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Content: Vocabularies about clothes: colorful T- shirt, plaid skirt, short sleeved blouse, sleeveless sweater, striped shirt, baggy pants, faded jeans, blue shorts.. Materials: books, pi[r]
(1)Date of plan: 9/ 9/ 2009 Date of teaching: Week:
7th period
Unit - clothing
Lesson - getting started & listen and read
A Objectives: By the end of the lesson, students will be able to understand the content of the text and speak something about the text
B Content: Vocabularies: poem, tunic, ethnic minority, an inspiration, unique
Grammar: The present perfect tense with “since, for” (+) S + have/ has + PII
(-) S +haven’t/hasn’t +PII
(?) Have/ Has/Haven’t/Hasn’t +S +PII C Materials: pictures, cassette, books
D Anticipated problems: SS may get difficulties in remembering some new words like ethnic, minority, inspiration, unique
E Procedure:
Teacher Students I Warmer: Getting started- “Kim’s game”
- give pictures and ask Ss to look at the pictures discuss then answer the question:
Where does he (she) come from? II Presentation:
1 pre- teach vocabulary:
a poem (n): a tunic (n): slit(v):
ethnic minority(n): an inspiration(n): unique (adj):
bài thơ- expl
quần áo rộng chùng- expl xẻ - expl
dân tộc thiểu số- trans hứng khởi- trans độc đáo - expl - have Ss copy
* check vocabulary: Matching 2 Presentation:
- set the scene: the text is about the Ao dai of Vietnam Now listen to the text about it
- Turn on the tape times - Ask Ss to read the text loudly 3 Model sentences.
Some have printed fashionable
- explain: the present perfect tense is used to : + express an action without time
+ express an action; started in the past, happening at the present and continue in the future( since + mèc thêi gian, for + kho¶ng thêi gian)
+ Form:
(+) S + have/ has + PII (-) S +haven’t/hasn’t +PII
(?) Have/ Has/Haven’t/Hasn’t +S +PII
- answer individually: She/He comes from Japan/ Vietnam/ Scotland/ India/ the USA/ Arabia (Arap)
- whole class to listen, then repeat - repeat
individually - Do matching individual
(2)III Practice:
- ask Ss to make sentences with “used to”
- let Ss read the text in silently about minutes, then “ multiple choice”
4 Exercise a.
- Ask Ss to exercise (a) in groups - call student to talk before class - give the correct answers
1 …… poems, novels and songs
2 …… along silk tunic slits up the sides worn over loose pants
3 …… to wear modern clothing at work …… of poetry on it
5 ……….symbols such as suns, stars, crosses and trips
5 Exercise b. Answer question:
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, and trips to the “Aodai”
IV Production: 6 Discussion:
- ask Ss to discuss about the text - go around and help Ss
- ask S to speak before class VI Home work
Ask Ss to:
- Read the text at home again
- Talk about the content of the text (5-10 sentences)
- Do exercises 1,2
- Prepare lesson 2: Speaking
- Work individual
- work in pairs - whole class to copy
- work individual - group work
- copy homework
Date of plan: Date of teaching: Week:
8th period
Lesson - Speak & test 15’
A Objectives: By the end of the lesson, Ss will be able to practice interviewing and reporting in groups
B Content: Vocabularies about clothes: colorful T- shirt, plaid skirt, short sleeved blouse, sleeveless sweater, striped shirt, baggy pants, faded jeans, blue shorts
Grammar: reported speech: “….said (that) + clause” C Materials: books, pictures, some modes of clothes on the book
D Anticipated problems: Some weak students can’t speak any English words
E Procedure:
(3)I Warm- up: “Noughts and crosses” traditional special convenient poets designers pants
wear use take
II Pre- speaking
1.pre-teach vocabulary: colorful T- shirt(n): plaid skirt(n):
short sleeved blouse(n): sleeveless sweater(n): striped shirt(n):
baggy pants(n): faded jeans(n): blue shorts(n):
áo phông nhiều màu- trans váy kẻ ô - picture
áo sơ mi cộc tay – expl ¸o len céc tay – realia ¸o kẻ trans
quần thụng trans quần bò mài - realia quần soóc xanh trans *Check: Matching( a- p.14)
2 set the scene: (b- p.14)
- ask Ss to work in small groups to write two more questions for the last section of this survey about clothes Ss wear
- ask S in each group to say - give suggestions:
1 What type of clothing you wear on Tet (Lunar New Year)?
2 What would you wear to a party?
- ask Ss to interview members of another group with the questions:
“What you usually wear on the weekend? Why you wear these clothes?
What is your favorite type of clothing? Why?
Is it comfortable? What color is it? (+ questions & 2) III While- speaking
- ask S to report the result of the interview - give examples:
“Huong said she liked to wear faded jeans on the weekend because she felt very comfortable.”
“Tuan said that a colorful T- shirt was his favorite type of clothing.”
“People said that the blue uniform of their school was very beautiful and comfortable.”
IV Post- speaking: “ Write it up”
- ask Ss to work in groups and write about the advantages and disadvantages of uniform
V Homework:
- Ask Ss to exercises in the exercises book and prepare lesson “ listening”
VI Test 15’:
- work in groups
- whole class - individual - whole class to copy
- individual - group work
- individual
- work individually
- work in groups
- whole class
(4)Date of plan: Date of teaching: Week:
9th period
LESSON - listen
A Objectives: By the end of the lesson, Ss will be able to practice the skill of listening and choose the correct pictures in the tape
C Content: listening about a public announcement B Materials: books, pictures, a cassette, chalk
D Anticipated problems: some weak Ss can’t hear any words E Procedure:
Teacher Students I Revision: “ Net works ”
skirt shock suit
jeans uniform T- shirt casual
shirt II Pre- listening:
1 Set the scene: “in this lesson, you hear a public announcement about a lost little girl called Mary First you name the clothes in the picture
- run through some new words: floral - hoa , polka dot: chÊm tÇng
- ask Ss to name the picture individually - give the correct answers:
a A- floral pants, B- blue shorts, C- polka dot skirt
b A- long sleeved white blouse, B- short sleeved pink shirt, C- short sleeved white shirt
c A- sandals, B- boots, shoes with flowers - ask Ss to read the words time after the
- individual
- whole class
- whole class - individual
- whole class to copy the answers
- whole class
(5)teacher
III While- listening:
- ask Ss to listen to the tape and check the letter of the correct picture to show what Mary is wearing.(2 times)
- ask Ss to compare with the partner - ask Ss to give the answers
- correct Ss’ answers Answer key:
a B - She is wearing blue shorts
b A - She is wearing a long sleeved blouse c C - She is wearing brown shoes
IV Post- listening:
- ask Ss to play a game: “Who is he/ she?” - hang the pictures on the board
- ask Ss to work in groups to describe the persons in the picture
- correct and give marks V Homework:
-ask Ss to exercises in the exercises book and prepare the lesson 4- Read
- whole class to listen to the tape
- pair work - individual - whole class to
copy the answers
- group work
- whole class to copy
Date of plan:
Date of teaching: Week:
10th period
(6)A Objectives: By the end of the lesson, Ss will be able to practice the skill of “reading and comprehension” and exercise “filling the information”
B Content: Vocabularies: material, style, embroider, picture, out of fashion, generation
Grammar: “….to be made of… ” C Materials: books, a poster
D Anticipated problems: some weak Ss can’t understand the content of the test
E Procedure:
Teacher Students I Revision: “Brainstorming” “ Jeans”
- give the instructions - correct answers: + easy to wear + convenient + fashionable + durable- bÒn II Pre- reading:
1 Pre-teach vocabulary:
material(n): chÊt liƯu - expl
style (n): kiĨu c¸ch - expl
embroider(v): thªu - expl
label(n): nh·n mác - picture
out of fashion (adj): lỗi thời – trans generation(n): thÕ hÖ – trans * Check: matching
2 Set the scene: “Today we’re reading about jeans, the history of jeans”
3 Model sentences in the text: + To be made from… : lµm b»ng
Example: Jean was made from cotton + To wear wore( past simple)
+ 1960s: năm 60
- let Ss read the text silently in minutes III While- reading:
4 Filling information - ask Ss to exercise in (a) - ask Ss to compare with partner
- ask Ss to give the answers before class - give the correct answers:
1 18th century………jean cloth…… 1960s………students……
3 1970s……….cheaper…… 1980…………fashion…… 1990s……… sale………
- ask Ss to read the text again in silent Comprehension questions
- ask Ss to work in pairs
- whole class, then individual
- whole class - individual - whole class
- whole class to listen - whole class to copy
- individual
- pair work - individual
- whole class to copy
(7)- suggest
- give the correct answers:
1 The word “jeans” comes from a kind of material that was made in Europe
2 The 1960s’ fashions were embroidered jeans, painted jeans and so on
3 Because jeans became cheaper
4 Jeans at last became high fashion clothing in the 1980s
5 The sale of jeans stopped growing because word – wide economic situation got worse in the 1990s
IV Post- reading: T/F repetition drill - give the instructions
1 The word “jeans” comes from a kind of material that was made in Asia
2 Mary students wore jeans in the 1960s Jeans at last became low fashion clothing in the 1980s
4 Te sale of jeans stopped growing in the 1990s
V Homework:
-ask Ss to exercises 2,3,4 in the exercises book and prepare the lesson -write
- whole class to copy
- teacher - whole class
- whole class
Date of plan: Date of teaching: Week:
11th period
Lesson - write
A Objectives: By the end of the lesson, Ss will be able to write an argumentative writing
B Content: The simple present tense C Materials: books, a picture, posters
D Anticipated problems: Some weak students can’t understand and
complete their writing, so most of the time they are free E Procedure:
Teacher Students I Warm-up: “Brainstorming” “Wearing casual
clothes in school” - give suggestions: + nice
+ comfortable
+ freedom of choice
+ make school colorful and lively
- whole class - individual
(8)+ self confident II Pre- writing: Presentation:
- say: if you want to write an argument, you have to carry out parts:
+ part 1: Introduction Let the reader know the writer’s point of view, using language (My opinion is……/ I think…….)
+ part 2: Present arguments Presents arguments in a logical way (one in each paragraph), give example where possible, using language (firstly…./ Secondly…/ Finally….)
+ part 3: Conclusion sum up the argument, using language (Therefore…/ In conclusion…)
- present: This is an argument that support the idea that secondary student should wear uniforms
- ask Ss to read part (a) in groups to understand III While- writing
- ask Ss to base on (a)-form, using “out line B” and write an argument about supporting that secondary school should wear casual clothes
- give suggestions:
feel comfortable: c¶m thÊy thoải mái freedom of choice: tự lựa chọn - go around class and help them - correct some Ss’ writings - give the correct writing:
“In my opinion, secondary school students should wear casual clothes
Firstly, wearing casual clothes gives students freedom of choice They have rights to choose sizes, colors and fashions that they have 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”
IV Post-writing: “ classification”
- give the poster with the words: “Equal, comfortable, self-confident, proud, practical, colorful, uniform, casual clothes, lively, freedom of choice
against support for to
wearing uniform Comfortable,
self-confident, practical, colorful, casual clothes, lively, freedom of choice
equal, proud, uniform
- whole class to listen, then copy into notebooks
- group works - group works
- teacher- whole class
- whole class
(9)V Homework:
- ask Ss to exercises in the exercises book and
prepare the lesson 5- Language focus - whole class to copy
Date of plan:
Date of teaching: Week:
12th period
Lesson - language focus
A Objectives and content: By the end of the lesson, Ss will be able to: - review the present perfect tense with “since, for, yet, already”
- review the passive voice in the present simple tense and “must, can, should, may, might…”
- Practice to some exercises: building a new dialogue, rewriting a passive from an active form
B Materials: books, a picture, posters
C Anticipated problems: Some weak students can’t understand the grammars
D Procedure:
Teacher Students I Revision: “Classification”
- give the poster with the words: “ last month, three days, 2004, yesterday, Monday, ten years, hours, 15 minutes, Saturday, last year”
- ask Ss to work in groups or individual - give the answers:
+ since: last month, 2004, yesterday, Monday, Saturday, last year
+ for: days, 10 years, hours, 15 minutes II Present perfect tense
- ask: When we use the present perfect tense?
- suggest: + an action began in the past, go on at the present, will go on in the future
+ form:
(+) S + have/ has + PII (-) S + haven’t/hasn’t + PII
(?) Haven’t/ Hasn’t/ Have/ Has + S + PII? - ask Ss to read the model dialogue (P.19) and the same
- give suggestions and corrects a)
A: Lien, come here and see my photo album B: Oh, so beautiful! Who’s this boy?
A: It’s Quang, my brother’s friend
- answer individual
- answer individually - whole class to listen
(10)
B: How long have you known him? A: I’ve known him for seven months B: Have you seen him recently?
A: No, I haven’t seen him since January - ask Ss to practice with his/ her partner in b, c III The present perfect tense with “already” and “ yet”
- ask: What is the present perfect tense used with, besides “since and for”?
- give the answer and explain:
Meaning: The present perfect tense yet= cha, already=đã, But the time is not clearly Form: Have/ Has + (already) + PII + (yet)? Notes: “yet” is used in the interrogative and positive
IV The present perfect tense with “ever”
- ask: what else is the present perfect tense used with?
- give the answer and explain: Meaning: ever=đã
Form: Have/ Has +S + ever + PII?
Use: “ever” is used in interrogative form - ask Ss to practice exercise
V Passive voice
1 Passive voice with the simple present tense - ask Ss to give the structure
- explain and give example: They sell jeans all over the word S V O
Jeans are sold by them all over the world S be +PII by + O
- explain: some subjects: people, they,
someone, somebody, everybody, nobody, are not used in the passive voice (no need “by + O”)
- ask Ss to exercise (p 21) - give the suggestions
2 Passive voice with “must, can, may, might, should”
- ask Ss to give the structure and correct: S + “must/ can/ may/ might/ should/ be going to/ will + be + PII + (by+ O)
- give an example:
I must home work before going to class
Homework must be done by me… * Exercise
- ask Ss to exercise individually - give the correct answers
a The problem can be solved by us
b Experiments on animals should be stopped c All the schools in the city have to improve by us
- individual
- work individually - whole class to listen copy
- individually
- whole class to listen
- whole class to listen, then
- individually
- individually
- whole class to copy
(11)d Life on another planet might be found by us e A new bridge is going to be built in the area VI Homework
- ask s to considerate the knowledge in unit and for the first test 45'
- whole class to copy - whole class to copy
Date of plan: Date of teaching: Week:
14th period
The first test 45’
A Objectives: by the end of the lesson, Ss will be able to check their understanding the grammar and vocabularies in unit 1,
B Content: Vocabularies and Grammars in unit 1, 2 C Materials: pens, papers
D Anticipated problems: Some Ss copy their friends’ work E Procedure:
I Ma trËn
Chủ đề Nhận biết Thông hiểu Vận dụng Tổng
KQ TL KQ TL KQ TL
I Language
focus 15s3m 15s 3m
II Reading 10s 2.5m 10s 3m
(12)III Listening 2m 2m
IV Writing 6s 2m 6s 2m
Tæng 20s