giáo án tiếng anh 9

- Asking the students to dopair word exercise 1 - Having some pairs present infront of the class.. Teaching steps: - Asking the students to read the topicand outline A and the model pass

UNIT 1: A VISIT FROM A PEN PAL

I General objectives:

1 Competencies:

- Make & respond to introduction

- How to compare with the likeness and the difference

- Scan for specific information

2 Language focus:

- Past simple tense

- Present unreal wish

II Techniques: Brainstorming; Questions – answers

III Etching aids: Cassette; Cassette recorder; illustrating pictures; OPH;

Pictures; Visual aids; Laptop; Flash cards, colored chalk

IV Total period distribution:

Period distribution Items of Teaching

1 Getting started, Listen and read

- Introduce, leading to the topic of a unit

- Talking about places to visit

II Grammar: Wish sentence & Past habit Used to + Verb

III Vocabulary: Words relating to famous place to visit & activities done during the

- Eliciting the places of interest of Ho

- Looking at the 6 picturesand guessing what placesthey are

(30’)

- Asking them some questions

1 Do you have any pen pals?

2 Do you like to have pen pals?

3 Where will you take him if he visits Vietnam for the 1st time?

4 Can you tell me the names of theplaces in 6 pictures?

- Teaching new words: Hung Temple;

Temple of Literature; Dong Xuan Market; the City hall; Ho Chi Minh history museum; Ben Thanh market.

* Listen and read

- Introducing the situation of the passage: Rizal Mary is, Lan’s pen pal visited her for the fist time and Lan tookher to some places of interest in Hanoi

- Playing cassette once the 1stparagraph

- Asking them questions: What do you know about Mary am?

- Having them a silent reading then identifying the places of interest

- Playing cassette again

- Explaining the new difficult words:

Mosque; peaceful; keep in touch;

* Ex: Lan used to walk past the mosque

on her way to primary school

* New structure:

Wish sentence: Present unreal wish

* Ex: I wish I had more time.

- Asking them to have silent reading for information to answer the questions

- Calling some students to say their choices

- Briefly explaining the use of Wish

- Answering the questions

- Listening to the teacher’sexplanations then write thevocabulary down

- Listening to the teacher

- Listening to cassette

- Answering the question

- Having a silent reading

- Listening to the cassette

- Writing down the newwords

- Finding out structures

- Identifying new structures

- Having silent reading andget more information

- Saying the choices

Ex: I wish I had more time.

I wish + clause (Past simple)

- Doing the practice

1 I wish I had enoughmoney

2 I wish I could sing thatsong

3 I wish it wasn’t raining

4 I wish I weren’t too fat

5 I wish the weather werefine today

Consolidation 1 Where did Lan take Mary am to

visit?

2 What place did they visit on Friday?

3 What new structure is there in the passage?

(p.5-6)

- Explain the way how to dothese exercises

UNIT 1: A VISIT FROM A PEN PAL

Lesson 2: Speak – Listen (45 min)

I Objectives:

- Developing speaking and listening skills

- Introducing oneself

II Language contents:

1 Grammar: Yes – No questions

2 Vocabulary: Some words relating to capitals and big cities in the word, especially in Asia

III Techniques:

Asking and answering – Pair work – Role play – Matching

IV Teaching aids:

Pictures, cassette player and tape

(3’) - Making questions:1 Where does Mary is come from?

2 Does she like Vietnamese people?

3 Does she like Ha Noi?

- Answering the questions:

1 Malaysia – Kuala Lumpur

2 Friendly

3 Interesting Presentation

(7’) - - Introducing situation.Asking Sts to work in pairs. - Matching and putting the dialogues in the correct order

 Finishing part (a)

Practice

(13’) - Correcting part (a)- Sticking the answer key on the board.

- Asking Sts to read the information in three boxes at the end of the page 8

- Replacing

- Making similar dialogues

- Practicing new dialogues (Pair work)

Free practice - Asking Sts to match countries and their - Matching

(5’) capitals (ASIA).

- Asking Sts to play roles

- Playing roles with their old names and their own words

- Playing the tape

- Listening and finding out where Tim and Carol are and that they are doing.

- Listening and choosing the

correct answers

- Comparing their answers with thepartner’s

Post-listening (4’) - Checking the answers with the whole class

- Saying the answers

UNIT 1: A VISIT TO A PEN PAL

Lesson 3: Read (45 min)

I Objectives:

1 Developing speaking and listening skills

2 Help students to know more about Malaysia

II Language contents:

Vocabulary: divided, separated, comprise tropical climate, official, language of instruction

III Techniques:

Communicative approach

IV Procedures:

Warm-up - T shows the map of Vietnam and asks

students:

1 Which country is on the map?

2 Which city is the capital of Vietnam?

3 How many regions are there in Vietnam?

- Answering the questions

Pre-reading - T introduce a the passage by showing

the map and the picture about Malaysia

- T asks “What do you know about Malaysia

- T asks sts to read the passage silently and underline the new words

- T explains new word (translation method)

- Sts answer (in Vietnamese)

- Reading the passage in silently

an underline the new word

- Listening to the explanation

While-reading - T reads the passage and students

listen and find the right information about Malaysia to fill in the table (pairword)

- Sts read their answer sentences

Post-reading - T hangs a cardboard and gets sts to do

T/F exercises in pairs

- T asks some pairs to write their

- Doing the exercise in pairs

- Answering the questions

- T gives answer keys and corrects

Feed-back - T asks For the false statements T

asks sts to give the correct ones

- Giving the correct statements

Consolidation - T gives some questions about

Malaysia:

1 Is Malaysia one of the countries of the ASEAN?

2 How many regions are there?

3 Is Kuala Lumpur the largest city in the country?

4 Which language is taught on secondary school?

5 What’s the weather like in Malaysia?

- Answering the questions

heart

- Rereading the passage

UNIT 1: A VISIT TO A PEN PAL

Lesson 4: Write (45 min)

I Aims:

Sts can practice the skill of writing a letter (a normal letter and a friendly letter)

II Teaching aids:

Pictures of some places of interest ( Hoan Kiem Lake, West Lake, London

Bridge, etc), Overhead, projector

III Teaching steps:

Warm-up - T introduces the topic of the

lesson by telling the sts his/hertrip Then T ask sts somequestions:

a When did you go last summer?

b Do you have any relatives?

c Have you ever visited them?

d Could you tell us about yourtrip?

- Answering the questions

Presentation - T reads a sample letter

- T guides sts how to write a letter(address, heading, body, closing,signature…)

- Listening to the teacher

Practice - T has some sts read their letters

in front of the class

- T corrects the mistakes

- Sts read the outline, payattention to he content ofeach part

- Sts base on the outline andteacher’s instructions andwrite a letter

- Sts discuss in groups andwrite letters by themselves

Consolidation - How to write a friendly letter

their friends to their placeswhere they are living, tellthem what they’ll do, what

food they’ll eat …

UNIT 1: A VISIT FROM A PEN PAL

Lesson 5: Language focus (45 min)

IV Teaching aid:

Pictures, colored chalk

- Asking the students to dopair word (exercise 1)

- Having some pairs present infront of the class

- Having the students do groupwork and the quickest grouppresent their key on the board

- Answering the T/squestions

- She went to the concert

2 When did she go there?

- She went there onSaturday at 8pm

“What did Lan say to Mary

am at the end of the week?”

- Asking the students toanalyze the sentence

- Having the studentswithdraw conclusion

- Asking the sts to do exercise

3 page 12 (group work)

- Having some of the sts writetheir sentences on theblackboard

- Giving comments or correctsthe mistakes if necessary

- Asking the sts to give theformation of wish sentence

- Asking the sts to write fivewish sentences

Exercise 2:

- Lan made a cake

- Tan hang colorful lamps

- They bought flowers

- Huy paint a picture of HN

- They went shopping

Exercise 3:

- “ I wish you had a longervacation”

- Wish sentence => acomplex sentence

- Verb is used in the pastsubjunctive

Exercise 3:

a I wish I were taller

b I wish it were not so hot

c I wish I had a computer

d I wish I didn’t do it’s

UNIT 2: CLOTHING

I General objectives:

1 Competencies:

- Ask and answer about habits and personal taste of dreading

- How to present personal ideas in written form about the simple

- Problems referred to the topic using the readily-given prompts

2 Language focus:

- The present perfect tense

- Passive voice review

II Techniques:

Brainstorming; Questions – answers

III Teaching aids:

Cassette; Cassette recorder; illustrating picture; OPH; Picture; Visual aids; Laptop; Flash cards; colored chalk

IV Total period distribution: 6 periods.

Period distribution Items of Teaching

1 Getting started, Listen and read

- Introduce, leading to the topic of a unit: The traditional Ao Dai of Vietnam

- Remind them of some countries the word with their customs

II Grammar: The present perfect tense.

III Vocabulary: word relating to ways of dressings.

- Asking them some questions.

1 Where does she come from?

2 Why do you know she come fromJapan?

- Teaching new words; a kimono; a sari; a veil.

- Calling some group reprentatives to

answer in front of the class

- Correcting their mistakes if possible

- Looking at the 6 pictures andguessing what countries theyare

- Answering the questions

- Discussing in groups

* Sample Key:

1 She comes from Japan

2 She comes from Vietnam

3 He comes from Scotland

4 She comes from India

5 He comes from the USA

6 She comes from (Saudi)Arabia

- Listening to the teacher’sexplanations then wire thevocabulary down

Leas-in

(30’)

• Listen and read (30’)

- Introducing the situation of thepassage

“ Ao dai is the traditionally uniquedress of Vietnam They are beingused by both man and woman inspecific occasions It has now beingchanged in different designs forfashion.”

- Playing cassette oncethe 1st paragraph

- Asking them questions:

- Having them a silent reading then

- Listening to the teacher.

- Listening to cassette

- Answering the question

- Having a silent reading

- Playing cassette again

- Explaining the new difficult words;

“poet’ mention; consist; of; to slit;

inspiration; unique; convenient;

along silk tunic; ethnic minoritres”

- Reminding them of new and oldstructures:

1 Old Structure: Past habit

2 Used to + V

Eg: Lan used to walk past the

mosque on her way to primary school

- Calling some students to say theirchoices

- Briefly explaining the used of wish

=> I wish I had more time.

I wish + clause (Past simple) Practice:

1 I don’t have enough money

- Listening to the cassette

- Writing down the new words

- Finding out structures

- Identifying new structure

- Having silent reading and getmore information

- Saying the choices

- Doing the practice

1 I wish I had enough money

2 I wish I could sing that song

3 I wish it’s wasn’t raining

4 I wish I weren’t too fat

5 I wish the weather were finetoday

Consolidation - The present perfect tense.

- Traditions in some countries

answer the questions (Page 14)

UNIT 2: CLOTHING

Lesson 2: Speak (45 min)

I Objectives:

1 Competencies:

- Develop speaking skill

- Ask & answer about the hobby and the habits of dressing

2 Language focus:

a Grammar:

- The Simple Present Tense

- The Simple Past Tense

b Vocabulary:

- A colorful T-shirt; a plaid skirt; a plain suit; a short-sleeved; blouse; a sleeveless sweater; a striped shirt; baggy pants; faded jeans; blue shorts

II Techniques:

Brainstorming; questions – answers; guessing

III Teaching aids:

Cassette; cassette recorder; illustrating pictures; ohp; pictures; visual aids; laptop; flashcards; colored chalk

IV Teaching steps:

Steps Teacher’s activities Student’s activities

- Asking some questions:

1 What do you usually wear on theweekends?

2 Why are you wearing these clothes?

- Listening to the teacher’squestions and answer

- Looking at the new words andrepeats after the teacher

- Learning the new vocabularies

- Answering the questions inpairs

clothing? Why?

4 School uniform: is it comfortable?

5 What color is it?

- Asking them to match the picturesthe given words

- Matching thru picture with thewords

- Letting the students to ask each other

in groups about their habit ofdressings

- Correcting their mistakes in spelling

- Calling some groups to present theirinterview before class

- SS ask the members of the othergroup about the clothes they wear

2 What would you wear to a party?

- Asking them to summarize what kind

of clothes they usually wear at school,

at the party or on Tet holidays

- Answering the questions

- Summarizing the habit ofdressing on special occasion

Consolidation - Making up another conversation

between you and your friend referred

to the habits of dressing on specialoccasion

- Reminding them the questions

“What is your favorite type ofclothing?”

- Explaining the way how to dothe exercises.

UNIT 2: CLOTHING

Lesson 3: Listen (45 min)

I Objectives:

1 Competencies:

- Developing reading skills

- Listening for realistic information about some event

Brainstorming; Questions – answers; guessing

III Teaching aids:

Cassette; Cassette recorder; illustrating pictures; OHP; Pictures; Laptop; Flash cards; colored chalk

IV Teaching steps:

1 What do you call these clothes inEnglish?

2 Have you ever worn them?

- Introducing the situation of the

- Looking at the pictures anddiscuss their names on groups

- Answering the questions

- VOC: trousers; shorts; skirt;blouse; sandals; shoes; boots

- Yes, we have

- Listening to the situation

- Listening, and then catching up

with the necessary information.

While-listening - Playing cassette twice without pause.- Letting them guess in pairs “What is

Mary wearing?”, then compare withthe pictures

- Marking the correct pictures

- Play cassette again

- Letting them make a good choice

- Listening to the cassette

- Doing pair work

- Marking the pictures

If you see Mary, please bringher to the information desk Herfather’s waiting for her there.Thank you

Post-listening - Asking the students to compare their

choices with partner

- Calling some students to give theanswer

- Giving them the key

- Comparing their choice withpartner

- Saying the choices before class

- Listening to the key and correct

* KEY:

1 She’s wearing blue shorts

2 She’s wearing a long-sleevedwhite blouse

3 She’s wearing brown shoes

Consolidation - Repeating the words referred to

clothes by looking at the pictures

- Reminding them the passive

Homework - Doing exercise 5, 6 workbook

(page 16,17)

- Explaining the way how to dothe exercises

UNIT 2: CLOTHING

Lesson 4: Read (45 min)

I Objectives:

1 Competencies:

- Developing reading skill

- Searching for information about the history of the development of jeans

2 Language focus:

a Vocabulary: words related to the history of jeans: sailor; embroidered jeans;

label; generation worldwide

b Grammar: passive voice (past simple).

II Techniques:

Scanning; Questions – answers; guessing

III Teaching aids:

Map; cassette; Cassette recorder; illustrating pictures; OHP; Pictures; Laptop;

Flash cards; colored chalk; visual aids

IV Teaching steps:

1 Do you know jeans?

2 Do you like wearing jeans?

3 Who loves wearing jeans?

4 When did jeans appear for thefirst time?

- Encouraging the students make somequestions about jeans:

“What do you want about jeans?”

question for elicit

- Having scanning: (task 1)

- Reading quickly to find down thenew words and the information (page17)

- Listening to the teacher’sintroduction

- Answering the questions freely

- Making questions randomly

- Reading the passage for missinginformation

While-reading - Introduction some vocabularies. - Listening to the teacher to know

reading to do the gap filling A.

- Playing cassette twice

- Calling some students to read thetext aloud

- Task 2: asking the students to do task

B in pairs

- Having a silent reading

- Doing gap filling

- Listening to the cassette

- Reading the text aloud

- Doing talk B in pairs

- Lestening to the cassette

- Reading the text aloud

- Doing taks B in pairs

Post-listening - Calling some students to answer the

questions before class

- Correcting their answers by givingthem key

- Listening to the keys

- Correcting their answers

Consolidation Do you like wearing Jeans?

Where do jeans come from?

Who are now often wearing Jeans?

Why?

(page 18,19)

UNIT 2: CLOTHING

Lesson 5: Write (45 min)

I Objectives:

1 Competencies:

- Developing writing skill

- Know how to write a paragraph about the secondary school student’s wear

Questions – answers; guessing

III Teaching aids:

Sample form of a letter; OHP; Pictures; Laptop; Flash cards; colored chalk; visual aids

IV Teaching steps:

- Asking the students to read the topicand outline A and the model passagesupporting the idea that secondarystudents should wear uniforms…

- Asking them some questions:

1 “What type of clothing do you wear

at school?” (White shirt and trousers)

2 Why do they wear uniform atschool?

- Looking at the table then discuss

- Answering the questions

- Explaining some new words (be equal in, be proud of, bear one’s name, freedom of choice, self- confident)

- Listening to the explanations,

While-reading - Letting them read the outline B.

- Giving them the meaning of some

words: feel comfortable, freedom of choice.

- Asking them discuss in groupsoutline B then write down their ideas

- Asking some students to write theirideas on the board

- Writing down their ideas inwritten forms

Post-writing - Correcting the mistakes

- Giving them suggested writing (see

at the end of lesson plan)

- Correcting the mistakes

- Writing down the suggested passage

Consolidation “Why should the secondary students

My opinion is that secondary school students should wear casual clothes.

Firstly, casual clothes make students feel comfortable.

Secondly, wearing casual clothes gives students freedom of choice They are

rights to choose sizes, colors and fashions of clothes that they love

Thirdly, casual clothes make students feel self-confident when they are in their

favorite clothes

Finally, casual clothes make students more colorful and lively.

In conclusion, secondary students should wear casual clothes Wearing casual

clothes is convenient, comfortable and fun

Introduction - Let the reader know the writer’s

point of view

- My opinion is………

I think ………

Series of

arguments - Presents arguments in a logical way(one idea in each paragraph) give

examples where possible

UNIT 2: CLOTHING

Lesson 6: Language focus (45 min)

I Objectives:

1 Competencies:

- Reminding them of previous knowledge on present perfect and the passive voice

- Know how to used specific words of present perfect

2 Language focus:

a Present perfect tense with specific words: (since, for, ever, already, yet,…)

b Review passive voice with tenses:

- Present simple, Past Simple, Future Simple, Present perfect and modal verb

passive

II Techniques:

Questions – answers; guessing

III Teaching aids:

Pictures; Laptop; Flash cards; colored chalk; visual aids

IV Teaching steps:

Present perfect with

SINCE & FOR

* Since: before a

certain point of time

Eg: since 2 o’clock/ last

week/ last month/ last

year

* For: before duration

of time

Eg: for 2 hours/ two

weeks/ three years…

- Letting the students read themodel dialogue

- Leading them to underlinesubstitution words or phrases

- From the underline substitution,asking them to reproduce thesimilar dialogues using the givenword from the box

- Asking them to practice thedialogue in pairs

- Reading the model dialogue

- Underlining the substitutionwords or phrases

- Answering the questions

- Practicing the dialogue inpairs

Consolidation - What is WISH Sentence?

- What tense is used in wish 1sttype?

- Remind them the structure ofpassive voice

the exercise.

UNIT 3: A TRIP TO THE COUNTRYSIDE

Lesson 1: Getting started – Listen and Read

I Objectives:

- By the end of the lesson, Ss know about the life and activities in the countryside

II Language contents:

* Grammar:

- Modal could with wish

- The Past Simple with wish

Warm-up - Asking Ss some question about the countryside

+ Have you ever been to the countryside?

+ How often do you go there?

+ Where is it?

+ Have you got any relatives there?

+ Are you used to the country life and activities?

Pre-reading - Asking Ss to look at the picture and describe what the people are

doing in the picture:

1 watering the vegetables

2 swimming

3 feeding the pigs

4 harvesting (the farmers are harvesting)

5 feeling the pigs

6 Plowing in the field.

7 A buffalo boy is flying his kite

8 Some children are playing football

- Pre-teaching new words: home village, bamboo forest, banyan tree,shrine, river

While- reading - Asking Ss read the text and answer the questions:

a What did Ba, Liz and his family do on their journey to his homevillage?

b What did Liz think of the trip?

* Answers:

a They visited Ba’s uncle, walked up the mountain to visit a shrine,went boarding in the river and had a picnic on the riverbank

b Liz enjoyed the trip very much, she took a lot of photos

- Asking Ss to read the statements on page 23 and decide which istrue and which is false (pair work)

- Giving feedback:

1 F ( Ba and his family had a day trip to there 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)

- Having Ss work in pairs to answer the questions (page 23)

1 It’s 60 kilometers the north of Hanoi

2 They got to village by bus

3 It’s is at the entrance to the village

4 They saw the shrine of a Vietnamese hero on the mountain

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

Post-reading - Asking Ss to talk to each other about the activities they see in the

picture on page 22

Homework:

- Learn by heart new words

UNIT 3: A TRIP TO THE COUNTRYSIDE

I Objectives:

By the end of the lesson, Ss know how to

- Ask for and give information about their home village

- Develop listening and speaking skills

II Language contents:

Warm-up Asking Ss some questions about the countryside:

+ Where is your home village?

+ What can you see on the way to your village?

+ How far is it from the city?

+ Are there any interesting places in your village?

Speaking - Having Ss read the questions in exercise a – page 24, work in

pairs, ask and answer about their partner’s home village, usinginformation in the box

- Telling Ss to cover the role that they don’ts play

Example:

A: Where is your home village?

B: It’s to the west of the city

A: How far it is from the city?

B: It’s about 15 kilometers from the city.

A: How can your get there?

B: We can get there by bus

A: How along does it take to get there?

B: It takes an hour

A: What do the people do for a living in your village?

B: They plant rice and raise cattle

A: Does you village have a river?

B: There aren’t any rivers, but there is a big lake

- Asking some opairs to perform their dialogue in front of theclass

- Giving remarks

Pre-listening - Teaching some new words: a route – a pond – parking lot =

car park – to pick someone up

- Introducing the text: You will listen to the trip to Ba’s village

- Asking Ss to look at the map, guessing where the places on themap are and compare with their partners

- Writing their guesses on the board

While-listening - Having SS listening to the tape and check their predictions

- Matching the places on the bus route with the letter on the map

is and compare with their partners

Homework:

- Learn by heart new words

- Prepare next lesson: Unit 3/ Lesson 3 Read

UNIT 3: A TRIP TO THE COUNTRYSIDE

I Objectives:

By the end of the lesson, Ss will able to

- Understand the text in details

- Develop reading skill

II Language contents:

Warm-up - Asking Ss “exchange students” means

Pre-reading - Introducing the text:

Van is an exchange student He is from HCM city He is now studying

in the USA He is living with the Parker family on a farm outsideColumbus, Ohio

- Having Ss tell the class what they know about life in the country, onthe farm – what do the people do? How do they relax? (pair word)

- Pre-teaching some new words: exchange students – grow maize –grocery store – baseball

While-reading - Asking Ss to read the text to answer the questions:

1 How long will Van stay there?

2 What do Mr and Mrs Paker do?

3 How many children do they have?

4 What does Van do after finishing his homework?

5 How does the Parker family spend their weekend?

- Giving feedback:

1 He will stay there till the beginning of October.

2 Mr Parker is a farmer and Mrs Parker works part time at agrocery store

3 Two girls

4 He feeds the chicken and collects their eggs

5 They eat hamburger or hot dog while they watch Peter play

- Asking Ss to work in pairs read the text and match the words incolumn A with the explanation in column B

- Giving feedback

Answer: maize corn

Feed give food to eat Grocery store where people buy food and smallthings

Part-time shorter or less than standard timeCollect bring things together

- Asking Ss to read the summary and then the text, complete thesummary, using the information from the passage (pair work)

- Asking one student to read the complete summary in front of theclass

Answer:

a Ohio 2 Farmer 3 works part-time at a grocerystore

4 Petter 5 Sam 6 After 7 farm

8 They watch 9 Baseball 10 member

- Correcting their mistakes

Post-reading - Asking Ss to work in pair One is Van who has just come back from

the USA The other is a student who is going to the USA as anexchange student

A: Hi, Van I’m going to the USA next month as an exchange student Iwant to know what o should do when I’m in the USA Can you helpme?

B: Sure Where are you going to stay?

A: I’m going to stay with The Browns They live in a suburb

…

Homework:

 Write the summary into the notebook

 Prepare next lesson: Unit 3/Lesson 5 Write

UNIT 3: A TRIP TO THE COUNTRYSIDE

I Objectives:

By the end of the lesson, Ss can

- Write a paragraph describing a story happened in the past – a picnic in the countryside

- Develop writing skill

II Language contents:

Warm-up - Ask Ss to answer some questions about going on a picnic

+ Have you ever gone a picnic?

+ When did you go?

+ How did you get there?

+ What did you come back?

+ Did you enjoy it?

Pre-writing - Pre-teach vocabulary: blanket-to play out –to gather-site

- Ask Ss to look at the picture and read the cues.

- Have Ss to describe the picture to their partners

- Ask SS to tell what they can see in each picture

While-writing - Ask Ss to write a passage entitled “A country picnic”

- Ask Ss to use the picture and cues to write the passage:

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 the river We put down the blanket and laid out the food After meal we played the games “What song is it?” and blind man’s buff Late

in the afternoon we went fishing We enjoyed our picnic When we looked

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

Post writing - Ask Ss to compare with their partner and correct if they can

- Choose some writings to correct in front of the class

Homework:

- Write their passage in the notebook

- Prepare next lesson: Unit 3/Lesson 6: Language Focus

UNIT 3: A TRIP TO THE COUNTRYSIDE

I Objectives:

- By the end of the lesson, Ss can review:

Modal could with wishThe past simple simple with wishPrepositions of time

Adverb clauses of result

II Language contents:

1 Grammar:

Modal could with wish The past simple simple with wishPrepositions of time

Adverb clauses of result

Exercise 1 - Revision: WISH: expresses wishes about the present / future

WISH + S + Simple Past (be_were)

- Asking Ss to look at the picture and answer the questions:

a Where is Hoa now? How does she feel?

b What is the boy doing? What does he have in his mind?

…

- Asking Ss do exercise 1 – page 28, 29 (pair work)

- Correcting the mistakes

Exercise 2 - Reviewing the prepositions on – at – in - with

- Looking at he itinerary on page 30 and answers the questions:+ What does he do on first day?

Exercise 3 - Reviewing the use of the Past Simple and the Present Perfect

We use The Past Simple tense to talk about definite The PresentPerfect Tense to talk about indefinite past time

- Asking Ss to read dialogue

- Asking Ss to word in pairs to practice asking and answering abouteach of the items in the box

- Correcting the mistakes if necessary

Exercise 4 and 5 - Reviewing the passive voice: BE + Past Past Participle

- Having Ss do exercises 4 and 5

- Correcting theirs mistakes

Homework:

- Do exercises page 20 - 21?

- Prepare next lesson: Unit 4/Lesson 1: Getting Started – Listen and Read

UNIT 4: LEARNING A FOREIGN LANGUAGE

Lesson 1: Section - Listen and read (page 32-33)Period 20:

Warm – up * Lucky numbers:

- Write 10 numbers on the board, from 1 to 10

- Tell students each number is for questions but 4 of them are lucky number, they do not need to answer any

questions but they get 2 points, and they can choose another number

- Divide the class into teams The teams take turn to choose the numbers

- Tell students that they have to make questions about personal information when teacher gives them a word as acue

Egg: Teacher: fromStudents: where are you from?

1 Name (What’s your name?)

2 Lucky number

3 Live

4 Live which(Whom do you like with?)

5 Lucky number

6 Old(How old are you?)

7 Lucky number

T-whole class

8 Learn English(When did you start learning English?)

9 Lucky number

10 Hobbies(What are your hobbies?)

- coming (adj): sắp đến(translation)

- college (n): trường Cao đẳng hay Đại học

(exeample)Candidate (n): thí sinh(definition: one who takes part in an cam)-write examination / oral examination:

Cuộc thi viết ≠ cuộc thi vấn đáp

Checking vocabulary: what and where

- Write the new words on the board, each word in each circle

- Ask students to repeat the words chorally

- Rub out word by word but leave the circles

- Go on until all the circles are empty

- Get students to go to the blackboard and write the words

in their correct circles

II Pre-questions:

- Set the scene: Lan is talking to Paola, a foreign student,

T-whole class

reading

- Give students 2 questions

1 Were the questions in oral exam difficult or easy?

2 How many questions did the ask Lan?

- Have students work in park to answer them

- Give feedback

I Reading and checking

- Ask student to read the dialogue between Lan and Paola

on Page 32-33 ad check if their answer are correct or not

* Answers:

1 They are difficult (according to Lan)

2 About over 7 questions Besides, she was asked to read

a passage

II True- False statements:

- Get students to read to list of questions for the oral examination of Royal English College

- Get them to read to dialogue again and decide what questions that the examiner asked Lan

- Let the students do exercise individually then compare with their partners

* Answer keys:

Royal English College Examination in English as Foreign Language Stage one: Oral examination

4 Do you like with your parents? 

5 When did you begin studding English? 

6 Why are you learning English? 

7 Do you speak any other languages? 

8 How did you learn English in your country? 

9 How will you use English in your country? 

10 What aspect of learning English do you find

11 What are you doing to learn? 

13 Look at this picture Describe it 

- Ask students to compare the direct questions and the

Individuale work

Individuate work

Pair work

1 What is your pet name?

 She asked me what my name was

2 Where do you come from?

 She asks me where I came from

3 Do you speak any other languages?

 She asks me if I spoke any other languages

4 Why are you learning English?

 She asked me why I was learning English

5 How did you learn English in your country?

 She asks me how I learned English in your country

6 How will you use English in the future?

 She asks me how I would use English in the future

7 What aspect of learning do you find most difficult?

 She asked me what aspect of learning English I found most difficult

8 Read this passage

* Speaking/role play:

- Ask students to word in pairs to practice asking and answering One student plays the role of examiner and another plays the role of Lan

- Call on some pair to demonstrate before the class

- Give feedback and correct

- Have students play the role of Paola and Lan

- Call on some pairs to play the roles of Paola and Lan before the class

- Correct their pronunciation / intonation

- Ask student to write the direct questions and their reported speech in their notebooks

Pair work

UNIT 4: LEARNING A FOREIGN LANGUAGE

Lesson 2: Speak (45 min)

I Objectives:

- Developing speaking skill to persuade others to do something

- Students will be able to persuade their friends to attend the school they like

II Language content:

 Grammar: Expressions of opinion to persuade someone to do something

 Key words: dormitory (N); reputation (N)

III Teaching aids:

 Some advertisements of English language courses

Warm-up Showing some advertisements of English language courses, giving

some eliciting questions:

1 Do you know what there are?

2 What are they about?

3 What much you do if you want to attend the course?

4 Which school would you like to choose if you passed theexam? Why?

Pre-speaking 10’ * Pre-teaching:

- Setting the scene

- Explaining some new words

+ Asking students to scan the information of the 3 school ads andpick out the new words

+ Demonstrating the new words (Using pictures/ situasitions/ Vietnamese explanations)

* Pre-activity:

- Asking students to give some expressions to express opinions inorder tp persuade others to do something

- Getting students to write them into the board

- Giving more expressions if necessary

While-speaking

20’ - Calling on one student to read the instruction aloud.- Asking sts to read the 3 ads As well as the sample conversation to

get 2 ads left

- Having sts work in group of three to active Using information fromthe 2 ads left

- Calling on 2 groups to demonstrate their conversation in front of