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Mô tả: Date of planning: 22.03.2025 Period 82 UNIT 7: URBAN LIFE Lesson 2.1: Vocabulary and Listening (Pages 68 & 695) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - use new words to describe problems in cities and their future impacts. - listen for the main idea and specific information. 1.2. Competences - improve Ss’ communication, collaboration, analytical, and critical thinking skills. 1.3. Attributes - foster empathy and social awareness among Ss and inspire them to become active and responsible citizens. 2. Teaching aids and materials - Teacher’s aids: Student’s book and Teacher’s book, class CDs, DCR– Phần mềm tương tác trực quan, DHA – Ứng dụng trò chơi tương tác, projector / interactive whiteboard /TV (if any), PowerPoint slides. - Students’ aids: Student’s book, Workbook, Notebook. 3. Assessment Evidence Performance Tasks Performance Products Assessment Tools - Look at the pictures and fill in the blanks. - Talk about changes in your area. - Listen and choose the correct answer. What are they mainly talking about? - Listen and fill in the blanks. - Read the Conversation Skill box. Listen and repeat. - Listen to the conversation again and circle the phrase. - Ss’ answers. - Ss’ answers/ presentation. - Ss’ answers. - Ss’ answers. - Ss’ presentation. - Ss’ answers. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. 4. Procedures -Organization(1’) Class Date of teaching Absent students 9A 9B A. Warm-up: 5 minutes a. Objectives: To introduce the topic. b. Content: Let’s talk. c. Expected outcomes: Ss can describe problems they see in the pictures and give some solutions to the problems. d. Organization Teacher’s activities Students’ activities Let’s talk: Look at the pictures. What is happening? Why do people and governments do these things. - Have Ss work in pairs, look at the pictures, and answer the questions (using the DCR/ PPTs slides). - Invite some pairs to give their answers. - Give feedback. - Work in pairs, look at the pictures and answer the questions. - Share/exchange the answers with the class. Answer Keys 1. Buildings or flats are under construction because population in cities is rising. 2. There are many vehicles driving through the crosswalk because there is no traffic light. The police officer is helping a student cross the road at the crosswalk. 3. The river will be polluted with trash such as plastic bottles and face masks, and someone is helping to collect them. Ss’ answers B. New Lesson (35’) 1. Pre-Listening (Vocabulary - 10’) a. Objectives: To prepare vocabulary for students to discuss changes or problems in a city. b. Content: Tasks a and b. c. Expected outcomes: Ss can use vocabulary to talk about changes in their area. d. Organization Teacher’s activities Students’ activities Task a: Look at the pictures and fill in the blanks. - Have Ss work by themselves and match the words (using the DCR/ PPTs slides) to the definitions. - Have Ss check their answers with their partner. - Check Ss’ answers around the class. - Have Ss listen and check. - Have Ss listen and repeat. - Match the words to the definitions. - Check the answers with their partner. - Listen and repeat. Answer Keys: 1. crop 2. drop 3. congested 4. owner 5. homeless 6. attract 7. rise 8. direct Task b: In pairs: Use the new words to talk about changes in your area. - Explain and model the activity. - Have Ss work in pairs. - Check Ss’ answers around the class and support when necessary. - Invite some Ss to share their ideas. - Listen to the instructions. - Work in pairs. - Share the ideas with the whole class. Suggested answers: 1 There are lots of new store owners. 2. The population here is rising. 3. The streets are getting more congested. 4. The farmers are trying to grow new crops. 5. The government is trying to attract people to my district by building more shopping malls and apartments. 6. The police officer helps direct vehicles and pedestrians, improving safety on the streets. 7. Government should provide affordable housing to reduce the number of homeless people in the city. 8. With the use of efficient public transport, traffic congestion dropped significantly in the city center. 2. While-listening (Listening – 15’) a. Objectives: To help Ss listen for the main idea and specific information. b. Content: Tasks a and b. c. Expected outcomes: Ss can listen for the main idea and specific information. d. Organization: Teacher’s activities Students’ activities Task a: Listen to two students talking about their presentation. What are they mainly talking about? 1. Solutions to problems 2. What will happen because of problems 3. Causes of problems - Divide the class into groups of 4. - Have Ss brainstorm some common problems in cities, their consequences and potential solutions to them. - Have Ss look at the picture and answer some questions: 1. what can you see? 2. what problems can you predict? 3. what are two students talking about in their presentation? - Invite some groups to share their ideas in front of the class. - Play the audio. Have Ss listen and circle the correct answer. - Check the answer as a whole class. - Work in a group of 4 - Listen to the instructions and complete the task. - Look at the picture and discuss to answer the questions - Share ideas with the class. - Listen to the audio and choose the answer. Answer Key: number 2 Evidence: consequences of problems Problem 1: population is dropping Joe: Yeah, it's dropping so quickly that there won’t be enough people to work at local businesses. Lily: I agree. I also think it's such a big problem that some schools will close. Problem 2: People are littering in the parks too much. Joe: Hmm. Yeah, they're littering so much that the government will have to put more bins in the parks. Lily: Yeah, that would help. I think they'll also have to organize a clean-up. Problem 3: Too many store owners are closing their businesses. Lily: I think there's such a decrease in stores that the government will need to attract more businesses to the area. Joe: Yeah. If they don't, people will have to travel a long way to get food and other things. That will make the streets become more congested. Task b: Now, listen and fill in the blanks. - Have Ss read the statements and guess what type of words are missing. Are they nouns, verbs, adjectives, or adverbs? - Set the time and monitor the class. - Have Ss check the answers with a partner. - Check the answer as a whole class. - Demonstrate the activity using the example. - Play the audio. Have Ss listen and fill in the blanks. - Invite four students, each fills in the blank for one sentence and reads the sentence out loud (using the DCR). - Read the statements and guess what type of words are missing. - Check theỉr answers with a partner. Answer Keys 1. noun/noun phrase 2. clause 3. V-ing 4. V-ing 5. verb - Listen to the audio and fill in the blanks. - Read the answers aloud. Answer Keys 1. people to work 2. (some) schools will close 3. littering in the parks 4. closing their businesses 5. attract more businesses 3. Post-listening (10’) a. Objectives: To provide students with an opportunity to practice how to ask for clarification and discuss problems and consequences in a city. b. Content: Tasks c, d, and e. c. Expected outcomes: Ss can know how to ask for more information to understand something in conversation and they can discuss problems and consequences in a city. d. Organization Teacher’s activities Students’ activities Task c. Read the Conversation Skill box, then listen and repeat. - Have Ss the Conversation Skill box. - Explain how to ask for clarification. - Have Ss listen and repeat. - Play the audio. - Invite some students repeat the sentences. - Read the Conversation Skill box. - Listen and repeat. - Say the sentences aloud. Task d. Listen the conversation again and circle the phrase that you hear. - Play the audio. Have Ss listen and circle the phrase that they hear. - Check the answer as a whole class. - Listen and circle the answer. Answer Keys Sorry, can you explain that? I don't understand. Task e. In pairs: Which problem that Lily and Joe discuss do you think is the biggest? Why? - Divide the class into pairs. - Have Ss discuss the questions. - Elicit answers from some Ss. - Work in pairs. - Discuss the questions. - Share the ideas with the class. Suggested answers I think the biggest problem may be population decline in their city. It’s dropping so quickly that there won’t be enough people to work and some schools will close. C. Consolidation and homework assignments (4’) - Vocabulary: 1. crop 2. drop 3. congested 4. owner 5. homeless 6. attract 7. rise 8. direct - Review new words to talk about changes in a city. - Make sentences using new words in SB. - Do homework: vocabulary and Listening in WB page 40. - Prepare for the next lesson (Grammar - pages 69 & 70 - SB). - Play the consolidation games on www.eduhome.com.vn 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: ………………………………………………………………………………… *************** Date of planning: 22.03.2025 Period 83 UNIT 7: URBAN LIFE Lesson 2.2: Grammar (Pages 69 & 70) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - use adverbial clauses of result in speaking and writing. 1.2. Competences - improve Ss’ listening and communication, collaboration, analytical, critical thinking skills, and creativity. 1.3. Attributes - foster Ss’ patience and attention to detail for consistent practice and repetition to reinforce learning and build fluency. 2. Teaching aids and materials - Teacher’s aids: Student’s book and Teacher’s book, class CDs, DCR– Phần mềm tương tác trực quan, DHA – Ứng dụng trò chơi tương tác, projector / interactive whiteboard /TV (if any), PowerPoint slides. - Students’ aids: Student’s book, Workbook, Notebook. 3. Assessment Evidence Performance Tasks Performance Products Assessment Tools - Match sentence endings. - Read about adverbial clauses of result, then fill in the blanks. - Listen and check. Listen again and repeat. - Circle the underlined part that needs correction. - Rewrite the sentences with adverbial clauses using so…that or such…that. - In pairs: Use the prompts to talk about problems and predict their future results. - Ss’ answers/performance. - Ss’ answers. - Ss’ performance. - Ss’ answers. - Ss’ answers. - Ss’ answers/presentation. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. 4. Procedures -Organization(1’) Class Date of teaching Absent students 9A 9B A. Warm-up: 5 minutes a. Objectives: To introduce the grammar points of adverbial clauses of result. b. Content: Matching sentence beginnings and endings. c. Expected outcomes: Ss can get to know adverbial clauses of result. d. Organization Teacher’s activities Students’ activities Competition time: - Have Ss form groups of 4-5. - Give the instructions. - Some groups do numbers 1-4, and the other groups do numbers 5-8 - Check Ss’ answers. - Form groups of 4- 5. - Follow the instructions. - Match sentence beginnings and endings in a team/group. Answer Keys 1. d 2. c 3. b 4. a 5. g 6. f 7. e8. h B. New Lesson (35’) 1. Presentation (15’) a. Objectives: To help Ss understand how to use adverbial clauses of result. b. Content: Tasks a and b. c. Expected outcomes: Ss can understand how to use adverbial clauses of result in different contexts. d. Organization Teacher’s activities Students’ activities Task a: Read about adverbial clauses of result, then fill in the blanks. - Have Ss look at the grammar explanation box and read the examples. - Have some Ss read the examples aloud. - Explain the form and use of “adverbial clauses of result” (using the DCR/ PPTs slides) - Have Ss work individually and complete the task (using the DCR/PPT slides). - Have Ss check the answers with a partner. - Check Ss’ answers around the class - Read the grammar explanation box. - Read the examples aloud. - Listen to the teacher’s instructions and take notes. - Fill in the blanks. - Check the answers with a partner. Task b: Listen and check. Listen again and repeat. - Play the audio. Have Ss listen again and check. - Check Ss’ answers around the class. - Have Ss listen again and repeat. - Invite some Ss to read the sentence aloud. - Listen and check. Answer Keys: so – that – will - Listen and repeat. - Read the sentence aloud. 2. Practice (15’) a. Objectives: To help Ss practice the use of the adverbial clauses of result. b. Content: Tasks c and d. c. Expected outcomes: Ss can remember and know how to use the adverbial clauses of reason. d. Organization: Teacher’s activities Students’ activities Task c: Circle the underlined part that needs correction. - Demonstrate the activity using the example. - Have Ss complete the task individually. - Have Ss check the answers with a partner. - Invite some Ss to read the sentence(s) aloud. - Check and correct Ss’ answers. - Listen to the instructions. - Complete the task. - Check the answers with a partner. - Read the sentences aloud. Answer Keys: 1. B 2. B 3. C 4. A 5. A 6. B Task d: Rewrite the sentences with adverbial clauses using so…that or such…that. - Demonstrate the activity using the example. - Have Ss rewrite the sentences with adverbial clauses using so…that or such…that. - Set the time and monitor the class. - Have Ss check the answers with a partner. - Check Ss’ answers (using the DCR). - Have some Ss read the answers aloud. - Listen to the instructions. - Complete the task. - Check the answers with a partner. - Read the sentences aloud. Answer Keys 1. The number of homeless people is so high that the government will have to build cheap housing. 2. People are damaging the land so quickly that we won't be able to grow crops soon. 3. Water pollution is such a big problem that the fish the population will drop very quickly. 4. Skateboarding accidents in the city center are becoming such a serious issue that the government will have to ban it. 5. The population is rising so fast that the government will need to attract more business to the area. 6. People are causing so much noise that animals are leaving the area. 7. The city has such huge traffic jams in rush hour that the government will have to do something. 3. Production (5’) a. Objectives: To help Ss produce some sentences using the adverbial clauses of result. c. Expected outcomes: Ss can use the adverbial clauses of result in writing and speaking. d. Organization Teacher’s activities Students’ activities Task e: In pairs: Use the prompts to talk about problems and predict their future results. - Divide the class into pairs. - Have Ss talk about problems and predict their future results. - Monitor the class and help them if necessary. - Have some Ss demonstrate the activity in front of the class. - Feedback on Ss’ answers. - Talk about problems and predict their future results with a partner. - Share the ideas with the class. Suggested answers: 1. The city has such big traffic jams that the government will have to build a subway system. 2. The air is so polluted that the city will have to ban vehicles in the city center. 3. Business owners are leaving so quickly that the city will have to attract new businesses. C. Consolidation and homework assignments (4’) - Grammar: Adverbial clauses of result. We can use the adverbial clauses of result to show the result of an action or situation. S + V + SO + adj/adv + THAT + S + V (+ Object) S + V + SUCH + noun/noun phrase + THAT + S + V (+ Object) - Review adverbial clauses of result. - Do homework: writing on page 41 - WB - Prepare for the next lesson (Pronunciation & Speaking - pages 70 & 71 - SB). - Play the consolidation games on www.eduhome.com.vn 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: ………………………………………………………………………………… ****************** Date of planning: 22.03.2025 Period 84 UNIT 7: URBAN LIFE Lesson 2.3: Pronunciation & Speaking (Pages 70 & 71) 1. Objectives By the end of this lesson, students will be able to… 1.1. Language knowledge/ skills - improve their sentence stress: stressing the final word in adverbial clauses of result. - talk about future problems and results using adverbial clauses of result. 1.2. Competences - improve Ss’ communication, collaboration, analytical, creativity, and critical thinking skills. 1.3. Attributes - foster Ss’ patience and attention to detail for consistent practice and repetition to reinforce learning and build fluency. 2. Teaching aids and materials - Teacher’s aids: Student’s book and Teacher’s book, class CDs, DCR– Phần mềm tương tác trực quan, DHA – Ứng dụng trò chơi tương tác, projector / interactive whiteboard /TV (if any), PowerPoint slides. - Students’ aids: Student’s book, Workbook, Notebook. 3. Assessment Evidence Performance Tasks Performance Products Assessment Tools - Listen to the sentences and focus on the stressed words. - Listen and cross out the sentence that doesn't follow the note in Task a. - Read the sentences with the sentence stress noted in Task a. to a partner. - Make two more conversations using the provided ideas. - In pairs, read the list of growing problems it is having, then predict and discuss what the future results will be. - Ss’ performance. - Ss’ answers. - Ss’ performance. - Ss’ performance. - Ss’ answers/presentation. - Observation. - Observation and feedback. - Observation and feedback. - Observation and feedback. - Observation and feedback. 4. Procedures -Organization(1’) Class Date of teaching Absent students 9A 9B A. Warm-up: 5 minutes a. Objectives: To review adverbial clauses of result and introduce sentence stress. b. Content: Matching game. c. Expected outcomes: Ss can write adverbial clauses of result. d. Organization Teacher’s activities Students’ activities COMPETITION TIME: PERFECT MATCH - Create 2 teams - Instruct Ss to play the game. - Randomly match the first and second halves of the sentences together and read them aloud. Teachers can have some Ss do this step. - Form 2 teams - Listen to the instructions. - Write half of the adverbial clause of result. Students’ answers. B. New Lesson (35’) 1. Pronunciation (15’) a. Objectives: To help Ss practice stressing the final word in the adverbial clause of result. b. Content: Tasks a, b, c and d. c. Expected outcomes: Ss can improve their sentence stress. d. Organization Teacher’s activities Students’ activities Task a: Stress the final word in adverbial clauses of result. - Explain that By stressing the final word in adverbial clauses of result, speakers emphasize the result or consequence of the action described in the clause. - Give an example and explain that Stressing ‘race’ emphasizes the successful result of running fast and drawing the attention of listeners. Example: He ran so fast that he won the race. - Have Ss repeat the sentence. - Listen and take notes. - Listen and repeat the sentence. Task b: Listen to the sentences and focus on the stressed words. - Play the audio. Have Ss listen and notice the stressed words. Air pollution is getting so bad that people will start to get sick. The damage to the land is so serious that we won't be able to grow crops. - Have Ss practice the sentences with a partner. - Listen and focus on the stressed words. - Practice saying the sentences with a partner. Task c: Listen and cross out the sentence that doesn't follow the note in Task a. - Play the audio. Have Ss listen and cross out the sentence that doesn't follow the note in Task a. - Play the audio again and check answers as a whole class. - Have some Ss repeat the sentence aloud. - Listen and choose the correct answer. Answers: The number of cars is so high that the traffic is awful. - Repeat the sentence aloud. Task d: Read the sentences with the sentence stress noted in Task a. to a partner. - Have Ss practice the sentences with a partner. - Have some students read the sentences aloud. - Give feedback or correction. 1. The number of cars is so high that the traffic is awful. 2. Cars are so expensive that I have to take the bus. 3. Air pollution is getting so bad that people will start to get sick. 4. The damage to the land is so serious that we won't be able to grow crops. - Practice saying the sentences with a partner. - Read the sentences aloud. 2. Practice (10’) a. Objectives: To help Ss practice sentence stress in the conversation. b. Content: Tasks a and b. c. Expected outcomes: Ss can improve their sentence stress in the conversation. d. Organization: Teacher’s activities Students’ activities Task a: In pairs: Practice the conversation Swap roles and repeat. - Have Ss practice the conversation in pairs and swap roles. - Have some pairs demonstrate the conversation in front of the class. - Give feedback or any correction on their pronunciation. - Practice the conversation with a partner and swap roles. - Perform in front of the class. Task b: Make two more conversations using the provided ideas. - Have Ss make two more conversations with other partners. - Invite two pairs of Ss to perform in front of the class. - Give feedback or any correction on their pronunciation. - Make two more conversations with different partners. - Perform in front of the class. 3. Speaking (10’) a. Objectives: To help Ss further practice their sentence stress and speaking skills. b. Content: Tasks a and b. c. Expected outcomes: Ss can talk about future problems and results using adverbial clauses of result. d. Organization Teacher’s activities Students’ activities Task a: You're planning a presentation about the future of Drawgate. In pairs: Read the list of growing problems it is having, then predict and discuss what the future results will be. - Have Ss work in pairs and choose a growing problem to talk about. - Monitor the class and help them if necessary. - Invite some pairs to perform in front of the class. - Give feedback to encourage Ss. - Work in pairs to talk about a growing problem and its future result. - Perform in front of the class. Suggested answers: A: We need to plan our presentation about the future of Drawgate. B: Ok. The problem is that the number of homeless people is rising. A: Well. It is increasing so quickly that it affects the entire community. B: Agreed. It’s such a complex issue that it requires urgent attention. A: Do you think the government will take more action to solve it? B: I hope so, but I’m not sure. Do you think we should do something to help? A: Sure. Let’s start raising awareness and supporting local charities. Task b: Join another pair. Discuss your predictions. Did you have any of the same future results? - Have Ss work with a different partner and discuss their predictions. - Monitor the class and help them if necessary. - Elicit answers from some students. - Discuss in pairs. - Share their ideas with the class. Suggested answer: A: The number of car accidents is rising so quickly that the government will need to add more traffic lights. B: What else could they do? A: Oh. We said that the police will need to direct the traffic. C. Consolidation and homework assignments (4’)  Practice stressing the final word in adverbial clauses of result.  Prepare for the next lesson (Reading – page 72 - SB).  Play the consolidation games on www.eduhome.com.vn 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: ………………………………………………………………………………………… *******************