E 9 Unit 2

- Gives feedback and corrects. - Asks the Ss to read the text again and work in pairs to answer the questions in exercise b) on page 14... - Calls on some pairs to practice in front o[r]

(1)

WEEK: Date of preparation: September 28th, 2007.

Period: Date of teaching: September 29th, 2007.

UNIT: CLOTHING.

LESSON: GETTING STARTED & LISTEN AND READ. I- Aims and ojectives:

- Language content: - To introduce some new words relating to the Ao Dai in Viet Nam

- To review the present perfect tense and the passive

- Language function: - Talking about the traditional dress of Vietnamese women

-Educational aims: - To educate the Ss to keep and respect the traditional beauty of each nation

1-Language:

a- Vocabulary: poet, a long silk tunic, slit, inspiration, ethnic minorities, pattern

b- Structures: The present perfect tense and passive voice

2- Skills: Integrated skills

3- Educational factor: To educate in the Ss the pride of their traditional Ao Dai

II- Teacher and Students’ preparation:

1- Method: Communicative approach

2- Techniques: Repetition, explanation, using pictures, gap filling, game

3- Materials needed: Textbook, pictures, cassette player

4- Students’ preparation: Pictures, new lesson

5- Previous exercises: The teacher’s key to the last exercises

III- Procedure in class :

1- Stabilization (3ms) a- Warm up: Greeting

b- Checking absence: Who’s absent today?

2- Checking up the previous knowledge (5ms)

* Questions: Asks the Ss to go to the board and exercise: “ Write sentences beginning I wish….

1- I’m sorry I can’t go to the party 2- I don’t know people in the town

(2)

1- I wish I could go to the party

2- I wish I knew many people in the town 3- Presentation of the new materials:

Time Teacher’s activities Students’ activities The content ofthe lesson

5ms 1- Lead- in.

* Getting started:

- Uses the pictures in the book and asks the Ss:

+ Where does the woman/ man come from?

+Why you know where they are from….(Japan) ?

- As you know, each nation has their traditional clothes and so Vietnamese people: How does the Ao Dai originate? And how has it been changed?

- Introduces the new lesson: “ you are going to read a text about the traditional dress of Viet nam”

-Answer the Teacher’ questions:

+ She/He comes from Japan/ Viet nam/ Scotland/ India/ USA/Arabia

+ Look at their clothes

- Listen to her

UNIT:

CLOTHING. Lesson: GETTING STARTED & LISTEN AND READ

10ms

II- Pre- reading

- Plays the tape one time

- Introduces some new words and phrases:

+ poet (n) (example) + a long silk tunic

(translation) + slit (v) ( explanation: to make a long thin cut in something

-Listen to the tape

- Focus on the Teacher’s explanation and write down

* New words and phrases:

+ poet (n) + a long silk tunic + slit (n) + inspiration (n) + ethnic

(3)

+ inspiration(n) (translation) + ethnic minorities ( example: Thai, Muong…)

+ pattern (n) ( picture) + unique (adj)

(explanation)

+ desinger (n) (example: Hong Hanh is the most famous Ao Dai desinger in VN.)

- Asks the Ss to read the new words

- Checks understanding of the new words by using the technique: Rub out and remember

- Reviews:+ the presentperfect

tense: S + have/ has + V p.p + the passive voice: S + to be + V p.p + by

- Read the new words - Play the game with the Teacher’s guiding - Listen and write down

+ pattern (n) + unique (adj)

+ desinger (n)

* Grammar:

+ the present perfect tense: S + have/ has + V p.p

+ the passive voice:

S + to be + Vp.p + by

III- While- reading

- Asks the Ss to listen to the tape - Has the Ss read in silence

- Gets the Ss use the information in the passage to exercises a) on page 14( individual)

- Asks the Ss to share with their partners

-Listen to the tape - Read in silence

- Use the information in the passage to

exercises

- Share with their partners

* Exercises: + Exercise a)

(4)

12ms - Calls on some Ss to read the answers

- Gives feedback and corrects - Asks the Ss to read the text again and work in pairs to answer the questions in exercise b) on page 14

- Calls on some pairs to practice in front of the class

- Gives feedback and corrects

- Read the answers - Listen and take notes - Read the text again and work in pairs to answer the questions in exercise b) on page 14 - Practice in front of the class

- Listen and take notes

3- …….to wear modern clothing at work

4- … printing lines of poetry on it 5- … symbols such as suns, stars, crosses and stripes

+ Exercise b)

1-Traditionally, men and women used to wear the ao dai

2- Because it is more convenient 5ms

IV- Post- reading

- Tells: After you have read and understood what the passage talks about, now answer my questions: 1- Do you like to wear the Ao Dai? 2- How you feel?

- Listen and answer the Teacher’s questions: 1-Yes, I

2- I feel beautiful and wonderful……

3- They have printed lines of poetry on it or have added symbols such as sun, stars,

croosses, and stripes to the ao dai

V- Consolidation- Asks the Ss to rearrange all the : letters into a right word “ relating to the category of ao dai”

* AO DAI: 1- oermnd

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4ms

2- naaloiidttr 3- mrhca 4- naaelboihsf 5- niuueq

* Answer: 1- modern 2- traditional 3- charm 4- fashionable 5- unique

1m

VI- Homwork: - Asks the Ss to:

+ Learn the new words well and read again the text

+ Prepare the new lesson: speak

- Listen and write down

(6)

Period: Date of teaching: September 28th, 2006.

UNIT: CLOTHING. LESSON: SPEAK.

I Aims and ojectives:

- Language content: - To help the Ss to yse the words relating to clothing

freely

- To review the present simple, past simple and reported speech

- Language function: - To enable the Ss to ask and answer about their favorite type of clothing

- Education aim: -To educate in the Ss the life’s style of own one in

day life

1-Language:

a- Vocabulary: plain, plaid, sleeveless, striped, baggy, fade

b- Structures: The present simple, past simple, reported speech

2- Skills: Integrated skills

3- Educational factor: To help the Ss to choose the suitable clothes for each occasion

2- Techniques: Explanation, pairwork, groupwork, game

4- Students’ preparation: Pictures, new lesson

5- Previous exercises: The Teacher’s key to the last exercises

III- Procedure in class:

1- Stabilization (3ms) a Warm up: Greeting

2- Checking up the previous knowledge (5ms )

* Questions: Asks the Ss to read the text, answer the questions and write some new words: 1- Who used to wear the ao dai by tradition?

(7)

* Keys to the questions: According to each Ss’ ideas

1- Traditionally, men and women used to wear the ao dai

2- They have printed lines of poetry on it or have added symbols such as sun, stars, crosses, and stripes to the ao dai

3- Presentation of the new materials:

Time Teacher’s activities Students’ activities The content of the lesson.

5ms

I-Lead- in

- Gives a game: “ Words square”

* Answers:

_ jeans, striped, plain, : blouse

: suit

: plaid, short,

- Play the game with the

Teacher’s guiding UNIT: CLOTHING.

Lesson: 2 SPEAK

10ms

II- Pre- speaking

- Asks the Ss some questions to lead the Ss into the lesson:

+ What you usually wear when: you go to school?

you stay at home? you play sports? you go to the party? - Explains some new words: + plain (adj) ( picture) + plaid (adj) (picture) + sleeveless (adj) ( picture) + stripe (n) (picture) + baggy (adj) ( picture) + fade (v)

( explanation)

- Answer the Teacher’s questions

Focus on the Teacher’s explanation and write down

- Read the new words

(8)

Time Teacher’s activities Students’ activities The content ofthe lesson.

- Checks understanding of the new words by using the technique: “What and where “

- Reviews the grammatical note: present simple, past simple, and reported speech

- Play the technique with the Teacher’s guiding - Listen and take notes

* Review the gramatical note: present simple, past simple and reported speech

13ms

III- While- speaking * Asks the Ss to look at the

pictures and match them with the phrases in

the exercise a) on page 14

- Has the Ss compare with the partners

- Calls on some Ss to read the answers

- Gives feedback and corrects * Asks the Ss to work in groups of or 10 students each to read and write two more questions for the last section of the survey about students’ wear ( in the exercise b) on page 15)

- Calls on some groups to practice in front of the class

- Gives feedback and corrects -* Asks the Ss to interview their friends ( in exercise c) on page 16) - Asks them to report the result of

- Look at the pictures and match them with the phrases in the exercise a) on page 14

- Compare with the partners

- Read the answers -Listen and take notes - Work in groups

- Practice in front of the class

- Listen and take notes - Interview their friends - Report the result of

* Exercises:

+ Exercise a)

a- a colorful T-shirt

b- a sleeveless sweater

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

+ Exercise b) * Casual clothes: 1- On the

weekend, I usually wear a T- shirt and jeans or shorts 2- Because they are convenient and comfortable

* Favorite clothes:

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their survey in their group The survey should begin as follow: Three people said that they liked their uniform.

Two people said thatthey usually wore colorful T- shirt on the

weekend.

Chi said she loved baggy pants. - Asks the representative from each group to present the result of the survey in front of the class - Gives feedback and corrects

their survey in their group

- Present the result of the survey in front of the class

- Listen and take notes

clothes are ao dai and jeans

Because it’s nice and convenient

* School uniform: 1- Yes, it’s

comfortable 2- It’s white and blue

* Clothes for special occasions:

5ms

IV- Post- speaking

- Asks the Ss to talk about the suitable clothes for each season: + In the spring:

+ In the summer: + In the fall: + In the winter:

* Ex: What you wear in the

summer?

+ I usually wear colorful T- shirt and short in the summer

- Asks the Ss to work in groups - Calls on some groups to practice before the class and corrects

- Talk about the suitable clothes for each season:

- Work in groups - Practice before the class and take notes

1-What type of clothing you usually wear on Tet holiday/ on christmas Day… - I usually wear ao dai/ long dress 2- What would you wear to a party/

- Iwould wear long dress/ shirt and pants

3ms

V- Consolidation

- Gives some pictures and asks the Ss to say the name of clothes ( asks the Ss to close your books and notebooks)

Ex: What is this?

This is a striped shirt

- Say the name of clothes without looking at the books and

(10)

1m

VI-Homework

- Asks the Ss to:

+ Learn the new words and the grammatical notes well

+ Make a list of types of clothing that most of the students in the class like wearing on different special cases

+ Prepare the new lesson: Listen

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Period: Date of teaching: September 29th, 2006

UNIT: CLOTHING. LESSON: LISTEN.

I-Aims and ojectives:

- Language content: - To review some words relating to clothing

- To help the Ss to review the present progressive tense

-Language function: Describing what people are wearin

-Educational aims Educating the Ss how to behave in a situation- A lost person

1-Language:

a-Vocabulary: announcement, entrance, fair, doll

b- Structures:The present progressive tense

2-Skills: Integrated skills

3- Educational factor: To educate the Ss to take care of their younger brothers/ sisters carefully in the public

II- Teacher and students’ preparation: 1- Method: Communicative approach

2- Techniques: Repetition, explanation, questions and answer, game

4- Students’preparation: Pictures, new lesson

III- Procedure in class :

1- Stabilization (3ms) a- Warm up: Greeting

* Questions: Asks the Ss some questions:

1- What you usually wear on the weekend? 2- Why you wear these clothes?

3- What is your favorite type of clothing? Why?

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3- My favorite clothes are jean and T- shirt Because it is convenient

3- Presentation of the new materials:

Time Teacher’s activities Students’activities The content of the lesson

5ms

I-Lead-in

* Revision:

- Asks the Ss to write the words relating to CLOTHING on the board The team which write more words in limited time is the

winner

* Answer:

- Shirt, skirt, jean, baggy pant……

- Play the game with the Teacher’s guiding

UNIT: 2

CLOTHING. Lesson: 3. LISTEN.

10ms

II- Pre- listening

- Introduces the topic: a public announcement

- Asks the Ss to look at the pictures and say these clothes in English by answering the

questions:

1- What are these? 2- What is this? 3- What color is this? 4- What color are these? - Introduces some new words: + announcement (n)

(translation)

+ entrance (n) ( synonym of a gate)

+ fair (n) ( explanation) + doll (n) ( realia)

- Listen to her

- Look at the pictures and say these clothes in English by answering the questions

- Focus on the

Teacher’s explanation and write down

- Read the new words

* New words: + announcement (n)

(13)

- Checks understanding of the new words by using the

techniques: slap the board

- Play the game with the Teacher’s guiding

13ms

III- While- listening

- Sets the sence: “ You will hear an announcement about a lost little girl called Mary”

- Plays the tape two times - Asks the Ss to answer the questions:

1- How old is she?

2- Where was she last seen? 3- What’s she like?

- Asks the Ss to listen to the tape again and check the letter of the correct picture to show what Mary is wearing

- Asks the Ss to share the answers with the partners

- Calls on some Ss to give the answers

* Answers:

a) B: She’s wearing blue shorts b) A: She’s wearing a long- sleeved blouse

c) C: She’s wearing brown shoes

- Listen to her - Listen to the tape - Answer the questions 1-She is three

2- She was last seen near the main entrance to the Car Fair

3- She has short dark hair

- Listen to the tape again and check the letter of the correct picture to show what Mary is wearing - Share the answers with the partners - Gives the answers

- Listen and take notes * Answers:

a) B: She’s wearing blue shorts

b) A: She’s wearing a long- sleeved blouse

c) C: She’s wearing brown shoes

IV- Post- listening

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5ms of theirs, answenring the questions:

+ How old is she/he? + What is she/he like?

+ What type of clothing does she/he like wearing?

+ What is she/ he wearing today?

theirs, answering the questions

3ms

1m

V- consolidation

- Gives a game “ noughts and crosses” and asks the Ss to give statements with the words given

VI- Homework

- Asks the Ss to:

+ Learn the new words well + Listen again the tape

+ prepare the next lesson: Read

- Plays the game with the Teacher’s guiding

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WEEK: Date of preparation: Sunday, September25th, 2005

Period: Date of teaching: Monday, September 26th, 2005.

UNIT: CLOTHING. LESSON: READ

- Language content: - To introduce some new words relating to different styles of jeans

- To review structures: past simple, passive voice, present perfect, start/ st

- Language function: After the lesson, Ss knownthe historical development of jeans

- Educational aims: Helping the Ss realize the advantages of jeans

1-Language:

a- Vocabulary: Embroider, material, cotton, wear out, style, label

b- Structures: Past simple, passive voice, present perfect, start/ stop+Ving

3- Educational factor: Knowing to wear jeans on suitable time occations

2- Techniques: Repetition, using pictures, asking and answering the questions

5- Previous exercises: The Teacher’key to the last exercises

1- Stabilization(3ms) a- Warm up: Greeting

2- Checking up the previous kno

*Questions:Asks the Ss to answer the questions in the listening exercises and write some new words on the board 1- How old is she?

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1- She is three

2- She has short dark hair 3- Presentation of the new materials:

Time Teacher’s activities Students’ activities The content of thelesson.

5ms

I-Lead- in.

- Asks some questions:

1- What you usually wear for a picnic?

2- What about jean?

3- What you want to know about jeans?

- Leads in the lesson: “ today we learn the develop of jeans and we can answer these above questions

- Listen to her

UNIT: 2

CLOTHING. Lesson: 4

READ.

7ms

II- Pre- reading.

- Plays the tape one time - Intriduces some new words: + Material (n) ( translation) + Cotton (n) ( realia) + wear out (v) (explanation) + Style (n) ( picture) + Embroider (v) ( realia) + Label (n) ( realia) - Asks the Ss to read the new words

- Checks understanding of the new words by using the technique: What and Where

- Reviews the structures: + past simple, passive voice, present perfect, start/stop+ V- ing

- Listen to the tape - Focus on the

- Read the new words - Play the game with the Teacher’s guiding

* New words: + Material (n) + Cotton (n) + Wear out (v) + Style (n) + Embroider (v) + Label (n) * Review the structures: past simple, passive voice, present perfect tense, start/ stop + V-ing

III-While- reading

(17)

15ms

- Asks the Ss the question:

What you want to know about jeans? Make questions:

+ Who first desinger jeans? + When did jeans become popular? Why?

+ Where were jeans made? + What were jeans made of ? + What are some famous jeans desingers?

- Asks the Ss to read the text to find out the answers to their questions and add more ideas - Asks the Ss to read the text to fill in the missing dates and words, exercise a), on page 17

- Has the Ss compare the answers with the partners

* Answers:

1- 18th century… jeans cloth. 2- 1960s… students…

3- 1970s… cheaper… 4- 1980s… fashion… 5- 1990s… sale…

- Has the Ss work in pairs to

answer the questions ( exercise b) on page 18 )

- calls on some pairs to practice in front of the class

second time

- Read the text to find out the answer to the questions and add more ideas

- Read the text to fill in the missing dates and words, exercise a) on page 17

- Compare the answers with the partners

- Take notes and write down

- Work in pairs to answer the questions exercise b) on page 18 - Practice in front of the class

* Exercises: + Exercise a) 1- 18th cetury… jean cloth

2- 1960s… students 3- 1970s… cheaper 4- 1980s… fashion 5- 1990s… sale…

+ Exercise b)

1- The word jeans comes from a kind of material that was made in Europe 2- The 60s’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 the worldwide

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- Gives feedback and corrects - Take notes 1990

6ms

IV- Post- reading

- Asks the Ss to 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?

- Calls on some groups to practice in front of the class

- Corrects the mistakes

- Work in groups to discuss the questions

- Practice in front of the class

- Take notes

3ms

V- Consolidation

- Asks the Ss to give ideas about : + like jeans:…

+ don’t like jeans:…

* possible answers:

+ like jeans: fashionable, economical, …

+ don’t like jeans: hot, thick…

- Gives ideas about: like jeans or don’t like jeans

1m VI-Homework- Asks the Ss to::

+ Learn the new words well and read the text again

+ Write down what they have talked about in groups in their notebooks

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+ Prepare the new lesson:write

* Self- evaliation:

WEEK: Date of preparation: Tuesday, September 27th, 2005.

Period: 10 Date of teaching: Wednesday, September 28th, 2005. UNIT: CLOTHING.

LESSON: WRITE

I- Aims and ojectives:

- Language content: - To help the Ss know how to give their opinions relating to wearing uniforms at school

- To review the simple present tense

- Language function: Presenting one side of an argumemt

- Educational aims: The Ss should obey the regulations of the school

1- Language:

a- Vocabulary:encourage, be equal in, bear one’s name, freedom of choice, self- confident

b- Structures: - Present simple tense, form of an outline

3- Educational factor: The Ss must wear uniforms at school

II- Teacher and students’preparation:

2-Techniques: explanation, translation, asking and answering

5- Previous exercises: The Teacher’s keys to the last exercises

1- Stabilization(3ms) a- Warm up: Greeting

(20)

* Questions: Asks the Ss to read the text, answer the questions and write some new words on the board 1- Where does the word jeans come from?

2- Why did more and more people begin wearing jeans in the 1970s?

* Keys to the questions: According to the Ss’ideas

1- The word jeans comes from a kind of material that was made in Europe

2- Because jeans became cheaper

3- Presentation of the new materials

Time Teacher’s activities. Students’ activities. The content of thrlesson.

5ms I-Lead- in.- Makes some questions:

a- What’s the weather like today?( fine/ hot/ sunny)

b- What are you wearing?

c- Do you like wearing uniforms? Why or why not?

* Possible answers:

+ Casual clothes: comfortable, self- confident, colourful and lively, suitable with your favorite choice

+ Uniforms: equal, practical, be proud of school

- Gives opinions:

Some of you like uniforms, but some others don’t like them I think, you should wear uniforms at school, so I try my best to get your agreement Today, I help you to write one side of it

- Answer the Teacher’s

questions UNIT:

CLOTHING. Lesson: 5

WRITE.

II- Pre- writing

- Explains some new words: + encourage (v)

( explanation)

- Focus on the

(21)

7ms

+ be equal in (v)

( explanation) + bear one’s name (v) ( picture) + freedom of choice ( translation) + self- confident ( adj) ( translation) - Asks the Ss to read the new words

- Checks understanding of the new words by using the technique: Rub out and Remember

- Asks the Ss to look at Outline A and then read the passage

- Makes some questions: a- How many paragraphs are there?

b- What does the writer write in each paragraph?

* Answers:

+ 1st: He shows his point of view. + 2nd, 3rd, 4th: He writes the reasons why Ss must wear uniforms at school

+ 5th: He sums up the argument. - Shows the first table from the book on page 18 to Ss and explains it clearly

- Note:

+ One reason in one paragraph + Put the argument in a logical

- Read the new words - Play the game with the Teacher’s guiding - Look at Outline A and then read the passage - Answer the questions

- Look at and listen to

+ bear one’s name (v)

+ freedom of choice

+ self- confident (adj)

* Exercise:

In my opinion it’s not necessary for high school Ss to wear school uniforms They should wear casual clothes

Firstly, wearing casual clothes makes Ss feel comfortable

(22)

makes school more colorful and lively In conclusion, Ss, particularly high school Ss should wear casual clothes when they are at school, because it’s more convenient and comfortable

15ms

III- While- writing

- Asks the Ss to read the topic and Outline B then write a passage of 100- 150 words This time they support the argument that

secondary school Ss should wear casual clothes

- Lets them work in groups within about mis

- Goes around and helps them if necessary

- Asks the Ss to stick their writings on the board

- Corrects mistakes - Gives remarks

- Asks the Ss to copy the best one into their notebooks

- Read the topic and Outline B then write a passage of 100- 150 words

- Works in groups

- Stick their writing on the board

- Take notes - Listen to

- Copy the best one into their notebooks

6ms

IV- Post- writing

- Gives other topic and gets Ss to write an argument ( using activity “ writing chain”)

* Topic: “ Woman teacher should wear the Ao Dai at school”.

- Asks the Ss to discuss and give

- Write an argument

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opinions

- Corrects mistakes

opinions - Take notes 3ms V- Cosolidation- Asks the Ss some questions

+ Is school uniform fashionable? + Should we wear casual clothes at shool?

+ How you feel when you wear casual clothes at shool?

+ Is wearing casual clothes

convenient comfortable, and fun?

- Answer the questions + No, it isn’t

+ Yes We should + I feel comfortable, self- confident… + Yes, it is 1ms

VI- Homework

- Asks the Ss to:

+ Learn the new words well + Make an argument so as to persuade her mother to buy a computer for them

+ Prepare for next period: Language focus

- Listen to and write down

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WEEK: Date of preparation: Sunday, October 1st, 2005.

Period: 11 Date of teaching: Monday, October 2nd, 2005. UNIT: CLOTHING.

LESSON: LANGUAGE FOCUS

- Language content: - To introduce some new words relating to beautiful sights in Viet Nam

- To review the present perfect tense “ past simple tenes andpassive voice “

- Language function: To enable the Ss to practice the present perfect, past simple tense and the passive voice

- Educational aims: To educate in the Ss the tourism

1- Language:

a- Vocabulary: Reunification Palace, Botanical Fardens, vegetarian, Dam Sen Amusement Park, elephant

b- Structures: + The present perfect and past simple tense

3- Educational factorTo encorage the Ss to visit beautiful places in Viet Nam

II- Teacher and students’ preparation:

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2- Techniques: Explanation, pairwork, repetition, games

3-Materials needed: Textbook, pictures, cassette player

- Students’ preparation: Pictures, new lesson

5- Previous exercises: The teacher’s key to the last exercises

1- Stabilization (3ms) a- Warm-up: Greeting

b- Checking absence: Who’s absent today?

* Questions: Asks the Ss to present one side of an argument in a paragraph and write some new words on the board

* Key to the questions: According to each Ss’ideas

3- Presentation of the new materials:

Time Teacher’s activeties Students’ activities The content of the lesson.

5ms I-Lead- in.

- Gives a game: “Pelmanism”

visited went

go saw eat

- Introduces the new lesson

- Play the game with

the Teacher’s

guiding

UNIT: 2

CLOTHING Lesson: 6

LANUAGE FOCUS.

8ms II- Pre- practice

*Reviews the present perfect with ALREADY, YET and EVER.

-Asks the Ss to look at the dialogue: A: Have you seen the Giac Lam Pagoda yet?

B: Yes, I’ve already seen it

A: Have you eaten Vietnamese food yet?

B: No, I haven’t

Elicits from the Ss the use and the position of already and yet in the

-Look at the dialogue and give how to use “ already and yet”

-Look at and write down

* Grammar: +The present perfect with ALREADY, YET and EVER.

ALREADY: is

used in

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Time Teacher’s activeties Students’ activities The content of the lesson. ALREADY: is used in affirmative

sentences

Position: midsentence

YET: is used in the negative

sentences and the questions Position: end of the sentence

-Sets the sence: Tom and Mary are talking to each other about places they have been to

-Asks the Ss to look at the dialogue: T:Have you ever been to Ireland? M: No, I haven’t

T: Have you ever been to France? M: Yes, I have

T: When did you go there? M: Two years ago

-Asks the Ss how to use “ever”

EVER: is used in questions

*THE PASSIVE VOICE.

-Reviews the passive forms of present perfect, simple present, simple past, and simple future

Ex: Jeans are sold all over the world -Gives the structure:

S+ tobe+ V-past participle

-Listen to her

- Look at the dialogue and write down

the negative

sentences and questions

+Position:end of the sentence

EVER: is used in the questions

*The passive forms of present perfect, simple present, simple past, and simple future.

S+ to be+ V-past participle.

15ms III- While- practice

* Exercise 1:

- Asks the Ss to read the dialogue in pairs

- Calls on two Ss to read the dilogue - Guides the Ss to work in pairs, making similar dailogue with the

-Read the dailogue in pairs

-Read the dailogue aloud

- Work in pairs,

making similar

* Exercises:

+ Exercise 1:

b

A: Come and see my photo album B: Lovely! Who’s this boy?

(27)

5ms

information in the table

- Gets some pairs to read the dailogue aloud

* Exercise 2:

-Intruduces some new words: + Reunification Palace

+ Zoo and Botanical Gardens + Dam Sen Amusement Park + vegetarian

- Asks the Ss to read the new words - Guides the Ss to works in pairs -Calls on some pairs to ask and answer aloud

- Corrects their mistakes

* Exercise 3:

-Explains the examples and guides the Ss to work in pairs

-Calls on some Ss to present - Gives feedback and corrects

*Exercise 4:

-Guides the Ss how to the exercises -Gets the Ss to compare their answers with their friends’

-Calls onsome Ss to write the answers - Corrects their mistakes

* Exercise 5:

- Explains the example and guides the Ss how to the exercise

- Calls on some Ss to show their answers

- Corrects their mistakes

dailogues

- Read the dailogue aloud

- Take notes

-Focus on the Teacher’s

explanation and write down

-Read the new words

-Work in pairs

-Ask and answer aloud

- Take notes

-Listen and practice in pairs

-Speak aloud -Takes notes - Do the exercises -Compare their answers

- Write the answers - Listen to and take notes

-Listen to the Teacher

-Do the exercise - Write the answers on the board

my brother’s

friend

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 He has returned to his hometown

+ Exercise 2: c- A: Have you visited the Zoo and Botanical Gardens yet? B: No, I haven’t d- A: Have you done

French/Chinese food yet?

B: Yes, I’ve already done it e- A: Have you gone to the Dam Sen Amusement Park yet?

B: No, I haven’t f- A: Have you visited

(28)

IV- Post- practice.

- Write a second sentence so that it has a similar meaning to the first Use the passive form

1- Somebody introduced me to Felix last year

2- People are destroying large areas of forest everyday

3- Somebody has bought the land next to our home

-Correct themselves

- Do the exercise 1- I was introduced to ………

2- Large areas of forest are being destroyed everyday 3- The land next to our home has been bought

- Take notes

B: Yes, I’ve already visited it g- A: Have you eaten vegetarian food yet?

B: No, I haven’t

+ Exercise 3:

b- A: Have you

ever used

computer?

B: No, I haven’t c- A: Have you ever been to Singapore?

B: Yes, I’ve been there three times A: When was you last there?

B: Two months ago

3ms V- Consolidation- gives a game: “Noughts and Crosses”.

- Asks the Ss to give sentences with

-Play the game with

the Teacher’s

guiding

* Exercise 4

b- Rice is grown in tropical countries c- Five million

bottles of

champagne will be

produced in

France next year

* Exercise 5

a- The Problem can be solve

(29)

verbs ( passive form)

read stop buy

learn listen eat

find sell clean

c- Life might be found on another planet

d- All the school in the city have to be improved e- Anew bridge is going to be built in the area

1m VI- Homework:

-Asks the Ss to:

+ Learn the grammar notes well

+ Write all exercises on the notebook + Prepare the next period “ Test period”

(30)

WEEK: Date of preparation: Tuesday, October 4th, 2005.

Period: 12 Date of teaching: Wednesday, October 5th, 2005.

UNIT: TEST 45ms.

I- Aims and ojectives:

- Language content: - To check up Ss’knowledges on vocabulery, structures, reading, writing, and listening

- To introduce the Ss the formart in the test

- Language function: To encourage the Ss’ability in learning English by getting good marks

- Educational aim: To educate in the Ss the honesty and solvency in the examinations

1- Language:

a- Vocabulary: Revision of the vocabulary from unit to unit

b- Structures: Revision of the structures from unit to unit

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3- Educational factor: Knowing to the test 45ms

II- Teacher and students’preparation:

2- Techniques: gap-filling, Multiple choice, transformation, giving answers

3- Materials needed: Textbook, cassette player

4- Students’preparation: Test 45ms

5- Previous exercises: III- Procedure in class:

1- Stabilization (3ms) a- Warm up: greeting

2- Presentation of the test.

Lớp Sĩ số Giỏi Khá Trung bình Yếu Kém

SL % SL % SL % SL % SL %

WEEK: Date of preparation: Sunday,October 9th, 2005.

Period: 13 Date of teaching: Monday, October 10th, 2005.

UNIT: CORRECTION OF THE TEST. I- Aims and ojectives:

- Language content: To help the Ss to correct their Test and get the way how to finish the test correctly

- Language function: To provide the Ss with the controlled practice of the test

- Educational aim: To educate in the Ss the correction and carefulness in doing tests

1- Language:

a- Vocabulary: Revision of the vocabulary

b- Structures: Revision of the structures

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3- Educational factor: Knowing to realize false mistakes in the test

II- Teacher and Students’preparation:

2- Techniques: Multiple choice, gap-filling, reading for details

3- Materials needed:Textbook, pictures, cassette player

III- Procedure in class:

1- Stabilization (3ms) a- Warm up: Greeting

2- Checking up the previous knowledge (5ms): can omit

3- Presentation of the new materials:

Time Teacher’s activities. Students’activities. The content of the Lesson.

2ms I-LEAD- IN. Introduces the new lesson: “ The correction of the test”

- Listen to her UNIT:

CORRECTION OF THE TEST

8ms II- PRE- PRACTICE- Asks the Ss to remind the vocabulary and grammar notes relating to the test

- Individual answering

25ms

III- WHILE- PRACTICE - Directs the Ss to correct the test ( Gives the keys to the test)

- Focus on each part and question and correct the test, write the answers of the test

I Vocabulary and structures:

1 a) has worked b) bought c) need

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II Answers:

1 Mai’s pen pal name is Mary She goes to the local comprehensive school

3 She likes listening to music, going swimming, horse-riding

4 Because she has exams soon

III Write

1 a) I wish I had a computer

b) I was introduced to Felix last year by somebody

2 a) His sister was used to drink much coffee last week b) We like wearing the colorful T- shirts and black shorts on the weekend

IV Listen:

1 B A B A 4ms IV- CONSOLIDATIONSummaries what the Ss have just

corrected in the test

- Listen to her 4 Homework:( 1m)

- Asks the Ss to redo the test

5- Preparation for the next lesson: (2ms)

(34)

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