GIAO AN 9giao an 9

Teacher elicits if students have some troubles and corrects errors if necessary.. Teacher elicits if students have some troubles and corrects errors if necessary.. Teacher elicits if stu

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Period: 1 Date of planning:

Week:1 Date of teaching:…

UNIT 1 AVISIT FROM A PENPAL

LESSON 1: GETTING STARTED – LISTEN AND READ

1 Aims: At the end of the lesson, students will be able to

- Make and respond to introduction

- Talk about activities’ Lan and Razali Maryam would do during the visit

- Educate students how to greet people when meeting each other

- Develop reading and listening skills

2 Language contents

a Grammar: Past simple tense; used to; past simple tense with ‘wish’.

b Vocabulary: Mosque(n); correspond(v); to be impressed by; pray (v); depend (v);

have a trip aboard

3 Techniques: Eliciting; guessing; scan; pair work.

4 Teaching aids: Pictures; textbook; chalk; tape; cassette.

What would you do if your foreign friend

comes to visit your country?

Where did Lan take Maryam to?

Places: Lan take Maryam to

HoChi Minh’s mousoleum

- have a trip aboard

Introducing the topic

Students look at the pictures and realize the places

Students practice with their partners

Then give answers

Teacher correct errors if necessary

Teacher introduces the situation of the text about Lan’s penpal, Maryam visited her

Students give answers

Teacher elicits how to answer the questions

Students listen to the text again Then find out some new words

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Past simple tense:

Ex: Lan took Maryam to…

Used to: used for the past habit so “ used

to” means usually or often did sth in the

past and no longer now

Ex: Lan used to walk past the Mosque on

her way to primary school

did sth in the past and no longer now

Questions:

- What did Lan use to do when she was a

primary school girl?

->Yes, she often walk past the mosque on

her way to primary school

- What about now? Does she often walk

past the mosque?

-> No, she does’t this any more III

III Practice

1 C Two weeks

2 B Ha Noi people were friendly

3 C All the above

Students find down some sentences used

by the past simple tense:

Teacher explains how to use “ used to”.Students notice teacher’s explaination

Students ask and answer these questions

Teacher asks students these questions

Then give answers

Students read the txt in silence Then practice with their partners

IV Consolidation

Saying the content of the text

Educate students how to greet people when meeting each other

V Homework:

- Read the passage

- complete the exercise 1 on page 5 in the exercise book

- prepare ‘ speak’

VI Marks/ Remarks

- Students were weak in reading

VII Self – evaluation:

- Teacher should explain the content of parts of the passage

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LESSON 2: SPEAK

- Make and respond to introduction

- Develop reading and listening

a Grammar: Pleased to meet you; let me introduce; have you been…

b Vocabulary: to be different from; to be the same.

3 Techniques: Dialogue building; matching; brainstorming; eliciting.

4 Teaching aids: Pictures; textbook; chalk.

What do you talk about?

- Places where you live

- People in their country

* Make and respond to introduction

- Pleased to meet you!

- Let me introduce…

- Have you been…

II While – speaking:

a Nga is talking to Maryam:

Star like this

A Hello! You must be Maryam

b Now you are talking to Maryam’s

friends Introduce yourself Make similar

dialogues Take turns to be one of

Maryam’s friends

Teacher explains the task and introduce the situation

Teacher elicits some key phrases

Students notice them carefully

Teacher explains the task

Students practice with their partner

Students read the dialogue in the silence

in pair and match Then put it in the correct order

Students read the dialogue aloud

Teacher corrects errors if necessary

Teacher explain the task and suggests the outline of dialogue

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A Hi! Yoko

B That’s right I am…

A Pleased to meet you!

B………

A Are you enjoying….?

B …………

A Do you live in… ?

B ………Is it very different from?

III Post – speaking

Make dialogue introduce their discussion

Students complete the dialogue and practice with their partners

Students make their free dialogues

Remind languages to introduction

Pleased to meet you; let me introduce; have you been…

V Homework:

- Complete the dialogues in exercises 3b

- Learn new languages to introduction by heart

- prepare ‘ listen’

- Do exercises 2 on page 6 in the exercise book

- Students were weak in speaking

- Teacher should practice students pronounce the phrases of the contents learnt

LESSON 3: LISTEN

- Listen to Tim Jones’ Mexican pen pal

a Grammar: Pleased to meet you! let me introduce… ; have you been…

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b Vocabulary: to be different from; to be the same.

3 Techniques: Dialogue building; matching; brainstorming; eliciting.

What do pictures in ‘a’ mean?

Can you find some differrences between

picture a & picture b?

Where is it?

*Grammar:

- Let’s go to a restaurant downtown

- I rather eat hamburgers

* Vocabulary:

- to catch(v):

- to kill(v):

- to eat(v):

II While – Listening

True or false statements:

a Carlos didn’t see the sign

b The sign a means: keeping the grass of

c They want to catch the bus numbered

130

d They don’t eat hamburgers

III Post – listening

Answer:

a-A; b-B; c-C

Game to consolidation:

Matching the words relate to each other

Keep off bus

Catch hamburgers

Eat the grass

Teacher sets situation and explains the task

Students give answers for the questions

by looking at the pictures in the textbook

Teacher elicits some key vocabulary and grammar

Students guess the meaning of some key vocabulary and how to use grammar

Students practice vocabulary in chorus and in individual

Students listen to the conversation

Students practice with their partner

Students give answers for the questions.Teacher corrects errors if necessary

Students listen to the conversation and circle the letters corrected

Students listen to the conversation again and check the answers

Students match the words in pairs and crosscheck their answers

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Saying language content

V Homework:

- Make sentences each other

- Learn new language content by heart

- prepare ‘ read’

- Do exercise 3 on page 6 & 7 in the exercise book

- Students were weak in listening skill

LESSON5 READ

- Scan the information about Maryam’s country, Malaysia Then fill in the table that follows

- Educate students to know about Malaysia and more all over the world

- Develop reading and reading

a Grammar: Simple tense…

b Vocabulary: separated(a); comprise(v); federation(n); ethnic group(n); official(a);

optional(a); language to instruction

3 Techniques: Scan; brainstorming; eliciting; explaination.

4 Teaching aids: Pictures; textbook; colorful chalk.

What do you know about Malaysia?

Do you know any information on the

Students look at the map and the picture about Malaysia

Teacher sets situation by asking students some guiding questions

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II While – Reading

a Scan the information about Maryam’s

country, Malaysia Then fill in the table

2 Population: Over 22 million

3 Climate: Tropical climate

4 Unit of currency: Ringgit

5 Capital city: Kuala Lumpur

6 Official region: Islam

7 National language: Bahasa Malaysia

8 Compulsory second language:

III Post – Reading

Tell some key information about

Malaysia

Begin with:

Malaysia is one of the countries of

Asian It has an area of 329758 sq

km…

Students scan the passage and find out some new words

Teacher elicits some key vocabulary

Students guess the meaning of some key vocabulary

Students scan the passage and find out the information Then fill in the table

Students give answers for the table

Students read the passage again in silence and find out the information to answer the questions

Students give the answer for the questions.Teacher corrects errors if necessary

Teacher explains the task of the exercise

Students summarize the passage based on the information about Malaysia

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Remind language contents.

Educate students to know about Malaysia and more all over the world

V Homework:

- Read the passage and do the exercises again

- Write a passage about your local based on the passage about Malaysia

- Learn new languages by heart

- prepare ‘ Write’

- Do exercise 4 0n page 7 in the exercise book

- Students were weak in pronouncing some key different words

- Teacher should ask students to concentrate and analyze each part of the passage more carefully

LESSON 5: WRITE

- Imagine we are visiting our relatives or friends in another parts of Viet nam or in a different countries

- Write a personal letters

- Educate students know how to write a personal letter

- Develop language using skill

a Grammar: Past simple tense

b Vocabulary: I arrived at < place> … at < time>… on < date>; I’ve visited places…

I feel so happy…; I will leave…

- What do you write in each part?

Teacher sets situation by asking students

to some questions

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Outline of a personal letter

- First paragraph: Say when you arrived

who met you met at where

- Second paragraph: Talk about what you

have done

- Third paragraph: Tell how you feel,

mention when you would return home <

people, food, sights>

II/ While – writing:

Suggested ideasFirst paragraph:

- I arrived at KonTum bus station at <

Time> in the afternoon/ evening etc…

Uncle/ Aunt met me at the bus station

Then he/she took me home by motorbike/

bicycle

- Second paragraph:

I’ve visited/ been to many places like

wood church, museum etc

I’ve eaten different foods

I’ll visit hanging Bridge

Third paragraph:

I feel so happy and enjoy myself so

much Then people here are so nice and

friendly The food are so delicious and

are so beautiful

I will leave in KonTum at… on and I

will arrive home at… Please pick me

up…

III/ Post – Writing

Tell the main parts of the personal letter

Students’ letter

Students read the out line of a personal letter

Students elicits how to use each paragraph

Students write the paragraph themselves

Students crosscheck their writing on the board

Students read the complete writing aloud.Teacher elicits how to use simple past

Students copy them down

Students tell them and write a letter that they like

Students read them aloud

VI Homework:

- Complete the letter

- Write one more letters to a friend or relatives

- prepare ‘ language focus’

- Do exercise 5 on the pages 7 & 8 in the exercise book

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V Marks/ Remarks

- Students had some troubles when writing a letter

VI Self – evaluation:

- Teacher should ask students to elicit some more ideas

LESSON 6: LANGUAGE FOCUS

- Use some grammar points in the right English

- Educate students to use language correctly

a Grammar: Past simple tense; used to; past simple tense with “ Wish”

b Vocabulary: Language learnt.

-> The words in the column B are used

by the past simple tense of infinitive of

verbs in column

2 Before: I always cried

Now: I don’t cry

-> Used to

3 I am poor So I wish I were ……

II Activities:

1 Activity 1

Work with a partner Ask and answer

questions about each person did on the

to do the exercise

Teacher elicits some key verbs

Students comment the words in column B

Students elicits how to use “ Used to” and

“wish” Then give some examples

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Example dialogue:

A: What does Ba do on the weekend?

B: He went to see a movie called “ Ghost

and Monster”

A: When did you see it?

B: He saw it on Saturday afternoon at 2

Complete the table Write the things you

use to do and the things you do now

Before: I usually went to class 8

Now: I go to class 9

3 Activity 3:

Talk about 10 dearest wishes

- I wish I were older

- She wishes She could fly

Note: Things being not true now

-> Form: S + wish(es) + S + V( s.p)

Students read the example dialogue Then practice with their partner

Students read activities of Ba, Na, Lan, Nam and Hoa

Teacher elicits how to use simple past

Students give the key

Then give the answer

Then give their wishes

IV Homework:

- Do these exercises again

- prepare ‘ Unit 2 Clothing 2; parts 1 & 2’

- Do exercises 1 – 6 on the pages 8-13 in the exercise book

- Students had some troubles in making the sentences

- Teacher should ask students to make some simple sentences

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UNIT 2 CLOTHING

LESSON 1: GETTING STARTED – LISTEN AND READ

- know people in the world wear the national dress of their countries

- read information about the traditional dress of Vietnamese women

- Educate students how to be proud of the traditional dress of Vietnamese women

a Grammar: Present perfect tense; passive form.

b Vocabulary: long silk tunic (n); loose pants(n); slit(n); occasion(n); inspiration(n);

traditional(a); modern (n); minority(n); unique(n)

3 Techniques: Eliciting; guessing; scan; pair work; brainstorming.

- Where does it come ?

- Why do you know ?

Vocabulary:

- a kimono (n): ¸o Kim«n«

- a sari (n): Xari ( v¶i quÊn quanh ngêi thay

quÇn ¸o)

- a veil (n): m¹ng che mÆt

Key:

She/he comes from…

a Japan b Vietnam c Scotland

d India d The USA

f Saudi Arabia

II Presentation

Can you tell me some more about

Vietnamese traditional dress?

Students guess and give answers

Students look at the pictures and answer where people come from…

Teacher elicits some key words

Students practice with their partners Then give answers

Teacher introduces the content of the lesson by asking the questions

Students listen to the text Then find out some new words

Students repeat vocabulary after the teacher in individual and chorus

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- Present perfect tense:

Ex: Musicians haves mentioned the ao dai

- Passive form:

Ex: It was frequently worn by men …

c Checking comprehension:

- What does traditional ao dai look like?

-> Long silk tunic, slit on the sides, loose

pants

- Has Ao dai been changed today?

-> Yes, it is

III Practice:

1 Complete the sentences:

a Poems, novels and novels

b Long silk tunic, slit on the sides

2 Answer the questions:

a Men and women………

b Because it is more convenient

c They have printed…

Students find out some sentences used by the present perfect tense and passive form

Teacher explains how to use “the present perfect tense and passive form ”

Students notice teacher’s explaination

Teacher asks students these questions.Students answer the questions

Students practice with their partners Then give answers

Students read the text in silence Then practice with their partners

Teacher asks students these questions.Students practice with their partners.give answers

Talk about national dress of some countries

- Educate students how to be proud of the traditional dress of VietNamese wonmen

V Homework:

- Read the passage

- complete the exercises; prepare ‘ speak’

- Learn vocabulary by heat

- Students were weak in reading and did the tasks

- Teacher should explain the content of parts of the passage

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UNIT 2: CLOTHING

LESSON 2: SPEAK

- Talk about clothing people wear

- Ask for and give information

- Educate students how to know the traditional dress

a Grammar: What do you usually wear?; Why do you were?

b Vocabulary: sleeved(a); sleeveless(a); baggy(a); faded(a); plaid(a); plain(a)

Techniques: Guessing; matching; brainstorming; eliciting.

- What do you call these clothes’ names

- What kind of clothes do you wear

II While – speaking:

1.Match the phrases with each picture

- Do you wear Ao dai on women?

- What do you wear on special occasions?

Teacher explains the task and introduce the situation

Students listen and give answers

Teacher elicits some key phrases

Students find out some new words and guess the meaning of them

Students repeat vocabulary after the teacher in chorus and in individual

Students practice with their partner Then give the keys

Students find out some new words

Then interview members of another group

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- What kind of clothing do you wear on

Tet( Lunar new year) holiday?

- What would you wear to a party?

3 Report the results of the survey

Example:

- Three people said they liked their

uniform

- Two persons said they usually wore

colorful T- shirts on the weekend

III Post – speaking

Write the words in English or Vietnamese

- sleeved(a): ………

- sleeveless(a): ………

- baggy(a) ………

- faded(a) ………

- ………… : KÎ caro

- ………: Tr¬n * Choose any students standing while others students discribe him/her what to wear Teacher elicits if students have some troubles Teacher corrects errors if necessary Teacher explains the task Students report the results of their survey Students set the table to report Teacher elicits if students have some troubles and corrects errors if necessary Teacher explains the task Students rub out some words Teacher corrects errors if necessary Students practice with their partners in front of the class Teacher elicits if students have some troubles and corrects errors if necessary IV Homework: - Learn new languages by heart - prepare ‘ Read’ - Do exercises V Marks/ Remarks - Students were weak in listening VI Self – evaluation: - Teacher should separate parts to help students listen easier

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UNIT 2: CLOTHING

LESSON 3: LISTEN

- Listen and write the letters of the correct picture to show what Mary is wearing

- Educate students how to know how to wear clothing

- Listen specific information and realize clothes

3 Techniques: Guessing; brainstorming; eliciting.

- Are they beautiful?

- What do children usually wear?

II While – Listening

A/ Listen and write the correct letter of

the correct pictures to show what Mary is

wearing

Teacher sets situation by playing the game : Match the words with the correct picture

Students play the game with a partner

Teacher elicits students how to play

Students give the answers

Teacher elicits if students have some troubles and corrects errors if necessary

Students practice the questions with their partners

Students look at the pictures in the book

to guess the meaning of the words

Students read new words in chorus and in individual

Students listen to the conversation again and find the clothes and shoes that Mary wore

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a-B She is wearing shorts.

b-A She is wearing long – sleeved blouse

c- C She is wearing shoes

B/ Game: Find some one who wears:

Teacher explains how to play the game

Then give the answers

Teacher elicits if students have some troubles and corrects errors if necessaryTeacher corrects errors if necessary

Saying language content

V Homework:

- Make sentences each other

- Learn new language content by heart

- prepare ‘ read’

- Do exercises in the exercise book

- Students were weak in listening skill

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UNIT 2: CLOTHING

LESSON 4: READ

- Scan the information and understand the content of the text about jeans development

- Educate students to be fond of wearing jeans fashion

- Develop reading and speaking skills

a Grammar: Passive form( review).

b Vocabulary: material (n); sailor (n); embroidered (a); sale (n); finally (adv) = at last.

3 Techniques: Scan; brainstorming; eliciting; ask & answer; gap –filling.

- Do you usually wear jeans ?

- Who loves wearing jeans ?

- Do you want to know about jeans ?

a Vocabulary:

- material (n) - sailor (n)

- embroidered (a)

- sale (n)

- finally (adv) = at last

- stopped growing = ended going up

a Fill the missing dates and words

a 18 century jeans clothes

a The word jeans comes from a kind of

material that was made in Europe

b The 1990s’ fashion was embroidered

Students listen to the questions and answer them

Students elicits how to use past simple tense

in the passive tense

Students scan the passage and find out the information to fill

Students give answers for the table

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jeans painted jeans and so on.

c Because jeans become cheaper

d Jeans at lash become high fashion

clothing in the 1980s

e The sale of jeans stopped growing

because the world wide economic

situation got worse in the 1990s

Questions:

a Do you like wearing jeans ? Why ?

b Do you think jeans are fashion now ?

c What type of jeans do you love

wearing ?

Students give the answer for the questions

Teacher explains the task of the exercise.Students practice with their partners

- Remind language contents

- Educate students to be fond of jeans fashion

V Homework:

- Write a passage about your local based on the passage about Malaysia

- Do exercise4 on page 10 in the exercise book

- Students were weak in pronouncing some key deferent words

- Teacher should ask students to concentrate and analyze each part of the passage more carefully

UNIT 2: CLOTHING

LESSON 5: WRITE

- Write an argument to persuade readers to believe or do something

- Write an exposition of their own

- Educate students know how to write an argument to persuade readers to believe or do something

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a Grammar:

Adverbs used in argument: Firstly; secondly; finally

Conjunction: Therefore; In conclution

b Vocabulary: be proud of(exp); bear one’s name (exp); feel equal in (exp)

- How do you write an argument ?

- What languages do you use ?

1 Languages used in an argument:

* Introduction

-My opinion is/ I think …

Series of the argument:

- Firstly…/ secondly…/ finally…

Conclution:

Therefore/ In conclusion…

II While – writing:

a) Read the topic and Outline A Then

read the passage

Secondary school students should wear

uniforms

1 New words:

- be proud of(exp)

- bear one’s name (exp)

- feel equal in (exp)

b) Now write a paragraph of 100 –150

words But this time you support the

argument that secondary school students

should wear casual clothes Outline B

may help you

to some questions

Students explains the ways to write an argument

Teacher elicits languages used to write an argument

Students read the language used in an argument

Students read the outline A more carefully

Teacher elicits some key words and phrases

Students read the model paragraph and answer the questions

Students crosscheck their writing and write them on the board

Students tell them and write the argument that secondary school students should wear casual clothes Outline B may help you

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III/ Post – Writing

Choose the sample argument that

secondary school students should wear

casual clothes

- Teacher should ask students to elicit some more ideas

UNIT 2: CLOTHING

LESSON6: LANGUAGE FOCUS

- Use some grammar points in the right English

- Educate students to use language correctly

a Grammar: Past simple tense; used to; past simple tense with “ Wish”

b Vocabulary: Language learnt.

4 Teaching aids: Pictures; textbook; color-chalk.

Teacher elicits some key verbs

Students comment the words in column B

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See did

-> The words in the column B are used

by the past simple tense of infinitive of

verbs in column

2 Before: I always cried

Now: I don’t cry

-> Used to

3 I am poor So I wish I were ……

II Activities:

1 Activity 1

Work with a partner Ask and answer

questions about each person did on the

weekend

Example dialogue:

A: What does Ba do on the weekend?

B: He went to see a movie called “ Ghost

and Monster”

A: When did you see it?

B: He saw it on Saturday afternoon at 2

Complete the table Write the things you

use to do and the things you do now

Before: I usually went to class 8

Now: I go to class 9

3 Activity 3:

Talk about 10 dearest wishes

- I wish I were older

- She wishes She could fly

Note: Things being not true now

-> Form: S + wish(es) + S + V( s.p)

Students elicits how to use “ Used to” and

“wish”.Then give some examples

Students read the example dialogue Then practice with their partner

Students read activities of Ba, Na, Lan, Nam and Hoa

Teacher elicits how to use simple past

Students give the key

Then give the answer

Then give their wishes

IV Homework:

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- prepare ‘ Unit 2 Clothing 2; parts 1 & 2’.

- Do exercises in the exercise book

- Students had some trouble in making the sentences

- Teacher should ask students to make some simple sentences

UNIT 3 : A TRIP TO THE COUNTRYSIDE

LESSON 1,2: GETTING STARTED – LISTEN AND READ

- Understand the content of the text about Liz’s trip to Ba’s village

- descries, ask and answer about activities in the countryside

- Educate students to love activities in the countryside

a Grammar: past simple tense with ‘wish’; preposition of the time and adverb clause

of the result

b Vocabulary: home village (n); travel by ( exp); bamboo forest (n); banyan tree (n);

shine(n); river bank (n)

3 Techniques: Eliciting; guessing; scan; pairwork, brainstormng

Work with a partner: Look at the pictures

and take turn to talk about activities in the

countryside

Ex: 6 A man is plowing with his buffalo

Key:

1 A woman is watering vegetable

Students look at the pictures and realize the places

Then give answers

Teacher introduces the situation of the text about Lan’s penpal, Maryam visited her

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2 Three boys are swimming.

3 A woman is feeding chicken

4 Two women are harvesting the rice

5 A man is feeding pigs

7 A boy on the back of a buffalo is flying

a skii

8 Three boys are playing soccer

2 Listen and read:

Questions:

- How do you get to school ?

- What can you see on the way to your

school ?

Vocabulary:

- home village (n) - travel by ( exp)

- bamboo forest (n) - banyan tree (n)

- shine(n) - river bank (n)

Grammar:

a Past simple tense with ‘ wish’:

Ex: I wish I could visit your village

b adverb clause of the result:

Ex: Everyone felt tired and hungry so

they sat down under the tree

2 They got to the village by bus

3 The banyan tree is at the entrance to

by the past simple tense:

Teacher explains how to use “ used to”.Students notice teacher’s explaination

Then give answers

Educate students to love activities in the countryside

V Homework:

- Read the passage

- prepare ‘ speak’

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UNIT 3: A TRIP TO THE COUNTRYSIDE LESSON 3: SPEAK

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- Talk about clothing people wear

- Ask for and give information in the countryside

- Educate students to love activities in the countryside

a Grammar: Wh- questions; How far ?; How long…?

b Vocabulary: To the south/ north/west/east.

3.Techniques: Guessing; matching; brainstorming; eliciting.

- Can you tell us about your village ?

- Are there any places to travel ?

- Does your village have rivers/lakes…?

a Read the questions Then play the

role of A and B, ask and answer about

your partner’s village using the

information in the boxes.

Example:

A Where is your home village ?

B It’s to the west of the city ? And

what about you ?

A It’s to the south of the city

B How far is it from the city ?

A It’s about 30 kilometers

B ………

b Now ask and answer about your real

home village If you do not have a

home village, make up information

similar to the box A or B.

Suggested ideas

Teacher explains the task and introduce the situation by asking some questions.Students listen and give answers

Students find out some new words and guess the meaning of them

Students repeat vocabulary after the teacher in chorus and in individual

Students practice with their partner Then give the keys

Students find out some new words

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- To the north of Kontum town.

- 60 kilometers from the town

- Travel by bus/ motorbike/ bicycle

Talk about village fair, relatives,

children’s game, interesting places

Teacher elicits if students have some sggested ideas

Students practice with their partners in front of the class

- Students were weak in listening

- Teacher should separate parts to help students listen easier

Week: 9 Date of teaching:…

UNIT 3: A TRIP TO THE COUNTRYSIDE LESSON 4: LISTEN

- Listen to the trip to Ba’s Village Match the places on the bus route write the letters on the map

- Educate students how to show the way

- Listen specific information and realize clothes

b.

Grammar : past simple tense.

b Vocabulary: gas station, fuel, Dragon Bridge, pond, highway, parking lot.

3 Techniques: Guessing; brainstorming; eliciting.

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II While – Listening

Guiding questions to find places

What makes cars work ?

Is there a store beside a pond ?

Is there a parking lot near a banyan tree

Teacher sets situation by question

Students practice with a partner

Teacher elicits students how to answerStudents give the answers

Students practice the questions with their partners

Students look at the pictures in the book

to guess the meaning of the words

Students read new words in chorus and in individual

Students listen to the conversation again and find the clothes and shoes that Mary wore

Students crosscheck their answer Then give the answer in front of the class

Teacher explains how to play the game

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III Post – listening

Students’ description

- Teacher should separate parts to help students listen easier

UNIT 3: A TRIP TO THE COUNTRYSIDE LESSON 5: READ

- Scan the information and understand the content of the text about the life of an

exchange student in the USA

- Educate students to how to be acquainted with the life of an exchange student in

foreign countries

- Develop reading and speaking skills

a Grammar: Passive form( review).

b Vocabulary: exchange (n); till (prep); maize (n); hamburger (n); hot dog (n).

3 Techniques: Scan; brainstorming; eliciting; ask & answer; gap –filling.

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-Ex: Peter is the same age as Van

a Match the words in column A with

the words or groups of words in column

B having the same meaning

A B

-maize bring things together

-feed where people buy

food

and small things

-grocery story give food to eat

-part-time corn

- collect shorter or less than

standard time

2 Answer:

1 Ohio 2 farmer 3 works

past-timeat a grocery store 4 Peter

5 Sam 6 after 7 farm

8 they watch 9.baseball 10

member III Post –

Students listen to the questions and answer them

Students find and give example

Students scan the passage and find out the information to fill

Students match the words in column A with the words in column B

Students give the answer and match

Teacher explains the task of the exercise.Students practice with their partners and complete the summery

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a Who is going to the USA as an

exchange student ?

sts listen and answer the question

IV Consolidation.

- Remind language contents

- Educate students to be fond of countryside

V Homework:

- Write a passage about your countryside

- Do exercise on page 10 in the exercise book

- Students were weak in pronouncing some key deferent words

UNIT 3 A TRIP TO THE COUNTRYSIDE

LESSON 6: WRITE

- Write an argument to persuade readers to believe or do something

- Write an exposition of their own

- Educate students know how to write an argument to persuade readers to believe or do something

a Grammar:

Adverbs used in argument: Firstly; secondly; finally

Conjunction: Therefore; In conclution

b Vocabulary: be proud of(exp); bear one’s name (exp); feel equal in (exp)

5 Time: 45 minutes

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- How do you write an argument ?

- What languages do you use ?

1 Languages used in an argument:

* Introduction

-My opinion is/ I think …

Series of the argument:

- Firstly…/ secondly…/ finally…

Conclution:

Therefore/ In conclusion…

II While – writing:

a) Read the topic and Outline A Then

read the passage

Secondary school students should wear

uniforms

1 New words:

- be proud of(exp)

- bear one’s name (exp)

- feel equal in (exp)

b) Now write a paragraph of 100 –150

words But this time you support the

argument that secondary school students

should wear casual clothes Outline B

may help you

III/ Post – Writing

Choose the sample argument that

secondary school students should wear

casual clothes

to some questions

Students explains the ways to write an argument

Teacher elicits languages used to write an argument

Students read the language used in an argument

Students read the outline A more carefully

Teacher elicits some key words and phrases

Students read the model paragraph and answer the questions

Students crosscheck their writing and write them on the board

Students tell them and write the argument that secondary school students should wear casual clothes Outline B may help you

VI Homework:

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UNIT 6 THE ENVIRONMENT

LESSON 1,2: GETTING STARTED – LISTEN AND READ

1 Aims: At the end of the lesson, students will be able to : Persuade everyone

and reading about the work of a group of conservationists and listening for details

to complete the notes

- Educate students about the environment

a Grammar: Adjectives and adverbs

b Vocabulary: (n) deforestation; garbage dump; dynamite fishing; spaying pesticides;

sewage; rock (adj) disappointed

3 Techniques: Eliciting; guessing; scan; pairs work, practical

5 Time: 45 minutes

6 Procedures:

Contents Methods

I Warm - up

Please, tell me some activities of a

environment in your countryside

II Presentation

1.Getting started:

a air pollution b spraying pesticides

c garbage dump d water pollution

e deforestation f dynamite fishing

Students look at the pictures and match these environmental problems to the pictures

Then give answers

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2 Listen and read:

-checking vocabulary about the

environment in their countryside

-Adjectives and adverbs

* ex: Don't worry I'm disappointed

that people have spoiled this area

a) Match the names in column A with

the tasks in column B.

1-f 2-e 3-b 4-a 5-c 6-d

b) Answer:

1.The speaker is Mr.Brown

2 The listeners are the volunteer

conservationists

3 They are on the beach

4 They are going to clean the beach

5 If they work hard today, they will

make the beach clean and beautiful again

soon

6 and 7 (students’ answer)

Sts answer about the environment in their countryside

Teacher introduces the situation of the text and introduce some new words

Students give some new words

Teacher read words and sts repeat

Students listen to the text again Then reread before the class

by the adjectives and adverbs

Teacher explains the exercise a) and ask them match the names in column A with the tasks in column B

Then give answers

Teacher asks students these questions.Students give answers

Educate students to love protect environment activities in the countryside

V Homework:

- Read the passage

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- prepare ‘ speak’.

………

Period:38 Date of planning:

UNIT 6: THE ENVIRONMENT

LESSON 3: SPEAK

1 Aims: At the end of the lesson, students will be able to practice speaking to persuade

People or their friends to protect the environment

- Educate students to protect the environment in their countryside

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- Develop reading and speaking skills.

a Grammar: Structure

I think you should…

Won’t you …

It would be better if you… (+ V.infi…)

Can I persuade you to…

Why don’t you…

Why not…

What / How about + V.ing

b Vocabulary: wrap, dissolve, trash onto, harm, instead, exhaust, fume 3.Techniques: Guessing; matching; brainstorming; eliciting.

- Can you tell us about your village ?

- Are there any places to travel ?

- Does your village have rivers/lakes…?

a Try to persuade your partner to do the

following things protect the

environment

* checking vocabulary

- wrap, dissolve, trash onto, harm,

instead, exhaust, fume

* Practice:

* Ex: A- I think it would be better if we

reuse and recycle bottles and cans

B- Why ?

A- Because bottles and can are

hard to dissolve, they will cause

pollution And if we reuse and recycle

T: explains the task and introduce the situation by asking some questions

Students listen and give answers

T: explains the task

Sts: find out some new words and guess the meaning of them

Sts: repeat vocabulary after the teacher in chorus and in individual

Sts: practice with their partner Then give the keys

T: corrects errors if necessary

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bottles and cans, we reduce garbage

That’s how we protect the environment

b Find possible answers to the ………

* Example: - How can we save paper ?

- Write on both sides of the paper

- Recycle used paper

c Now discuss with a partner the best

way to protect the environment

* Ex: +I think it would be better if we

recycle used paper

- How can we do that ? I think only

factory cans

+ What about writing on both sides of

the paper ? Everyone can do this

- Good idea! Let’s do that

III Post – speaking

T: explains the task, and have them the example

Sts: listen and practice with their partners T: elicits and have them the example

Sts: listen and practice with a partner T: corrects errors if necessary

T: elicits if students have some troubles and corrects errors if necessary

Sts: practice with their partners in front of the class

T: elicits if students have some troubles and corrects errors if necessary

IV consolidation

Remind languages to introduction

Teacher repeat the lesson

V Homework:

- Complete the exercise again

- Learn new languages to introduction by heart

- prepare ‘ listen’

- Do more the exercises in work book

- Students were weak in speaking

………

Period: 39 Date of planning:……… Week: 20 Date of teaching:………

UNIT 6: THE ENVIRONMENT

LESSON 4: LIS TEN

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I Aims: At the end of the lesson, students will be able to:

- Listen to the report on how our oceans are polluted Then complete the notes

- Educate students how to protect the environment

II Language contents

1 Grammar: past simple tense.

2 Vocabulary: sewage; spill; leak

III Techniques: Guessing; brainstorming; eliciting.

IV Teaching aids: Extra-board; textbook; chalk; tape; cassette.

V Time: 45 minutes

VI Procedures:

* Warm up – Select the activities that protect the environment check (v) or “ yes”

- Use banana tree leaves to swap food

- Throw the trash into the river

- Collect plastic bags, bottles, used paper

- Use motorbikes instead of public buses

- Don’t put garbage bins around the school yard

- On Saturday morning, collect the garbage

+ T: call some sts answer

- Secondly: garbage is…………

- Thirdly: …… come from ships at sea

- Next: Waste materials come from

factories

- Finally: Oil is washed from the land

III Post – listening

T: introduce the listen You are going to listen a text about how the ocean is polluted

Sts: listen to the teacher introduce

T: have them guess why is the ocean polluted

Sts: guess

T: write on the board

T: elicit new words and explain the meaning

T: let sts listen to the text twice

Sts: listen to the cassette twice

T: ask them to exchange with a partner.Sts: practice and exchange

T: call some sts to answer and correct if necessary

Sts: answers and write the answers in their exercise book

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T: ask sts to write why the ocean is polluted.

Sts: write and check with a partner

UNIT 6 : THE ENVIRONMENT

a Grammar: Conditional type 1

b Vocabulary: (n) junk yard; treasure; hedge; nonsense; foam

3 Techniques: matching; questions and answers; discussion; work in pair/ group

4 Teaching aids: Cassette; textbook and colorful chalk.

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a Match each word in column A to an

- 1 If the pollution goes on, the world

will end up like a second-hand junk

yard

- 2 The mother thinks other folk pollute

(are responsible for the pollution of ) the

environment but not her and her son

- 3 If the boy keeps on asking such

question, his mother will take him home

right away

- 4 No Because he is right, if he throws

the bottles that will be polluting the

woods

- 5 The poet wants us to learn that

everyone is responsible for keeping the

environment from pollution / stopping

pollution

Questions:

- What could you do in your school /

house to minimize pollution

a Who are the people in the poem?

- The mother and her son

b Where are they? – They are …

T: have sts listen to the cassette, find some new words and explain the meaning of new words

Sts: listen and find some new words and explaining the meaning

T: ask them read words

Sts: listen and repeat

T: have sts practice guessing the meaning of the words in column A with an appropriate explanation in column B

Sts practice with their partners and answer

T: call some sts answer before the class and check if necessary

Students read the poem again in silence and find out the information to answer the questions

Students give the answer

Students practice with their partners and complete

sts listen and answer the question

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