(Wearing uniforms makes students feel comfortable, give them freedom of choice, makes students feel confident,.. -T.Asks students on their own to write a paragraph of 100- [r]
(1)Date of planning 21/09/2018
Period: 10 Unit –CLOTHING
LESSON :4- READ A.The objectives:
1 The aims
By the end of the lesson, ss will be able to read a passage to get specific and detailed information about jeans
2.Skills :
+ Reading : Drill reading comprehension skills to get specific and detailedinformation about jeans
+ Writing : Write the correct questions and answers about jeans in the book
3.Knowleges:
+ Standard : Read and know about jeans: material, strength, price, convenience, fashions
+ Higher : Tell about the developments of jeans through the years Language contents:
a.Vocabulary: cotton, wear out, be made from, embroidered, sale, out of fashion, go up, get worse,
b.Structures : past simple, the passive, present ferfect
Attitude: Educate ss to learn hard and to know the way to wear suitably and fashionably
B Techniques: -Asking and answering; Guessing games; Cross-word; What and where ,Net-work
C Teaching aids:- Student Palmtop, Teacher’s cards and pictures about the garments of some countries in the world
D Procedures: I.Organization(1’)
Class Date of teaching Absent students 9A
9B
II check the old lesson (5’) New words, exercises III.New lesson
(2)-T lets Ss play the games - Ss play the games
-T guides Ss how to play the games -Ss Go to the board and write words on the board
- Others crossing-check and remark -T may supply some difficult words
-T lets Ss choose the voc
-SS Choose the voc and give the meaning
-T presents voc and explains the voc -Ss Guess the meaning and
pronunciation the words
-T explains how to pronoun the voc - Ss Listen to the student Palmtop And repeat after to the teacher -T corrects Ss pronoun voc -Ss listen and copy the voc -T lets Ss play the games -Ss Play the games
-T Writes each word in a callout on the board Practice saying the words, rub out the words one - by - one
-T.Gets students to repeat the words including the rubbed out ones Students try to remember all the words
-T Ask students the question:
- Ask students to read the text to find out the answers to their questions and add more ideas
- Ask students to read the text to fill in the missing dates and words,
*Warm up (5’): Net-work:
Trousers Jeans
Step Pre-Reading :(7’): - Vocabulary:
material (translation): chat lieu, nguyen lieu
cotton (realia): bông, sợi
(to) wear out (realia or explanation): use something so much that it no longer works, or can no longer be used): lam rach style (picture): kieu dang
(to) embroider ( realia):theu (hoa van, hinh )
(a) label (realia): nhan, nhãn hiệu
- Checking vocabulary: What and Where
(3)exercise a), on page 17
-T Has students work in pairs to answer the questions (exercise b) on page 18)
-Ss Give feedback
- Ss Ask and answer the questions -Ss go to the board and write their answers
-T.lets Ss crossing-check and remark - T gives the correct answers
-Ss Consult and copy
- T lets some strong Ss reread and translate into vietnamese
-T lets Ss discuss the questions
-Ss Base on the questions then ask and answer
-Ss play the role -Ss Work in pairs
-T guides Ss how to ask and answer -T remarks and gives them marks -Ss Crossing-check and copy the correct keys
-Step2 While –Reading (15’):
( Now you read the text and fill the missing dates and words)
Brainstorming:
Make questions Elicit questions from students:
• Who first designed jeans?
• When did jeans become popular? / Why?
• Where were jeans made? • What were jeans made of? What are some famous jeans designers? * Answers:
1.18th centery Jeans cloth
2.1960s Students
3.1970s cheaper 4.1980s fashion 5.1990 sale
Questions and answers:
1 Where does the word jeans come from?
The word “jeans” comes from a kind of material that was made in Europe
2 What was the 60s' fashions?
The 60s' fashions were embroidered jeans, painted jeans and so on
(4)T Gets students work in pairs to find the words
- T.Divides the class into two teams, students from each team goes to the board and circle the words they have found then write them down in the column of their team The team which has more words will win the game
- Ss Present their keys -T lets Ss crossing-check
-Ss Copy the keys into their notebooks - T comments and gives them marks - Ss Consult and copy
4 When did jeans at last become high fashion clothing?
Jeans at last became high fashion clothing in the 1980s
5 Why did the sale of jeans stop growing?
The sale of jeans stopped growing because the worldwide economic situation got worse in the 1990s
Step Post-Reading: (8’): - Discussion:
- Have students work in groups to discuss the questions
1 Do you like wearing jeans? Why? Why not?
2 What type of jeans you love wearing?
3 Do you think Jeans are in fashion? Students’ answering: ( marks)
Cross-word :
A T P L A I N B D F D R E S S Z L P W Q P I O I K O Y A M X H H B L U E R N V L A S H S W E A T E S T T R O U S E R S H I H M O B A G G Y I G S T R I P E D J R H I W T J E A N S T T K B S H O O S E S Keys: cross: PLAIN; DRESS; BLUE;TROUSERS;
SWEATER;BAG; JEANS;SHOOSES; STRIPED
Keys down: blouse; hat;tight; shorts;shirt IV.Consolidation(2’)
T reminds Ss the voc and the structures V Homework (2’):
(5)-Describe the fashion that you like best
-Do exercises in the work book page 16-17.-18
-Try to use tenses in English and write grammar points and voc in your notebook ten times
-Prepare next period write *Evaluation:
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Date of planning 21/09/2018
Period: 11 Unit –CLOTHING
(6)1 The aims:
By the end of the lesson, ss will be able to: Write an argument exposition of 100 to 150 words using suggested ideas or word cues
2.Skills :
+ Writing skills : guided writing skills 3.Knowleges:
+ Standard : Write an argument exposition using suggested ideas or word cues
+ Higher : Free write to persuade another idea Language contents:
a.Vocabulary: encourage, be equal in, bear one’s name bear their school’s name, freedom of choice, self- confident (a) b.Structures : V(ing), present simple, structures of an argument
exposition
Attitude: Educate ss to learn hard and to wear traditionally and fashionably
B Techniques: -Asking and answering; Guessing games; Cross-word; Rub out and remember
C Preparations
Teacher: lesson plan, English 9-book, extra boards
Students: review the grammar points and vocabulary, a sheet of white paper
D Procedures: I.Organization(1’)
Class Date of teaching Absent students 9A
9B
II check the old lesson (5’) New words, exercises III.New lesson
Teacher’s and students’ activities:
-T Asks students some questions about their feeling when wearing different types of clothing
-Ss Listen then go to the board and answer the questions
Contents:
*Warm up (5’): Chatting: *Marks:(10 ms)
• How often you wear uniforms? • How you feel when
wearing uniforms?
(7)-Ss Go to the board and write them on the board
-Others crossing-check -Ss Cosults
-T corrects and gives them marks -T introduces the writing part -Ss Listen to the Teacher’s guidings
-T lets Ss go present voc
-T.uses pictures or teacher’s cards present voc
-Ss Guess the meaning -Ss Repeat voc after teacher
-T explains how to pronoun the voc -Ss Listen and take note
- Rub out a word in English and point to the Vietnamese translation and ask " What's this in English?" When all the English words are rubbed out , go through the Vietnamese list and get students to come to the board and write the English words again
of clothing you want to wear when going to school? Why you choose it? *Students’ answers:
Step1 Pre- Writing (7’): vocabulary
- (to) encourage (explanation: to give hope,
support or confidence to somebody) ctong vien, khuyen khich
- (to) be equal in (explanation: + Ba is 32 kg in weight Tan is 32 kg, too They are equal in weight.) cong bang, bang
- (to) bear one's name (picture): mang ten - freedom of choice (translation): tu lu'a chon
- self- confident (adj) (translation): tu tin -Bear their school's name: the hien hinh
anh cua truong
Feel equal: cam tha'y cong bang Checking :Rub out and Remember (You have just argued with each other to protect your ideas and refute others In writing, there is an argumentative writing which presents one's ideas, opinions and make them persuasive to readers At the same time, this kind of writing has to successfully protect its opinions and refute the opposite ones First, you should
understand clearly the structure of the an argumentative writing It should have parts as in the text book.)
(8)-T.lets the readers know the writer's point of view
present arguments in a logical way (one in each paragraph ), give
examples where possible sum up the argument
-T uses: - Stick or draw the
following table on the board - Tell the students it is the outline to present one side of an argument - Give out to the students sets of different color strips of paper, on which the content of the outline is written as follow:
Ask sudents to go to the board, stick the strips on the correct space "
They can this task as a game Group which has more strips filling in the table with correct content is the winner
Ask students to answer the questions to check their understanding
-T Asks students to read the topic and Outline A
-T Asks students some comprehension questions
-T Asks students to read the passage to answer the questions
-T Asks students to read outline B and answer the questions:
-T Tell sstudents to work in group to discuss and get some more ideas about the topic
Firstly, Secondly, Finally, Therefore, In conclusion,
Step While- Writing (15’):
(You have read an argument that supports the idea that secondary students should wear uniforms Now use the outline B as the guidelines, write a paragraph that supports the argument that secondary students should wear casual clothes.)
+ What you write in "introduction"? What language is used?
+ Mow can we present series of arguments? What language is used?
+ What you write in conclusion? What language is used?
+ What is the topic of the passage?
+ Why does wearing uniforms encourage students to be proud of their school? - (Because the uinforms bear their school's name.)
+How students feel when wearing uniforms?
(They feel equal in many ways.)
+Do students have to think of what to wear every day?
(No)
How is the argument organized? + What is the topic of the argument?
.+ Why should secondary students wear casual clothes?
(9)-T.Asks 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)
-Ss Base on teacher’s suggession then write a paragraph
-Ss.write their own opinions -Ss Express their opinions -Ss Crossing-check
-Ss Correct themselves
-T walks around the class and supplies the difficul words -Ss Compare and correct -T.gives the keys
-Ss Consult and copy the keys
-T guides Ss how talk obout their favorite gaments
-Ss Base on the paragraph and express their own opinions -Ss May be discuss and argue
makes school more colorful and lively.) Keys:
In my opinion, secondary school students should wear casual clothes Firstly, casual clothes make students feel comfortable.
Secondly, wearing casual clothes gives students freedom of choice They have rights to choose sizes, colors and fashion that they love.
Thirdly, casual clothes make students feel
self- confident when they are in their
Favorite clothes Finally, casual clothes make school more colorful and lively In conclusion, secondary school students should wear casual clothes Wearing casual clothes is convenient, comfortable and fun.
Step Post-Writing (8’):
A: I think Students should wear school- uniforms.
*Mark: B: Why?
A: Because Uniforms bear their school and others people can recognize them easily
B: I don’t think so , Uniforms are not comfortable and no colourful, no freedom, no fashion
(10)-Ss Practice in pairs -Ss Crossing-check
-T corrects and gives them marks
- T Gets students work in pairs to find the words
- T.Divides the class into two teams, students from each team goes to the board and circle the words they have found then write them down in the column of their team The team which has more words will win the game - Ss Present their keys
-T lets Ss crossing-check -Ss Copy the keys into their notebooks
- T comments and gives them marks
- Ss Consult and copy
A: I think so
Cross-word :
A T P A I N T S D F D R I N K Z L P W Q P I O I K O Y A M X H H B L W E R N V L A S H S W E A T E S T T R O U S E R S H I H M O B L A C K I G L O N G P E D J R H I W T J E A N S T T K B S H O R T S S Keys:
Paints; slow; drink; hat;
sweater;trousers;black;long;jeans; Shorts;shirt;
IV.Consolidation(2’)
Write an argument
V Home work: (5’)
- Write a passage that your favorite garments - Do exercises in the workbooks page:16-19 - Review tenses
- Learn by heart voc and structures - Present simple tense: S + V(s or es)
- Present perfect tense S + Have/Has + PP or ( V-ed) -Learn by heart the steps of writing
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