giao an 9 ca nam.doc

II/ Language content: Vocabulary: introduce, especially III/ Teaching aids: textbook, pictures IV/ Procedures: 1, Check up: Ss hand in their writing papers - 1 S reads the text and th

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Trường THCS Lê Đình Chinh Giáo án: Anh văn 9

1 st Week

Period 1 The date of pre: 16 /08/2009

The date of tea: 17 /08/2009

REVISION

I/Objectives: Help Ss to revise some structures they have learned in grade 8.

II/ Language content:

- Tenses and passive voice

III/ Teaching aids: flipchart.

IV/ Procedures:

1, Warm up: * Hangman: T E N S E S (6)

* Brainstorm: simple present simple past

- T puts the flipchart on board and tells Ss clearly what to do

- Ss do the exercises individually, then in pairs to check

- Call some Ss to read aloud their sentences

- Public check

Exercise 1: Give the correct form of the verbs:

1 Lan (go)………to school everyday

2 They (build) ……….this house for 3 years

3 Yesterday, I (meet)……….her at the birthday party

4 She (fly) ………to HCM City next week

5 We often (play)……… soccer in the afternoon

6 I (visit)……….my grandparents tomorrow

7 He (leave)………his house 3 days ago

8 Nam (learn)………English since 1990

9 You just (read) ……… this article on the website?

10 I (buy)……….that book tomorrow

11 They (stay)………there a long time ago

12 These students (be)……… never late for school

Exercise 2: Change into passive voice:

tenses

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2 They will sell that house next week.

3 The workers have just repainted that gate

4 Mai bought a new bike 5 days ago

5 People speak English all over the world

6 She gave me a gift

7 He has known Miss Pike since 2003

8 Have you ever eaten durian?

9 Mr Baker will visit this town tomorrow

10 They grow rice in tropical countries

11 People have built 2 hospitals this year

12 The earthquake killed many people last year

4, Production: Make sentences from the words given:

1 They/ buy/ new computer/ since Monday

2 This letter/ write/ by Mary

3 I/ often/ get up/ early/ morning

4 She/ come/ here/ next month

5 People/ cut down/ these trees/ yesterday

6 you/ ever/ see/ that film?

- T puts the flipchart on board and tells Ss what to do

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1 st Week

Period 2 The date of pre: 20/08/2009

The date of tea: 21/08/2009

UNIT1: A VISIT FROM A PEN PAL

I/ Objectives: By the end of the lesson, Ss will be able to know about some places Lan went

to with a foreign friend and some activities they took part in together

- Vocabulary: correspond, mosque, be impressed by, pray, workship, keep in touch,

friendliness, recreation

- Past simple tense with “wish”

III/ Teaching aids: Textbook, pictures, cassette player.

IV/ Procedures:

1, Warm up:* Chatting: T - whole class

+ Have you ever sent any letter to anybody?

+ Do you like to have pen pals?

+ What would you do if he/ she visited you?

- Ss look at the pictures (textbook) about the country and people in Vietnam, recognize the places Tasks: “Do you like to take your friends there? why?”

- Present the situation “Lan’s pen pal-Maryam is visiting Lan in Ha Noi” and teach some new words

2, Presentation: * Pre-teach vocabulary:

- to correspond (v) (explain: to write letters to each other)

- mosque (n) (picture)

- To be impressed by (explain: admire s.o or s.th very much)

- Pray (v) (mime)

- friendliness (n) (example: He is very friendly we like his friendliness)

- keep in touch (v) (translation)

- workship (n) (translation)

- recreation (n)

* Check vocabulary: Slap the board

* Listening: (book closed)

- Ss listen and check the table about Maryam and tick on the correct information

- Ss open their books, listen to the tape again and read the text

Maryam’s nationality Lan and Maryam have been pen pals for Places she visited

3 years

2 weeks

Hoan Kiem Lake

Ba Dinh SquareHCM’s MausoleumThe Mosque

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* Multiple choice: (textbook page 7)

- Ss work in pairs - read the text again and do the exercise in textbook

- Get Ss’ feedback (Ss explain why to choose the answer)

Key: 1 C 2 B 3 D 4 B

- T elicits the model sentences from the text

“Maryam only has a short vacation, Lan wanted her to have a longer vacation What did Lansay to Maryam?”

* model sentence: I wish you had a longer vacation

- T explains to Ss about wish sentence (present wish) – draw the structure

* Note: The present wish

3, Practice: T puts the flipchart on the board

- Ss rewrite the sentences, beginning with “I wish”

a I don’t know many people here d It’s hot today

b She has a little money e They do that work

c Lan isn’t here f We come to class late

- Ss do the exercise individually, then work in pairs to check

- Public check

4, Production:

- Let Ss think of their own wish in 2 mins, then Ss work in pairs to ask and answer

Ex: S1: What do you wish to do now ? S2: I wish…

- Some pairs say before class

V/ Homework: - Learn new words and structure.

- Do exercise 7 p 10 /workbook

*Writing: You are Maryam, write a short passage about your last visit to Ha noi.

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S1+wish+S2+V(past subjunctive)

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2 nd Week

Period 3 The date of pre : 23/08/2009

The date of tea : 24/08/2009

UNIT1: A VISIT FROM A PEN PAL

LESSON 2: SPEAK

I/Objective s: By the end of the lesson, Ss will be able to make and respond to introduction and tell

something to introduce their city/ country

Vocabulary: introduce, especially

III/ Teaching aids: textbook, pictures

IV/ Procedures:

1, Check up: Ss hand in their writing papers

- 1 S reads the text and then answers some questions

- 1S writes the structure of present wish and gives an example sentence with it

2, Warmer: * Matching:

Japan England Australia Vietnam India

3, Pre-speaking: * Pre-teach:

- introduce (v) (translation)

- especially (adv) (translation)

* Presenting the situation: Nga is talking to Maryam They are waiting for Lan outside her school.

* Rearrange the dialogue (exercise a p 8)

- Ss work in pairs to rearrange the sentences to make a complete dialogue

- Public check

Key: 1- c 5- b 4- d 2- e 3- a 6

- T plays the role of A, S plays the roles of B, reverse roles

- Ss work in pairs to practice the dialogue – Reverse roles

- some pairs play the roles before class

* Check Ss’understanding by asking the questions:

a Have Nga and Maryam met each other before? (No)

b Is Maryam enjoying her visit to Hanoi? (Yes)

c What does she like in Vietnam? (The people are friendly and Hanoi is interesting)

4, While speaking: (Exercise b p 8)

* Role play: Ask Ss to take turns to be one of Maryam’s friends and practice the same dialogue - T

shows Ss clearly what to do

- T assigns clearly Ss will be Jane, Paul, or Yoko (T can divide Ss into 6 groups to roleplay)

- Ss work in groups to play the roles

- T goes around and monitors

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- Call some groups to play the roles before class.

- T does the delayed correction

*Ss work in pairs, imagine one is a pen pal of Lan from any countries they like and the other

is a friend of Lan, say greetings and introduce themselves (T can let Ss work in groups of 8 or 10 toprepare a dialogue and then 2 representatives of each group play the roles before class - mark theirwork if possible)

V/ Homework:

- Ask Ss to copy the dialogue they like into their notebook

- Learn new words + the dialogue

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2nd Week

Period 4 The Date of pre: 27/08/2009

The Date of tea: 28/08/2009

UNIT 1: A VISIT FROM A PEN PAL

LESSON 3: LISTEN

I/ Objective s: By the end of the lesson, Ss will be able to listen to specific information to select the

correct pictures and to know about the visit of Carlo to Jim in America

II/ Language content: Vocabulary: grass, hamburger, pond.

III/ Teaching aids: textbook, pictures, flipchart, cassette player

IV/ Procedures:

1, Check up: 2Ss play the roles of Lan’s friend and her pen pal

2, Warmer: *Jumbled words:

+ tccah = catch + rkap = park + ilkl = kill

+ ondp =pond + rssag = grass + rrubhgame = hamburger

3, Pre-listening:

*Set the scene: Tim’s Mexican pen pal, Carlos is visiting Jim in the USA.

- Ss look at the pictures and tell what there are in each one, where the places are and what people aredoing in the pictures

*open- prediction: Tell Ss that Tim’ s talking to Carlo to visit some places.

- Ask them to think of the three things that Tim and Carlos are doing

- Ss can guess and give several answers before listening

* Possible answers: They are going to the park

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1 Tim and Carlo go through the……….to catch a bus on Ocean Drive

A Forest B park C yard D station

2 There are trees, flowers and ………in the middle of the park

A a yard B a bench C a pond D house

3 The park-keeper is growing some more………

A grass B trees C flowers D roses

4……… walking on the grass because he didn’t see the sign

A Tim’s B Carlo’s C You’re D I ’m

Key: 1 - B 2 - C 3 - A 4 - B

- T puts the exercise on a flipchart, gives Ss paper sheets

- Get Ss to read through the sentences before listening

- Ss listen and choose the correct option

- Public check

5, Post-listening:

- Give Ss some questions about the dialogue (on a flipchart)

- Get Ss to listen and then answer

*Questions: a Which sign is there in the park? (keep off the grass)

b Which bus will they catch? (the bus number 130)

c Where are they going to eat? (an American restaurant)

*Tape script :

Tim: Are you hungry, Carlo?

Carlo: Yes

Tim: Okay, let’s go to a restaurant downtown If we go through the park, we can catch a bus

on the Ocean Drive.

Carlo: 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 flowers and a pond in the middle.

Tim: Carlo, Be careful You‘re walking on the grass The park-keeper is growing some more You’ll

kill the new grass.

Carlo: Oh, sorry I didn’t see the sign.

Tim: Come on It’s time we caught the bus.

Carlo: Is that our bus, Tim?

Tim: No, that’s a 103 bus We want the number 130.

Carlo: Where are we going to eat?

Tim: It’s up to you There is a new Mexican restaurant in town.

Carlo: Oh, no I can eat Mexican food at home I love American food I’d rather eat hamburgers.

Tim: Okay I know exactly where we need to go.

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UNIT 1: A VISIT FROM A PENPAL

LESSON 4 : READ

I/ Objectives: Ss practise reading the text for details By the end of the lesson Ss will have some

knowledge about Malaysia, one of the countries of the Asian

Vocabulary: region, ASEAN, separate, comprise, tropical climate, unit of currency, Islam,religion(Islam, Buddhism, Hinduism) compulsory

III/ Teaching aids: textbook, pictures, cassette player.

IV/ Procedures:

1, Check up:

2, Warmer: * Shark attack: _ _ _ _ _ _ _ _ (MALAYSIA)

*Chatting: Ask Ss these questions:

+ What do you know about Malaysia?

+ Do you want to know more about this country?

- T leads in the lesson

3, Pre-reading: *Pre-teach vocabulary:

- Tropical climate (elicit by giving example in Vietnamese)

- compulsory (ad ) (ex: you must wear uniform at school Uniform is compulsory )

- Unit of currency (n) (example :dong,dollars,pound .)

- separate (v) (mime )

- The ASEAN (=The Association of South East Asian Nation)

- comprise (v) (synonym =include)

- Region (n) ( synonym = area)

* Gap filling : (exercise a p 10)

- T tells Ss what to do with the exercise

- Ss read the text to fill in the table in exercise a/textbook

- Ss work individually first ,then in pairs to check.

- Public check

Key: 1 329,758 sq km 2 over 22 million 3 tropical 4 the ringed

5 Kuala Lumpur 6 Islam 7 Bahamas Malaysia 8 English

* True or False: (exercise b p 10 )

- Get Ss to read through the statements

- Ss read the text again to do the exercise

- Work in pairs to check

- Public check (Ss have to explain why)

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Key: 1.T 2.F 3.F 4.F 5.F

5, Post reading: * Making questions: Ss work in groups

- T gives Ss their task: Ss will refer to the chart in exercise a to prepare questions about Malaysia

- T and 1S do as model first –Ss work in pairs

- Some pairs say before the class

+ Questions :- How big is Malaysia?

- What is its population?

- Which climate does it have?

- What is its unit of currency?

- Which city is the capital of Malaysia?

- What is its official religion?

- What is its national language?

- What is its secondary language?

*Gap-filling: Ss work in pairs, prepare a chart (like exercise b p 10)

- Ss fill in the gap with the information about Vietnam

- Learn new words, translate the text into Vietnamese

- Do the writing exercise + exercises 1,2 p 5, 6,7/exercise book

******************************************

1 Area: 329,247 sq km 5 capital city: Ha Noi

2 Population : over 83 million 6 religions :christianity, protestantism…

3 Climate: tropical 7 National language : Vietnamese

4 Unit of currency: dong 8 school foreign language

:English,Chinese……

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LESSON 5 : WRITE

I/ Objectives: Ss practice writing a personal letter By the end of the lesson, Ss will be able to know

how to write the letter

- Outline of a personal letter

III/ Teaching aids: textbook, flipchart

IV/ Procedures:

1, C heck-up: 1S reads the passage and then answers the questions and writes new words:

“Where is Malaysia? How big is its? What is its population? Which climate does it have?”

- T collects Ss’writing exercise and correct them at home

2, Warmer * Chatting: - Have you ever visited any other places in Vietnam?

- When did you go? How did you get there? Did you visit any places of interest?

- Did you buy anything? When you are away, do you keep in touch? How?

Lead in the new lesson

3, Pre-writing:

* Set the scene: Imagine you are visiting your friends or relatives in another part of Vietnam or in

a different country

- Get Ss answer on their own information these questions:

+ Where are you now? How did you get there?

+ Who did you meet first?

+ What have you done? (What places have you visited? Who have you met? What kinds of foodhave you eaten ?What have you bought ? )

+ How do you feel now?

+ What interest you most?

+ When will you return home?

- Ss prepare in 5 mines, then work in pairs to ask and answer

- Call some Ss to answer before class

- Remind Ss about the format of a personal letter by asking “what are the parts of a personal letter?”

- T takes some notes on the board for the weaker Ss to use in their writing

*Note: Outline of a personal letter

A – Heading: writer’s address and the date

B – Opening: Dear….,

C – Body the letter

D – Closing: Your friend / Love……

4, While- writing:

- Tell Ss what to do: write a letter for your family, telling them about the visit

- Ss do in 15 mines

- Ss change the letter to their friends, read and correct

- Call 3 Ss to write on the board

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* For the weaker class, we can let Ss work in groups of ten to write a letter on a flipchart, then putthe chart on board and correct –Ss write their letter again at home

5, Post-writing:

- Correct the letters

- Collect some of Ss’writing and correct them at home

- I’ve visited/been many places like… I’ve tried many different food …

- I’ll visit… tomorrow/on Sunday….- I’ll visit … tomorrow

+ Third paragraph:

- I feel so happy and enjoy myself so much

- The people here are so nice and friendly

- The food is delicious

- The sights are so beautiful

- I will leave ….at… /next… and will arrive home at …

- Please pick me up at the…See you later

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LESSON 6: LANGUAGE FOCUS

I/ Objective s: Ss practice the past simple tense and the wish sentences, by the end of the lesson, Ss

will know and use the structure well

II/ Language content: - The past simple tense

- Wish sentences (present wish)

III/ Teaching aids: Textbook, flipchart

IV/ Procedures:

1, Check up: T gives back the writing papers

2, Warmer: * Matching: Ss work in two groups, match the infinitives with their past

Infinitives Simple past

3, Activity 1: The past simple tense

a Presentation: T presents the model conversation : T revises the form and

A: What did Bad do on the weekend? the usage of the simple

B: He went to see a movie called “Ghosts and Monsters” past tense

A: When did he see it?

B: He saw it on Saturday afternoon at two o’clock

b Practice: * Speaking (Language focus 1 p 11)

- Show Ss the table in textbook, tell Ss what to do

- Ss work in pairs, ask and answer about the activities Nga, Lan, Nam and Ba did at the weekend

- Some pairs ask and answer before the class

* Writing: (Language focus 2 p 12)

- T presents the situation: Lan and her friends are holding a farewell party for Maryam

- Ask Ss to look at the picture and describe what people did (T and whole class)

- Ss use the cues in the box, write to describe the pictures (individually)

- Ss work in pairs to check

- Get Ss’feedback: Call some Ss to write on the board – correct

Answer key: 1 She made a cake 2 He hung colorful lamps in the room/on the wall.

3 She bought some flowers 4 He painted a picture of Ha noi

5 They went shopping

c Production: “What did you do last weekend?”

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- Ss write the five things they did on last weekend(Ss can do it as a homework)

4, Activity 2: Wish sentences

a Presentation: T presents the model: I am short I wish I were taller

- Revise the structure of present wish: “S1 +wish +S2 +V(simple past)”

b Practice: Get Ss to read the situation in textbook, show them what to do.

- Ss write to do the exercise, then work in pairs to check

- Get Ss’feedback: call Ss to read aloud the sentences: 1S reads the situation sentence,1S reads the wish sentence

- Correct – give Ss the correct answers

Answer key: b I wish I were in the swimming pool.

c I wish I had a computer

d I wish I didn’t live very far from school/I lived (nearer the school/close to school)

e I wish I had a sister

f I wish I didn’t draw very badly/I drew well

g I wish I had my friend’s phone numbers

h I wish I knew many friends

i I wish there were some rivers and lakes in my hometown

c Production: What do you wish?(write down your three wishes)

- Ss write their wishes on a piece of paper, then work in pairs to ask and answer

Example exchange : S1: I’ll give you three wishes, what do you wish?

S2: I wish…

- Ss say before the class

V/ Homework: - Learn the structures

- Do exercises 3,5,6,8 p 7,8,9,10,11 / workbook

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Lesson 1 : - GETTING STARTED & LISTEN AND READ

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I/ Objectives: By the end of the lesson, Ss will be able to know some more about the Ao Dai, the

traditional dress of Vietnamese woman and Ss will know more about the present perfect tense

II/ Language content: - Vocabulary: poet, a long silk tunic, to slit, design, inspiration, ethnic

minorities, pattern, unique

- structure: present perfect tense

III/ Teaching aids: textbook, pictures, flipchart

picture a: T: Where does she come from? S: She comes from Japan

T: How do you know? S: Because she is wearing a Kimono

*Answer :b, Vietnam ( Ao dai) c, Scotland (kilt )

d, India (Sari) e, The USA (Jeans ) f, Arabia (veil )

3, Presentation: T presents the topic of the lesson “clothing”

* Pre-teach new words:

- a long silk tunic (n) (picture)

- slit (v) (picture)

- pattern (n) (picture)

- ethnic minorities (n) (Ex: Bana, Jorai, Mường…are ethnic minorities)

- unique (ad) (synonym = only/ ex: Ao dai is very special No country has it)

- poet (n) (ex: To Huu, Huy Can are poets)

- inspiration (n) (translation)- to take inspiration from sth

*Check vocabulary: Slap the board

Present the text: “you are going to read a text about the traditional dress of Vietnam”

- Get Ss to listen to the tape and read the text in textbook(T can call 1s to read the text again to checkthe pronunciation)

* Gap-filling: Get Ss to read through the exercise a p 14

- Ss read the text and fill in the gaps

- Ss work in pairs to check - Get Ss’ feedback – correct

Key: 1 poems, novels and songs

2 long silk tunic that is slit on the sides worn over loose pants

3 to wear modern clothing at work 4 printing lines of poetry on it

5 symbols such as suns, stars, crosses and stripes

* answer the questions : Get Ss to read through the questions.

- Ss read the text again to do the exercise b p14

- Ss work in pairs to check - Public check

Key: 1 Traditionally, men and women used to wear the Ao dai

2 Because it is more convenient

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3 They have printed lines of poetry on it or have added symbols such as suns, stars, crosses andstripes to the Ao dai

* elicit the model sentences: T asks Ss:

T: What have fashion designers printed on the Ao dai?

Ss: They have printed lines of poetry on it

- Revise the present perfect tense with “already and yet”

*Form:

- Already is used in affirmative sentence and in mid-sentence.

- Yet is used in negative and questions at the end of the sentence.

4, Practice:

* Complete the sentences, using the present perfect tense.

a, Writers / mention / ao dai / novels.

b, Designers / print / lines of poetry / ao dai.

c, They / take / inspiration / Vietnam / ethnic minorities

d, They / add / patterns / ao dai.

- Ss close their books T puts the flipchart on board and tells Ss what to do

- Ss write their sentences in 5 minutes  Call Ss to write their sentences on board

- Public check (Ss open their books to check)

5,Production: Ss Write 3 sentences about yourself using the present perfect tense

Ex: I have lived in pleiku since……

V/ Homework:

- learn new words and the present perfect tense

- translate the text into Vietnamese

- prepare for speak: find as many words as possible about clothes

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5thWeek The date of pre : 13/09/2009

Period 9 The date of tea : 14/09/2009

S + HAVE/HAS + V (past participle) +by O

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I/ Objectives: By the end of the lesson, Ss will be able to ask and respond to questions on personal

reference (clothing)

II/ Language content: vocabulary about clothes

III/ Teaching aids: Textbook, pictures , real things

IV/ Procedures:

1, Check up: - 1S reads the text about Aodai and answer the questions, then writes some new

words

- 1 S writes the structure of present perfect and give an example

2, Warmer: * Quizzes (7 quizzes) C L O T H E S

1 2 3 4 5 6 7

- Ss take turn to choose the numbers T raises Qs, Ss answer In each word, there is a key letter Ssmust rearrange the key letters to make the right word

Questions and keys: 1 where does Maryam come from? (Malaysia)

2 A person who writes poem is called…….(poet)

3 A place where Maryam comes to pray…….(mosque)

4 when you see your friend, which greeting do you say? (hello)

5 where do you go after school? (home)

6 where do you go every morning? (school)

7 two people write letter together They …… (correspond)

*Brainstorm: - T asks Ss to tell some names of the clothes they know

jeans shorts

- T gets Ss’information and introduces the topic of the lesson

3, Pre-speaking: * Pre-teach:

- plaid (adj) (picture)

- plain (adj) (picture)

-striped (adj) (picture)

- sleeve (n) - sleeveless (adj) - short sleeved (adj) # long sleeved (adj)

- faded (adj) (picture)

- baggy (adj) (picture)

- Get Ss to work in groups of eight to write two more questions for the last selection of

the survey about Ss’clothes

- Get Ss’ feedback –choose the most popular questions for the survey

clothes

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- Give Ss paper sheets on which printed the questions for the survey

- Ss go around the class to ask one of their classmates and fill in the form

- T goes around and monitors

Name Casual clothes Favorite clothes School uniform Clothes for special

occasion

- Ss do the exercise in 5 mines

5, Post speaking:

- After Ss have finished their task, ask them to work in groups to answer the questions:

“How many people like to wear their uniform? What kind of clothes do most people like to wear?why?”

- T gets feedback from several groups to compare and draw out the result of the survey about thewhole class

- Ss should report like this: Three people said they liked to wear their uniform ,…

T asks the representatives from the groups to present the result of the survey in front of the class and

T notes down on the board

V/ Homework:

- learn new words

- prepare listen

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UNIT 2 : CLOTHING

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I/ Objectives: By the end of the lesson, Ss will be able to listen for specific information to know

how to describe what people are wearing

Vocabulary: announcement , missing , entrance , fair , doll

III/ Teaching aids: Textbook , cassette player

IV/ Procedures:

2, Warmer: Revision

- T writes the word “ CLOTHING” on board

- Divide Ss into 2 teams Ss from 2 teams go to the board and write the words relating to

“CLOTHING” The team which writes more words in limited time is the winner

3, Pre-listening:

* Pre teach :

- announcement (n) (translation)

- missing (adj ) (synonym = lost)

- entrance (n) (synonym = door, gate)

- fair (n) (translation)

- doll (n ) (realia)

*Check vocabulary: slap the board

- T asks Ss to look at the pictures page 16/ textbook and asks some questions to elicit and present thetask of listening: “What’s this? What are these? What color is it? What color are they?”

* Set the scene : “you will hear an announcement about a lost girl called Mary”

4, While –listening: *Listen and answer the questions:

a How old is Mary? (She is three)

b Where was she last seen? (she was seen near the main entrance to the Car Fair)

c What’s she like? (she has short dark hair)

*Listen and check the letter of the correct picture:

- Ss listen again and check the picture to show what Mary is wearing

- Get Ss’feedback

KEY : a B (blue shorts) b A (a long sleeved white blouse) c C (brown shoes)

Tape script: Announcer (on public announcement)

Attention please Here is a special announcement A little girl is reported missing She waslast seen 20 minutes ago near the main entrance to the car fair Her name is Mary And

she is 3 years old She has short dark hair She is wearing shorts and a long sleeved white blouse.She is wearing a pair of shoes – brown shoes She may be carrying a large doll If you see Mary,please bring her to the information desk Her father is waiting for her there Thank you

5, Post –listening: * Guessing Game:

- Divide class into 2 teams Ss in each team can choose anyone in his/her class to describe and Ss inother team guess who she /he is

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Ex: This is a boy/girl He/ she has………….hair He/ she is……… He/ she iswearing…………

V/ Homework:

- Write to describe your friend

- Learn new words

- Prepare for Read

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Period 11 The date of tea : 21//09/2009

LESSON 4: READ

I/Objectives: Ss practice reading the text for details By the end of the lesson, Ss will be able to

understand the text about jeans

Vocabulary: material, cotton , wear out , style , embroider , label ,out of fashion, sailor

III/ Teaching aids: Textbook, picture

IV/ Procedures:

1 Check up: check Ss’writing and new words

2.Warmer: * Hang man: _ _ _ _ _ (JEANS)

- T leads in the lesson

3 Pre-reading:

*Pre-teach:

- material (n) (realia) - cotton (n) (realia)

- wear out (v) (realia) - style (n) (translation)

- embroider (v) (realia) - label (n) (realia)

- out of fashion (translation ) - sailor (n) (picture)

* Check vocabulary: what and where

*True /False prediction: (Ss close the book)

- T puts the statements on board, gets Ss to read through to guess and check true or false

- Public check

a Jeans first came from America

b It was named after the cowboys in Texas ,America

c In the 18th century , only cowboys love wearing jeans

d Since the famous designers made their own styles of jeans It became expensive

e Nowadays, young people still like wearing jeans

4 While –reading:

- Ask Ss to read the text to check their prediction

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Key: a - F b - F c - F d - T e - T

* Gap-filling: (exercise a p 17)

- Ss read the text again and fill in the missing dates and words

- Ss work in pairs to check

- Get feedback and correct

Key: 1 18th century – jean cloth 2 1960s – students

5 1990s – sale

* Answer the questions: (exercise b p 18)

- Ss read through the questions to understand

- Ss work in pairs to answer

- Get Ss’feedback - Correct

Key: a The word “jeans” comes from a kind of material that was made in Europe

b The 1960s’fashions were embroidered jeans, painted jeans and so on

c Because jeans became cheaper at that time

d Jeans at last became high fashion clothing in the 1980s

e The sale of jeans stopped growing because the worldwide economic situation got worse in the1990s

5 Post –reading:

- T puts the two questions on board, Ss answer about themselves

“Do you like wearing jeans? Why?”

- Let Ss work in groups to make report about their ideads

- Each group has a representative to report before the class like this: “ five people said that they likedwearing jeans because they are comfortable and fashionable …”

V/ Homework:

- learn new words

- do exercises 2, 4 p 13, 15/ exercise book

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LESSON 5: WRITE

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I/ Objectives: By the end of the lesson, Ss will be able to write an exposition presenting one side of

an argument

II/ Language content: - The outline of an argument

- New words: argument, point of view, be equal in, bear one’s name, practical, self-confident,freedom of choice, encourage

IV/ Procedures:

1, Check up: 1 S read the text , answer the questions and writes some new words

+ Where does the word jeans come from?

+ What were the 1960s fashions?

+Why did the sale of jeans stop growing?

2, Warm-up:

* Jumbled word: RMIFUNO = ? (UNIFORM)

* Chatting: T asks Ss some questions to elicit their ideas about wearing uniform:

+ What do you wear at school? How often do you wear uniform?

+ How do you feel when wearing uniform? Do you like wearing it?

+ If you have a choice, what type of clothes do you want to wear when going to school?

+ Why do you choose it?

3 Pre-writing:

*Pre-teach:

- argument (n) (translation)

- point of view (n) (translation) = opinion

- to bear one’s name (example)

- practical (adj) (translation)

- self-confident (adj) (translation)

- freedom of choice (n) (translation)

- encourage (v) (explanation)

- be equal in (translation)

* Check vocabulary: Slap the board

* Presentation:

- T puts the flipchart on which written the table (textbook p18) on board

- Tell Ss it is the outline to present one side of an argument

- Let Ss read the outline in textbook in 5 mins, then ask them some Qs to check their understanding(Ss work in pairs )

+ How many parts are there in an outline? what are they?

+ What do you write in “introduction”? what language is used?

+ How can we present “series of argument”? what language is used?

+What do you write in “conclusion”? what language is used?

- Ss read the topic and outline A , ask Ss some questions:

+ What is the topic of the passage?

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(Because the uniforms bear their school’s name)

+ How do Ss feel when wearing uniform? (They feel equal in many ways)

+ Do Ss have to think of what to wear everyday?

- Ss read the outline B and answer the questions:

+ What is the topic of the argument? why should secondary Ss wear casual clothes?

- Some Ss write their passages on board

- T and the whole class correct

V/ Homework:

- Ss write the correct passage into their notebook

- Prepare language focus 1,3,4,5

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I/ Objecftives: By the end of the lesson, Ss will be able to use “since” and “for” in the present

perfect tense, distinguish the difference between the past simple and the present perfect tense, anduse the passive form

II/ Language content: - The present perfect tense

- Passive form

- New words: department store, solve, planet, bridge

III/ Teaching aids: textbook

IV/ Procedures:

1.Check up: 1S tells the form and usage of the present perfect tense, give an example

- 1S tells the outline of an argument – writes some new words

2 Warm up: * Noughts and crosses:

- divide Ss into 2 groups will eat does used

- Ss take turns to make sentences, gone visited plays

using the verbs given (remain the saw read been

original forms)

3 Activity 1: The present perfect tense:

A Review the present perfect with since and for (L.Focus 1 p 19-20)

a Presentation: Ask Ss to look at the dialogue on page 19

- Elicit from Ss: The present perfect tense with since and for

Note: - The present perfect tense is used to talk about something which started in the past andcontinues up to the present

- We often use For and Since with this tense

FOR + a period of time

SINCE + a point of time

b Practice: Ss work in pairs, use the information in the table to make similar dialogue

- Ss play the roles before class

*Suggested dialogue : A: Come and see my photo album !

B: Lovely ! Who’s this……….?

It’s ………

B: How long have you known ……… ?

A I’ve known ……… for ………

B: Have you seen ……… recently?

A: NoI haven’t seen …………since …He/she has………

c/production:( Language focus 2p20)

*Set the scene: you and your partner are visiting HCM City Look at the notes, there are the things

you have done and things you haven’t done

- Ss to use the prompts (textbook) to ask and answer, using already – yet like the model.

- Ss work in pairs T goes around and monitors, takes notes the mistakes Ss ‘ve made

- Some pairs say before the class

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a Presentation: Set the scene: Tom and Mary are talking about places they have been to and things

they’ve done Ask Ss to look at the model dialogue – elicit from Ss the difference in usage of thesimple past and the present perfect tense

Note: SIMPLE PAST: talk about definite past time

PRESENT PERFECT: talk about indefinite past time

EVER: is used in question in mid sentence

- Ss work in groups of six to match the verbs with the nouns in the box:

Read - a comic /go - the supermarket / Singapore / the movies

See - an elephant use - a computer play –volleyball eat - durian

b Practice: Ss work in pairs to ask and answer (like the model dialogue ),using the item in the box

- Get Ss to say before the class

4 Activity 2: The passive:

a Presentation: T gives Ss an example: They sell jeans all over the world

Jeans are sold all over the world

- Elicit and revise the passive form of the verbs

Note: Passive form: be + V(past participle )

+ present perfect tense : have /has +been +V(pp)

+ simple present: am/is /are +V (pp)

+ simple past: were/was +V(pp)

+ simple future: will /shall + be + V(pp)

b Practice: (L.Focus 3 p 21)

- Ask Ss to do the exercise individually

- Ss write on board – T and the whole class correct

KEY: a, Jean 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

d, A new style of jeans has just been introduced in the USA

e, Two department store have been built this year

* Passive form of the modal verbs :

- Give Ss an example : You must do this exercise carefully

 This exercise must be done carefully

- Elicit from Ss the modal verbs: must, can, should, might, have to, be going to and their passiveform

Note: Passive form of the modal verbs: Modals + be + V (pp)

- Ask Ss to do exercise 5 p 21

- Ss write on board - T and the whole class correct

KEY: 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

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V/ Homework: - learn the structures

- do exercises 2,4,6,7 p 13,14,15,17,18

**********************************************************

The first TEST 45’

I/ Objectives: To check and evaluate Ss’ learning and understanding from unit 1 to unit 2 II/ Language content : - Vocabulary

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TỔNG SỐ ĐIỂM

ĐÁP ÁN, BIỂU ĐIỂM Answer Keys:

IV A correct sentence is 0,5 ( 0.5 x 4 = 2ps )

1.He is good-looking and very sporty He has big black eyes and a round face

2 He is also very sociable and has a good sense of humor

3 He likes playing volleyball face and reading picture books in his free time

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Lớp : Môn : Anh văn :Lớp : 9

A Trắc nghiệm : Khoanh tròn câu trả lời đúng nhất trong mỗi câu sau (6 điểm)

1 She will ………me next week.

a Visit b To visit c Visits d Visiting

2 Lan ……… at 5 o’clock

3 They……… their homeworks.

4.My cat……… the mouse in the yard everyday.

5.We ………the good citizens last year.

6 She ……… two sisters and one brother.

7 I am ……….book when you come.

8 He……… swimming when I came.

9 The book ……… given me by my mother last week.

10 Mr Minh always ……… to work on time.

11 My family………TV last night.

12 It is going to ……… this afternoon.

B Tự luận : (4 điểm )

Câu 1 Cho dạng đúng của động từ trong ngoặc (2 điểm)

1.My father ( go) ………to Ha Noi since 7 o’ clock

2 They ( eat ) ……… any cakes for 2 hours ?

3 She ( not ) ( want ) ………to do anything.

4 Hoa ( drink )………a glass of orange juice.

Câu 2 Dịch sang tiếng Anh : (2 điểm)

1 Lan có một người bạn bốn phương.Tên của cô ấy là Maryam.

……… ………

2 Chúng tôi đã làm xong bài tập về nhà từ lúc 9 giờ.

……… ………

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8ThWeek The date of pre : 05/09/2009

UNIT 3 :

LESSON 1 : - GETTING STARTED + LISTEN AND READ

I/ Objectives: By the end of the lesson, Ss will be able to talk about life and activities in the

countryside and know more about wish sentence

II/ Language content: - countryside vocabulary

- the present wish

III/ Teaching aids: Textbook, pictures, flipchart

IV/ Procedures:

1 Warmer: * Matching: (getting started p22)

Divise Ss into 2 teams Ss look at the pictures and matching : 1.She

is watering the vegetables 5 He is feeding the pig

2.They are swimming 6 He is plowing

3.She is feeding the chicken 7.He is flying the kite

4 They are harvesting/cutting the rice 8 They are playing soccer

* Chatting: T and the whole class:

- Where can you see these activities?(in the countryside) – Have you ever been to the countryside? –

Do you want to have a trip to the countryside?

Present the lesson “The trip to the countryside”

2 Presentation: *Pre-teach:(T uses the pictures to teach new words)

- hero (n) (ex: Tran Hung Dao is a Vietnamese hero)

- banyan tree(n) (ex: Cuoi sits under the banyan tree)

- bamboo (n) (picture)

- river bank (n) (picture or draw)

- shrine (n) (translation) đền thờ

* Check vocabulary: What and where

* Listen and read:

- T leads in the lesson: “you will read a passage about Ba’s trip to the countryside”

- Get Ss to listen to the tape and read the text

* True-false statements: (exercise a p 23)

- Get Ss to go through the sentences in textbook

- Ss read the text and then do the exercise

- Get Ss’ feedback –Ss correct the false statements

* Answer key: 1.F (Ba and his family had a day trip to their home village)

2.T

3.F (there is a big old banyan tree at the entrance to the village)

4.F (People had a snack under the banyan tree)

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* Comprehension questions: (exercise b p 23)

- Have Ss work in pairs to answer the questions

T checks luckynumber

*Answers: 1 It’s about 60 kilometers to the North of Hanoi

2 They got to the village by bus

3 It’s at the entrance to the village

4 They saw a shrine of a Vietnamese hero

5 They had a picnic on the river bank

6 Liz took a lot of photos to show her parents

7 Liz wishes she could visit Ba’s village again

- Elicit model sentence from the question 7

Model sentence: Liz wishes she could visit Ba’s village again.

- Explain and elicit the structure of wish sentence

* Note: WISH SENTENCE (present wish)

S1 +wish(es) + S2 + Could + V (infinitive)

3, Practice: * Word cue drill

- T gives an example to show Ss what to do

Ex: a, Ba/ can have/ new bicycle

S1: What does Ba wish?

S2: He wishes he could have a new bicycle.

a/ Lan /can speak /French

b/He/can pass/ examimation

c/they/can visit / their mother

- Ss work in pairs to make sentences from the cues

- Public check

KEY: a/ Lan wishes she could speak French

b/ He wishes he could pass exam

c/They wish they could visit their mother

4.Production: (Group work)

- Write 3 sentences about your wish:

a something you would like to do

b something you would like to have

c somewhere you would like to go

V/ Homework:

- Learn new words and structure by heart.-Do exercises 1,2,3 p20-21/ workbook

- Write wish sentences into your notebook.-Prepare <speak>

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UNIT 3 :

LESSON 1 : - SPEAK

I/ Objectives: By the end of the lesson, Ss will be able to ask for and give information about their

own home village

II/ Language content: - countryside vocabulary

III/ Teaching aids: Textbook, paper sheets.

IV/ Procedures:

1 Check up: + 1S reads the text, answers the questions and writes new words

- Where is Bag’s village? - What did they see on the mountain?

- What did Liz do to show the trip to her parents?

+ 1 S writes the structure of wish sentence and gives a sentence of his/ her own

2 Warmer: * Hang man: H O M E V I L L A G E (11)

* Chatting: ask Ss these questions:

- Do you have a home village? Where is it? Have you ever been there?

- How often do you visit your home village? How do you go there? How far is it from here?……+ Elicit several ideas from Ss

3 Pre-speaking: * Matching: (book closed)

- T gives Ss paper sheets

- Ss work in pairs to match questions with the answers

A

a Where is your home village?

b How far is it from the city?

c How can you get there ?

d How long does it take to get there?

e What do people do for a living in your village?

f Does your village have a river?

1 Yes, there is a river flowing across the village

2 They plant rice and vegetables

3 It takes an hour

4 I can get there by bus

5 It’s about 30 kames from the city

6 It’s to the south of the city

- Get Ss’ feedback

KEY: 6-a , 5-b , 4-c , 3-d , 2-e , 1-f

*Role play: Ss work in pairs to play the roles of the dialogue.

- Get some Ss to say before the class

4 While –speaking:

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- Get Ss to read the role of B in textbook p 24

- Ss work in pairs, ask and answer, using B as the cues

- Get some pairs to say before the class

* Ss work in pairs again, ask and answer, using their own information about their home village

- some pairs say before the class

5 Post-speaking: * Writing:

- Get Ss to write about their own hometown/ village

- Ss write to do the exercise

V/ Homework:

- Do the writing exercise

- Prepare “Listen”

*********************************************************

UNIT 3 :

LESSON 3 : LISTEN + CORRECTING THE FIRST TEST 45’

I/Objectives: By the end of the lesson, Ss will practice listening for specific information to locate on

the map and to consolidate Ss’vocabulary of the countryside and help Ss correct their mistakes in thefirst test 45’

Vocabulary: parking lot, gas station, fuel, westward, route, pick up

II/ Teaching aids: cassette player, textbook, flipchart

IV/ Procedures:

1 Check up: 2 Ss play the roles of the dialogue about their own home village (the same as in speak)

2 Warmer: * Jumbled words:

- lofafbu = buffalo - ddypa / ldefi = paddy field

- annyba / eetr = banyan tree -boobam / restfo = bamboo forest

3.Pre-listening: * Pre-teach:

- parking lot (n) (synonym: car-park)

- gas station (n) (picture)

- fuel (n) (ex: gas ,oil, petrol are fuel)

- westward (follow the way of the sunset)

- route (n) (explanation: the way from one place to another)

- pick someone up (v) (translation)

*Check vocabulary: What and Where

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* Prediction: - Give Ss the places, ask Ss to look at the map, guess where the places on the map are

and compare with their partners

- Get Ss’ ideas before listening

4.While-listening:

* Matching: - Get Ss to listen to the tape and check their prediction

- Match the places on the bus route with the letters on the map

Answers: A banyan tree B airport C highway No 1

D Dragon bridge E gas station F store

G pond H bamboo forest I Parking lot

*Tape script: At 6.30 in the morning, the bus collected Ba and his family from their home Afterpicking everybody up, the bus continued north on the Highway No1 It crossed the Dragon bridgeand stopped at the gas station to get some more fuel Then , it left the highway

and turned left onto a smaller road westward This road ran between green paddy fields, so thepeople on the bus could see a lot of cows and buffaloes The road ended before a big store beside apond Instead of turning left towards a small airport, the bus went in the opposite direction It didn’tstay on that road for very long, but turned left onto a road which went through a small bambooforest Finally, the bus dropped everyone off at the parking lot ten meters from a big old banyan tree

It parked there and waited for people to come back in the evening

5 Post –listening:

- Get some Ss to show the bus route they have just listened before the class

* Ss draw a simple map to show the others the route from their house to their school

- Call Ss to say before the class

6.Correcting the first test 45’:

-Gv phát bài cho học sinh

-Nhận xét bài làm , vào điểm

-Gv giảng lại những điểm sai sót của hs

-Sửa bài viết

V/ Homework:

- write a short paragraph to tell the way from your house to your school

- learn new words

- prepare for Read

****************************************************

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UNIT 3 :

I/Objectives:: By the end of the lesson, Ss will be able to understand the text in details about the

countryside life in Ohio

II/ Language content: Vocabulary: exchange student

III/ Teaching aids: textbook, flipchart

IV/ Procedures:

1 Check up:1S draws a map from his/her house to school and then tells the route

2 Warmer: * Shark attack:

- feed (4 letters) - hot dog (6 letters) - collect (7 letters)

- grocery (7 letters) - farmer (6 letters) - eggs (4 letters)

3 Pre-reading: * Pre-teach:

- exchange student (n) (translation)

*Set the scene : You will read a passage about Van, a Vietnamese exchange student in the

USA He is living on a farm with the Parker family You will know more about farmlife in the USAcompared with in Vietnam

4 While –reading:

*Comprehension questions:

- Put the questions on the flipchart

- Ss run through the questions , then read the text to answer

- Public check

a How long will Van stay there?

b What do Mr and Mrs Parker do?

c How many children do they have?

d What does Van do after finishing his homework?

e How do the Parkers spend their weekend?

Key: a He will stay there till the beginning of October.

b Mr Parker is a farmer ,and Mrs Parker works part-time at a grocery store

c They have two boys

d He feeds the chickens and collects their eggs

e They eat hamburgers or hot dogs while they watch Peter play

*Matching: (exercise a p 26)

- Ask Ss to work in pairs, read the text, match the words in column A with explanation in columnB

- Get Ss’feedback

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Key: + maize = corn

+ feed = give food to eat+ grocery store = where people buy food and small things + part- time = shorter or less than standard time

+ collect = bring things together

*Completing the summary: (exercise b p 26)

- Ask Ss to read through the summary, then Ss work in pairs, read the text, complete the summary,using the information from the passage

- Public check

- Call 1S to read the completed summary in front of the class

key: A Vietnamese boy named Van is living with the Parker family in the American state of Ohio

Mr Parker is a farmer and Mrs Parker works part-time at a grocery store in a nearby town They have two children, Peter and Sam Van often does chores after school Sometimes, he also has to help on the farm The family relaxes on Saturday afternoons and they watch Peter play baseball Van likes the Parkers, and he enjoys being a member of their family.

5 Post-reading:

* Chatting: T asks Ss several questions about An phu

+ Is the life in An Phu easy or hard?

+ What do most people do for a living in An phu?

+ What do people often do in their free time? at the weekend?

+ What do people eat at the weekend? Do they eat any special food?

- Get several ideas from Ss

* Writing: Liz Taylor is an exchange student from America She wants to stay with a farmer

family in Vietnam for a few months Imagine that she will stay with your family, write a shortparagraph to describe her staying in your family

- T shows Ss clearly what to do Ss do it as homework

V/ Homework: - Do the writing exercise

- Learn new words

- Prepare for Write

*********************************************************

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UNIT 3 :

I/ Objectives: By the end of the lesson, Ss will be able to write a short paragraph describing a

story happened in the past – a picnic in the countryside

II/ Language content: - the simple past tense

- vocabulary: picnic site, blanket, lay out, gather

III/ Teaching aids: Textbook, flipchart, pictures, paper sheets.

IV/ Procedures:

1, Check up: 1S reads the text again, answers some Qs and writes new words

- check some of Ss’writing

2 Warmer: *Hangman: P I C N I C (6)

*Chatting: - Have you ever gone on a picnic in the countryside?

- What things did you bring on a picnic?

- T leads in the new lesson and presents Ss about a picnic in the countryside

3.Pre-writing: * Pre-teach:

- blanket (n) (picture)

- lay out (v) (mime)

- gather (v) (mime)

- picnic site(n) (ex: Our picnic site is Dong Xanh Park)

* Check vocabulary : what and where

*Describing:

- T puts the pictures on board, gets Ss to look at the pictures and describe them

- T asks: Who went on a picnic? How did you go? Where did you go?

What did you do? When did you arrive home?

- Get Ss to read through the cues in textbook

- Tell Ss that they are going to write a passage entitled “A country picnic”

- Give Ss the starting sentence “It was a beautiful day, …….”

4.While –writing:

- Ss use the cues and pictures to write the story about “A country picnic” in their notebooks

(individually), then work in pairs to check

- Call some Ss to write on board

- Public check

* Suggested writing: It was a beautiful day, my friends and I decided to go on a picnic We took a

bus to the countryside and then walked about 20 minutes to the picnic site next to a

river We put down the blankets and laid out the food After meal we played the games “what song isit?” and “blind man’s buff” Late in the afternoon, we went fishing We enjoyed our

Trang 36

picnic When we looked at the time, it was nearly 6.30 pm We hurriedly gathered our things andran to the bus stop We were lucky to catch the last bus and we arrived home very late in theevening.

5 Post writing: * Chatting: T asks Ss several Qs about themselves.

1, What day was it?

2, Who went on the picnic?

3, How did you get there?

4, Where did you go?

5, What did you do first ? then?

6, How did you feel?

7, When did you come back home?

(T gives Ss the paper sheets on which written the Qs)

- T can put Ss ‘ideas on board for Ss to use them as the cues of their writing

* Writing : (Ss can do it at home)

- Get Ss to write their own passage about one of their picnics

V/ Homework:

- learn new words

- write a passage about your own picnic

- prepare language focus

*****************************************************

UNIT 3 :

I/ Objectives: By the end of the lesson, Ss will be able to use the adverb clauses of result and the

prepositions of time well and modal could with wish

II/ Language content: vocabulary: itinerary, depart

- The simple past tense

- Adverb clauses of result

- Prepositions of time

- could with wish

IV/ Procedures:

1 Check up: Check Ss’writing

2 Warmer: *Jumbled word: TIONPOSIPRE = PREPOSITION

3 Activity 1: The prepositions of time

a Pre teach:

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- itinerary (n) (picture)

- to depart (v) (explain: to start the journey)

b, Presentation:

*Matching: Ss work in groups of six –match the prepositions with the words in the box “in/on/at”

- Ss write on the flipchart, after 3 mines – get Ss’feedback

Key: - On: 10th October ,weekend , Christmas, Sunday ,Sunday evening

- In: 20th century ,1924 ,winter ,September, the evening

- At: seven o’clock

- T notices Ss about the using of some prepositions of time

* Answer the questions:

- Get Ss to look at Mr Thanh’s itinerary p 30, read it and answer:

- What does he do on the first day? the second day? the third day? and the last day?

- What time does the meeting at Raffles Center begin? finish?

- What about the meeting at Lion City Restaurant?

- What time does the meeting in Raya Palace begin? finish?

- What about the meeting at Little India Restaurant?

c, Practice: * Gap-filling (Exercise 2 p 30)

- Ss work in pairs to fill in the blanks

- Public check

Key : a at b on c between d till e after f up to

d, Production: * Complete the sentences: (Exercise 3 p 30,31)

- Ss work in pairs again to complete the sentences

- Get Ss’feedback

Key : a on b at/in c in d for e in f at

4, activity 2: Modal could with wish

a Presentation: T elicits from the question: What does Liz wish?

Ss: She wishes she could visit Ba’s village again.

Present to Ss the modal could with wish

* Note: WISH SENTENCE (present wish)

S1 +wish(es) + S2 + Could+ V (infinitive

b, practice:Writing with could.( exercise 1p28-29)

Ss write sentences on their paper

Ss share with their partner

Give feedback

Key: b,Hoa wishes she could visit her parents

cI wish I could pass my exam

d We wish it couldn’t rain

20th century , Christmas ,1924, Saturday ,winter

Sunday evening ,september ,the evening ,

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e he wishes he could fly.

f they wish they could stay in Hue

c Production:Ss write 3 sentences with wish

give feedback

5 Activity 3 : Adverb clauses of result

a Presentation: elicit by asking Ss :

“What did people do and how did they feel after they reached Ba’s village?”

- Everyone felt tired, so they sat down under the tree and had a snack.

- Ask Ss: what did everyone do when they felt tired? – they sat down under…

- Present to Ss the adverb clause of result with “so”

Note: SO: + Use : to express the result of the statement before.

+ Meaning :

b Practice: * Matching (Exercise 4 p 31)

- Have Ss work in pairs to match the half sentences

- Give feedback

key : 1-e 2-a 3-d 4-b 5-c

c Production: *Complete the sentences:

1, The film was boring, so………

2, We were very hungry, so………

3, I don’t like him, so………

- Ss write to do the exercise

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UNIT 4:

LESSON 1 : GETTING STARTED & LISTEN AND READ

I/ Objectives: By the end of the lesson, Ss will be able to know how to make reported speech with

questions and know some vocabulary about learning a foreign language

- Vocabulary about learning a language

- Reported questions

III/ Teaching aids: cassette ,textbook, flipchart

IV/ Procedures:

1.Check up: - 1 S tells the structure of wish sentence, gives an example

- 1S tells about the using of the prepositions of time: in, on ,at

2 Warmer: * Jumbled word: S H I G L N E (English)

- T asks the whole class –Do you like learning English?

How do you learn your English?

- Elicit several answers from Ss – present Ss the ten ways of studying English in textbook, Ss readthrough the sentences

- Ss work in pair to check things they do in the list and add one more thing

- Call some Ss to present their ideas before the class

- T asks Ss: How do you do your English tests? Do you write? Do you read? Do you listen? Do youspeak?

- T: if someone speak in their exam, we say that they take oral exam, today we will learn about anoral exam that Lan has just taken

3 Presentation :

*Pre-teach :

- oral examination (n) (an exam which Ss have to speak)

- written examination (n) (an exam that Ss have to write to do the exercises)

- examiner (n) (a person who marks the papers in an exam)

- candidate (n) (a student who takes part in the exam)

- aspect (n) (translation)Lĩnh vực ,khía cạnh

- go on (v) (synonym: continue)

- stage (n) (translation) bước ,giai đoạn(Stage one)

* Check vocabulary : what and where

* Listen and read :

- T presents the dialogue between Lan and Paola: “Lan tells Paola about the oral examination she has

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- Ss listen to the dialogue on the tape.

* Practice the dialogue:

- Ss work in pair to play the roles of the dialogue

- Call some Ss to say before the class

* Answer: (Exercise b P 33)

- T gives Ss the list of the questions – Ss read them through.

- Work in pairs to check the questions that the examiner really asked Lan

- Public check

Key :1-2-6-7-8-9-10-14

* Elicit the model sentences :

The examiner : What is your name ?

Lan told Paola: She asked me what my name was

The examiner: Do you speak any other language ?

Lan told Paola: She asked me if I spoke any other language

- T explains to Ss about the indirect speech with Qs (yes-no question and wh-question)

*Note : Repoted speech with questions

+ Wh-question: S1+ asked + O + question word + S2 + V2

+ Yes-No question: S1+ asked + O + If/ whether + S2 + V2

4, Practice:* (exercise b p33)

Ss work in pairs 1 Ss is examiner and other Ss is an examinee in an oral examination.Ss ask andanswer the information in the list

Ex: Ss1: What’s your name ?

Ss2: She asked me what my name was

T gets feedback

Key :1,2,6,7,8,9,10,14

* rewrite these sentences in to reported speech

1, “ Are you a student?”

-She asked me………

2 “ Do you like French music?”

-He asked me ………

3 “ how long does the course take?”

4 “What are you doing?”

- T gives examples to show Ss what to do

Ex: “Do you like pop music?” – She asked me if/ whether I liked pop music.

“Where do you live?” – She asked me where I lived.

- Ss work in pairs to changes the questions into indirect speech

- Call Ss to say before the class: 1S raises the question –1S turns it into indirect

Key:

1,She asked me If I was a student

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