Tieng Anh 9Giao an 9 chi tiet HKI

While – reading * Having students do the task and make a list of places * Correcting the task * Asking students to read the text again to choose the correct option to complete the senten

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UNIT 1: A VISIT FROM A PEN PAL

Period 1: Getting started & Listen and Read

  

I OBJECTIVES:

- Introducing the new lesson topic: A visit from a penpal

- Talking about places to visit

II LANGUAGE CONTENTS:

- Grammar : - Wish + Clause (past simple tense/ Be = Were for any Persons)

- Used to + Verb (simple form)

- Vocabulary : words relating to famous places to visit and activities done during the visit

III TECHNIQUES :

- Brainstorming

- Question – answers

IV TEACHING AIDS :

- Pictures (about 5, 6 places in Hanoi & HoChiMinh City; 02 pictures of a mosque and people praying)

- Cassette recorder + tape

- Can you tell me the name of this place?

- Do you have any pen pals?

- Has she/he ever visited your city?

- What activities would you do during the visit?

* Teaching new words:

- Revolutionary Museum (n)

- Uncle Ho’s Mausoleum (n)

- Temple of Literature

- Hoan Kiem Lake

* Introducing the context

“Lan took her pen pal – Maryam to a mosque and Maryam prayed there”

- Listening and answering teacher’s questions

1 Revolutionary Museum

2 Ben Thanh Market

3 Uncle Ho’s Mausoleum

4 Saigon Water Park

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While –

reading

* Having students do the task and make a list of places

* Correcting the task

* Asking students to read the text again to choose the correct option to complete the sentences on page 7

* Having students compare their answers, then giving feedback

* Answers :

- They visited : Hoan Kiem Lake, HCM's Mausoleum, History Museum, Temple of Literature, a mosque

* Briefly explaining the use of wish:

She wanted to have more time to know Vietnam better She might say

→ “I wish I had more time ”

Wish + Clause

(past tense/ Be = Were)

→ we use wish to express wish (something unlikely to happen)

* Exercise: Listen to the situation and say

your wish

1 You are too short

2 It’s raining You can’t go camping

3 You don’t have time to take your grandmother to go to the supermarket

4 You don’t know many English words

- Learn by heart the new words

- Do exercise 1 (page 5), exercise 7 (page 10)

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Period 2: Speak + Listen

  

I OBJECTIVES:

After the lesson, students may

- Develop speaking skill

- Introduce themselves and respond to introduction

- Have more knowledge of Tokyo, Liverpool and Perth

- Develop listening skill

- Introduce themselves & respond to introduction

- Have more knowledge of Tokyo, Liverpool and Perth

* Expression used in introduction:

- Let me introduce myself

- Pleased to meet you

- Hello, you must be

- Would rather + verb (simple form)

- Pictures of money bills

- Cassette recorder + tape

V TIME : 45 minutes

VI PROCEDURES

* Revision of the old lesson : 5 minutes

- Students tell the names of places in the pictures (page 6)

Warm up &

Presentation Asking students some questions after showing the world map and the picture of Petronas Twin Towers:

- “ Where is the Petronas? In which city and country?

Please locate Malaysia on the world map”

* Introducing the context of the dialogue Nga is talking

to Maryam They are introducing themselves while waiting Lan outside her school Now put the dialogue between Nga and Maryam in the correct order

- Listening and answering questions

- Singing that song

Preparing day :

Teaching day :

Week :

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self Hello , you must be

- Let me introduce, I’m

- Pleased to meet you

* Introducing the new lesson:

“Tim’s pen pal is Carlos He comes from Mexico, a country to the South of the USA Now, you’ll hear the conversation about what to do and where to go”

- Having students look at the pictures in the textbook and answer the questions:

a What do the two signs tell us?

b What are the differences between the two buses?

c Guess where Carlos like to eat?

* Having students listen to the type and choose the correct picture (twice)

* Asking students to give the answers and correcting misstates

- Asking students to retell the story after looking at the three correct pictures “Now, look at the pictures and retell the story You can start like this : Tim and Carlos went downtown by bus First, they went through a park ”

prompts (writing under the pictures)

- Listening and doing the task

- Retelling the story

- Carlos walked on the grass because he didn’t see the sign Then they caught the 130 bus They would eat hamburgers

Practice Controllded practice :

Having students practice the dialogue in pairs

- Reading about Maryam’s friends

- Practicing in groups

Production/

Consolidation Having students work in pairs : one student takes the role of another of Maryam’s friends from any city and

country Asking some pairs to perform before class

- Working in pairs

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HOMEWORK :

- Make up a dialogue between you and Maryam’s friends from any city country (imagine another of Maryam’s friends)

- Do exercise 1 & 2 (Page 6 ,7) in the workbook

- Do exercise 3 (page 7) in the workbook

- Prepare for period 4 : Read

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After the lesson, students may.

- Develop reading skills

- Have more knowledge of Malaysia and the ASEAN

- Would related to Malaysia: religion, population, languages, area, climate, location

- Asking students to look at the table in the textbook (exercise a) and explaining the new words:

reading * Having students do exercise a * Asking students to compare answers in pairs.

* Giving correct answers and explaining other

* Doing exercise a

Preparing day :

Teaching day :

Week :

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words based on context:

Post – reading Task 3 : (Option 1) Interview

- Asking students to work in pairs (You are going to visit Malaysia Prepare some questions to ask Maryam about her country (refer to the chart on page 10)

A: Hi, Maryam I am going to visit Malaysia on my summer holiday I’d like to know something about your country Can you help me?

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

B :

(Option 2 ) Use the same table as of and fill in the information about Vietnam Then work in pairs and report to your partner

HOMEWORK:

- Use the same table as of task a, and fill in the information about any country in the

ASEAN (Refer to the word map)

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- Develop writing skills

- Have more knowledge of the basic format of a personal letter

- Write a personal letter based on a suggested outline

II Language contents:

- Review of verb tenses (present, past, present perfect)

• Asking students some questions:

- Have you ever visited any other places

in Viet Nam?

- When did you go there?

- How did you get there?

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

Lead in: Imagine you are visiting your relatives or friends in another part of Viet Nam or a different country

• Asking students somes questions:

- Where are you now?

- Who did you meet?

- What places have you visited?

- What kind of food have you tried?

- What souvenirs have you bought?

- How do you feel now?

- What do you think interest you most?

- When are you returning home?

• Answering the questions

Preparing day :

Teaching day :

Week :

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• Asking students to work in pairs: asking and answering those questions

• Showing a sample letter and asking students to identify different parts of the letter

1 Heading: Writer’s address and the date

2 Salutation/ Opening: Dear

3 Body of the letter: Introduction, Main parts, Concluding comment

4 Closing: Your friend/ Regard

• Asking and answering those questions in pairs

While – writing - Having students discuss in groups of 4

for what to write in their letter, following the format of the sample letter

- Asking students to write letters on groups of 4 students

Writing in groups

Post – writing - Choosing 2 or 3 letters to correct with

the whole class Other letters will be collected for later correction

HOME WORK:

- Write the letter (after correction) on their notebooks

- Prepare for the Language focus

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THCS LE NGOC HAN

Period 5: Language focus

  

I Objectives:

- Know how to use the past simple tense and the past simple with wish

II Language contents:

- Grammar: - The past simple tense

- The past simple with wish

VI Procedures: Language focus (45 ninutes)

Steps Teacher’s activities Students’ activities Warm up - Having students play the game:

Pelmanism (Refer to the past form of irregular verb)

Activity 1: The past simple tense

Lead in: This is the conversation between Tan and Phong They are talking about what

Ba did on the weekend

A : what did Ba do on the weekend?

B : He went to see a movie called “Ghosts

and Monsters”

A : When did he see it

B : He saw it on Saturday afternoon at two

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Lan, Nam and Hoa did on the weekend (exercise 1, page 11)

- Noticing them that the activities happened in definite time in the past

- Asking some pairs to present the dialogue before class

- Having students make up the same dialogue about themselves

Activity 2: The past simple tense (cont)

Lead in: “Lan and her friends are holding a farewell party for Maryam Write the things they did to prepare for the party”

- Explaining the way to do exercise 2 (page 12)

- Having students to look at the pictures (page 12) and the words in the box and giving the name for person in each picture

- Asking some students to make sentences with picture 1 and picture 2 before class

- Asking students to do exercise 2 in pairs and correcting the mistakes

Activity 3: The past simple with wish

- Showing student this picture and asking them some questions

Note: express wishes in the present

• Saying sentences for picture 1 and picture 2: Example

1 Mai made a cake

2 Tung hung corlorful lamps on the wall/ on the room

- Doing exercise 2 in pairs

I wish I were taller

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THCS LE NGOC HAN

Form: Iwish + S + Past simple (BE = WERE)

- Asking students to do exercise 3 in pairs

- Correcting the mistakes

- Asking students to make three wishes of their own

• Doing exercise 3 (page 12) in pairs

HOME WORK:

- Write the correct sentences of exercise 2 and exercise 3 in your notebook

- Do exercise 6 (page 9) in the workbook

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UNIT 2: CLOTHING

  

I Aim:

Helping students:

1 to ask and respond to question on personal preferences

2 to ask for and give information

3 to write an exposition

II Language focus:

- The Present Perfect

champagnecottondesigninspirationmaterialnovelpeerpoetrysalestripesubject

comiccrossfashionlabelminorityoccasion poet rivalry

slit style

tunic symbol

IV Unit Allocation

Period 1 Getting started

Listen and read

Reading for specific information and getting to know more about the traditional ao dai Vietnamese women Period 2 Speak Asking and respond to questions on personal

preferences

Period 3 Listen Listening for specific information to select appropriate

pictures, practicing present perfect and further practice of passive forms of modal verbs, have to /be going to

Period 4 Read Reading the text for details about jeans

Period 5 Write How to present one side of an argument

Preparing day :

Teaching day :

Week :

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- By the end of the lesson, students will know some more about ‘ao dai’, 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 a point

*Answers: a) She comes frame Japan.

b) She comes from Viet Nam

c) He comes from Scotland (UK) (He is wearing a kilt.)

d) She comes from Indian

(She is wearing a sari.)

e) He comes from the USA

(He is wearing jeans.)

f) She comes from (Saudi) Arabia

(She is wearing a veil.)

- Group work

- Teacher whole class

Pre-reading * Pre teach vocabulary

- a poet (example: Nguyen Du ,To Huu, Huy Can, are … ) :nhà thơ

Preparing day :

Teaching day :

Week :

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- a long silk tunic (translation):áo lụa dài rộng.

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

- inspiration: (translation): cảm hứng, hứng khởi

+ (to) take inspiration from something: lấy cảm hứng

- ethnic minorities (example: Thai, Muong, Ede, H’mong are….): các dân tộc thiểu số

- a pattern (picture): hoa văn

While-

reading *Checking vocabulary: Rub out and Remember.- Set the scene: you are going to read a text about the

traditional dress of Viet Nam

- Ask students to read the text to do the exercise a)

- Give feedback

Answers:

1 For a long time the ao dai has been the subject of

poems, novels, and songs.

2 The ao dai is described as a long silk tunic with

slits up the sides worn over loose pants.

3 The majority of Vietnamese women prefer to wear

modern clothing at work

4 Some designers have modernized the ao dai by

printing lines of poetry on it

5 Another alternative is to add symbols such as suns,

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 wear the ao dai

2 Why do the majority of Vietnamese women prefer to wear modern clothing at work these day?

Because it is more convenient

3 What have fashion designers done to modernize the ao dai?

They have printed lines of poetry on it or have added symbols such as sun, stars, crosses, and stripes to the ao dai

Pair work

Group work

Post –

reading * Speaking:- Ask students to use their own words to tell the group

what they have known about the ao dai

Home work:

- Ask students to write down what they have spoken to their partner and adding their opinion whether they like wearing ao dai or not

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Warm up * Word square:

- Stick the poster on the board

- Ask students to find 8 nouns and 4 adjectives about clothing in the world square

- Get students work in pairs to find the words

- Divide the class into two teams, students from each team go to the board and circle the words they have found then write them down in the column of their team

- The team which has more words will win the game

Pair workGroup work

Preparing day :

Teaching day :

Week :

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

the phrases

*Answers:

a) a colorful T-shirtb) a sleeveless sweater c) a striped shirt

d) a plain suite) a faded jeansf) a short – sleeved blouseg) a baggy pants

h) a plaid skirti) blue shorts

*Check the vocabulary: Kim’ game

• Ask students to remember 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 the board write as many words as they can

• Group with the most words wins the game

Pair work

Group work

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

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

- The form of 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 tell holiday?

7 What would you wear to a party?

Group work

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THCS LE NGOC HAN

Activity 3 - Ask students to interview their friends

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

Three people said that they liked their uniform.

Two 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 the result of the survey in front of the class

Home work:

- Ask students to make a list of types of clothing that most of the students in the class like wearing on different special cases

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- Textbook, pictures on page 16

IV Time: 45 minutes

- Write the word CLOTHING on the board

- Divide the class into two teams Students from two teams go to the board and write the words relating to CLOTHING

- The teams which write more words in limited time the winner

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

+What are these?

+What is this?

+What color is this?

+What color are these?

* Pre-teach vocabulary:

- announcement (translation): thông báo, loan báo

- missing (synonym of lost):thất lạc

- an entrance (synonym of a door, gate): lối vào

- fair (explanation: an event when people or company bring their products for you to look at or buy: hội chợ

- a doll (regalia ): búp bê

* Checking vocabulary: slap the board

- Put the new words on over the board

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

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*Set the scene: you will hear an announcement about a lost

little girl called Mary

A Ask students to listen and answer the questions:

1 How old is she?

(She is three.)

2 Where was she last seen?

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

3 What’s she like?

(She has short dark hair.)

B Ask students to listen and check (√) the letter of the correct picture to show what Mary is wearing

- Give feedback

*Answers:

a) B: She’s wearing blue shorts

b) A: she’s wearing a long –sleeved blouse

c) C: She’s wearing brown shoes

*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 like wearing?

- What is she / he wearing today?

*Presenting structures:

- Ask students to look at the dialogue on page 19

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 recently?

Nga: No, I haven’t seen her since 2003

She moved to Ho Chi Minh City with her family then

Elicit from students:

- The present perfect is used to talk about something

Individual

The whole class

Pair work

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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 since ?A: No, I haven’t seen her since Monday

She has (+V-ed)

Example :A: How long have you known Taâm?

B: I have known her since last week

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

Home work:

- Ask students to write in their notebook what they have described to their friends about one of their friends and the conversation b) and c)

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- Developing reading skills.

- Knowing the informations about the appearance and development of jeans

- Vocabulary: Words related to jeans

- Grammar: the passive voice ( review )

III TECHNIQUES :

- Brainstorming

- Questions – anwers

- Filling in the blanks

IV TEACHING AIDS :

- Pictures (real objects)

- Introducing the new lesson

- Lead – in: “I love wearing jeans when I go out.”

“How about you? “ “Who loves wearing jeans?”

“What was jean clothing made from?”

“Do you know when jeans appeared for the first time? And where?”

- Explaining the new words (using real objects): Embroidered jeans, label, sale

- Students read after the teacher

- Checking them

While-

reading

15’

- Having students read the text then answer the questions

- Playing the tape

- Students read the text again to prepare task a (p 17)

Task a) Fill in the missing dates and words

- Giving the answer key

- Having some of students reread the text and do the task b ( p 18 )

- Students work in pairs

Preparing day :

Teaching day :

Week :

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Task b) Answer then write the answers in the exercise book.

- Giving the correct answersPost-

reading

10’

Task c) Discussion: “What do you know about jeans?”

- Using the task a to fill in the blanks on the chart

- Group works :

- Giving some questions to ask students to discuss

“Do you like wearing jeans? Why / Why not?”

“What type of jeans do you love wearing?”

“Do you think jeans are in fashion now?”

HOMEWORK: (5’)

- Write the answers in task b (p 18 ) into your exercise notebooks

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• How often do you wear uniforms?

• How do you feel when wearing uniforms?

• If you have a choice, what type of clothing do you want to wear when going to school? Why do you choose it ?

- (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.

- Rub out a word in English and point to the Vietnamese translation and ask “What’s this in English?” When all the English words are rubbed out, do through the Vietnamese list and get students

to come to the board and write the English words again

Presentation :

- Stick or draw the following table on the board

- Tell the students it is the outline to present one side of

an argument

- Give out to the students sets of different color strips

of paper, on which the content of the outline is written

as follow:

Lets the readers know the writer’s point of view

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Present arguments in a logical way (one in each paragraph).

Give examples where possible

Sum up the argument

My opinion is …

I think …Firstly, …Secondly, …Finally, … Therefore, …

- Ask students to answer the questions to check their 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? What language

is used?

- Ask students to read the topic and Outline A

- Ask students some comprehension questions

+ What is the topic of the passage?

+ Why does wearing uniforms encourage students

to be proud of their school?

(Because the uniforms bear their school’s name)+ How do students feel when wearing uniforms?

(They feel equal in many ways)+Do students have to think of what to wear every day?

(No)

- Ask students to read the passage to answer the question

How is the argument organized?

- Ask students to read outline B and answer the questions:

+ What is the topic of the argument?

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- Tell students to work in group to discuss and get some more ideas about the topic.

- Ask students on their own to write a paragraph

of 100 – 150 words to support the argument that secondary school students should wear casual clothes, using the outline on page 19

- When students have finished writing, let them compare their writing and correct mistakes

- Take some writings to correct in front of the class

- Practice ALREADY and YET in the present prefect tense, distinguish the difference

in using the past simple and present perfect tense

- Review the passive forms of the present, simple present simple past, and simple future

- Practice passive modal auxiliaries

II Objective:

- By the end of the lesson students will be able to use already and yet in the present

perfect tense, distinguish the difference between the past simple and the present perfect, simple present, simple past and simple future; practice passive modal auxiliaries

III Teaching aids: Textbook.

IV Time: 45 minutes

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- Divide the class into two teams Each team chooses two numbers.

- Turn the cards over, if they match:

e.g Run – ran; that team gets one mark

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

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

Do visited went

A The present perfect.

I Review the present perfect with ALREADY and YET.

- Set the scene: you and your friend are visiting

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

- Elicit from students

I have seen Giac Lam Pagoda

I have eaten Chinese and French food

I haven’t seen Unification Palace, Zoo and Botanical Garden, I haven’t tried Vietnam vegetarian

- 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

already and yet in the sentence.

ALREADY is used in affirmative sentences.

Position: mid sentence

YET: is used in the negative sentence and questions.

Position: end of the sentence

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B: No, I haven’t.

- Teacher goes round the class to takes notes mistakes students have made for the delayed correction

II Review Present Perfect With EVER

- Set the scene: Tom and Marry 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

 Elicit: from the students:

+ We use the past simple to talk about define 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: có bao giờ

- Run through the vocabulary in exercise 3 on page 20

Read a comic Use a computer

Go to the market Play volleyball

Go to Singapore Go to the moviesSee an elephant Eat durian

- Students work in pairs to practice asking and answering about each of the items in the box

Example:

A: Have you ever read a comic?

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b) Rice is grown is tropical countries.

c) Five million bottles of champagne will be produced in France next year

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

e) Two department stores have been built this year

II The passive forms of modal verbs and the verb patterns HAVE TO / BE GOING TO

- Elicit from students the modal verbs, must, can,

should, might, and the patterns have to / be going to

- From: model verbs + be + past participle

- Have to / be going to + be + 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, using the passive forms

1 Have you ever

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- Ask student to copy the sentences into their notebook.

UNIT 3: A TRIP TO THE COUNTRYSIDE

  

Helping students:

- To ask for and give information

- To complete the summary

- To write a passage

II Language focus:

1 The past simple with wish (review)

IV Unit Allocation

Lesson 1 Getting started

listen and read Reading the text for details to know more about country life and activities.Lesson 2 Speak and listen Practice asking for and giving information and listen for specific information to locate on the map

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Lesson 3 Read Understand the text and complete the summaryLesson 4 Write Write a passage about a picnic in the countrysideLesson 5 Language focus Further practice in past simple with wish Preposition of time and adverb clause of result

Period 1: Getting started & Listen and read.

- Ask students some question about the countryside:

+ Have you ever been to the countryside?

+ How often do you go there?

+ Where is it?

+ Have you got relatives there?

+ Are you used to the country life and activities?

Pre – teach vocabulary

Preparing day :

Teaching day :

Week :

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Picture7: plowing the fieldPicture 8: some children are playing football.

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 (pivture) : bờ sông

* Checking vocabulary: what and where.

- Draw circles and write every new word in each circle

- Ask students to repeat the words chorally, then rub out word by word but leave the circles

- Go on until all the circles are empty Get students to go

to the board and write the words in the correct circles

* Guiding questions:

a) What did Ba, Liz and his family do on their jouney to his home village?

b) What did Liz think of the trip ?

- Ask students to read the text on page 22, 23 to answer the questions

* Answers:

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

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

* True or false statements:

shrine

riverbankbamboo forest

Banyan treeHome village

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

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

2 Many people like going there for their weekend

3 There is a small bamboo forest at the entrance

to the village

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

5 There is a shrine on the mountain near Ba’s village

6 Everyone left had a picnic on the mountain

7 Everyone left the village late in the evening

8 Liz has a video tape to show the trip to her parents

9 Liz wants to go there again

* Questions and answers :

1 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 bus

3 Where is the banyan tree?

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THCS LE NGOC HAN

- It’s is at the entrance to the village

4 What did they see on the mountain?

- They saw the shrine of the 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 her parents?

- Liz took a lot of photos to show her parents

7 What does Liz wish ?

- Liz wishes she could visit Ba’s village again

How far is it?

How can you get there?

What is it like?

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Period 2: Speak & listen

  

- Practice asking for and giving information

- Practice listening for specific information

- By the end of the lesson students will be able to ask for and give information about their own village

III Teaching aids:Textbook

Warm up * Noughts and Crosses : questions and answers about a place.

- Divide the class into teams

- Draw a nine – square grid on the board

- Each square is numbered.( from 1 to 9)

- Make nine word cards : Who, Where, When, What, Which,

How, How many, Is, Are, (number from 1 to 9)

- The teams will take turn to choose the number and make a question using the word given on the 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 a line on the grid wins

Tiêu đề	A visit from a pen pal
Tác giả	Le Ngoc Han, Tran Van Tai
Trường học	THCS Le Ngoc Han
Chuyên ngành	English
Thể loại	Giáo án
Thành phố	Hanoi

Định dạng
Số trang	76
Dung lượng	1,02 MB