2. Homework assignment
- Learn by heart the words learned and make sentences using them.
- Do the exercises on page 40, WB.
- Prepare for the next lesson (page 69, SB).
5. REFLECTION
a. What I liked most about this lesson today:
…………………………………………………………………………………
b. What I learned from this lesson today:
…………………………………………………………………………………
c. What I should improve for this lesson next time:
…………………………………………………………………………………
*********************************************
Period 70
Lesson 5a - Reading (Page 69)
1. OBJECTIVES
By the end of this lesson, students will be able to…
1.1. Language knowledge & skills
- talk about living in an urban or a rural area by using the vocabulary: challenge,
access, public servant, sense of security, exhausting.
- practise reading for specific information.
1.2. Competences
- improve students' communication, collaboration, analytical, and critical thinking
skills.
1.3. Attributes
- understand the advantages and disadvantages of urban and rural areas to be
responsible for improving the living environment.
2. TEACHING AIDS AND MATERIALS
- Teacher's aids: Student's Book and Teacher's Book, Class CDs, projector /
interactive whiteboard / TV (if any), IWB (Phần mềm tương tác trực quan), PowerPoint
slides
- Students' aids: Student's Book, notebook
3. ASSESSMENT EVIDENCE
Performance Tasks

Performance
Products

Assessment Tools

- Initiate features of
urban and rural areas.
- Listen and repeat.
- Read for specific
information.
- Talk about living in an
urban or a rural area
using the learned
vocabulary.

- Students' answers

- Teacher's feedback

- Students' answers

- Teacher's observation /
Teacher's feedback
- Students' answers - Teacher's feedback
- Students' answers/ - Teacher's feedback/Peers'
performance
feedback

4. PROCEDURES
A. Warm-up: (5')
a) Objective: To prepare students for the upcoming reading activity; set the context for
reading and get students mentally ready and focused on the topic.
b) Content: Mentioning some features of rural and urban areas.
c) Expected outcomes: Students have general ideas about the topic of the new lesson.
d) Organisation of the activity:
Teacher's activities
- Ask students to choose the
correct areas that are suitable for
these features:
1. It's very quiet and peaceful.
2. There are a lot of vehicles on
the street.
3. People go to the shopping mall
at the weekend.
4. People can live close to nature.

Students' activities
- Answer the questions.
Suggested Answer Key
1. Rural area
2. Urban area
3. Urban area
4. Rural area

B. New lessons (35 minutes)
1. Pre-reading: 10 minutes
a. Objectives: To introduce the topic and predict the content of the text.
b. Content: Task 5 (SB)
c. Expected outcomes: Students can have some general ideas about the text.
d. Organisation:
Teacher's activities
1. Guessing the content of the text
- Ask students to look at the picture,
read the title, skip the text, and guess
what it is about.

Students' activities
- Look at the picture, read the title, skip the
text, and guess what the text is about.

- Elicit the students' answers.

- Present their ideas in front of the class
when invited.
Suggested Answer Key
The text is about the advantages/benefits
and disadvantages/challenges of life in
urban and rural areas.

2. Pre-teaching vocabulary
- Teach students new words
• challenge (n)
• access (v)
• public servant (n)
• sense of security (phr)
• exhausting (adj)
- Ask students to read the text and
underline the words above.
- Get students to try guessing their
meanings in the context first.
- Explain the meanings of the words.

- Listen to the teacher and take notes.

- Ask students to listen and repeat
chorally and individually.
- Check if students remember the
words.

- Read the text and underline the words.
- Try guessing their meanings in the
context.
- Listen to the teacher and take notes on the
meanings of those words.
• challenge /�t�æl.�nd�/ (n): thử thách,
thách thức
• access /�æk.ses/ (n): sự tiếp cận
• public servant /�p�b.l�k �s��.vənt/
(n): công chức nhà nước (người)
• sense of security /�sens əv
s��kj�ə.rə.ti/ (phr): cảm giác an toàn
• exhausting /���z��.st�ŋ/ (adj): làm
kiệt sức
- Listen and repeat chorally and
individually.
- Answer the teacher.

3. Explaining the task
- Ask students to read the instructions,
and the statements and guess the type
of word for each gap.
1. What are you going to read?
2. What are you going to do?

- Read the sentences and guess the type of
word for each gap.
Answer Key
1. The text is about the advantages/benefits
and disadvantages/challenges of life in
urban and rural areas.

2. Read the text and complete the gaps (1–
5).
Guess the type of each gap:
1 - a noun
2 – a noun
3 – an adjective
4 – a noun/ a verb (-ing form)
5 – an adjective
2. While – reading: 20 minutes
a. Objectives: To help students to read specific information.
b. Content: Task 6 (SB), Task 7 (SB), Extra practice, Task 2 (WB, p.40)
c. Expected outcomes: Students can read for detailed information, complete the
gaps (1–5) and answer the questions.
d. Organisation:
Teacher's activities
Students' activities
Task 6. Read the text again and
complete the sentences (1–5). Write NO
MORE THAN THREE WORDS for
each gap.
- Listen and complete the task.
- Give students time to read the text and
- Give their answers when invited.
complete the task.
- Elicit students' answers.
- Check their answers.
- Check students' answers.
Answer Key
1 - challenges
2 - opportunities
3 - easy
4 - peace and quiet
5 - convenient
- Task 7. Read the text again and
answer the questions (1–4).
- Explain the task to students.
- Ask them to underline the keywords of
the questions.
- Let them do the task.
- Elicit students' answers.
- Check students' answers.

- Listen to the teacher.
- Underline the keywords.
- Do the task
- Give their answers when invited.
- Check their answers.
Answer Key
1. They are modern.
2. Easy access to a good healthcare
system and the support of police,

firefighters and other public servants
give urban people a sense of security.
3. They are heavy traffic, a high cost of
living and a large population.
4. They are beautiful scenery, fresh food
and friendly people.

Extra Practice. Read the text again and
- Listen to the teacher.
decide if the statements (1–5) are R
(right), W (wrong) or DS (doesn't say).
- Explain the task to students.
1. Life in urban and rural areas is the
same.
2. Public services in urban areas are
bad.
3. It is not difficult to find a hospital in
urban areas.
4. People who like peace and quiet
- Underline the keywords.
areas prefer life in urban areas.
- Do the task – decide if the statements
5. People in urban areas are not
(1–5) are R (right), W (wrong) or DS
friendly.
(doesn't say).
- Give their answers when invited.
- Ask them to underline the keywords.
- Check their answers.
- Let them do the task.
Answer Key
1 – W; 2 – W; 3 – R; 4 – W; 5 – DS
- Elicit students' answers.
- Check students' answers.

Task 3, WB, p.40. Fill in each gap with
public, job, friendly, living, fresh or
healthcare.
- Explain the task to students.
- Let them do the task.
- Elicit students' answers.
- Check students' answers.

- Listen to the teacher.
- Do the task – fill in each gap with
public, job, friendly, living, fresh or
healthcare.
- Give their answers when invited.
- Check their answers.
Answer Key
1 – friendly; 2 – healthcare; 3 – living; 4
– public; 5 – job; 6 - fresh

3. Post-reading: 5 minutes
a. Objectives: To help students expand the topic, use the language and information in
a real situation, and develop critical thinking.
b. Content: Task 8 (SB)
c. Expected outcomes: Students can use the learned vocabulary to talk about living
in an urban or a rural area.
d. Organisation:
Teacher's activities
Task 8. Would you like to live in an
urban area or a rural area? Why?
Tell your partner.
- Explain the task.
- Ask students to work in pairs.
- Ask some students to present their
ideas.

Students' activities

- Listen to the teacher.
- Work in pairs to complete the task.
- Speak in front of the class when invited.
Suggested Answer Key
A: I would like to live in an urban area
because I like modern facilities and
public services. I think the convenience
makes the city a better place to live.
B: I would like to live in a rural area
because I like peace and quiet. I think the
beautiful scenery and the friendly people
make the countryside a better place to
live.

C. Consolidation and homework assignment: 5 minutes
1. Consolidation
- Vocabulary: challenge, access, public servant, sense of security, exhausting.
2. Homework assignment
- Learn by heart the words learned and make sentences using them.
- Prepare for the next lesson (page 70, SB).
5. REFLECTION
a. What I liked most about this lesson today:
…………………………………………………………………………………………
b. What I learned from this lesson today:
…………………………………………………………………………………………
c. What I should improve for this lesson next time:
…………………………………………………………………………………………
*******************************************

Period 71
Lesson 5b - Grammar (Page 70)
1. OBJECTIVES
By the end of this lesson, students will be able to…
1.1. Language knowledge & skills
- learn and practise the comparative, as ... as – not as/so ... as.
1.2. Competences
- improve students' communication, collaboration, analytical, and critical
thinking skills.
1.3. Attributes
- be creative, and explore different aspects of the items or concepts.
2. TEACHING AIDS AND MATERIALS
- Teacher's aids: Student's Book and Teacher's Book, Class CDs, projector /
interactive whiteboard / TV (if any), IWB (Phần mềm tương tác trực quan),
PowerPoint slides.
- Students' aids: Student's Book, notebook.
3. ASSESSMENT EVIDENCE
Performance Tasks
- Use the correct
comparative, as ... as –
not as/so ... as to
complete the sentences.
- Rewrite the sentences
without changing their
meanings using the
comparative, as ... as –
not as/so ... as.
- Use the prompts to
express ideas on the
topic “rural and urban
areas”.
4. PROCEDURES
C. Warm-up: (5')

Performance Products
Assessment Tools
- Students' answers
- Teacher's feedback

- Students' answers

- Teacher's feedback

- Students' answers

- Teacher's feedback/Peer's
feedback

a) Objectives: to activate prior knowledge, get students' attention at the
beginning of the class with enjoyable and short activities and engage them in the
follow-up steps.
b) Content: Ask students about the hometown of some people.
c) Expected outcomes: Students can answer the hometown of people.
d) Organisation of the activity:
Teacher's activities
Students' activities
- Explain the task to students.
- Listen to the teacher.
- Ask students the question:
- Answer the question.
Where are Tom and Lucy from?
Answer Key
Tom:
Tom is from an urban area.
Lucy is from a rural area.

Lucy:

- Give an example to compare an
urban area and a rural area, lead to the - Listen to the teacher.
lesson.
An urban area is noisier than a rural
area.
D. New lessons (35 minutes)
2. Presentation: 5 minutes
a. Objectives: To present the comparative, as ... as – not as/so ... as.
b. Content: Language box.
c. Expected outcomes: Students can understand and use the comparative, as ... as
– not as/so ... as correctly.
d. Organisation:
Teacher's activities
Students' activities
The comparative
- Ask students to work in pairs, and
find the adjectives to describe an
elephant and an ant.
- Give examples with the adjectives,
and explain the usage of the
comparative.
• An elephant is bigger than an
ant.
• An ant is smaller than an

- Work in pairs to do the task.
- Listen to the teacher.

- Listen to the teacher.
- Present their ideas when invited.

elephant.
- Give some examples, and ask
students to work out the forms of
comparative adjectives and adverbs.
- Elicit students' answers.
- Give feedback and further
explanation of the comparative.

- Listen to the teacher's explanation and
take notes.
Answer Key
Comparative adjectives:
• One-syllable adjectives: add -er
• Adjectives that end with a single
vowel followed by a single consonant:
double the consonant and add -er
• One and two-syllable adjectives that
end with y: change y into i and add er
• Two or more syllable adjectives that
do not end with y: use more + Adj
• Irregular adjectives:
good
better
bad
worse
far
farther/furthe
r
little
less
much/many more
Comparative adverbs:
• Adverbs with the same form of
adjectives: add -er
• Adverbs ending with ly: use more +
Adv
• Irregular adverbs
well
better
badly
worse
- Work in pairs, and do the task.

- Ask students to work in pairs, and do
extra practice.
- Elicit and check students' answers.
adjective
slow
pretty
handsome
strong
expensive
wet

comparative

- Give the answers when invited.
- Check their answers.
Answer Key
adjective
comparative
slow
slower
pretty
prettier
handsome
more handsome
strong
stronger
expensive
more expensive
wet
wetter
good
better

good
- Listen to the teacher.
- Work in pairs to do the task.
As ... as – not as/so ... as
- Give an example and explain the
usage of as ... as – not as/so ... as.
- Ask students to work in pairs, look at - Give the answers when invited.
the example and work out the forms of - Listen to the teacher and take notes.
as ... as – not as/so ... as.
- Elicit students' answers.
- Give feedback and further
explanation of as ... as – not as/so ...
as.

2. Practice: 25 minutes
a. Objectives: To help students practice using the correct comparative, as ... as –
not as/so ... as in the sentences.
b. Content: Task 1 (SB), Task 2 (SB), Task 2 (WB), Task 2 (GB), Task 3 (GB).
c. Expected outcomes: Students can use the comparative, as ... as – not as/so ...
as correctly.
d. Organisation:
Teacher's activities
Students' activities
Task 1. Put the adjectives/adverbs
into their comparative forms.
- Ask students to do the task on their
- Do the task individually.
- Listen to the teacher and give their
own.
answers when invited.
- Elicit and check students' answers.
- Check their answers.
Answer Key
1. faster
2. more convenient
3. more fashionably
4. more helpful
5. heavier
6. more cheaply
Task 2. Rewrite the sentences
without changing their meanings.
- Ask students to do the task in pairs.

- Elicit and check students' answers.
- Do the task in pairs.
- Listen to the teacher and give their
answers when invited.
- Check their answers.
Answer Key
1. My sister can speak English more
fluently than me.
2. Urban areas are more convenient than
rural areas.
3. Life in your city is more entertaining
than life in my hometown.
4. People in rural areas don't find jobs
so/as easily as people in urban areas.
or
People in rural areas find jobs more
difficultly than people in urban areas.
Task 1, WB, p.41. Choose the
correct options.
- Explain the task to students.
- Ask students to do the task on their
own.
- Elicit and check students' answers.

Task 2, GB, p.70. Put the
adjectives/adverbs in brackets into
the comparative.
- Explain the task to students.
- Ask students to do the task in pairs.
- Elicit and check students' answers.

5. The cost of living in big cities is higher
than the cost of living in small villages.
or
The cost of living in big cities isn't so/as
low as the cost of living in small villages.

- Listen to the teacher.
- Do the task individually.
- Listen to the teacher and give their
answers when invited.
- Check their answers.
Answer Key
1. busier
2. less
3. as
4. so
5. better

- Listen to the teacher.
- Do the task in pairs.
- Listen to the teacher and give their
answers when invited.
- Check their answers.
Answer Key
1. better
Task 3, GB, p.71. Rewrite the
sentences without changing their
meanings.
- Explain the task to students.
- Ask students to do the task in groups
of four.
- Elicit and check students' answers.

2. more difficult
3. high
4. more
5. easy
6. more cheaply
7. more peacefully
8. more popular

- Listen to the teacher.
- Do the task in groups.
- Listen to the teacher and give their
answers when invited.
- Check their answers.
Answer Key
1. Chí can speak English more fluently
than Hoa.
2. Bristol isn't as/so popular with tourists
as Bath.
3. My previous secretary didn't work
so/as carefully as my new secretary.
4. Life in a village is more peaceful than
life in a city.
5. I can buy vegetables more cheaply than
life in a city.
6. The scenery in the countryside isn't
as/so beautiful as the scenery in the city.

3. Production: 5 minutes
a. Objectives: To help students practise speaking about the differences between
urban areas and rural areas.
b. Content: Task 3 (SB)
c. Expected outcomes: Students can make sentences about themselves using the
comparative, as ... as – not as/so ... as.
d. Organisation:
Teacher's activities
Students' activities
Task 3. Compare urban areas with
rural areas using the ideas below
and/or your own ideas.
- Explain the task to students and give - Listen to the teacher.
an example.
Example:
A: The air in rural areas is cleaner
than the air in urban areas.
B: The traffic in urban areas is
heavier than the traffic in rural areas.
- Ask students to work in pairs and
- Work in pairs to complete the task.
make sentences to compare urban areas
with rural areas using the comparative,
as ... as – not as/so ... as.
- Ask some students to share their - Speak in front of the class when invited.
answers with the class.
- Give feedback.
- Listen to the teacher.
Suggested Answer Key
A: The library in the city centre is as nice
as the one in my neighbourhood.
B: The hospitals in big cities are larger
than the hospitals in small cities.
A: The cost of living in our area is higher
than the cost of living in other areas.
B: The cost of living in the capital city is
the highest of all.
A: The food at the supermarket isn't so
fresh as the food at the farmers' market.
B: You can find the freshest food at the
farmers' market.
A: The universities in the capital city are
bigger than those in smaller cities.
B: The schools in the capital city are the
largest in the country.
D. Consolidation and homework assignment: 5 minutes

2. Consolidation
- Grammar point: the comparative, as ... as – not as/so ... as.
2. Homework assignment
- Review the comparative, as ... as – not as/so ... as.
- Prepare for the next lesson: Lesson 5b - Grammar (page 71, SB).
5. REFLECTION
b. What I liked most about this lesson today:
…………………………………………………………………………………
c. What I learned from this lesson today:
…………………………………………………………………………………
c. What I should improve for this lesson next time:
…………………………………………………………………………………
***********************************
Period 72
Lesson 5b - Grammar (Page 71)
1. OBJECTIVES
By the end of this lesson, students will be able to…
1.1. Language knowledge & skills
- learn and practise the superlative.
1.2. Competences
- improve students' communication, collaboration, analytical, and critical thinking
skills.
1.3. Attributes
- be proud of living areas.
- be responsible for popularizing the beauty of a living area.
2. TEACHING AIDS AND MATERIALS
- Teacher's aids: Student's Book and Teacher's Book, Class CDs, projector /
interactive whiteboard / TV (if any), IWB (Phần mềm tương tác trực quan),
PowerPoint slides.
- Students' aids: Student's Book, notebook.
3. ASSESSMENT EVIDENCE
Performance Task