Teacher prepares two posters, one poster write words and the other is picture, hangs them on the board and asks students to match them (students can work in groups of 4 or 5)... Words [r]
(1)UNIT 1: A VISIT FROM A PENPAL I.Aims.
Học sinh có thể:
- Đọc lấy thơng tin quốc gia
- Tự giới thiệu thân đáp lại lời giới thiệu người khác - Nghe chọ trnh theo nội dung
- Viết thư kể việc thăm họ hàng / bạn bè nơi xa
II/ Teaching aids: Text books, cassette recorder, posters, pictures, word cues.
III/ Procedure: There are lessons Lesson 1: Getting started- Listen and read Lesson 2: : Speak
Lesson : Listen Lesson 4: Read Lesson 5: Write
Lesson 6: Language focus
Date of preparing : 15/8/2011 Period 1
UNIT 1: A VISIT FROM A PENPAL
LESSON1: GETTING STARTED-LISTEN AND READ
A.Objectives:
By the end of the lesson students will be able to read the text for details bout the visit of Lan 'sfriends
* Language contents :
1 Vocabulary :
- corres pond - a mosque
- To be impressed by - To pray
2 Grammar: past simple with wish 3 Skills : reading, speaking, writing
B Teaching aids: Textbook English 9, colored chalks, pictures, poster C Methods: Matching, ROR
D Contents I : Organization
Class Date of teaching Absent ss:
9D 18/8/2011
9E 18/8/2011
II: Warmer : Matching ( Getting started)
(2)- T writes the names in Vietnamese beside each picture in one column and English words in the other on- Ss match English words with Vietnamese words invidually - Ss work in pairs and compare with a parner.e
- T gives feedback
A B
a Đền Hùng 1 Dong Xuan market
b Văn Miếu 2 Foodstall
c Chợ Đồng Xuân 3 Hung Temple
d Viện bảo tàng lịch sử 4 The Temple of Literature
e Quán ăn 5 National theater
f Nhà hát lớn 6 History Museum
- T gives instructions: Now a foreign friend is coming to stay with you for a week What activities would you during the visit?
- SS : I will take her to visit The temple of literature………… We will eat delicious food in the foodstall
- gets feedback
- T introduces the lesson: Today you are going to learn a text about Lan’s pen pal and her visit to Viet Nam
III : New lesson:
Teacher’s and students’ activities Content I.Pre – reading :
1 Pre teach
(explanation ) (explanation ) (translation) (mime) Check: ROR 2.Open prediction. * Set the sence
Lan’s pen pal – Maryam from Malaysia
Who’s this ? ss : Lan’s pen pal What’s her name ? ss: Maryam Where is she from ? ss: Malaysia T says : Lan’s pen pal came to visit her in Ha Noi Now I want you to guess the places she visited
Check : what are you going to ? ss:Guess
- T collects ss’ Ideas
II- While reading
1 Checking predictions
- T asks ss to read the text on page – then check their prediction, then add
I Vocabulary
- To corres pond / trao đổi thư tín - a mosque : nhà thờ hồi giáo
- To be impressed by : ấn tượng - To pray : cầu nguyện
Answer key
Hoan Kiem Lake
Ho Chi Minh’s mausoluem The History Museum The Temple of Literature
(3)more information - T check
T collect ss’ Ideas then corred with whole class
2 Multiple choice
-T asks ss to look at exercise on page - T asks ss some questions:
How many sentences are there ? Are they completed ?
How many correct option you choose to complete a sentence ?
Let ss run through exercises - T asks ss to read the text again to
choose the correct option to complete the sentences on page
- T colects ss’ Ideas by asking them to go to the board to write the answer one by one
3 Model sentence
What did Lan say to Maryam at the end of the week?
I wish you had a longer vacation got
? How many clauses are there? (2) In the clause what is the verb? ( had) ? What tense is used for the verb in clause 2? ( past )
? Does the clause express an action in the past? ( No)
? Is lan’ wish real at the present? ( No ) - It ‘s the wish sentence at the present Form: S + wish + S + V-ed/C2
Use: to express a wish
III Post reading
- T asks ss to use the model sentences to write the sentence
a You can not swim
b You don’t have many friends c Your house is small
d You sing badly
e You don’t know how to use computer f You speak English badly
IV : Summary
What tense we use after wish?
Answer key
1 C- two weeks
2 B- Ha Noi people were friendly D- all the above
4 B- invite Lan to kuala lumpur
Model sentence
(4)What you wish?
V Homework :
Ss write sentences with “wish”
E,g: I wish I could swim
Evaluation:
……… ……… ……… ………
:
(5)Date of preparing: 16/ 8/2011 Period 2
UNIT 1: A VISIT FROM A PENPAL LESSON2: SPEAK
A.Objectives:
By the end of the lesson, students will be able to introduce yourself and respond to the introduction
* Language contents :
Vocabulary :
Grammar: past simple with wish
3 Skills : speaking, writing
B Teaching aids: Textbook English 9, pictures. C Methods: Brainstorming, eliciting, write it up D Contents
I : Organization
Class Date of teaching Absent ss:
9D 19/8/2011
9E 19/8/2011
II: Warmer : Brainstorming:
- T writes the topic on the board and asks ss to think about it in one monute - Then T asks some ss to give their ideas
- T gets feedback
III : New lesson:
Teacher’s and students’ activities Content I.Pre-speaking
Making and responding introductions
? Match and order the conversation Making Responding to the hobbies
Age nam
Introducing yourself
address phone
(6)between Nga & Maryam: (pairwork) T gives feedback
Eliciting:
+ must be (You must be Maryam)
+ be different from (Kuala Lumpur isn’t different from HN)
Some pairs practice the conversation
II.While- speaking :
Activity 1: Role adoption: (3a)
S1: Nga S2: Maryam
introductions introductions Hello I’m Lan
Let me introduce myself I’m Hoa I’m 14 years old
Nice to meet you Pleased to meet you
- Really? me, too *Keys:
1c 2e 3a 4d 5b
You Maryam’s friend
Hello, you must be Pleased Let me introduce I’m Do you like Vietnam? Do you live ?
What’s it like?
Activity 2: Prescribed role play : (3b) YoKo/ Tokyo
Group1
Paul/ Liverpool Group 2
Jane/ Perth Group3
- T devides the class into three groups and practice
That’s right
Pleased
I’m Yoko
Oh, yes, I like people and old cities in
Yes, I live in (Tokyo - Japan) It’s a (busy capital city)
(7)III Post speaking: Write it up
Ask Ss to write about Maryam’s friend base on the table (3b-p8)
IV.Summarry
Make and respond to introduction Forcus on difficult words / structures
V Homework
Finish writing at home
capital very much Yoko likes Vietnamese people and she loves old cities in Vietnam
Evaluation:
……… ……… ……… ………
:
(8)Date of preparing : 22/8/2011 Period 3
UNIT 1: A VISIT FROM A PENPAL LESSON3: LISTEN
A.Objectives:
By the end of the lesson, students will be able to listen to specific information to select the correct pictures
* Language contents :
Vocabulary :
- pond - grass - catch (v) - caught
- hamburger (n)
2 Grammar:
3 Skills : Listening, writing
B Teaching aids: Textbook English tape and cassette.
C Methods: : Jumpled words, questions and answers, jumple words D Contents
I : Organization
Class Date of teaching Absent ss:
9D 25/8/2011
9E 25/8/2011
II: Warmer : Jumbled Words
- T write words in disorder on the board the devides the class in to teams to go to the board to write them in to meaning ful words
- tccah = catch rkap = park ondp = pond rassg = grass rrubhmage = hamburger - T correets with whole class
III : New lesson:
Teacher’s and students’ activities Content I Pre -listening
1 Pre-teach Vocab:
T elicits by: Picture
I Vocabulary
- pond (n) ao
(9)Situation Translation Picture
Check vocab: Slap the board
2 Open Prediction * Set the scene
Carlo TimJone’s Mexica pen pal
Who’s this ? it’s Tim Jone’s Mexican penpal
What’s his name? Carlo
Where is he visiting ?He is visiting the USA
Now I want you to look at the pictures on page and answer my questions
what’s in this Picture a-1 ? ss Grass a - ? ss flowers What is in picture b ? a bus Where is in picture c1 ? Mexican restaurant
C2 ? Hamburgers Tim and Carlo are visiting some places I want you to think of three things that Tim and Carlo are doing
? Ask ss to predict these things that Tim and Carlo are doing
Possible answer
? They are going to the park ? They are taking a bus
? They are going to the restaurant
II While- listening :
1 Checking predictions
? Ss listen and correct the prediction ? Ss listen to the tape again and answer the questions
2 Comprehension questions
1 Is carol hungry or thirsty?
- catch (v) - caught đón bắt
- hamburger (n) bánh mỳ kẹp thịt
* Answer Key:
a-1, b-2, c-2.
Visiting the USA
Guess Listen
a
b
(10)2 Where they go?
3.Is Tim’s house near a park?
4 Is Tim or Carol walking on the grass? Which bus they want to take
6.What would Carol like to eat?
- T asks ss to run throught he questions - Ask ss to listen to the tape again ang give the questions
- SS worl invidual
T gets some ss to give the answers on the board
- T gives feedback
III.Post listening: Write it up
T give some cues and ask ss to rewrite the story
1 Carol/ hungry so Tim/ ask/ her/ to / restaurant downtown
2 They/ go/through/ park/ catch/ bus There/ many/ beautiful/ trees/ flowers/ pond in the park
4 Their bus/ number 130
5 Carol/ love/ American food She/ would rather/ eat/ hambugers
IV Summary
Listening to specific information to select the correct pictures
- To give introducing and responding
v- Homework.
- Complete the story at home
Answer key
1 She is hungry
2 Thay go to a restaurant downtown 3 Yes, it is
4 Carol is walikng on the park
5 They want to take the number 130
bus
6 She would like to eat hambugers
* Tape transcript:
Tim: Are you hungry , Carol Carol: Yes!
Tim: Okey Let’s go to a restaurant down town If we go through the park we can cach a bus on Ocean Drive
Carol: That’s fine I really like walking in the park
You’re lucky to have a place like this close to your home It’s so beautiful with all the trees and flowerss and a pond in the middle
(11)Carol: Oh, sorry I didn’t see the sign Tim : Come on It’s time we caught the bus
Carol: Is that our bus, Tim?
Tim: No, tha’s a 103 bus We want the number 130
Carol: Where we are going to eat? Tim: It’s up to you There’s a new Mexican restaurant in town
Carol: Oh, no I can eat Mexican food at home I love American food I’s rather eat hamburgers
Tim: Okey I know exactly where we need to go
Evaluation:
……… ……… ……… ………
:
……… ……… ……… ………
(12)
Date of preparing : 23/8/2011 Period 4
UNIT 1: A VISIT FROM A PENPAL LESSON4:READ
A.Objectives:
By the end of the lesson, students will be able to understand the text for details * Language contents :
Vocabulary :
compulsory
- language of instruction (n) = national language
- official - comprise
- tropical climate
2 Grammar: Presenr simple tense 3 Skills : reading, writing
B Teaching aids: Text book, posters
C Methods: Hang man, T/F prediction, Slap the board, Gap fill, write it up D Contents
I : Organization
Class Date of teaching Absent ss:
9D 26/8/2011
9E 26/8/2011
II: Warmer :Hang man
(13)T draw strokes on the board Each stroke stand for a letter of the word - Ss take turn to guess the letters of the words in teams
- If a student’s guess is not right , the teacher draws a stroke according to the order in the picture
- If Ss guess wrong eight times , they lose Teacher gives the answer - The word has - - - letters.( it is Malaysia)
- T give the key
? What you (want to ) know about Malaysia ?
III : New lesson:
Teacher’s and students’ activities Content I : Pre reading
1.Pre-teach:
.T elicits each word by: Explanation
Translation Translation situation
Checking vocab : Slap the board 2 T/F prediction: (5b-p10)
? Ss work in pairs and predict which statements are true and which are false - T gives feedback
II While- reading :
* Activity1: Checking the predictions ?Ss read to check their prediction and correct the false statements:
* Activity 2: Gap fill a (p10)
? Ss read the text again, then complete the table
- Give feedback
I.Vocabulary
- compulsory (adj): bắt buộc - official (adj): thức - comprise (v):bao gồm
- tropical climate (n): khí hậu nhiệt đới
No Guess Read
1 T/F
2 T
3
* Answer key:
No Read Corrections T F F F F
- There are more than two regions
- English, Chinese and Tamil are also widely spoken
- One of the three:
Malaysia, Chinese, Tamil - English is a compulsory second language, not primary language of instruction
Answer keys:
Area: 329, 758 sqkm
(14)III.Post reading
Weak ss: Use the table to write – sentences about Malaysia
Beginning: Malaysia is one of the
countries of ASEAN Its area is
Good studets: Write 5-6 sentences abou Viet Nam
IV: Summary:
What country did you read?
V: Homework
Ask ss to a project to introduce their city as a tourish attruction
T give cues
Where is your city ? What is famous r ?
What could people when coming to the city
Where could they go ?
What could you to make your city more attractive ?
Climate: tropical climate Unit of currency: ringgit Capital city: Kuala Lumpur Official religion: Islam
National language: Bahasa Malaysia Compulsory second language: English
Evaluation:
……… ……… ……… ………
:
(15)Date of preparing :9/9/2011 Period 5
UNIT 1: A VISIT FROM A PENPAL
LESSON5: WRITE
A.Objectives:
By the end of the lesson, students will be able to write write a personal letter * Language contents :
Vocabulary :
2 Grammar: Past and present simple tense 3 Skills : speaking , writing
B Teaching aids: Text book, posters
C Methods: chatting,questions and answer, correction D Contents
I : Organization
Class Date of teaching Absent ss
9A 12/9/2011
9B 12/9/2011
II: Warmer: Chatting
T asks ss some questions for them to answer freely ? Have you ever visited any other places in Viet Nam ? ? When did you go ?
? How did you get there?
Did you visit any places of interest ? Did you buy any thing ?
When you are away from home, you keep in touch ? How you keep in touch ?
III : New lesson:
Teacher’s and students’ activities Content Step 1: Pre-writing
Activity 1:Answering the questions
(16)your relatives or friends in another part of Viet Nam or a different country Now I want you to answer these questions about your own
T hangs out poster with questions written on it
Let ss run through questions first ? Are there any new words ? Let start please
* Questions
1, Where are you now ? How did you get there ?
2, Who did you meet ? 3, What have you done ?
+ What places have you visited ? + Who have you met ?
+ What kinds of food have you bought ? 4, How you feel now ?
5, What you think interest you most ? 6, When are you returning home ?
Let start – minutes for you
Activity 2: Speaking
? Ask Ss to work in pairs to ask and answer the questions about their visit T gives feedback
- Ask ss to tell the class about their visit
* Teacher reminds about the formate of a personal letter by asking the questions
What are the parts of a personal letter ? - T give possible answer
A: Heading
+ writer’s address and the date B: Opening : + Dear
C: Body of the letter (content)
D: Closing : + your friend / regard / love
Step 2- While writing
- T say : Now I want you to write a letter to their family , telling them about your visit
- T ask ss to look at the out line on page 11 and ask them what part of the letter
* Suggested ideas
- T can hang out suggested ideas on poster for ss to compare and correct themselves , first paragraph
+ I arrived at (Noi Bai airport…) At (3pm or late in the afternoon ….) - On (Tuesday ….)
I met (Nam , and ) at (the airport ) then he/she took me home by (bus / taxi ….)
* Second paragraph
I have visited/ been to / many places like the beaches, HCM Museum, … the water park …
I have tried (many) different food: sea food, Hue speciality
I will visit … tomorrow (next week )
* Third paragraph:
(17)they are going to write
Now you use the out line to write your own letter
T goes around and take their mistake, help them write if necessary
(Let start please)
* T ask ss to swap their letters then compare with their partners and correct
- T corrects the mistake with whole class
III Post writing
Corrections
- Ask some ss to read out their letters and correct with whole class
- T write some mistakes of ss on the board then correct with whole class
IV Summary : write a personal letter V Home work :
Ask ss to write their letters after correction in their note books
much
The people here are (friendly )
The foods are so delicious … And the sights are so beautiful (wonderful) I will leave at 2pm next Sunday and I will arrive home at please pick me up at the (air port bustation )
Evaluation:
……… ……… ……… ………
:
(18)Date of preparing : ………. Period 6
Week 3
UNIT 1: A VISIT FROM A PENPAL
LESSON6: LANGUAGE FORCUS
A.Objectives:
By the end of the lesson, students will be able to further practice in past simple and past simple with wish
* Language contents :
Vocabulary :
2 Grammar: Past simple tense, wish sentences 3 Skills : speaking , writing
B Teaching aids: Text book, posters
C Methods: Eliiting, pairwork, groupwork, ask and answer D Contents
I : Organization
Class Date of teaching Absent ss:
9D 9E II: Warmer: III New lesson
Teacher’s and students’ activities Content
Activity 1: Matching (Posters)
Group work
Ss match the verbs with their past form and suitable objects
Then make sentences describing the pictures
buy make hang go paint
did bought went painted made
(19)Activity 2: Questions – Answers (10’ )
(poster )- (pairs) Name
Activities
Day/time (p11)
Call some pairs to practice before class for feedback
Activity 3: Speaking – Writing (11’)(p12 )
? Revise the structure with -WISH: - T divides the class into groups
- Let Ss minutes to prepare Then Ss from each group in turns go to the board and write their sentences
- The group which finish and have more sentences will be the winners
Activity 4: Game “3 wishes” (10’) What would you if you had wishes?
Ask each Ss to prepare a piece of paper then write down wishes
T collects the papers and reads out the wishes
Ss listen and find the funniest “wish
IV Summary :
Practise with past simple
V Home work :
+ Ask ss to learn the use and structure of wish
+ Ask ss to write sentences using wish
G1 G2
S + wish + S + V-(past form/ be:were) Answer keys:
a I wish I were taller
b I wish I were in the swimming pool c I wish I had a computer
d I wish I lived close to 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 many rivers and lakes in my hometown.
* Evaluation:
(20)
UNIT 2: CLOTHING
I Aims
Học sinh
- Đọc thơng tin trang phục( “ao dai” truyền thống người phụ nữ Việt Nam quần bị/ jeans thơng dụng
- Hỏi trả lời trang phục, nêu lý
- Nghe mô tả trang phục chọ trang phục phù hợp với nội dung
- Viết quan điểm thân việc học sinh nêm mặc đồng phục hay trang phục khác trường
II Teaching aids : Text book , pictures , posters III Division of this unit:
Lesson 1: getting started + listen and read Lesson 2: speak
Lesson 3: listen Lesson 4: read Lesson 5: write
(21)Date of preparing…… Period 7
Week
UNIT 2: CLOTHING
LESSON1: GETTING STARTED-LISTEN AND READ
A.Objectives:
By the end of the lesson students will be able to understand the about the Ao dai – traditional dress of Vietnamese women
* Language contents :
Vocabulary :
to) design - fashion
- ethnic minority - poetry
- unique - inspiration - a pattern
2 Grammar: present simple tense 3 Skills : reading, speaking
B Teaching aids: Pictures, text books
C Methods: Matching, what and where, work in group D Contents
I : Organization
Class Date of teaching Absent ss:
(22)II: Warmer : Matching( Getting started)
Teacher sticks pictures on the board (or pictures in textbook), asks students to match the picture with each nation Students their own and share with their partner and then go to the board to match them T asks ss to work in pairs one asks and one answers Countries Pictures
Vietnam a Japan b India c Scotland d USA e Arabia f ss work in pairs
A: Where is she from? B : She is from Japan
III.New lesson
Teacher’s and students’ activities Content I.Pre- reading
Activity 1: Pre -teach
Teacher introduces new words by: Translation
Situation
Example example) (Thai , Muong , Tay, Ede are )
Example Translation Translation ( picture)
Check : Rub out and remember Activity Pre question :
+ What is the traditional dress of Vietnamese women
Let ss run through questions and think
I Vocabulary
(to) design: thiết kế - fashion (n thời trang
- ethnic minority (n): dân tộc thiểu số - poetry (n): thơ văn
- unique (adj): độc đáo
(23)about the answer
II- While reading
Activity 1: Answerinng the questions.
Ask ss to open their books on page 13 read the text then answer your questions T give feed back
Activity Gap Fill :
- Set the sence: you are going to read a
text about the traditional dress of Viet Nam.
- Ask read the text to the exercise a) - Give feedback
Activity 3: Comprehension questions
- Ask ss to read the text the second time to answer the questions
- Ask ss to read the text the second time to answer the questions
III Post Reading :Speaking :
- Ask ss to use their own words to tell the group what they have known about the ao dai
IV Summary :
- Read more about ao dai, the traditional dress of Vietnamese women
V Home work
- Ask ss to write down what they have spoken to their partner and adding their opinion whether they like wearing ao dai or not
It’s Aodai Key:
2 poem, novels, and songs
3 long silk tuni with slits up the sides worn over loose pants
4 to wear modern clothing at work printing lines of poetry on it
6 symbols such as suns, stars, crosses and stripes
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 have added symbols such as suns, stars, crosses, and stripes to the ao dai
Evaluation:
(24)Date of preparing…… Period 8
Week 4
UNIT 2: CLOTHING
LESSON 2: SPEAK
A.Objectives:
By the end of the lesson students will be able to ask and respond to questions on personal references
* Language contents :
Vocabulary :
- plaid - fade®
- short-sleeved - sleeveless - baggy pants - plain (adj):
2 Grammar: present simple tense 3 Skills : speaking, writing
B Teaching aids: Textbook, pictures
C Methods: Word square, Interview, Kim’s game D Contents
I : Organization
Class Date of teaching Absent ss:
(25)II: Warmer:
Teacher writes Clothes on the board and circles it Divides class into two teams and asks them to write on the board as quick as possible
-At the end of the game which team gets more correct words will be the winner T-shirt Jeans
III New lesson
Teacher and student’ activities Content
I: Pre speaking
Activity1 Pre- questions :
Teacher gives three questions on a poster and sticks on the board
Students work in groups of or (or in pairs) and then give out the answers
Activity 2: Vocabulary:
Teacher introduces vocabulary by: Picture
Situation Picture Picture Picture Example
* Checking meanings: What and where
Activity 3: Matching :
Asks students to match the phrases with the suitable pictures
Phrases Pictures
Which clothes you like? - Do you often wear it?
- When you often wear it? Possible answers:
- Ao dai
- Yes, I / No, I don’t (Once a month) - On special occasions
I Vocabulary :
- plaid (adj): kẻ ca rô - faded (adj): bạc, phai - short-sleeved (adj): cộc tay
- sleeveless (adj): ống tay - baggy pants (n): quần thụng - plain (adj): trơn (không hoa văn)
Answers:
(26)1 – –
3 – –
II While – speaking
Students complete the grid with your partners’ information
c) a striped shirt d) a plain suit e) a faded jeans
f) a short - sleeved blouse g) a baggy pants
h) a plaid skirt i) blue shorts
Clothes Weekdays Weekends Special occasions Reason
Casual clothes Favorite clothes
School uniform
Ss interview their friend then take note about their friends
Model sentences:
S1: What you usually wear on weekdays / weekends / special occasions?
S2: I usually wear ……on … S1:Why you wear these clothes?
S2: because it is beautiful / convenient / comfortable
III.Post – speaking
Students write about their friend’s favorite wearing
IV Summary
Repeat some type of clothes
V Homework
- Learn new words by heart
- Do exercises in the students’ work book * Evaluation:
(27)Date of preparing…… Period 9
Week 5
UNIT 2: CLOTHING
LESSON 3: LISTEN
A.Objectives:
By the end of the lesson students will be able to listen the text for details * Language contents :
Vocabulary :
- announcement - missing = lost - an entrance - a doll
- fair
2 Grammar: present simple tense, present continuous 3 Skills : listening, speaking
B Teaching aids: Textbook, pictures, tape
C Methods: Matching, gap fill, mapped dialogue D Contents
I : Organization
Class Date of teaching Absent ss:
9D 9E
II Warm up: Matching:
(28)Words Pictures Trousers
Long – sleeved blouse Sandals
Short- sleeved blouse Shorts
Shoes
Boots skirt
III.New lesson
Teacher and students’ activities Content I : Pre listening
1: Pre -teach
T elicits each word by: translation
Situation Synonym=exit realia
Example
Check: Slap the board 2:Open prediction
* Set the scence: Mary is lost in the
fair.What is she wearing? Help her father to find her .Please guess her clother she wearing before listening
- Teacher hangs a table on the board and asks students guess which clothes Mary wearing
Students can give their own ideas after discussing in groups
II While – listening :(15)'
I Vocabulary
- announcement (n) thông báo - missing = lost (adj) thất lạc - an entrance (n): lối vào - a doll (n): búp bê - fair (n): hội chợ
Guess Listen Correct
a B
b A
(29)Activity 1: Checking prediction
Students listen and correct the predictions
Activity 2: Gap – fill:
How many blanks are there?
? ask ss to listen again and fill in the gap
III Post – listening:(10)'
Interview: Using mapped dialogue
a She’s wearing blue shorts
b She’s wearing a long-sleeved white blouse
c She’s wearing brown shoes
Students listen and correct the predictions A little girl, Mary is (1) … years old She is reported (2) … near the main entrance to the car fair She has (3) … hair She’s (4) … blue shorts and long sleeved (5) … blouse, she may be (6) … a doll
* Answer key:
1 – three – missing – shorts dark – wearing – white – carrying
Mapped dialogue
Policeman Mary’s father What … name? Her name’s …
How old …? She is …
What color … hair? She has … hair What … wearing? She is wearing … Is … carrying anything? She may be … doll All right We hope we can find her soon Thanks
? Students practice in pairs and then they can change some words to make other dialogue
(30)Repeat what is Mary wearing
V Homework: (1)
- Learn new words by heart
- Do exercises in the students’ work book * Evaluation:
(31)
Date of preparing :3/10/2011 Period 10
Week 5
UNIT 2: CLOTHING
LESSON 4: READ
A.Objectives:
By the end of the lesson students will be able to understand the text about “ jeans”
1 Vocabulary :
- sailor
- embroidered jeans - painted jeans - (to) wear out - generation - style
2 Grammar: Past simple tense 3 Skills : listening, speaking
B Teaching aids: Textbook, pictures C Methods: Bingo, slap the board, recall D Contents
I : Organization
Class Date of teaching Absent ss:
9D 6/10/2011
9E 7/10/2011
II: Warmer : Bingo
Teacher prepares a list with some kinds of clothes and sticks on the board or write on a poster:
(32)Teacher reads: a colorful T-shirt, a plaid skirt, a plain suit, a short-sleeved blouse, baggy pants, blue shorts, a sleeveless sweeter, faded jeans, a stripped shirt
“a short-sleeved blouse, a colorful T-shirt, a plaid skirt, a plain suit, baggy pants,
blue shorts, faded jeans, a sleeveless sweeter, a stripped shirt”
III New lesson
Teacher and students’ activities Content
I Pre- reading
Activity Pre- teach:
elicit N.Ws from Ss
Teacher introduces vocabulary by: situation
picture explanation situation translation translation
Checking: Slap on the board Activity 2: T/ F prediction
Students predict which statements are true and which are false
Teacher hangs a poster on the board and asks students to discuss in groups and then give out their answers
T/ F predictions
a The word “jeans” come from a kind of Asian material
b The sailors in Italy often wore jeans c jean cloth was made completely from cotton in the 16th century.
d In the 1970s, people didn’t love wearing jeans because they were so expensive
I.Vocabulary
- sailor (n ) thuỷ th ủ
- embroidered jeans (n): quần bò thêu - painted jeans (n): quần bò đ ược in (hoa văn)
- (to) wear out : mòn rách - generation (n): hệ - style (n) kiểu dáng
*
Answer keys:
a – F b – T c – F d – F e – T
* Answer keys:
(33)e Today young generation is still fond of jeans
II While – reading: (15)'
Activity 1: Checking prediction
Students read and correct T/F
Activity 2: Comprehension questions
How many questions are there? call ss to read out ?
Are there any new words?
Activity 3: Filling the sentences ( p17 )
- Ss read the text again and fill in the blank the missing dates and words
- SS work invidual
3 Because jeans became cheaper
4 Jeans at last became high fashion clothing in the 1980s
5 The sale of jeans stopped growing because the worldwide economic situation got worse in the 1990s
1 18th century… jean cloth……
2 1960s, ….students……… 1970s, ….cheaper……… 1980s, ….fashion
5 1990s, ….sale Ss recall
Example: In the 18 the century jeans cloth was made completely from cotton - In the 1960s,
(34)III Post – reading: ( 10): 'Recall
Students using the information they have learnt to write following teacher’s guidelines
T goes around and take notes
IV Summary (2)
Summary up about jeans
V Homework : (1)
- Learn new words times by hear - Complete the example part at home
* Evaluation:
(35)Date of preparing :9/10/2011 Period 11
UNIT 2: CLOTHING LESSON 5: WRITE
A.Objectives:
By the end of the lesson students will be able to write an exposition presenting one side of an argument
1 Vocabulary :
- encourage - be equal in - bear one’s name - freedom of choice - self confident
2 Grammar: Past simple tense 3 Skills : listening, speaking
B Teaching aids: Textbook, posters
C Methods: Slap on the board, Matching, Transformation writing D Contents
I : Organization
Class Date of teaching Absent ss:
9D 11/10/2011
9E 11/10/2011
II: Warmer
Teacher prepares a poster with these information:
- Hangs on the board and asks students if they agree or disagree with them Students work in groups of five to discuss and then give their own ideas - Teacher collects students’ ideas and write on the board
(36)1 Wearing uniform at secondary school is necessary All of students like wearing uniform
3 Students are proud of their school uniform Students feel comfortable to wear uniform
5 Students don’t have to think of what to wear everyday Wearing uniform at school is practical
7 It’s beautiful to wear uniform
8 Wearing uniform helps students feel equal
III.New lesson
Teacher and students’ activities Content
I Pre – writing:(10)'
1:Preteach
- Translation - situation - situation - translation - example
Checking meanings: Slap on the board 2 Matching
Teacher asks students to cover the way of presentation one side of an argument
Students read the outline A and the passage on P.18
I Vocabulary:
- encourage (v): động viên, khuyến khích - be equal in (v): c ông
- bear one’s name (v): mang tên
- freedom of choice (n): tự do, lựa chọn - self confident ( adj ) tự tin
Teacher cuts the poster into pieces then gave students to rearrange them
Organization Language
Introduction Sums up the argument
Firstly, ………… Secondly, ……… Finally, ………… Series of arguments
Lets the reader know the writer’s name point
(37)of view
Conclusion
Presents arguments in a logical way (one in each paragraph), gives examples where
possible
My opinion is ……… I think …………
Answer keys:
Organization Language
Introduction Sums up the argument
Firstly, ………… Secondly, ……… Finally, ………… Series of arguments Lets the reader know thewriter’s name point of view Therefore, …………In conclusion, ………
Conclusion
Presents arguments in a logical way (one in each paragraph),gives examples where possible
My opinion is ……… I think …………
II While – writing:(10 )'
Good students:
- Ask students on their own to write a paragraph of 100- 150 words to support the argument that secondary school students should wear casual clothes, using the outline on page 19
*Weak ss
Write following suggestion
1 I / think/ necessary/ secondary shool students/ wear/ casual clothes/ when/ they/ at shool
2 Firstly/ wearing casual clothes/ make/ students/ feel/ comfortable
3 Seconly/ wearing casual clothes/ give/ students/ frredom of choice( size, colors… )
(38)5 Finally/ wearing casual clothes/ make/ school/ more colorful and lively
There fore/ Studets/ seconday school/ wear/ casual clothes
IIII, Post – writing (:5 )': Correction
- When students have finished writing, let them compare their writing and correct mistakes
- Take some writings to correct in front of the class
IV Summary (2)
- Write an exposition, presenting one side of an argument
V Homework : (1)
- Ask students to write the passage into their notebooks
* Evaluation:
(39)Date of preparing : Period 12
Week
UNIT 2: CLOTHING
LESSON 6: LANGUAGE FORCUS
A.Objectives:
By the end of the lesson students will be able to use already and yet in the present perfect tense, distinguish the difference between the past simple and the present perfect tense; and be able to use the passive form of the present perfect tense, simple present, simple past and simple future; practice modal auxiliaries
1 Vocabulary :
2 Grammar: Past simple tense, presenr perfect tense 3 Skills : writing
B Teaching aids: Textbook, posters
C Methods: Slap on the board, Matching, Transformation writing
D Contents I : Organization
Class Date of teaching Absent ss:
9A 9B
II: Warmer : Pelmanism :
- Prepare ten cards with numbers ( from to 10 ) on one side and the verbs on the other - Stick the cards on the board so that the students can only see the numbers, make sure the verbs are mixed up
- Divide the class into two teams Each team choose two numbers
- Turn the cards over, if they match: e.g: run - ran; that the team gets one mark If not, turn the cards over again and ask the next team to continue
- Go until all the cards are turned over The team which has more marks will win the game
do visited visit played
go done
see gone
(40)play seen
Teacher and students’ activities Content
A The Present Perfect :
Activity Review the present perfect with ALREADY & YET
- Set the sence: You and your friend are
visiting Ho Chi Minh City Look at the notes, there are things you have done, and some things you haven’t done, what are they?
- Elicit from students
I have seen Giac Lam Pagoda
I have eaten Chinese and French food I haven’t seen Unification Palace, Zoo and Botanical
Gardent, I haven’t tried Vietnam vegetarian
- Ask students to look at the dialogue ( LF.2 ) on page 20
→ Elicit from students the use and the position of already and yet in the sentence - Ask students to practice the dialogue in pairs
*Practice: (LF 2)
- Teacher goes round the class to takes notes mistakes students have made of the delayed correction
Activity Review present perfect with EVER
- Set the sence: Tom and Mary are talking to each other about places they have been to
- Ask students to look at the dialogue →Elicit from the students:
+ We use the past simple to talk about definite time
e.g I went to France last year/ two months
I The Present Perfect :
1 The present perfect with ALREADY & YET :
- ALREADY is used in affirmative sentences
Posotion: midsentence
- YET is use in the negative sentences and questions
Position: end of the sentence * Language Focus
Examples:
A: Have you seen the Reunification Palace yet?
B: No, I haven’t.
A: Have you tried French food? B: No, I haven’t.
2 Present perfect with EVER :
Tom: Have you ever been to Ireland?
Mary: No, I haven’t
Tom: Have you ever been to France?
Mary: Yes, I have
Tom: When did you go there? Mary: Two years ago
- EVER: is used in questions Meaning: có
(41)ago/ in 1992
+ We use the present perfect to talk about indefinite past time
e.g Have you ever ( at some time in your life) been to Italy?
- Run through the vocabulary in exercise on page 20
Read a comic Use a computer
Go to the market Play volleyball Go to Singapore Go to the movies
See an elephant Eat durian
- Students work in pairs to practice asking and answering about each of items in the box
Example :
A: Have you ever read a comic? B: Yes, I have.
A: When did you last read one? B: This morning.
B The Passive :
Activity Review the passive forms of present perfect, simple present, simple past, and simple future.
- Ask students to look at the example in the exercise on page 21
- Elicit from students the passive forms of the present perfect, simple present, past simple, simple future
- Ask students to the exercise
Activity The passive forms of modal verbs and the verb patterns HAVE TO/ BE GOING TO
- Elicit from students the modal verbs,
II The Passive :
1 The passive forms of present perfect, simple present, simple past, and simple future.
BE + PAST PARTICIPLE * Language Focus
Answers:
a) Jeans cloth was made completely from cotton in the 18th century.
b) Rice is grown in tropical countries. c) Five million bottles of champagne will be produced in France next year.
d) A new style of jeans has just been introduced in the USA.
e) Two deparment stores have been built this year
2 Passive forms of modal verbs and the verb patterns HAVE TO/ BE GOING TO :
(42)must, can, should, might and the patterns have to/ be going to
- form:
- Ask students to exercise on page 21
* Further Practice :
1 Have you ever A new road You can A party is going to The Spring Fair
- Ask students to complete the sentences, using the passive forms
IV Summary (2)
Repeat present perfect
V Homework : (1)
-Do exercises in the students’ work book
* Language Focus Answers:
a) The problem can be solved.
b) Experiment on animals should be stopped.
c) Life might be found on another planet. d) All the schools in the city have to be improved
e) A new bridge is going to be built in the area
* Evaluation:
(43)(44)