Giáo án Tiếng Anh 9 Global Success Unit 2 A Closer Look 2
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I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Recognise and use double comparatives and some phrasal verbs.
2. Competences
- Develop communication skills
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities
- Compare living place
- Develop self-study skills
- Actively join in class activities
II. MATERIALS
- Grade 9 textbook, Unit 2, A closer look 2
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis
Double comparatives | |
Form |
Example |
The comparative + S + V, the comparative + S + V. |
|
Short adj: adj + er |
The nearer we got to the suburb, the less busy the road was. |
Long adj: more/less + adj |
The more developed the city is, the more crowded it becomes. |
Assumption
Anticipated difficulties |
Solutions |
Students may find it confusing when to use the grammar points. |
Give short and clear explanations with legible examples for each case. |
Students may have underdeveloped co-operating skills. |
- Give clear instructions, give examples before letting students work in groups. - Provide feedback and help if necessary. |
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To activate students’ prior knowledge related to the targeted grammar of double comparative;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Think!
- Comparative Chain game.
c. Expected outcomes:
- Students can answer teacher’s questions using double comparatives.
d. Organisation:
TEACHER’S ACTIVITIES |
STUDENTS’ ACTIVITIES |
CONTENTS |
||
Option 1: Think! - Show Ss a picture of two bowls of spicy noodles. The second bowl of noodles has more chillis 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). - 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. |
- Look and answer. |
Pictures: |
||
Option 2: Comparative Chain game. - Divide the class into teams. - Start with a category such as “transportation,” “food,” or “entertainment.” - The first team names something related to the category, such as “underground train.” - The next team must name something that is comparative to the previous item, such as “bus” or “taxi.” Then they use the comparative to form a statement. E.g. The bus is slower than the underground train. - If a team cannot think of anything, they are out of the game. - The last team remaining wins. |
- Listen and play games in teams. |
- Comparative Chain game. Answer keys: Students’ own answers. |
e. Assessment
- Teacher corrects students’ errors (if needed).
2. ACTIVITY 1: DOUBLE COMPARATIVES (15 mins)
a. Objectives:
- To help students get to know about double comparatives.
b. Content:
- Grammar explanation
- Task 1: Choose the correct option to complete each sentence.
- Task 2: Find a mistake in the underlined parts in each sentence below and correct it.
c. Expected outcomes:
- Students know how to use double comparatives.
d. Organisation:
TEACHER’S ACTIVITIES |
STUDENTS’ ACTIVITIES |
CONTENTS |
Double Comparatives Task 1: Choose the correct option to complete each sentence. (3 mins) | ||
- Write the sentence on the board: “The more expensive the rent in the city is, the fewer people can afford to live there”. - Underline “the more expensive” and “the fewer”. Check if they understand the sentence. - Tell Ss that they can use “the” with comparative adjectives to emphasise that one thing depends on another. - Draw their attention to the form: The + comparative adjective 1 + clause 1, the + comparative adjective 2 + clause 2. Remind them that there must be “the” before the comparative form of adjective. - Go through the Remember! box with Ss. Use the given examples to reinforce the grammar point. - Ask Ss to look at Task 1. Do the first sentence with the class as an example. - Tell Ss to complete Task 1 individually, then check their answers with another pair. - Invite some Ss to share their answers. Confirm the correct answers. Explain or elicit explanations from Ss. |
- Look and listen. - Read the Remember! box carefully and listen to the teacher. - Look at Task 1 and do the first sentence. - Do Task 1 individually. |
Key: 1. later 2. more comfortable 3. the higher 4. more famous5. the more difficult |
Task 2: Find a mistake in the underlined parts in each sentence below and correct it. (5 mins) | ||
- Tell Ss to find a mistake in each sentence and correct it. Tell them to read the sentence carefully and pay attention to the meaning of each sentence. - Ask Ss to do this exercise in pairs. - Invite one or two Ss to write the mistakes and their corrections on the board. |
- Listen and follow instructions. - Do Task 2 in pairs - Listen and check. |
Key: 1. B (The hotter) 2. C (more tired) 3. A (more modern) 4. D (the more polluted) |
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