giao an TA 9 TD

Form: VERB +ED Or past form of irregular verb V2 IndividualMeaning: đã -Ask students to work in pairs to ask and answer questions about what Ba, Nga, Lan, Nam and Hoa did on weekend exer

Unit 1: a visit from a pen pal

Lesson 1: Section : -Getting started (page 6)

-Listen and read (page 7)

IV Procedure:

-Do you have any pen pals?

-Where does s/he live?

-Has s/he ever visited your city?

-What activities would you do during thevisit?

Possible answers-I think I’ll take our friens to temples andchurches

-I’ll take them to the beach-I’ll take them to the mountains-I’ll take them to the theaters, restaurants

Whole class

-a mosque: (picture): nhµ thê Håi gi¸o-to be impressed by (explanation: admiringsomeone or something very much): cã Ên t-îng

-to pray (mime) : cÇu nguyÖn, cÇu khÊn

*Cheking vocabulary: Rub out and RemerberRub out the new words one at a time

- Each time you rub out an English word,point to the Vietnamese translation and ask

“what’ s this in English?” Individual

- When all the English words are rubbed out,

go through the Vietnamese list and getstudents to call the English words

-If there is time, get students to come to theboard ane write the English words again Pair word

While

reading II-Open precdiction

Lan’s Maylaysian pen pal came to visit her inHanoi Can you guess where she went andwhat she did during her stay?

- Give feedback to the whole class to the openprecdiction

- Ask students to read the text to check theirprecdiction and add some more information

- Ask sutdents to read the text again to choosethe correct option the complete the sentences

on page 7 (work in pairs)

*Answer:

Post 1- Lan and Maryam usualy write to one

reading another every two week Pair work

2- Maryam was impressed because Hanoipeople were friendly

3- The girls went to see famous places inHanoi, areas for recreation, a place of worship4- Maryam wanted to invite Lan to KualaLumpur

Cues: LangCo beach -> swimming/beach inHue

BachMa National Park -> mountain climbing/

ecological tourThienMu pagoda, TuDucTomb -> sightseeing/

beautiful sight

-Using the patternsS1: I think we should take our friends toDongBa market We can do shopping or I’lljust introduce them a Vietnamese market

S2: Good ideas! I believe they will beinterested in it

Homework -Ask students to write a short paragraph about

what they have just discussed with theirpartner

Unit 1: a visit from a pen pal

Group work

-Divide the students into two teams and askthem to choose two numbers

-Turn over the cards and see if they match, e.g

Tokyo – Japan If not, turn the cards face down

again and ask the other team to choose.

-Continnue until all the cards are turned over

Tokyo Perth Liverpool Bombay HoiAn Japan Australia England India Vietnam

Activity 1: -Teacher introduces the situation: Nga is talking

to Maryam They are waiting for Lan outsideher school

Teacher – wholeclass

-Ask students to do exercise a) on page 8 Thestudents have to work in pairs to put thesentences in the correct order to make acomplete dialogue

2-Do you live in a city, too?

e-Yes, I live in Kuala Lumpur, Have you beenthere?

3-No Is it very different from Hanoi?

a-The two cities are the same in some ways6-Ask some questions to check students

-Have Nga and Maryam met each other before?

(No)-Is Maryam enjoying her stay in Hanoi?

(Yes)

Pair work

-What does she like in Vietnam?

(Vietnamese people are very friendly and Hanoi

is a very interesting city) Pair work-Ask students to practice speaking the dialogue

+Teacher plays the role of A Students play the

+Students play the roles of A and B to practicethe dialogue Reverse roles

*Role play:

Activity 2: -Set the sene: “You are talking to Maryam’s

friends Introduce yourself”

-Ask students take turn to be one of Maryam’s

friends and practise.

1)

A: Hello, You must be Yoko

B: That’s right , I am

A: Are you enjoying your stay in Hue?

B: Oh, yes, very much I like Vietnamese

people and I love old cities in Vietnam

A : Do you live in the city , too?

B: Yes, I live in Tokyo Have you been there?

A: No What’s it like?

B: It’s a busy big capital city It’s very different

B: Pleased to meet you Le

A: Are you enjoying your stay in VietNam?

B: Yes, very much I love the people, the food,

and the beaches in Viet Nam

A: Do you live in a city, too?

B: Yes, I live in Liverpool in England Have you

been there?

A: No What’s it like?

B: It’s an industrial city, in the North of

A: Pleased to meet you Let me introduce

myself I’m Ha

B: Pleased to meet you, Ha

A: Are you enjoying your stay in Viet Nam?

B:Oh yes, very much I love the temples and

churches in Viet Nam and I love ao dai.

A: What about the food?

B: I love Vietnamese food, especially nem. Teacher – whole

classA: Do you live in a city?

B: No, I live in Perth in Australia Have you

been there?

A: I’m afraid not What’s it like?

B: It’s a quiet small town

-Ask students to work in pairs to practice thedialogue

+ First ask some pairs to present their dialogues

+ Then ask students to practice with theirparner…

-While students are doing their tasks, teachergoes round, takes notes things should becorrected afterwards

-Do the delayed correction

+ Final sounds: k, v, d…

+ Intonnation in Yes/No questions

Homework -Ask students to copy one dialogue they like

into their notebook

Unit 1: a visit from a pen pal

Period 4: -Language focucs: The past simple (page 11,12)

The past simple with wish (page 12)

I Aim : Listen for specific information and further practice in

past simple with wish

II Objective:

By the end of the lesson students will be able to listen to specificinformation to select the correct pictures and to use past simple, and past simplewith wish

III Teaching aids: Textbook, pictures

IV Procedure

+ tccah = catch + ondp = pond+ rkap = park + rssag = grass+ rrubhmage = hamburger

-Divide the class into 2 teams-Ask students from each team to go to the boardand write down the correct words

-The Team which is faster with more correctwords wins the game

Pre-listening Set the scene: “Tim Jones’s Mexican pen pal,

Carlos is visiting the USA”

Ask students to look at the pictures and tell theclass what there is in each one, where the place

is, what the people are doing

-Tell students that Tim is taking Carlos to visitsome places Ask them to think of three thingsthat Tim and Carlos are doing

Individual

Possible answers:

-They are going to the park

T-whole class

-They are taking a bus

-They are going to the restaurant

-Ask students to listen to the tape to check their

guesses

-Give feedback

-Ask students to listen to the tape the second

time to choose the correct picture

Whole class

Answer:

a-1 b-2 c-2

Give feedback

The past simple

* Set the scene: This is the conversation

between Tan and Phong They are talking about

what Ba did on the weekend

T: What did Ba do on the weekend?

P: He went to see the movie called: “Ghosts and

Monsters”

T: When did he see it?

P: He saw it on Saturday afternoon at two

o’clock

Form: VERB +ED

Or past form of irregular verb (V2) IndividualMeaning: đã

-Ask students to work in pairs to ask and answer

questions about what Ba, Nga, Lan, Nam and

Hoa did on weekend (exercise 1 on page 11)

-Tell them that the activities happened in

definite time in the past

Possible conversations

1- A: what did Nga do on the weekend? Whole classB: She went to the concert perfomed by Hanoi

singers

A: When did she go?

B: She went there on Saturday at 8 pm

2- A: What did Lan do on the weekend?

B: She went camping held by Y & Y

A: When did she go?

B: She went camping all the weekend She went

on Sat morning

3- A: What did Nam do on the weekend?

B: He watched a soccer match Dong Thap

and The Cong

A: Where did he watch it? At the stadium?

B: No, he watched it on TV.

4- A: What did he do on the weekend?

B: She went to see a play called “Much Adoabout Nothing”

A: When did she go to see it?

B: She saw it on Sunday at 7 pm

-Set the scene: “Lan and her friends are

holding a farewell party for Maryam Write thethings they did to prepare for the party”

-Ask students to use the words and the pictures

in the box Example:

1- Hoa baked a cake

2-Hai hung colorful lamps on the wall/in theroom

3-Hanh bought flowers

4-Tan painted a picture of Hanoi

5-Nga and Mai went shopping

The past simple with wish

-Ask students to look at the picture and answerthe questions:

+ Is he tall? No, Is he happy with it? No

+ What does he have in his mind? I wish I weretaller”

+What tense was used in the clause after wish?Past tense

=> Whish is used when we want really to bedifferent and exactly opposite of the truth e.gexpresses wishes in the prensent

=> Form: I wish + S + Past simple

-Ask students to look at the real situations andmake wishes

*Sample anwers:

b-I wish I were in the swimming pool now

c-I wish I had a computer now

d-I wish I lived close to school

e-I wish I had a sister

f-I wish I drew well

g-I wish I had my friend’s phone number

I wish I were taller

h-I had knew many friendsi-I wish it rained so often in my hometownj-I wish there were rivers and lakes in myhometown.

-Ask students to make three wishes of theirown

Unit 1: a visit from a pen pal

-Draw strokes on the board Each stroke standsfor a letter of the word

-Students take turn go guess the letters of theword

-If a student’s guess is not right, the teacherdraws a stroke (according to the order in thepicture)

If students guess wrong eight times, they lose

Teacher gives the answer

-The word has………… letters It is Maylaysia Whole class

Pre-reading -Ask students what they know about Maylaysia Individual

-Ask them to make questions for what theywant to know

Expected questions:

-Where is it?

-What is the capital of Maylaysia?

-What is its popbulation?

-How big is Maylaysia?

-What language is spoken in this country?

-Ask students to read the text to find out theanwers to their questions

-Teacher gives feedback to the classWhile

reading -Ask students to read the text the second time tofill in the chart in exercise a) on page 10

* Answer: Pair work

*Answer:

1-T2- F (there are more than two regions)3-F (English, Chinese, and Tamil are alsowidely spoken)

4-F (One of the three : Malay, Chinese, Tamil)5-F (English is a compulsory second language,not primary language of instruction)

-Ask students to answer to the whole class

-Ask students to work in pair-Give students their taskA: You are going to visit Malaysia Preparesome questions to ask Maryam about hercountry (refer to the chart on page 10)

B: You are Maryam, from Malaysia You have

to answer A’s questions about your country

The interview may start like thisA: Hi, Maryam I’m going to visit Maylaysia on

my summer holiday I’d like to know somethingabout your country Can you help me?

B: Yes, certainlyA: What language is spoken in your country?

B: Bahasa Malaysia, English, Chinese, andTamil are also widely spoken

A: Do children have to study any foreignlanguage in school?

B: Yes, English is a compulsory secondlanguage in secondary school

A: Ah, I see What about the people? What arethey like?

B: I think they are friendly…

Homework *Do project

In your group of eight do a project to introduceyour city as a tourist attraction Use the cues

-Where is your city?

-What is it famous for?

-What could people do when coming to thecity?

-Where could they go?

-What could you do to make your city moreattractive?

Etc

Unit 1: a visit from a pen pal

-When did you go?

-How did you get there?

-Did you visit any places of interest?

-Did you buy any thing?

-When you are away from home, do you keep intouch? How?

Pre-writing Set the scene: “Imagine you are vistiting your

relatives or friends in another part of Viet Nam

or a different country”

-Ask students on their own answer the

1-where are you now? How did you get there?

2-Who did you meet?

3-What have you done?

-What places have you visited?

-Who have you met?

-What kinds of food have you tried?

-What souvenirs have you bought?

4-How do you feel now?

5-What do you think interest you most?

6-When are you returning home?

-Ask two or three students to tell the classabout their visit

-Ask students to work in pairs to talk to eachother about their visit

-Remind students about the format of apersonal letter by asking the question: What are

the parts of a personal letter?

Answer:

A-Heading -Writer’s address and the dateB-Opening – Dear…

C-Body of the letter

D Losing – Your friend/Regard/love

-Ask students to follow the outline to writetheir own letter

-Ask them to swap their letters, compare withtheir partner’s, and correct if they can

-Suggested ideas:

First paragraph:

I arrived at Da Nang airport/train staion/busstation at 2 pm/ 8 am/late in the afternoon / atmidnight, etc on Tuesday/ Wednesday/

Saturday…

Hoa/Nam/uncle Tan/ aunt Huong met me at theairport/ train station/ bus station, then he/ shetook me home by taxi/ motorbike/ bicycle…

Second paragraph:

I have visited/been to many places like thebeaches the Cham Museum, Marble Mountains,supermarkets, the water park, etc I have trieddifferent foods; seafood, Da Nang speciality…

I will visit Hoi An and My Son tomorrow/onSunday…

Third paragraph:

I feel so happy and enjoy myself so much Thepeople here are so nice and friendly, the foodsare so delicious, and the sights are so beautiful

I will leave Da Nang at 2 am/7pm… nextThursday? Sunday… and will arrive home at11pm/5pm… Please pick me up at the airport/

bus station/train station….Post writing *Correction:

-Choose some letters to correct in class (using projector if possible)

Homework Ask students to write their letters (after

correction) on their notebooks

Unit 2: clothing Lesson 1: Section : -Getting started (page 13)

13,14)

I Aim :

Reading the text for details.

II Objective:

By the end of the lesson students will know some more about aodai,

the traditional dress of Vietnamese women

III Teaching aids:

-Example:

T: Where does the woman in picture a-come from?

S1: she comes from Japan

T: How do you know she comes from Japan?

S1: Because she is wearing a Kimono

-The group who gives the correct answer gets apoint

Group work

* Answers:

a-She comes from Japanb-She comes from Viet Namc-He comes from Scotland (UK)(He is wearing a kilt)

d-She comes from India(She is weaing a sari)e-He comes from the USA(He is wearing jeans)f-She comes from (Saudi) Arabia(She is wearing a veil)

Teacher-wholeclass

Pre-reading I- Pre teach vocabulary

-a poet (example: Nguyen Du, To Huu, HuyCan, are….) nhµ th¬

A long silk tunic (translation): ¸o lôa dµi réng

-(to) slit: (explanation: to make a long thin cut

in something): xÎ

-Inspiration (translation): c¶m høng, høng khëi.

- (to) take inspiration from something: lÊy c¶mhøng

-ethinic minorities (example: Thai, Muong,Ede, H’mong are….): c¸c d©n téc thiÓu sè

-a pattern: (picture): hoa v¨n

While –

reading *Checking vocabulary: Rub out andRemember

-Set the scene: You are going to read a textabout the traditional dress of Viet Nam

-Ask students to read the text to do the exercisea)

4-Some designers have modernized the ao dai

by printing lines of poetry on it

5-Another alternative is to add symbols such assuns, stars, crosses and stripes

-Ask students to read the text the second time

to answer the questions

1-Who used to wear the ao dai by tradition?

-Traditionally, men and women used to wearthe ao dai

2-Why do the majority of Vietnamese womenprefer to wear modern clothing at work thesedays?

-Because it is more convenient

3-What have fashion designers done tomodernize the ao dai?

-They have fashion printed lines of poetry on it

or have added symbols such as sun, stars,crosses, and stripes to the ao dai

Post-reading * Speaking

-Ask students to use their own words to tell thegroup what they have known abount the ao dai.Homework * Writing

-Ask students to write down what they havespoken to their partner and adding their opinionwhether they like wearing ao dai or not

-Divide the class into two teams, students from eachteam go to the board and circle the words they havefound then write them down in the column of theirteam.

 plaid, shorts, pants, shirt

Activity 1 -Ask students to look at the pictures and match

them with the phrases

-Pair work

* Answers:

a- a colorful T – shirtb- a sleeveless sweaterc- a striped shirt

d-a plain suite-a faded jeansf-a short – sleeved blouse

g- a baggy pantsh- a plaid skirti- blue shorts

* Check the vocabylary: Kim’s game Group work-Ask students to rememer the phrases on page 14,15

in 30 seconds Then let their books closed

-Divide the class into four groups-Students from each group take turn to go to theboard write as many words as they can

Group work-Group with the most words wins the game

Activity 2: -Ask students to work in groups of 8 or 10 students

each to read and write two more questions for thelast section of the survey about students’ wear

-The form of the survey may look like this:

Questions Name Items of clothes Notes 1-What do you

usually wear on the weekend?

2-Why do you wear these clothes ? 3-What is your favorite type of clothing? Why?

4-Is it comfortable

to wear uniform?

5-What color is it?

6-What type of clothing do you usually wear on Tet holiday?

7-What would you wear to a party?

Activity 3 -Ask sts to interview their friends

-After students have finished their task ask them toreport the result of their survey in their group Thesurvey should begin as follow:

-Three people said that they liked their uniform.

-Tow people said that they usually wore colorful T shirt on the weekend.

–

-Chi said she loved baggy pants

-Ask the representative from each group to present

to result of the survey in front of the class

Homework -Ask students to make a list of types of clothing that

most of the students in the class like wearing ondifferent specical cases

Unit 2: clothing

Language focus 1 (page 19,20)

Period 9:

I Aim : To listen for specific information and further practice on the

Present Perfect with FOR or SINCE

II Objective:

By the end of the lesson students will be able to listen for specificinformation, describe what people are wearing and know how use the presentperfect

III Teaching aids:

Textbook, pictures on page 16

IV Procedure

-Write the word CLOTHING on the board-Divide the class into two teams, students fromtwo teams go to the board and write the wordsrelating to CLOTHING

Pre-listening -The team which write more words in limited

time is the winner

-Ask students to look at the pictures on page 16and answer the questions about each of them

+ What are these?

+ What is this?

+ What color is this?

+ What color are these?

-announcement (translation): th«ng b¸o, loanb¸o

-missing (synonym of lost) : -an entrance (synonym of a door, gate): lèi vµo

-fair (explanation : an event when people orcompany bring their products for you to look at

or buy): héi chî -a doll (realia): bóp bª

* Checking vocabulary: Slap the board -Group work-Put the new words on over the board

-Call two students or two teams of students tothe front of the class Ask them to stand at anequal distance from the board

-Teacher calls out one of the new words inEnglish in loud voice, the two students must runforward and slap the word on the board Theone who first slaps the correct word is thewinner If the students play in team, the winningteam gets a mark Then ask two more students

to come forward, etc…

2-Where was she last seen?

(She was last seen near the main entrance to theCar Fair)

3-What’s she like?

(She has short dark hair)

B-Ask students to listen and check (v) the letter

of the correct picture to show what Mary iswearing

-Give feedbackAnswers:

a- B: She’s wearing blue shortsb- A : She’s wearing a long – sleevedblouse

c- C: She’s wearing brown shoes

-The whole class

Post-listening *Speaking:

-Ask students to describe a friend of theirs,answering the questions:

-How old is she/he?

-What is she/he like?

-What type of clothing does she/he likewearing?

-What is she/he wearing today?

*Presenting structures:

-Ask students to look at the dialogue on page

Nga: Come and see my photo album

Mi: Lovely! Who’s this girl?

Nga: Ah! It’s my old friend

Mi: How long have you known her?

Nga: I’ve known her for six years

Mi: Have you seen her recntly?

Nga: No, I haven’s seen her since 2003

She moved to Ho Chi Minh city with her family

Elicit from students:

-The present perfect is used to talk about

something which started in the past and

continues up to the present

-FOR + a period of time

-SINCE + a point of time

-> We often use for and since with the present

perfect tense

* Practice

-Ask students to use the information in the table

on page 20 to make similar dialogues Then

practice with their partner

Suggested dialogues:

b- A: Come and see my photo album

B: Lovely! Who’s this boy?

A: Ah! It’s Quang, my brother’s friend

B: How long have you known him?

A: I’ ve known him for seven months

B: Have you seen him recently?

A: No, I haven’t seen him since January He has

(+ V-ed)

c-A: Come and see my photo album

B: Lovely! Who’s this girl?

A: Ah! It’s Hoa , my new friend

B: How long have you known her?

A: I’ve known her for three weeks

B: Have you seen her recently?

A: No, I haven’t seen her since

Monday, She has (+ V-ed)

Example:

A: How long have you known Tam?

B: I have known her since last week

-Teacher goes round the class, taking notes inorder to help correct S’s pronunciation,intonation, past participle of irregular verbs

Ask students to write in their notebook whatthey have described to their friends about one oftheir friends and the conversations b) & c

-Cut out a shark (or crocodile) and a school boy/

girl from card

-Draw some steps, then stick the cut outboy/girl on top of the steps, the shark is in thesea

-Draw 5 gaps for the word JEANS

-Ask students as a whole class for a letter in thealphabet They have to try to guess the word Iftheir guess is wrong, the girl/boy has to stepdown If their guess is right , they will get onemark The game continues until students findout the word JEANS and the shark can’t eat theboy/girl

Pre-reading I-Pre teach vocabulary

-material (translation): chÊt liÖu, nguyªn liÖu-cotton (realia): b«ng, sîi b«ng Whole class

-(to) wear out (realia or explanation): usesomething so much that it no longer works, orcan no longer be used) : lµm r¸ch

-(a) style (picture): kiÓu d¸ng-(to) (embroider) (realia) : thªu (hoa v¨n,h×nh…)

-a label (realia): nh·n hiÖu

* checking vocabulary: What and where Individual work

-Write each word in a callout on the board

Practice saying the words, rub out the wordsone by one

-Get students to repeat the words including therubbed out ones

Students try to remmerber all the words

Pair work

While

reading Brainstorming:

-Ask students the question: What do you want

to know about jeans? Make question

Elicit questions from students:

-> Who first designed jean?

 When did jean become popular?

 Why?

 Where were jeans made?

 What were jeans made of?

 What are some famous jeans designers?

*Answers:

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

3-1970s………… cheaper………

4-1980: …………fashion……….5-1990………….sale………

-Have students work in pair to answer thequestions (exercise b) on page 18)

-Give feedback

*Questions and answers:

1-Where does the word jeans come from?

The word jeans comes from a kind of materialthat was made in Europe

2-What was 60s’ fashions?

The 60s’ fashion were embroidered jeans,painted jeans and so on

3-Why did more and more people beginwearing jeans in the 1970s?

Because jeans became cheaper

4-When did jeans at last become high fashionclothing?

Jeans at last became high fashion clothing in the1980s

5-Why did the sale of jeans stop growing?

The sale of jeans stopped growing because theworldwide economic situation got worse in the1990

Post reading * Discussion:

-Have students work in groups to discuss thequestions

1-Do you like wearing jeans? Why? Why not?

2-What type of jeans do you love wearing?

Homework 3-Do you think jeans are in fashion?

-Ask students to write down what they havetalked about in groups in their notebooks

By the end of the lesson students will be able to write an exposition,presenting one side of an argument.

III Teaching aids:

Textbook

IV Procedure

-Ask students some questions about theirfeeling when wearing different types ofclothing

-How often do you wear uniforms?

-If you have a choice, what type of clothing doyou want to wear when going to school? Why

do you choose it?

Pre-writing I - Pre – teach vocabulary T-whole class

-(to) encourage (explanation: To give hopesupport or confidence to somebody): động viên,khuyến khích

-(to) be equal in (explanation: + Ba is 32 kg inweight, Tan is 32, too They are equal inweight): công bằng, bằng nhau

-To bear one’s name (picture): mang tên-freedom of choice (translation): tự do lựa chọn-Self-confident (adj): (translation): tự tin

*Checking vocabulary: Rub out and

Remember

T-whole class

-Rub out a word in English and point to theVietnamese translation and ask “What’s this inEnglish?” When all the English words arerubbed out, go through the Vietnamese list andget students to come to the board and write theEnglish words again

II-Presentation:

-Stick or draw the following table on the board

-Tell the students it is the outline to present oneside of an argument

-Give out to the students sets of different colorstrips of paper, on which the content of theoutline is written as follow:

Let the readers know thewriter’s point of view

Present arguments in a logical way (one in eachparagraph)

Give examples where possibleSum up the argument

-Ask students to go to the board , stick the strips

on the correct space

-They can do this task as a game Group whichhas more strips filling in the table with correctcontent is the winner

-Ask students to answer the questions to checktheir understanding

+ What do you write in “introduction”?

What language is used?

+ How can we present series of arguments?

What language is used?

+ What do you write in conclusion? Whatlanguage is used?

-Ask students to read the topic and Outline A

-Ask students some comprehension questions

Pair work

+ What is the topic of the passage?

+ Why does wearing uniforms encouragestudents to be proud of their school?

Writing (Because the uniforms bear their school’s name) Group work

+ How do students feel when wearing Individual

(They feel equal in many ways)

+ Do students have to think of what to wearevery day?

(No)-Ask students to read the passage to answer thequestion

-How is the argument organized?

-Ask students to read outline B and answer thequestions:

+ What is the topic of the argument?

+ Why should secondary students wear casualclothes?

(wearing uniforms makes students feelcomfortable, give them freedom of choice,makes students feel confident, makes schoolmore colorful and lively)

-Tell students to work in group to discuss andget some more ideas about the topic

-Ask students on their own to write a paragraph

of 100-150 words to support the argument thatsecondary school students should wear casualclothes, using the outline on page 19

Post writing -When students have finished writing, let them

compare their writing and correct mistakes

-Take some writings to correct in front of theclass

Homework Ask students to write the passage into their

By the end of the lesson students will be able to use already and yes

in the present perfect tense, distinguish the difference between the past simple

and the present perfect tense; and be able to use the passive form of the presentperfect, simple present, simple past and simple future; practice passive modalauxiliaries.

III Teaching aids:

Textbook

IV Procedure

-Prepare ten cards with numbers (from 1 to 10)

on one side and the verbs on the other

-Stick the cards on the board so that the studentscan only see the numbers, make sure the verbsare mixed up

-Divide the class into two teams Each team

-Turn the cards over, if they match:

a.g run – ran; that team gets one mark

-If not, turn the cards over again and ask the nextteam to continue

-Go on until all the cards are turned over Theteam which has more marks will win the game

I Review the present perfect with ALREADY &

YET

-Set the scene: You and your friend are visiting

Ho Chi Minh city Look at the notes, there arethings you have done, and some things youhaven’t done, what are they?

-Elicit from students Teacher the whole

class

I have seen Giac Lam Pagoda

I have eaten Chinese and French food

I haven’t see Unification, Palace, Zoo andBotanical Garden, I haven’t tried Vietnamvegetarian

-Ask students to look at the dialogue:

A: Have you seen the Giac Lam Pagoda yet?

B: Yes, I’ ve already seen it.

A: Have you eaten Vietnamese food yet?

B: No, I haven’t

-> Elicit from students the use and the position

of alrealy and yet in the sentence.

Position: end of the sentence

- Ask students to practice the dialogua in pairs

Teacher goes round the class to take notes

mistakes students have made for the delayed

correction

II-Review present perfect with EVER

-Set the scene: Tom and Mary are talking to

each other about places they have been to

-Ask students to look at the dialogue

Tom: Have you ever been to Ireland?

Mary: No, I haven’t

Tom: Have you ever been to France?

Mary: Yes, I have

Tom: When did you go there?

Mary: Two years ago

Teacher Whole class

-> Elicit from the students :

-We use the past simple to talk about definite

time

e.g I went to France last year/ two months ago/in

1992

+ We use the present perfect to talk about

indefinite past time

e.g Have you ever (at some time in your life)

been to Italy?

EVER: Is used in questions

Meaning: cã bao giê

-Run through the vocabulary in exercise 3 on

Read a comic use to computer

Go to the market play volleyball

Go to Singapore go to the movies

See an elephant Eat a durian

Practice -Students work in pair to practice asking and

answering about each of the items in the boxExample:

A: Have you ever read a comic?

B: Yes, I haveA: When did you last read one?

Teacher-wholeclass

Be + past participle-Ask students to do the exercise

-Form: Modal verbs + be + past participle Have to/be going to + be + past participle-Ask students to do exercise 5 on page 21

*Answers:

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

-Ask students to complete the sentences usingthe passive forms

1-Have you ever:……….2-A new road: ………

3-You can: ………

4-A party is going to …………

5-The spring fair………

Homework -Ask students to copy the sentences into their

Textbook, pictures

IV Procedure

-Ask students some questions about thecountryside:

+ 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 andactivities?

Pre-reading I-Pre-teach vocabulary

-Ask students to look at the pictures anddescribe what the people are doing in thepictures:

Picture 6: Feeding the pigsPicture 7: Plowing the fieldPicture 8: some children are playing football1-Pre –teach vocabulary

-home village (translation): quê nhà

-a bamboo forest: (Picture ): rừng tre-a banyan tree (Picture ): cây đa-a shrine (Picture ): đền, nơi thờ cúng-A riverbank (Picture ): bờ sông

*Checking vocabulary: what and where

Draw circles and write every new word in eachcircle

-Ask students to repeat the words chorally, thenrub out word by word but leave the circle

-Go on until all the circles are empty Getstudents to go to the board and write the words

in the correct circles

Pair work

Bamboo forest

Banyan tree

While-reading II- Guiding questions

a-What did Ba, Liz and his family do on theirjourney to his home village?

b-What did Lix think of the trip?

-Ask students to read the text on page 22,23 toanswers:

a-They visited Ba’s uncle, walked up themoutain to visit a shrine, went boating in theriver and had a picnic on the riverbank

Pair work

b-Liz enjoyed the trip very much; she took a lot

of photos

III-True or false statements

-Ask students to read the statements on page 23then read the text and decide which is true andwhich is false

1-Ba and his family had a two-day trip to theirhome village

2-Many people like going there for theirweekend

3-There is a small bamboo forest at the entrance

to the village

4-Liz has a snack at the house of Ba’s uncle

5-There is a shirne on the mountain near Ba’svillage

6-Everyone had a picnic on the moutain

7-Everyone left the village late in the evening8-Liz has a video tape to show the trip to herparents

9-Liz wants to go there again-Give feedback

4-F People had a snack under the banyan tree

5-T6-F People had a picnic on the riverbank7-T

8-F Liz had a lot of photos to show her parents

Home village

IV-Comprehension questions

-Have students work in pairs to answers thequestions (exercise on page 23) T-whole class-Give feedback

* Questions and answers1-Where is Ba’s village?

-It’s 60 kilometers to the north of Ha Noi

2-How did Ba and his family get to the village?

-They got to the village by bus3-Where is the banyan tree?

-It’s at the entrance to the village4-What did they see on the mountain?

-They saw the shrine of a Vietnamese hero onthe mountain

5-Where did they have their picnic?

-They had a picnic on the riverbank

6-What did Liz do to show the trip to herparents?

-Liz took a lot of photos to show her parents

7-What does Liz wish?

-Liz wishes she could visit Ba’s village again

Post reading *Speaking

-Ask students to talk to each other about theactivities they can see in the pictures on page 22

or on their friends whether they like going there

or not

Homework -Ask students to prepare some information

about their own or imagined village

e.g Where is it?

How far is it?

How can you get there?

What is it like?

Unit 3: a trip to the countryside

IV Procedure

Warm up *Noughts and Crosses: questions and answers

about a place

Group work-Divide the class into teams

-Draw a nine-square grid on the board-Each square is numbered (from 2 to 9)

-Make nine word cards: Who, where, when, what, which, how, how many, Is, Are (number form 1 to 9)

-The teams will take turn to choose the numberand make a question using the word given onthe card If they can make a correct question,put a X (or O) in that box

-The first Team that has three “Xs”or “Os” in aline on the grid wins

Suggested questions:

-Where is your home village?

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

-What some activities in the countryside?

-When do you often go to your village?

-How often is the village fair held?

-How far is it from the city?

-Are there any banyan trees/interesting places/

in your village?

-Is there a village gate?

-Which of the places would you like to showus?

Role play

-Have students read the questions in exercisea-On page 24, work in pairs, play the role of Aand B, ask and answer about their partner’shome village, using the information in the box

-Tell students to cover the role that they don’tplay

Example:

A: Where is your home village?

B: It’s to the west of the city

A: How far is it from the city?

B: It’s about 15 kilometers from the city

A: How can you get there?

B: We can get there by bus.

A: How long does it take to get there?

B: It takes an hourA: What do people do for a living in yourvillage?

B: They plant rice and raise cattleA: Does your village have a river?

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

-a route (explanation: a way from one place toanother:) lộ trình, tuyến đờng

-a pond (realia): ao-parking lot = car park (picture): khu vực để xe

-Write students’ guesses on the board

-Get the students to listen to the tape andcheck their predictions

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

H-bamboo forest I-parking lot

* Tape transcript-At 6.30 in the morning, the bus collected Baand his family from their home After pickingeverybody up, the bus continued north on theHighway Number 2 It crossed the DragonBridge and stopped at the gas station to getsome more fuel Then, it left the highway andturned left into a smaller road westward Thisroad ran between green paddy fields, so people

on the bus could see a lot of cows andbuffaloes The road ended before a big storebeside a pond Instead of turning left towards asmall aiport, the bus went in the oppositedirection It didn’t stay on that road for verylong, but turned left onto a road which wentthrough a small bamboo forest Finally, the busdropped everyone off at the parking lot tenmeters from a big old banyan treen It parkedthere and waited for people to come back theevening

Post listening -Ask students to show each other the bus route

they have just listened to

Homework -Have students draw a simple map of their

neighborhood show their partner the way totheir house

Unit 3: a trip to the countryside

-geehnaex = exchange-zamie = maize-yrrgcoe = grocery-edef = feed-llcocte = collect-Tell students what “exchange students”

Pre-reading -Intronduce the text which is about Van, an

exchange student He is from HCM city He isnow studying in the USA He is living with theParker family on a farm outside Columbus,Ohio.

-Have students tell the class what they knowabout life in the country, on the farm –what dopeople do? How do they relax?

Pair work

While-reading A: Comprehension questions

-Ask students to read the text to answer thequestions

1-How long will Van stay there?

(He will stay there till the beginning ofOctober)

2-What do Mr & Mrs Parker do?

(Mr Parker is a farmer, and Mrs Parker workspart-time at a grocery store)

3-How many children do they have?

(Two girls)4-What does Van do after finshing hishomework?

(He feeds the chicken and collect their eggs)5-How do the Parker family spend theirweekend?

(They eat hamburger or hot dog while theywatch Peter play)

-Give feedback

B-Matching

-Ask students to work in pair, read the textmatch the words in column A with theexplanation in column B

-Give feedback

* Answers:

+ maize corn+ feed give food to eat+grocery store where people buy food andsmall things

+ part –time shorter or less than standard

+ Collect bring things together

C-Completing the summary

-Ask students to read the summary, and then thetext, complete the summary, using theinformation from the passage

-Ask one students to read the completedsummary in front of the class

* Answer:

-A Vietnamese boy named Van is living withthe Parker family in the American state of Ohio.

Mr Parker is a farmer and Mrs Parker workspart –time at a grocery store in a nearby town

They have two children, Peter and Sam Vanoften does chores after school Sometimes, healso has to help on the farm The family relaxes

on Saturday afternoon and they watch Peter playbaseball Van likes the Parkers, and he enjoysbeing a member of their family

-Give feedback

Post reading Roleplay:

-Ask students to work in pairs One is Van whohas just come back from the USA and hasanswers to the questions The others play therole of a student who is going to the USA as anexchange student

The interview can begin like the following:

S1: Hi, Van I’m going to the USA next month

as an exchange student I want to know what Ishould do when being there Can you help me?

Van: Sure Where are you going to stay?

S1: I’m going to stay with the Brown family

They live in a suburb 80 kilometers from…

Homework -Have students write the summary into their

notebook

Unit 3: a trip to the countryside

class-Ask students some questions about going on a

picnic

-Have you ever gone on a picnic?

-When did you go?

-Where did you go?

-How did you get there?

-What did you do?

-When did you come back home?

*Checking vocabulary: What and Where

-Have students repeat the words in chorus thenrub out word by word but leave the circles

Remember to let students repeat before andafter rubbing out each word

-Go on until students can remember the words

-Get students to write the words again in thecorrect circles

-Ask students to write a passage entitled “A

-Write the starting sentence on the board

It was a beautiful day, my friends and I decided

to go on a picnic.

-Ask students some questions to make sure theyunderstand their task

-Who went on a picnic?

-When did you go?

-What do you do now?

-Ask students to use the pictures and cues towrite the passage

* Suggested writing:

It was a beautiful day, my friends and I decided

to go on a picnic We took a bus to thecountryside and then walked about 20 minutes

to the picnic site next to the river We put downthe 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 look at the time, it was nearly 6.30 p.m Wehurriedly gathered our things and ran to the busstop We were lucky to catch the last bus and

we arrived home very late in the evening

Post writing -Ask students to wrap their writing and compare

with partners and correct if they can

-Choose some writing to correct in front of theclass (using projector if possible)

Homework -Ask students to write their passage (after

correction) in their notebook

Unit 3: a trip to the countryside

Lesson 5: Section : Language focus (page 28,

29,30,31)

Period 19:

I Aim :

Further practice in the past simple with wish

Practice in prepositions of time and adverbs clauses of resulf

-Divive class into teams-Ask the students to write down two sentences

on two different pieces of paper; each sentencebegins with:

Activity 1 Pre-teach vocabulary:

-(To) pass the exam (opposite of the verb) “failthe exam”: thi đỗ

-(to) win the contest (translation): thắng cuộc