Giáo án Tiếng Anh 9 Unit 2: Clothing

Teaching aids: Cassette; cassette recorder; illustrating pictures; ohp; pictures; visual aids; laptop; flashcards; colored chalk.. Teaching steps: Warm – Up Presentation - Asking student

Giáo án Tiếng Anh 9 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

Lesson 1: Getting started – Listen and read (45min)

I Objectives:

- 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

Steps Teacher’s activities Student’s activities

Warm-up

 Getting started (15’)

- Showing 6 pictures of people with their costumes

- Eliciting the name of some countries

- Asking them some questions

1 Where does she come from?

2 Why do you know she come from Japan?

- 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 and guessing what countries they are

- 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’s explanations then wire the vocabulary down

 Listen and read (30’)

- Introducing the situation of the passage

“ Ao dai is the traditionally unique dress

- Listening to the teacher.

Leas-in

(30’)

of Vietnam They are being used by both man and woman in specific occasions It has now being changed in different designs for fashion.”

- Playing cassette once the

1st paragraph

- Asking them questions:

1 What is Ao Dai?

2 What are women do nowadays?

3 What do women also prefer?

4 What do the designer do

to the Ao Dai?

- Having them a silent reading then identifing the main idea of the passage

- 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 old structures:

1 Old Structure: Past habit

2 Used to + V

Eg: Lan used to walk past the mosque

on her way to primary school

3 New structure:

Wish sentence: Present unreal wish

- Listening to cassette

- Answering the question

- Having a silent reading

- Listening to the cassette

- Writing down the new words

- Finding out structures

- Identifying new structure

Eg: 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 used of wish

=> I wish I had more time.

I wish + clause (Past simple) Practice:

1 I don’t have enough money

I wish ………

2 I can’t sing that song

I wish ………

3 It’s raining

I wish ………

4 I am too fat

I wish ………

5 The weather is bad today

I wish ………

- Having silent reading and get more 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 fine today

Consolidatio

n

- 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:

Warm – Up

Presentation

- Asking students to answer some questions about clothes:

1 What type of clothing do you wear

- Listening to the teacher’s questions and answer

at school?

2 What’s this? It’s a skirt / a blouse

…

- Introducing some new words referred

to kinds of clothiers

- Asking some questions:

1 What do you usually wear on the weekends?

2 Why are you wearing these clothes?

3 What is your favorite type of clothing? Why?

4 School uniform: is it comfortable?

5 What color is it?

- Asking them to match the pictures the given words

- Looking at the new words and repeats after the teacher

- Learning the new vocabularies

- Answering the questions in pairs

- Matching thru picture with the words

* Key:

a A sleeveless sweater (5)

b A striped shirt (6)

c A plain suit (3)

d Faded jeans (8)

e A short-sleeved

f A blouse

g Baggy pants (7)

h A plaid skirt (2)

i Blue shorts (9)

Practice

While-speaking

- Letting the students to ask each other

in groups about their habit of dressings

- Correcting their mistakes in spelling

- Calling some groups to present their

- SS ask the members of the other group about the clothes they wear

on the weekend

practice

interview before class - Presetting their interview before

class

Reproduction

Post-speaking

- Asking the students to answer the questions :

1 What type of clothing do you wear on tet holiday?

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 of dressing

on special occasion

Consolidatio

n

- Making up another conversation between you and your friend referred to the habits of dressing on special occasion

- Reminding them the questions “What

is your favorite type of clothing?”

(page 14.15)

- Explaining the way how to do the exercises

UNIT 2: CLOTHING Lesson 3: Listen (45 min)

I Objectives:

1 Competencies:

- Developing reading skills

- Listening for realistic information about some event

2 Language focus:

a Grammar:

Passive construction of past simple

b Vocabulary:

Attention; special; announce; entrance; wear; long-sleeved blouse; information

desk

II Techniques:

Brainstorming; Questions – answers; guessing

III Teaching aids:

Cassette; Cassette recorder; illustrating pictures; OHP; Pictures; Laptop; Flash

cards; colored chalk

IV Teaching steps:

Steps Teacher’s activities Student’s activities

Warm – Up

Presentation

Pre-speaking

- Introducing the pictures divided into three groups of different clothes

- Asking them some questions to remind them the vocabulary questions:

- Looking at the pictures and discuss their names on groups

- Answering the questions

1 What do you call these clothes in English?

2 Have you ever worn them?

- Introducing the situation of the coming announcement

“Mary, a three-year-old girl is reported missing at the Car Fair”

- Asking them to listen and catch up with the information “What is Mary wearing?”

- 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 with the pictures

- Marking the correct pictures

- Play cassette again

- Letting them make a good choice

- Listening to the cassette

- Doing pair work

- Marking the pictures

- Listening again

- Making a good choice

* Tape script:

Attention please Here is a special announcement A little girl is reported missing She was last seen

20 minutes ago near the main entrance to the Car Fair Her name’s Mary and she are 3 year old She has short dark hair She is wearing shorts-blue shorts and a long-sleeved white blouse She’s 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’s waiting for her there Thank you

Post-listening - Asking the students to compare their

choices with partner

- Calling some students to give the answer

- Giving them the key

- Comparing their choice with partner

- Saying the choices before class

- Listening to the key and correct

* KEY:

1 She’s wearing blue shorts

2 She’s wearing a long-sleeved white blouse

3 She’s wearing brown shoes

Consolidatio

n

- Repeating the words referred to clothes

by looking at the pictures

- Reminding them the passive structure

(page 16,17)

- Explaining the way how to do the 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:

Steps Teacher’s activities Student’s activities

Warm – Up

Presentation

Pre-speaking

- Introducing the new reading by asking some questions:

1 Do you know jeans?

2 Do you like wearing jeans?

3 Who loves wearing jeans?

4 When did jeans appear for the first time?

- Encouraging the students make some

- Listening to the teacher’s introduction

- Answering the questions freely

- Making questions randomly

questions about jeans:

“What do you want about jeans?”

question for elicit

- Having scanning: (task 1)

- Reading quickly to find down the new words and the information (page 17)

- Reading the passage for missing information

While-reading

- Introduction some vocabularies

- Asking the students to have a silent reading to do the gap filling A

- Playing cassette twice

- Calling some students to read the text aloud

- Task 2: asking the students to do task

B in pairs

- Listening to the teacher to know the moaning of new words

- 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 giving them key

- Listening to the keys

- Correcting their answers

Consolidatio

n

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

2 Language focus:

a Grammar:

The simple present tense

b Vocabulary:

Be equal in; be pound of; bear one’s name; freedom of choose; self-confident; feel comfortable

II Techniques:

Questions – answers; guessing

III Teaching aids:

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

IV Teaching steps:

Warm – Up

Pre-writing

Pre-speaking

- Introducing the table showing the three parts of showing comments on something or a problem using appropriate argumentative language (page 18)

- Asking the students to read the topic and outline A and the model passage

- Looking at the table then discuss

in pairs

- Identifying the appropriate argumentative language

- Reading the topic and outline a and the model passage, the highlight the sequence words

supporting the idea that secondary students 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 at school?

- Explaining some new words (be equal

in, be proud of, bear one’s name, freedom of choice, self-confident)

- Answering the questions

- 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 groups outline

B then write down their ideas

- Asking some students to write their ideas on the board

- Reading outlines B

- Knowing the meaning of some difficult words

- Discussing in groups outline B then do the draft of the second passage

- Writing down their ideas in written 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

Consolidatio

n

“Why should the secondary students wear uniforms?”

Remind them the argumentative language?

(page 18,19)

- Explaining the way how to do the exercises

SUGGESTED WRITING:

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 Firstly………

Secondly………

Thirdly ………

Finally/Lastly………

Conclusion - Sums up the argument There ………

In conclusion………

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:

Steps Teacher’s activities Student’s activities

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

- Letting the students read the model dialogue

- Leading them to underline substitution words or phrases

- From the underline substitution, asking them to reproduce the similar dialogues using the given word from the box

- Reading the model dialogue

- Underlining the substitution words or phrases

- Answering the questions

- Practicing the dialogue in pairs