By the end of the lesson, students will be able to use already and yet ion the present perfect tense, distinguish the difference between the past simple and present perfect tense, and be[r]
(1)Week: Sixth Date of preparing: 07/ 9/ 2012
Period: 11 Date of teaching: 25/ 9/ 2012
UNIT 2
CLOTHING
(Write)
I/ Objectives:By the end of the lesson, students will be able to write an exposition, presenting one side of an argument.
II/ Language contents: Grammar:
Vocabulary:
Some words related to ideas in the argument III/ Language skills:
Practice writing skill. IV/ Aids:
Teaching aids:
Text book, book, Extra-board Studying aids:
Books, text books … V/ Methods:
Explanation, suggestion and task-based learning. IV/ Procedure:
1 Class organization: Greetings.
Taking attendance: 9B… / … ; 9C ……./ ……; 9E ……./ ……. 2 Checking up.
- Ask students to answer some questions.
1. What you usually wear on the weekend? Why? 2. What kind of cloth you like best? Why?
- Ask student to say the clothes they enjoy 3 New lesson
Steps/ activities Content
Warm up
*Chatting:
-Ask students some questions about their feeling when wearing different types of clothing
-Teacher and students to show the
How often you wear uniforms? How you feel when wearing
uniforms?
If you have a choice, what type of
(2)vocabyulary
-Teacher explains
* Check vocabulary Rub out and remember
Rub out a word in English and point to the Vietnamese translation and ask “what’s this in English?” When all English words are rub out, go through the Vietnamese list and get students to come to the board and write the English words again
II Presentation:
- Stick or draw the following table on the board
- Tell the students it is 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
- Lets the readers know the writer’s point of view present arguments in a logical way ( one in each paragraph )
Writing
- Ask students 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
Pre- writing
II Pre teaching vocabulary - encourage ( v ) :
- be equal in ( v ) : - bear one’s name ( v ) : - freedom of choice ( n ) : - self – confident ( ad ) :
- Give examples where possible - sum up the argument
- My opinion is … - I think …
- Firstly, - Secondly, - Finally, - Therefore, - In conclusion,
+ What you write in “introduction “? What language is used?
(3)- Ask students to read the topic and Outline A
- Ask students some comprehension questions
- Ask students to read the passage to answer the questions:
- Ask students to read outline B and answer the questions
Post-writing
- Tell students to work in group to discuss and get some more ideas about the top pick
- 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
- When students have finished writing, let them compare their writing and correct mistakes
- Take some writing to correct in front of the class
+ 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 uniforms 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 argument?
+ Why should secondary students wear casual clothes?
(Wearing uniforms makes students feel comfortable, give them freedom of choice, make students feel confident, and makes school more colorful and lively.)
4 Consolidation.
Take some writing to correct in front of the class 5 Homework
Ask students to write the passage into their notebook
(4)Week: Sixth Date of preparing: 07/ 9/ 2012
Period: 12 Date of teaching: 26 & 28/ 9/ 2012
UNIT 2
CLOTHING
(Language focus)
I/ Objectives:By the end of the lesson, students will be able to use already and yet ion the present perfect tense, distinguish the difference between the past simple and present perfect tense, and be able to use passive forms of the present perfect, simple present, simple past, and simple future, practice passive modal auxiliaries
II/ Language contents: Grammar:
Present simple tense, past simple tense, present perfect tense, modal verbs Passive voice
Vocabulary: III/ Language skills:
Practice speaking, listening, reading, and writing skills. IV/ Aids:
Teaching aids:
Text book, book, Extra-board Studying aids:
Books, text books … V/ Methods:
Explanation, suggestion and task-based learning. IV/ Procedure:
1 Class organization: Greetings.
Taking attendance: 9B… / … ; 9C ……./ ……; 9E ……./ ……. 2 Checking up.
- Call some students to the exercise. (Supple the correct tenses of the verbs)
I (play) foot ball badly when I (be) young. She (not/ buy) this book yet.
3 New lesson
Step/ activities Content
- Students stand up to present - Teacher comments
- Students read the dialogue in pairs - Teacher notices student’s intonation - Teacher explains the requirement
Language Focus.
Work with a partner Read the dialogue.
a)
- Now use the information in the table to make similar dialogue
(5)- Students make similar dialogue, notice the use of For and Since Then present - Teacher corrects and gives the answers - Students note down
- Teacher explains the requirement
- Students read the give information, suggested verbs in the box and words of dialogue, work in pairs, make questions and answer
- Teacher notices students how to use “already, yet”, calls students to check the answers
- Teacher explains the requirement
- Students read the models Then ask and answer in pairs
- Teacher notices students the use of the present perfect and the simple past
- Students present their answers - Teacher corrects
- Teacher explains the requirement
- Students read the example, complete the sentences individually Then exchange with their partners Read their answers - Teacher corrects
A: Come and see my photo album B: Lovely ! who’s this boy ?
A: Ah! It’s Quang, 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 c)
A: Come and see my photo album B: Lovely ! who’s this girl ?
A: Ah! It’s Hoa , my new friend B: How long have you known her ? A: I’ve known her for weeks B: Have you seen her recently ?
A: No, I haven’t seen her since Monday Work with a partner Imagine you and your partner are visiting Ho Chi Minh city Ask and answer questions about the things you have done Use the present perfect tense of the verbs in the box.
- Have you visited the reunification palace yet?
Yes, I’ve already visited it
3 Work with a partner Ask and answer questions about the things you have done, use the present perfect tense of the verbs in the box.
- Have you ever eaten a durian? No, I haven’t
- Have you ever played football? Yes, I have
- When did you last play it ? I played it yesterday
Read the first sentence and then complete the second sentence with the same meaning use the passive form a) Jean cloth was made completely form 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
(6)- Teacher explains the requirement
- Students the exercises based on the structure:
- Teacher corrects - Students take rotes
introduced in the USA
e) Two department stores have been built this year
Charge the sentences from the active into the passive.
Modal verb + be + pp; have to / be going to + be + pp
a The problem can be solved
b Experiments 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 Anew bridge is going to be built in the area
4 Consolidation.
- Change into passive
1 He is going to buy new houses Mary can visit Viet Nam again 5 Homework
- Learn by heart the passive structure - Prepare A test
22 / / 20112