Giao An T-Anh9

Lesson Plan - English 9 August 15th, 2009 Period 1 REVISION A/ Aims: To compare the past simple and the present perfect To review comparative and superlative of adjectives B/ Objective: By the end of the lesson Ss will be able to distinguish the use of the past simple and the present perfect and make meaningful sentences using comparative and superlative adjectives. C/ Teaching aids: board and chalk D/ Procedure: 1/ Past simple Teacher Students  How do we form the past simple of ordinary verbs? → Form:  V-ed / V 2  T. writes down 5 example sentences on the board  S + didn’t + V(infinitive) and asks Ss to put the verbs in the past simple  Did + S + V(infinitive) a. I last (visit) Ha Long Bay in 2005. → Ss’ answers: visited b. Mai (see) Nam at school yesterday. saw c. Ba (not watch) TV last night. didn’t watch d. They (go) shopping 2 days ago. went e. We (start) learning English in 2006. started  When do we use the past simple? → To talk about a completed action in the past with a definite time.  T. asks Ss to copy the example sentences in their notebooks. 2/ Present perfect  How do we form the present perfect? → Form:  have/has + P.P (V-ed/ V 3 ) a. I (visit) Ha Long Bay twice. → Ss’ answers: have visited b. Mai (see) Nam recently. has seen c. I (not finish) my homework yet. haven’t finished d. Ba isn’t here. He (go) to work. has gone e. We (learn) English since 2006. have learned  When do we use the present perfect? Ss: → To talk about a completed action in the past with indefinite time. → To talk about an action that began in the past and continues in the present. (Use with since, for, how long) 3/ Comparative of adjectives  T. puts these words on the board and asks Ss to copy safe / dangerous / expensive / cheap The country clean / polluted / boring / exciting the country quiet / noisy / crowded / busy / modern  T. divides Ss into 2 teams and asks them to make sentences comparing the country with the city. Examples: - The country is safer than the city. - The city is more dangerous than the country.  T. reminds Ss how to form comparatives (short adjective + ER; MORE + long adjective) 4/ Superlative of adjectives  T. puts these adjectives on the board: tall, short, generous, mean, fat, thin, heavy, light fast, slow, beautiful/handsome, intelligent  T. elicits the examples: (S 1 ) - I’m the tallest in the class. (S 2 ) - No. You’re the shortest in the class.  T. divides Ss into 2 teams and asks them to make sentences like the examples.  T. reminds Ss how to form superlatives (short adjective + EST; THE MOST + long adjective) 5/ Homework - Name the pictures on page 6 - Read the text about Maryam’s visit to Ha Noi and answer the question: What places did she visit? ________________________________________________________________ 1 Lesson Plan - English 9 Period 2 Unit 1: A VISIT FROM A PEN PAL Lesson 1: Getting started + Listen and read (page 6,7) A/ Aims: To present the activities that Lan and her Malaysian pen pal did when she came to visit Lan in Ha Noi. B/ Objective: By the end of the lesson Ss will be able to talk about what Lan and her Malaysian pen pal, Maryam did during her visit to Ha Noi. C/ Language contents: - Vocab: words relating to places of interest or tourist attractions. - Grammar: "wish + past simple" - Pronunciation: mosque, mausoleum, atmosphere D/ Teaching aids: textbook, pictures from textbook, tape and cassette player. E/ Procedure: I/ Getting started • T. sets the scene: Imagine you have a foreign pen pal coming to stay with you for a week What activities would you do during his/her visit? (Where would you like to take him/her to?) - T. elicits: Would you like to take him/her to Bai Rang beach? or to Hoi An ancient town? • T. asks Ss to look at the pictures, and elicits the places: a) the Temple of King Hung b) the Temple of Literature c) Dong Xuan market, d) the History Museum e) a food stall (a restaurant) f) The President’s Palace • T. elicits the model exchange and copies the sentences on the board. (choral repetition) A: I'd like to take him/her to (Dong Xuan market). We'll (do some shopping there). B: - I agree with you. I think she( is interested in Vietnamese markets/ likes shopping)). - No. I don't think so. I think we should take him/her to (the History Museum). I believe she likes (visiting museums). • T. organizes Ss to work in groups of four. II/ Listen and read • Pre-teach vocab (words/expressions) - to correspond = to write to each other - to pray: cầu nguyện - to be impressed: có ấn tượng - to wish: mong ước - a mosque: nhà thờ Hồi giáo - to depend : lệ thuộc, tùy thuộc - the atmosphere: không khí (buổi lễ, cuộc họp) - to keep in touch: giữ liên lạc • T. sets the scene by saying: “You are going to read about the activities Lan and her Malaysian pen pal did when she visited Lan. • Ss open their books, read and listen to the tape or to the teacher reading the text. • T. runs through the multiple choice questions (areas for recreation, a place of worship). Then give Ss 3 minutes to read the text silently and do the exercise (individuals → pair-compare) • Feedback → answer key: 1C 2B 3D 4B (T. asks Ss to give reasons for their choices) • T. asks Ss the question: What places did Maryam visit when she was in Ha Noi? (→ Key: Hoan Kiem Lake, Ho Chi Minh Mausoleum, the History Museum, the Temple of Literature and the mosque on Hang Luoc street) * Grammar notes: S + wish + S + V(past simple) Lan: "I wish you had a longer vacation." Maryam: "I wish I had more time to get to know your beautiful better." - What is the verb form in the sentences with "wish"? (Past simple) - Does Lan talk about a present or past situation? (Present) - When do we use structure with “wish + past simple”? ( → To make a wish about a present situation - contrary to fact in the present) • T. elicits some more example from Ss: - You don’t have a computer. What do you wish? → I wish I had a computer. 3/ Homework - Prepare the next lesson: Speak (Match and order lines in a conversation) 2 Lesson Plan - English 9 Period 3 Unit 1: A VISIT FROM A PEN PAL Lesson 2: Speak + Listen (page 8) A/ Aims: Make and respond to introduction. Listen for specific information. B/ Objective: By the end of the lesson Ss will be able to make up similar conversations to respond to introduction and choose the right picture. C/ Teaching aids: Textbook, strips of paper with lines of the dialogue, pictures from textbook, D/ Procedure: ▪ Checking up: Question: What places did Maryam and Lan visit when she was in Ha Noi? I/ SPEAK ▪ Pre-speaking (Exercise a) Ss work in pairs (Ordering and matching the lines of the dialogue) 1. Hello. You must be Maryam. a. The two cities are the same in some ways. 2. Do you live in a city, too? b. That’s right I am. 3. No. Is it very far from Ha Noi? c. Yes. I live in Kuala Lumpur. Have you been there? 4. Yes, I am. Are you enjoying your d. Pleased to meet you, Nga. Are you one of stay in Viet Nam? Lan’s classmates? 5. Please to meet you. Let me introduce e. Oh yes, very much. Vietnamese people are very myself. I’m Nga. friendly and Ha Noi is a very interesting city. 6. I see. Oh! Here’s Lan. Let’s go. - T. gives feedback (1-b, 5-d, 4-e, 2-c, 3-a, 6) → Ss practice the dialogue in pairs ▪ While-speaking (Exercise b) - Ss work in pair using the cues to make similar dialogues. - Ask two pairs of Ss to take turn to play roles (open pairs) as models - Organize Ss to practice in closed pairs (Weak Ss can the open dialogue to substitute the information when practice speaking) S1: Hello. You must be (1. Yoko / Paul / Jane). S2: That's right, I am. S1: Pleased to meet you. Let me introduce myself. I'm ______. S2: Pleased to meet you, too. S1: Are you enjoying your stay in Viet Nam? S2: Oh yes, very much. (2. I like Vietnamese people and I love old cities in VN)./ I love .) S1: Do you live in a city, too? S2: Yes, I live in (3. Tokyo, Japan/ Liverpool, England/ Perth, Australia). Have you been there? S1: No. Is it very different from (Ha Noi/ Da Nang/ Hue)? S2: Yes. It is (4. a busy big capital city/ an industrial city to the north of England/ a quiet town). S1: I see. Oh! here's Maryam. Let's go. Note: T. should encourages strong Ss to use comparative adjectives when talking about the two cities (quieter, smaller, busier, older, more modern, more interesting .) II/ LISTEN ▪ Pre-listening  Words and expressions: - Ocean Drive :Đường Ocean - I'd rather . Tôi muốn/thích .  Ask Ss to look at the 6 pictures on page 9 and distinguish each pair of pictures by asking them: - Where do you see picture a1, a2 (in a zoo, in a park)? / What does each sign mean? - What is the difference between the two buses? (They have 2 different numbers: 103 / 130) - Are hamburgers Mexican food or American food?  T. sets the scene: Tim Jones’s Mexican pen pal, Carlo, is visiting the USA. Carlo and Tim are walking through the park to the bus stop. They want to catch a bus to a restaurant.  Instructions for listening task: Listen and check the correct pictures in each pair. ▪ While-listening  T. plays the tape (reads the tapescript); Ss listen to the tape for the first time. 3 Lesson Plan - English 9  Ss check () the correct pictures (individuals → pair-compare).  T. collects Ss’ answers and write them down on the board  Ss listen for the second or third time. (If necessary)  T. gets feedback and gives Ss the key: a)1 b)2 c)2 E/ Homework:  Use the information given in Exercise b) page 8 to write about one of Maryam's friends. (Group 1 write about Yoko, group 2 - Paul, groups 3,4 - Jane)  Prepare the next lesson: READ August 21st, 2009 Period 4 Unit 1: A VISIT FROM A PEN PAL Lesson 4: Read (P. 9, 10) A/ Aims: Reading the text for details B/ Objective: By the end of the lesson Ss will be able to talk about the country of Malaysia. C/ Teaching aids: textbook, map of Malaysia (from textbook). D/ Procedure: • Checking up: Ss retell the story of Tim Jones and Carlo they have listen in listening task • Pre-reading ▪ Pre-teach vocab: sq km = square kilometer (km 2 ) currency (n): tiền tệ → unit of currency: đơn vị tiền tệ to comprise: bao gồm population (n): dân số an area (n): diện tích religion (n): tôn giáo climate (n) khí hậu compulsory (adj) : bắt buộc official (adj) chính thức primary language = official language: ngôn ngữ chính language of instruction: ngôn ngữ sử dụng trong giảng dạy ▪ Pre-questions: a) Where is Malaysia? (It's in southeast Asia) b) Is it a member country of ASEAN? (Yes, it is.) c) What is its capital city? (Kuala Lumpur)  Ss work in pairs to discuss the questions  Feedback (T. copies Ss’ answers on the board or leaves the answer blank if Ss have no ideas) • While-reading  Ss read the text and check their answers.  T. gets feedback → Key: a) in South East Asia. b) Yes, it is. c) Kuala Lumpur d) Bahasa Malaysia (Malay), English, Chinese, Tamil  Exercise a: (Gap fill) Ss read the text and fill in the table. (individuals → pair-compare)  T. gets feedback → Key: 1. 329,758 km 2 5. Kuala Lumpur 2. over 22 million 6. Islam 3. tropical climate 7. Bahasa Malaysia 4. ringgit (consisting of 100 sen) 8. English  Exercise b: (True/False statements)  T. runs through the statements → Ss work individually → pair-compare  Feedback → Key: 1. T 2. F (There are more than two religions) 3. F (English, Chinese and Tamil are also widely spoken) 4. F (One of the three: Malay, Chinese, Tamil) 5. F (English is a compulsory second language, not primary language of instructions) • Post-reading → (Homework) E/ Homework: Make questions to ask and answer about Malaysia (the information in Exercise a) Examples: Where is Malaysia? / What is the (capital / area / population .) of Malaysia? What is the official religion? - Prepare the next lesson: WRITE. _____________________________________________________________________ 4 Lesson Plan - English 9 August 23rd, 2009 Period 5 Unit 1: A VISIT FROM A PEN PAL Lesson 5: Write (P. 11) A/ Aims: Write a personal letter to family B/ Objective: By the end of the lesson Ss will be able to complete the letter telling their family about the place they’re visiting. C/ Teaching aids: textbook, poster (for guided writing) D/ Procedure: • Warm up/checking up: (Role play) Ask some pairs of Ss to ask and answer the questions about Malaysia (location, capital, area, population, unit of currency, language .) • Pre-writing  T’s presentation: Imagine you’re visiting your relatives or friends in another town/city of Vietnam (Hoi An, Da nang, Hue, Nha Trang .). Write a letter to your family.  Get Ss to read and study the Outline of the letter (p. 11). Then ask them the questions: + How many paragraphs are you going to write? (3) + What do you write about in the first paragraph? - The time and the date you arrived at the bus stop/ train station - The person(s) took you home. + What verb form do you use in the first paragraph? (Past simple) + What do you write about in the second paragraph? (Ss read the Outline and give the answer) + What verb form do you use in the second paragraph? (present perfect and past simple) + What do you write about in the third paragraph? (Ss read the Outline and give the answers) + What verb form do you use in this paragraph? (present simple and simple future with “will”)  T. asks Ss: “How do we begin a letter?” → (The writer's address; the date; greeting: Dear ,) and “How do we end a letter?” → (With love, / signature).  T. gives Ss 15 minutes to write the letter * For weak Ss, T can design a writing task like a guided sentence building exercise and put it on a poster. Address: Date Dear Mom and Dad, 1. I arrive/ Hue train station/ 4PM/ Tuesday 2. Uncle Quan/ meet me/ the station and he/ me home/ motorbike. 3. I/ visit/ some places of interest/ Hue like the Citadel, Thien Mu Pagoda. 4. I/ go boating with Uncle Quan twice/ the Huong River. 5. I/ meet/ many interesting people here. 6. The food/ Hue/ be delicious and it/ not very expensive. 7. Yesterday aunt Mai/ take me/ Dong Ba market and I buy/ some souvenirs. 8. Tomorrow we/ go / Minh Mang Temple. 9. I/ feel very happy here/ because the people / be / friendly and there/ many things / see 10. I/ return home/ Monday 7th. Please pick/ at / train station. See you in 3 three days. Love, • While-Writing  Ss write the letter as directed  T monitors. • Post-Writing  Ss share or compare their writing and correct the mistakes with each other.  T. marks some Ss' writing E/ Homework: Prepare the next lesson: Language Focus (p.11, 12) 5 Lesson Plan - English 9 Period 6 Unit 1: A VISIT FROM A PEN PAL Lesson 6: Language Focus (P. 11, 12) A/ Aims: Revision of the past simple and practise expressing wishes. B/ Objective: By the end of the lesson Ss will be able to use the past simple to talk about activities in the past and to express wishes. C/ Teaching aids: textbook, pictures (from textbook) D/ Procedure: • Revision: The past simple of irregular verbs  T. writes the following verbs on the board (buy, make, hang, go, have, draw, see, know).  Divide the class into two teams. Then ask Ss of two teams to run to the board and write the past simple form of the verbs as quickly as possible.  Give feedback and decide the winning team. (or gives Ss marks) buy → (bought) have → (had) see → (saw) make → (make) draw → (drew) know → (knew) hang → (hung) go → (went) * Exercise 1 (p. 11)  Ss work in pairs to look at the table, ask and answer questions about what each person did on the weekend  T. ask Ss to read the model exchange. Notice 2 question words: What did do? / When .?  T. briefly explain the use of the past simple: (Why is the past simple used in the questions and answers? → To talk about past time (last weekend’s activities)  Elicit the answer to Nga, Lan and Nam’s activities: Concert → . went to (see) a concert called “Hanoi singers” Camp - Y&Y→ . went camping with Y&Y Soccer match → . went to (see) a soccer match between Dong Thap and The Cong  Ss work in open pairs (as model) → closed pairs; T. monitors * Exercise 2 (p. 12): Write the things Lan and her friends did to prepare for the farewell party  Scene setting: Lan and her friends are having a farewell party for Maryam. Yesterday they did the preparation for today’s party.  Ask Ss to look at the box and match a verb with a phrase. (Ss work in pairs → Feedback)  Then ask Ss to look at the 5 pictures and name the person(s) in each picture  Mai  Nam  Lan  Minh  Lan and Thu  Get Ss to write who did what, (use the past simple) Example:  Mai made a cake.  Ss work in pairs → Feedback → Key  Nam hung colorful lamps on the wall.  Minh painted a picture of Hanoi.  Lan bought (some) flowers.  Lan and Thu went shopping. * Exercise 3 (p. 12): Make wishes  T. gives instructions and asks SS to read situation a) and the example You are not very tall. → I wish I were taller.  Ask Ss what verb form is used in sentence with wish (past simple; with “be” we use were)  Ss work in pairs for the next sentences (b-i)  T. gives feedback (orally or get Ss to write their answers on the board) and corrects Key: b) I wish I were in the swimming pool (now). c) I wish I had a computer. d) I wish I lived near / closed to school = I wish I didn’t live very far from school. e) I wish I had a sister. f) I wish I drew well. g) I wish I had my friend’s phone number. h) I wish I knew many friends. i) I wish there were (some) rivers and lakes in my hometown. E/ Homework: - Answer the question: What did you do yesterday (morning/afternoon)? - Prepare the next lesson: Unit 2 (Getting started + Listen and read) 6 Lesson Plan - English 9 August 31st, 2009 Period 7 Unit 2: CLOTHING Lesson 1: Getting started + Listen and read (page 13,14) A/ Aims: - To introduce the ao dai, the traditional dress of Vietnamese women. - To revise the present perfect tense and the passive form B/ Objective: By the end of the lesson Ss will be able to use the information from the passage and complete the sentences about the ao dai. C/ Language contents: - Vocab: words relating to the ao dai and clothing - Grammar: Revision of the present perfect and the passive form D/ Teaching aids: textbook, pictures from textbook E/ Procedure: I/ Getting started (p. 13)  Ss work in pairs to decide where each person comes from. Example: "Where does the woman in picture (a) come from?" → She comes from Japan.  T. elicits the answers by telling Ss to look at the dress each person is wearing. * Anticipated problems: Ss may ask T. about some kinds of clothes kilt: a knee-length skirt worn by Scottish men as part of traditional dress kimono: (traditional dress of Indian women) / sari: (traditional dress of Indian women ) veil: khăn che mặt  Feedback (T. may ask Ss: How do you know he/she comes from .) Key: b) She comes from Vietnam. c) He comes from Scotland. d) She comes from India. e) He comes from the USA. f) She come from Saudi Arabia. (or an Islamic country) II/ Listen and read  Pre-teach vocab - (a) poet: nhà thơ - convenient (adj) - (a) poem: bài thơ - fashion (n) → fashionable - poetry (n): thơ ca - design (v/n) - (to) consist of: gồm - ethnic minorities: dân tộc thiểu số - (to) slit - slit - slit: xẻ dọc - symbol (n): biểu tượng - inspiration (n): nguồn cảm hứng - pattern (n)  T. sets the scene: T. asks: “What is the traditional dress of Vietnamese women?” (Ss answer: The ao dai). T says: “Yes. Today you are going to read about the ao dai - the traditional dress of Vietnamese women.”  Ss read and listen to the tape or to the T. reading the passage.  T. explains the requirements of exercise a/ p.14 (Gap fill). Ss to read the text silently and do it. (Ss work individually. Then compare the answers with their partners)  T. gives feedback to the whole class. Key: 1. . poems, novels and songs. 2. . long tunic that is slit on the sides worn over loose pants. 4. . lines of poetry on it. 3. . to wear modern clothing at work. 5. . symbols such as suns, stars, crosses and stripes.  Ss read the text again and do exercise b)/p.14 (Answers) (note: the majority ≠ the minority) (Ss work individually. Then compare the answers with their partners)  Feedback → Key: 1. Traditionally, men and women used to wear the ao dai. 2. Because it is more convenient. 3. They have printed lines of poetry on it or added symbols such as suns, stars, crosses and stripes to the ao dai. * Notes (Language review) 1. The present perfect (Examples from the text: have mentioned; have printed . → form, uses) 2. The passive form (Examples from the text: is/was worn → form, use) F/ Homework - Prepare the next lesson: SPEAK 7 Lesson Plan - English 9 September 10th, 2009 Period 8 Unit 2: CLOTHING Lesson 2: Speak (page 15) A/ Aims: Practice speaking about Ss’ favorite clothes. B/ Objective: By the end of the lesson Ss will be able to talk about the clothes they usually wear. C/ Teaching aids: Textbook, pictures from textbook D/ Procedure: I/ Pre-speaking  Exercise a)/page 14:  T. runs through the words → Notes: short-sleeved (adj) ≠ long sleeved; sleeveless (adj): không có tay a shirt: áo sơ mi; a T-shirt: áo thun, áp pull pants (n) quần tây; shorts (n) quần soóc faded (adj) bạc màu; plaid (adj) sọc ca rô; striped /straipt/ (adj) kẻ sọc; plain (adj) trơn (không carô, không sọc)  Ss do the task individually (Matching the phrases to the pictures)  Ss compare their answers with a partner  T. gives feedback to the whole class Key: a) a colorful T-shirt b) a sleeveless sweater c) a striped shirt d) a plain suit e) faded jeans f) a short-sleeved blouse g) baggy pants h) a plaid skirt i) blue shorts  Ss practise saying the phrases (choral → individual repetition) II/ While-speaking  T. gives instructions for exercise b)/page 15  T. asks Ss to look at the questions in the box and elicits some more questions to make up a questionnaire: (Notes: “casual clothes”: quần áo giản dị, bình thường) 1. What do you usually wear on the weekend? 2. Why do you wear them? 3. What’s your favorite type of clothing? (→ My favorite type of clothing is . or I like ) 4. Do you wear a uniform when you are at school? 5. What color is your school uniform? 6. What do you usually wear on your birthday? 7. What do you usually wear when you go camping or go for a picnic?  Ss work individually to prepare the answers.  T. organize Ss into groups of 8 students and get them to ask the questions and make notes of their friends' answers to the questions 1, 2, 3, 6, 7. (Make a survey)  T. models → Ask one or two pairs of Ss do the modeling.  Give Ss enough time to work with their groups. ▪ T. gives instructions for exercise c)/page 16 (Report the results of the survey) ▪ Ss look at the examples and do the same. ▪ Ask one or two Ss to model first ▪ Ask one Ss from each group to report the result to the whole class. III/ Post-speaking - Ss write the report of the survey in their notebooks. * Homework: - Do exercises 3, 4 /p.15 (Workbook) - Describe the clothes in LISTEN (page 16) _____________________________________________________________________ 8 Lesson Plan - English 9 Period 9 Unit 2: CLOTHING Lesson 3: Listen (P. 16) + Exercise 1 (P. 19) A/ Aims: - Practice listening for details - Review the present perfect with since and for. B/ Objective: By the end of the lesson Ss will be able to describe the missing girl. C/ Teaching aids: Textbook, pictures from textbook D/ Procedure: Checking up: - Have 2 Ss ask and answer the questions about the clothes they usually wear and their favorite type of clothing. • Listening Pre-listening  Pre-teach vocab to be missing = to get lost: bị lạc, mất tích entrance (n): lối vào fair (n): hội chợ a pair (of sandals/ shoes/ boots .): đôi san-đanh, giày . the information desk: bàn thông báo  Scene setting: A little girl gets lost near the entrance to the Car Fair.  T. runs through the pictures by pointing to each item in the picture asking: “What is this/ are these?” → Ss answer  Prediction: Ss look at the pictures (p. 16) and guess what clothes/shoes the girl is wearing. (Ss work individually → Compare their answers with a partner)  T. collects Ss’ answers and writes on the board. While-listening 1) Ss listen and check their prediction (→ compare their answers with a partner)  T. gets feedback from the Ss → Key: a) B (blue shorts) b) A ( a long-sleeved white blouse) c) C ( brown shoes) 2) Ss listen and answer the questions (individually → pair-compare) a. How old is the girl? (She is three years old.) b. Where does she get lost? (She gets lost ear the entrance to the car fair.) c. What color is her hair? (She has dark hair./ Her hair is dark.) d. What is she carrying? (She may be carrying a large doll.) e. Where is her father waiting for her? (Her father is waiting for her at the information desk)  Feedback → Key Post-listening Ss describe the missing girl. (Use the information they’ve heard in tasks 1 and 2) Ss begin with: A little girl called Mary gets lost near the entrance to the Car Fair. She • Exercise 1 (p.19, 20): Compare the present perfect with the past simple  Ask Ss to read and listen to the dialogue (read by the teacher) on page 19 .  Ask Ss to identify the examples of the present perfect and the past simple in the dialogue and ask them why they are used. Present simple Past simple - How long have you known her? - I’ve known her for six years. - Have you seen her recently? - No. I haven’t seen her since 2003. * To talk about an action or state that began in the past and continues to present. - She moved to HCM City with her family then. * To talk about a complete action with a definite time.  Ss work in pairs, using the information given in the table to make similar dialogues  Open pair → closed pair * Homework: - Prepare the next lesson (Read/p.17) ____________________________________________________________ 9 Lesson Plan - English 9 September 14th, 2009 Period 10 Unit 2: CLOTHING Lesson 4: Read (page 17) A/ Aims: Reading the text for details. B/ Objective: By the end of the lesson Ss will be able to answer the questions about jeans. C/ Teaching aids: Textbook, pictures from textbook D/ Procedure: Checking up: Ss retell the story of the missing girl (name; age; where/got lost; what/wearing .) I/ Pre-reading • Vocab: to wear out: sờn, mòn embroidered (pp = adj): được thêu style (n) : kiểu dáng high fashion clothing: thời trang cao cấp to sell → sale (n) : việc bán ra (số lượng bán ra) economic situation: tình hình kinh tế (be) out of fashion : lỗi thời (≠ fashionable) (be) fond of : thích • Scene setting and leading questions: T. says: Today we’re going to read a text about jeans. Do you like wearing jeans? • T. asks: What do you want to know about jeans? (Ss answer) - Where were jeans first made, in America or in Europe? - What material was jean cloth made from? - Who loves wearing jeans? II/ While-reading • Ask Ss to read the text and find the answers to the questions Key: - in Europe - cotton - Workers/ University students/ young generation • Ask Ss to read the text and fill in the missing dates and words (Exercise a /p.17) (Ss work individually → compare their answers with a partner) • T. get feedback and gives Ss the key 1. 18th century . jean cloth . 2. 1960s . students . 3. 1970s . cheaper . 4. 1980s . fashion . 5. 1990s . sale . • T. runs through the questions in Exercise b /p.17 • Ask Ss to work in pairs to find the answer to the questions • T. get feedback and gives Ss the key 1. The word jeans come from a kind of material that was made in Europe. 2. The 1960s’ fashions were embroidered jeans, painted jeans and so on. 3. Because they became cheaper. 4. Jeans at last became high fashion clothing in the 1980s. 5. Because the worldwide economic situation got worse in the 1990s. III/ Post-reading (Discussion) • Ask Ss to work in groups to discuss the questions: 1. Do you like wearing jeans? Why/Why not? 2. What type of jeans do you love wearing? 3. Do you think jeans are in fashion now? • T. walks around the class to monitor * Homework: - Write down what you have discussed in your notebooks. - Prepare the next lesson (Write/p.17) 10 [...]... the examples for this exercise a) A: Tuan likes news, doesn't he ? B: Yes, he does b) A: Mai and Anh don't like news, do they ? B: No, they don't  Ss work in pairs to make the dialogues (In order to make the task controlled, T should give Ss the word cues) Tuan / movies Tuan / music Mai / games Tuan and Anh / cartoons Mai / movies Hanh / music Anh / games Hanh and Mai / cartoons 2/ Gerund  T reminds... Kien Thuc Ngay Nay is one of the most popular magazines and is widely read by both teenagers and adults 3 People can get the latest information and enjoy interesting programs in an inexpensive and convenient way 4 (Ss' answer) Notice the difference between: What kinds of magazines and newspapers and What/Which magazines and newspapers 5 (Ss' answer) * Notes: Gerund (V-ing) follows some verbs: love,... Interviewer : Hello, Van Can I ask you a few questions? Van : Yes, certainly Interviewer : do you come from? Van : I come from but I’m living in the state of , USA Interviewer : What do you do there? Van : an exchange student Interviewer : Who are you living with? Van : Interviewer : That sounds interesting Do they have any children? Van : Yes, two sons, Peter and Sam Interviewer... for each correct answer 1B 2A 3B 4C 5C 6A 7C 8A9B 10A 11A 12B II/ Reading (3,0 marks): 0,5 mark for each correct answer 1 Thailand is (located) in southeastern Asia 4 The unit of currency of Thailand is Baht 2 (The area of Thailand is) 513,115 sq km 5 The official language of Thailand is Thai 3 No, it isn’t (It is smaller.) 6 The national religion of Thailand is Buddhist III/ Sentence transformation (1,5... I don’t think so Let’s go to Brisbane Institute of English in Australia We can stay with an Australian family and we can practice more English • Australia is quite close to VN and we can enjoy beautiful scenery  While-Speaking • Ss work in groups of three to play the roles of Thu, Tam and Kim and talk to one another • T monitors • T asks some groups of Ss to perform in front of the class E/ Homework:... school and university c) She work for a national bank in Ha Noi d) She needs to improve her writing e) Her listening is excellent f) She hope she can talk to people from all over the world and understand her favorite English songs Check - Ss predict and compare with their partners - T collects Ss’ answers  While-Listening  (First and second listening) Ss listen and check... check their prediction  T gets feedback and gives answer key: a)T b)T c)F d)T e)F f)T  Ss listen again and correct the false statements Correcting: c) She works for an international bank in Hanoi f) Her listening is terrible  Listen again and answer two questions: 1/ Why does Nga need to improve her writing? 2/ What is her biggest problem?  T gets feedback and gives Ss the key: 1/ Because sometimes... about Ba and Liz's trip to the countryside • Ask Ss to open their books, read and listen to the tape or to the T (reading the text) • Ss silently read the text and do Exercise a (True/False)/p.23 (Individual work → pair compare) • T gets feedback and gives Ss the key: 1.F (a day trip) 4.F (under the banyan tree) 7.T 2.T 5.T 8.F (took a lot of photos) 3.F (a big banyan tree) 6.F (the river bank) 9.T...  T collects Ss’ answers and gives feedback → Key 1/ to get information and to communicate with her friends and relatives 2/ Because she lives in the countryside, where the Internet is unavailable 3/ for education, communication, entertainment and commerce  T runs through the next 2 questions  Ss read the passages and find the answers (individual work)  T collects Ss’ answers and gives feedback... entertainment and commerce 5/ Yes There are some disadvantages: The Internet is time-consuming, costly, dangerous because of viruses and bad programs ▪ Post-Reading  T runs through questions 6, 7; → Ss answer the questions (Let Ss answer questions 6, 7 at home if there is not enough time in the class) E/ Homework - Finish your answer to questions 6, 7 - Remember the benefits and disadvantages of the . banyan tree) 6.F (the river bank) 9.T • Ss read the text again and do Exercise b (Answer the questions) / p.23 (Ss work in pairs) • T. gets feedback and. (S1: Interviewer; S2: Van) to ask Van about his life in the USA. - T. asks 2 Ss to ask and answer the question about Van. Cues: What/ Van/ do? Where/ he/ living?