Giao an anh 9 tinh Bac Giang

3 Preparation: Teacher’s: Lesson plan, English book, pictures, posters.. 3 Preparation: Teacher’s: Lesson plan, English book, pictures, word cuesand cassette.. 3 Preparation: Teacher’

Teaching plan

Grade 9

School year: 2007-2008

Unit 1: A visit from a pen pal

Lesson 1: Getting started, listen and read

I) The aims:

1) Objectives:

- Helps students know some vocabulary

- By the end of the lesson, students will be able to know some new wordsactivities they would do during the visit, understand (the content of the dialogue)between Lan and Lan’s pen pal Manryam

2) Teaching points: The past simple tense (wish) with wish

3) Preparation: Teacher’s: Lesson plan, textbook, pictures, cues…

Students': Textbook, notebook, and reference book

II) Procedures:

1) Organization: (1-2’) - Good morning! Sit down, please!

- What’s the date today?

- Who’s absent today?

- How are you today?

2) Checking up and warm up (5-7’):

* Put the words in bracket into correct form:

1 Lan (wash) the dishes for me yesterday

2 I (buy) that dictionary last year

3 Hoa (use) to walk to school on foot

4 They (visit) Ho Chi Minh mausoleum two

Teacher’s activities T Sts’ activities

* Pre-teach:

- (to) impress / im'pres/: gây ấn tợng (Explanation)

- (to) pray /prei/ cầu nguyện (Mine)

- (to) correspond /kɔris'pɔnd/: trao đổi (Translation)

- (to) keep in touch with: liên lạc (Explanation)

- mosque [mɔsk] (n): Nhà thờ Hồi giáo (Translation)

- (to) wish [wi∫]: ớc (Situation)

+ Check vocabulary: Rubout and remember

4 The temple of literature

5 Dong Xuan market

6 A history building

- Lets them work in pairs

Keys: a.1; b 4; c 5; d.3; e.2; f.6

+ What are these places famous for?

- Says something about the places

* Presentation:

- Sets the scene: Em có một chuyến đi thăm quan em sẽ

làm gì?

A: What would you do during the visit?

B: I wish I could stay longer

+ Concept check:

Form: What would + S + Vinf….?

S + would + Vinf…

S + wish/ wishes + (that) + S + could + Vinf

Use: Ước muốn ở hiện tại

* Practice: Word cues

1 wish/ visit the temple of literature

2 wish/ go to Huong pagoda

3 wish/ see Hai Van Pass

4 wish/ go Hung temple

- Gives the pictures and asks them to give the wishes of

these people

* Listen and read

- Introduces the topic of the lesson: Reading about “A

visit from the pen pal” and situation of the text

- Asks students to look at the text to know where Lan

took Maryam

- Asks students to listen to the tape 2-3 times

- Asks them to do the exercise 2 P 11

- Ask students to learn by heart the lesson

- Do the exercise 3 P12, 7 P10 exercise book

- Prepare new lesson

Unit 1: A visit from a pen pal

Lesson 2: Speak

I) The aims:

1) Objectives:

- Helps students know some vocabulary

- By the end of the lesson, students will be able to introduce themselves

- They have a chance to speak with their friends

2) Teaching points: Students develop speaking fluency and accuracy on thetopic of meeting friends

3) Preparation: Teacher’s: Lesson plan, textbook, posters

Students': Textbook, notebook, and reference book

II) Procedures:

1) Organization: (1-2’) - Good morning! Sit down, please!

- What’s the date today?

- Who’s absent today?

- How are you today?

2) Checking up and warm up (5-7’):

* Write the sentences beginning with “I wish…”

a) It’s so hot You want to be in the swimming

pool

b) You don’t have a computer

* Write new words

- Calls students to do, correct and gives them

marks

* Warmer: Word square

-> I wish I were in theswimming pool

-> I wish I had a computer

- (to) be different from: Kh¸c so víi (Translation).

- (to) be the same: gièng (Antonym)

- (to) introduce: giíi thiÖu (Example)

- Lets go: chóng ta h·y cïng ®i (Translation)

+ Check vocabulary: Rubout and remember

* Pre-speaking (pre-questions)

1 What is Lan’s pen pal’s name?

2 What nationality is she?

3 Which city is she from?

4 How long have they been pen pals?

5 How often do they write?

- Asks students to work in pair

* While-speaking:

a) Matching: Asks students to put the sentences in the

correct order to make the dialogue between Nga and

c) Asks students to work in groups of three to do

role-play of Yoko, Paul and Jane Each introduces themselves

to the others

Yoko/ Tokyo

Japan Paul/ LiverpoolEngland Jane/PerthAustralia

* Post-speaking (Write it up)

- Asks students to write introduction of their two friends

using information in part b.

Eg: My friend is Yoko She is from Tokyo, Japan It’s a

busy big capital city She likes VN people and loves old

cities in VN

4) Consolidation (2-3’):

- What do you introduce yourselves about?

Name – age – hobbies – class – country

5) Homework (1-2’):

- Ask students to learn by heart the lesson

- Do the exercise 3 P6 VBT

- Prepare new lesson

Unit 1: A visit from a pen pal

Lesson 3: Listen

I) The aims:

1) Objectives:

- Helps students know some vocabulary

- By the end of the lesson, students will be able to listen for details

- They have a chance to listen to the tape

2) Teaching points: Listen and understand the text

3) Preparation: Teacher’s: Lesson plan, tape, and cassette

Students': Textbook, notebook, and reference book

II) Procedures:

1) Organization: (1-2’) - Good morning! Sit down, please!

- What’s the date today?

- Who’s absent today?

- How are you today?

2) Checking up and warm up (5-7’):

* Make the dialogue

* Write the vocabulary

- Teacher listens and check, gives them marks

* Warmer:

Kim’s game: Look at the pictures on page 9

Students close the books; list the pictures that

they can remember from the picture

3) New lesson (30-35’):

* Pre-teach:

- downtown: Khu b¸n bu«n (Explanation)

- It’s time we caught the bus: §Õn giê chóng ta b¾t xe

(Translation)

+ Check vocabulary: Rubout and remember

* Listening:

- Asks students to work in pairs, look at the pictures and

discuss where are these pictures in? What are they

talking? And what activities are there?

T/F statement prediction

1 Tim and Carlo are going to the countryside

2 They are going there by car

3 There is a park near Tim’s house

4 They can walk in the grass

5 They are going to have Mexican food

* While-reading:

- Asks students to listen to the cassette between Tim and

Jane and Carlo then check their prediction

Keys: 1 F; 2 F; 3 T; 4.F; 5 F

- Listens and checks their answers

Keys:

1 We can not walk on the grass A

2 We want the bus number 130 B

3 They are hungry and they want to have some

- Copy down

- Work in pair

- Listen andcheck

- Prepare new lesson

Unit 1: A visit from a pen pal

Lesson 4: Read

I) The aims:

1) Objectives:

- Helps students know some vocabulary

- By the end of the lesson, students will be able to get some information aboutMalaysia

- They have a chance to read a text in English

2) Teaching points: Read a passage on the topic of Malaysia

3) Preparation: Teacher’s: Lesson plan, tape, cassette, map and poster

Students': Textbook, notebook, and reference book

II) Procedures:

1) Organization: (1-2’) - Good morning! Sit down, please!

- What’s the date today?

- Who’s absent today?

- How are you today?

2) Checking up and warm up (5-7’):

- Check the exercise part b, c in exercise 5 P8

b) Lan used to travel a lot and visit many places of interest but now

she doesn’t go away much

c) Lan used to meet a lot of people but now she doesn’t meet many

- population [,pɔpju'lei∫n] (n): dân số (Explanation)

- compulsory [kəm'pʌlsəri] (adj): bắt buộc (Antonym)

- (to) comprise [kəm'praiz]: bao gồm, gồm có

(Translation)

- unit of currency ['kʌrənsi] (n): đơn vị tiền tệ

(Explanation)

- optional ['ɔp∫ənl] (adj): lựa chọn (Antonym)

+ Check vocabulary: Rubout and remember

* Pre-reading:

T/F Statement prediction

a) Malaysia is smaller than Viet Nam

b) The capital of Malaysia is Jakarta

c) The unit of currency in Malaysia is Vietnam dong

d) Education is free in Malaysia

- Copy down

- Work in groups

individually

e) Malaysia has Twins-Towers.

f) Malaysia is one of the countries of ASEAN

- Turns on the cassette

- Asks students to the exercise a (Fill in the table with

the right information about Malaysia)

Keys:

1 Area: 329758sq km

2 Population: Over 22 million (2001)

3 Climate: Tropical climate

4 Unit of currency: Ringgit

5 Capital city: Kuala Lumpur

6 Official religion: Islam

7 National language: Bahasa Malaysia

8 Compulsory second language: English

- Asks students to do the exercise b

Keys: 1T; 2F (There are 2 more than religions); 3F

(English, Chinese and Tamil are also widely spoken) 4F

(One of the three “Malaysia, China, and Tamil” 5F

English is compulsory 2nd language, not primary

language of instruction, Bahasa Malaysia is the primary

language of……)

* Post –reading: (Deliberate Mistake)

- Asks students to listen the following text about

Malaysia If they hear anything wrong They shout the

word and give the correct one

Malaysia is an Asian country It has the population of 32

million people The Malaysian capital is Chiang Mai

There are 14 states in Malaysia People speak

Vietnamese in Malaysia and education in optional, the

official religion is Buddhism

12’

05’

- Read the text

- Listen again thetext

- Ask students to learn by heart the lesson, read the text again

- Do the exercise III P9, 10

- Prepare new lesson

Period: 05 Date of teaching: 21/09/2007

Unit 1: A visit from a pen pal

Lesson 5: Write

I) The aims:

1) Objectives:

- Helps students know some vocabulary

- By the end of the lesson, students will be able to know how to write aninformal letter to a pen pal

- They have a chance to write a letter

2) Teaching points: Write an informal letter to a pen pal

3) Preparation: Teacher’s: Lesson plan, and poster

Students': Textbook, notebook, and reference book

II) Procedures:

1) Organization: (1-2’) - Good morning! Sit down, please!

- What’s the date today?

- Who’s absent today?

- How are you today?

2) Checking up and warm up (5-7’):

* Write the vocabulary in last period

ASEAN: Association of South East Asian Nations

* Warm up: Jumped words

- Asks students to guess the name of the sections of a letter

- Checks and gives the right answers

3) New lesson (30-35’):

* Pre-teach:

- outline ['autlain] (n): dàn bài (Explanation)

- paragraph ['pổrəgrɑ:f] (n): đoạn văn (Translation)

- (to) mention['men∫n]: đề cập, kể ra (Explanation)

+ Check vocabulary: What and Where

* Pre-writing: (Matching)

- Asks students to match a part in A with a part in B

Body 2 1st paragraph 6 Date

Closing 3 Love 7 2nd paragraph

- Copy down

- Match

- Give the answer

Now imagine you are visiting one of your relatives or

friends in another part of Viet Nam or in different

countries, write a letter to your family using the outline

in P11

- Asks students to read the outline carefully

- Divides the class into small groups

* Suggested writing:

Hai Phong Thursday 26th June

Dear Mum

I arrived at HP bus station at 6 pm on Saturday evening

Long, Ha and aunt Hoa met me at Tam Bac bus station

and took me home by motorbike After dinner, Long, Ha

and I walk around and drank tea in a restaurant near the

city center; Hai Phong is a very busy and beautiful at

night

I’ve been to several places in Hai Phong such as Cat Ba

Islands, Sat Market… I’ve tried a lot of seafood and

specialties We’ll go to Do Son beach tomorrow

Mom I’d like to stay here longer I enjoy everything

here I’ll leave Hai Phong on Monday Please pick me up

at the bus station at 7 pm

Bye Mom, I miss you

4) Consolidation (2-3’):

- What have you learnt about today?

5) Homework (1-2’):

- Ask students to learn by heart the lesson

- Write and complete the letter

- Prepare new lesson

Unit 1: A visit from a pen pal

Lesson 6: Language focus

I) The aims:

1) Objectives:

- Helps students know some vocabulary

- By the end of the lesson, students will be able to do some kinds of exercises

- They have a chance to do exercises

2) Teaching points: Past simple

3) Preparation: Teacher’s: Lesson plan, English book, pictures, posters

Students': Textbook, notebook, and reference book

II) Procedures:

1) Organization: (1-2’) - Good morning! Sit down, please!

- What’s the date today?

- Who’s absent today?

- How are you today?

2) Checking up and warm up (5-7’):

* Asks one students to read the letter that they have completed at

home

* Revision: Palmanism

A cake Flowers A picture Color lamps Shopping

- Corrects and gives them marks

3) New lesson (30-35’):

* Pre-teach:

- ghost [goust] (n): ma (Explanation)

- monster ['mɔnstə] (n): qu¸i vËt (Explanation)

- height [hait] (n): chiÒu cao (Visual)

- association [ə,sousi'ei∫n] (n): hiÖp héi (Translation)

+ Check vocabulary: Matching

* Mapped dialogue:

DungWhat…Ba…on the weekend?

- Lets students practice

* Introduces the situation of exercise 2

- Asks students to look at the picture and word given

- Copy down

- Work in pairs

individually

- Give the names for people in the numbered circles.

Eg: 1 Hoa, 2 Ha…

P1: Hoa made a cake

P2: Ha hung the color lamps on the walls

- Asks students to work in pairs, call them read the

sentences and other follow and remark

Keys:

P3: Lan and Hong bought flowers and put them in the

vases

P4: Hung painted a picture of Ha Noi

P5: Ba and Thai went shopping

* Team work: Noughts and Crosses

- Asks students to do the exercise 3 P12 by playing

Noughts and Crosses

- Ask students to learn by heart the past simple tense

- Do exercise 1, 2, 3 again and do the exercise 4 P7 in exercise book

- Prepare new lesson

Unit 2: clothing.

Lesson 1: Getting started, Listen and read

I) The aims:

1) Objectives:

- Helps students know some vocabulary

- By the end of the lesson, students will be able to know some traditionalclothes in Viet Nam and other countries

- They have a chance to listen and read the text in English

2) Teaching points: The present perfect tense

3) Preparation: Teacher’s: Lesson plan, English book, pictures, word cuesand cassette

Students': Textbook, notebook, and reference book

II) Procedures:

1) Organization: (1-2’) - Good morning! Sit down, please!

- What’s the date today?

- Who’s absent today?

- How are you today?

2) Checking up and warm up (5-7’):

* Teacher reads the words in Vietnamese and students have to write

them in English

Sentences: Tôi ớc muốn có một chiếc máy vi tính

I wish I had a computer

- Teacher corrects and gives them marks

* Hangman: CLOTHING (8 letters)

3) New lesson (30-35’):

* Pre-teach:

- (to) design: [di'zain] thiết kế (Translation)

- poem ['pouim] (n): bài thơ (Explanation)

- inspiration [,inspə'rei∫n] (n): nguồn cảm hứng

(Translation)

- unique [ju:'ni:k] (adj): độc đáo, có 1 không 2

(Explanation)

- symbol ['simbəl] (n): biểu tợng (Example)

- ethnic minority ['eθnik mai'nɔriti] (n): dân tộc thiểu số

(Example)

- a long silk tunic ['tju:nik] (n): tà áo dài (Translation)

+ Check vocabulary: Rubout and remember

* Getting started:

- Asks students to look at the picture on P 14 and the

picture with the names of the clothes

A kimono, ao dai, jeans, a veil, a sari

Pa: Kimono Pd: a sari Pf: a veil

Pb: Ao dai Pe: Jeans

- Asks students to match the picture with the countries

where these people come from P a, b, c, d, e, f

1 Viet Nam 2 Scotland 3 The USA

4 Arabia Saudi 5 Indian 6 Japan

* Listen and read

- Writers and musicians have mentioned the centuries ao

- Copy down

- Match

- Match

dai in novels and song for countries.

+ Concept check:

Form: S + have/ has + PII…

Use: Diễn tả hành động đã xảy ra trong quá khứ kết quả

còn liên quan đến hiện tại

* Practice: Word cues

1 Designers/ take/ inspiration

2 They/ visit/ villages

3 We/ study English/ 4 years

4 They/ study/ traditional design

- Asks students to listen to the text after reading and

doing activities their checks

* Complete the sentences

1 poem, songs and novels

2 traditional dress of Vietnamese women

3 to wear modern clothing at work

4 lines of poetry on it

5 traditional designs and symbols like suns

- Asks students to work in pairs to answer the questions:

Keys:

1 By tradition men and women used to wear the ao dai

2 Because it’s more convenient

3 to modernize the ao dai, fashion designers have

printed lines of poetry on it and they have added

traditional designs and symbols like suns, stars,

crosses and stripes to Velvet

- Ask students to learn by heart the past simple tense

- To sum up traditional ao dai

- Answers the questions: Do you like the ao dai? Why (not)?

- Prepare new lesson

- By the end of the lesson, students will be able to speak about the topic ofclothes.

- They have a chance to speak with their friends

2) Teaching points: Speak about the topic of clothes

3) Preparation: Teacher’s: Lesson plan, English book, pictures and posters

Students': Textbook, notebook, and reference book

II) Procedures:

1) Organization: (1-2’) - Good morning! Sit down, please!

- What’s the date today?

- Who’s absent today?

- How are you today?

2) Checking up and warm up (5-7’):

- Write the vocabulary in last period

- Read the content of the traditional ao dai

Checks and gives them marks

* Warm up: Guessing game

Teacher describes some students’ clothes and the class guess who

they are

3) New lesson (30-35’):

* Pre-teach:

- short sleeved ['sli:vid] (adj): (Visual)

- baggy pants ['bægi] [pænts] (n): (Explanation)

- faded jeans ['feid] (n): (Visual)

- striped shirt ['straipt] (n): (Explanation)

- plaid skirt [plæd] (n): (Translation)

- sleeveless sweeter ['sli:vlis] (n): (Explanation)

+ Check vocabulary: Matching

- Asks students to match the numbered phrases to the

pictures in exercise a P14

Keys:

a) a color T shirt f) a short-sleeved blouse

b) a sleeveless sweater g) baggy pants

c) a striped shirt h) a plaid skirt

d) a plain suit i) blue short

e) faded jeans

* Pre-speaking (Pre-questions)

- Hangs the poster on blackboard and asks students to

think about the answers

Do you wear school uniform everyday?

What color clothes do you like best?

- Copy down

- Match

- Answer thequestion

Do girls like wearing skirt to school?

What do you wear at parties or on holiday?

Do you like wear shoes or sandals?

- Gets feedback

* While-speaking:

- Asks students to work in group of 4 to interview each

other about students’ clothing and write them down in

the columns The information in the box on P 15 can

help Students can make 2 more questions for clothes for

Wear it everyday except for Sunday compulsory dark, blue and white

Jeans and blouse (a long sleeved blouse – look stronger

in these clothes.

- After that asks students to talk about what their friends

wear

Eg: Lan usually wears a short-sleeved blouse and baggy

pants

* Post-speaking (Write it up):

- Asks students to write a report using the results of the

- Ask students to learn by heart the lesson

- Prepare new lesson

Period: 09 Date of teaching: 05/10/2007

Unit 2: clothing.

Lesson 3: Listen

I) The aims:

1) Objectives:

- Helps students know some vocabulary

- By the end of the lesson, students will be able to listen and describe or realizesomeone through his/ her clothes/ shoes

- They have a chance to listen the tape in English

2) Teaching points: Listen a conversation about clothes

3) Preparation: Teacher’s: Lesson plan, English book, cassette and posters

Students': Textbook, notebook, and reference book

II) Procedures:

1) Organization: (1-2’) - Good morning! Sit down, please!

- What’s the date today?

- Who’s absent today?

- How are you today?

2) Checking up and warm up (5-7’):

* Write the vocabulary in last period

* Write a report sentences using the results of the survey

- car fair [feə](n): Hội trợ triển lãm ô tô (Explanation)

- missing ['misiη] (n): sự lạc đờng (Explanation)

- (to) announce [ə'nauns]: thông báo (Mine)

Announcement: sự thông báo

07’

- Listen

- Listen andrepeat

- Read in choraland individually

- Copy down

Clothes

- sandals ['sændl] (n): dÐp (Realia).

* Check vocabulary: Rubout and remember

* Pre-listening (Matching)

b) 1 a short-sleeved white blouse Picture C

2 a short-sleeved pink blouse Picture B

3 a long-sleeved white blouse Picture A

- Teacher checks the answers

* While-listening:

- Asks students to listen to the announcement about

Mary and tick the correct pictures to show what Mary is

wearing

a) Picture B She is wearing blue shorts

b) Picture A ~ a long-sleeved white blouse

c) Picture C ~ brown shoes

* Post-listening:

+ Pair work: - Asks students to work in pairs to ask each

other what they wear in winter/ summer/ autumn and

- Ask students to learn by heart the vocabulary

- Do the exercise 1 P13 notebook, Exercise 2 P13 English exercise book

- Prepare new lesson

Unit 2: clothing.

Lesson 4: Read

I) The aims:

1) Objectives:

- Helps students know some vocabulary about clothing

- By the end of the lesson, students will be able to know about thedevelopmental history of Jeans and speak in English

- They have a chance to read the text about Jeans

2) Teaching points: Read the text

3) Preparation: Teacher’s: Lesson plan, English book, cassette and posters.

Students': Textbook, notebook, and reference book

II) Procedures:

1) Organization: (1-2’) - Good morning! Sit down, please!

- What’s the date today?

- Who’s absent today?

- How are you today?

2) Checking up and warm up (5-7’):

* Write the vocabulary in last period

* Read the description of their friend’s clothes

- Checks and gives them marks

- painted jeans [peint] (n): quần bò vẽ (Explanation)

- jeans clothes [dʒi:nz] (n): vải jean (Realia)

- material [mə'tiəriəl] (n): chất liệu, nguyên liệu

(Explanation)

- (to) wear out[weə]: mòn, rách (Realia)

* Check vocabulary: Rubout and remember

* Pre-reading:

- Bài học hôm nay các em sẽ đợc đọc các thông tin cần

thiết về lịch sử phát triển của quần jean

- Matching:

1 In Europe a Jeans cloth was made completely from

cotton

2 1969s b Jeans was made for the 1st time

3 18th century c people began wearing embroidered

4 1970s d Jeans became very fashionable

5 1980s e Jeans became not very popular any

more

6 1990s j Jeans became less expensive

- Get feedback

* While-reading:

- Asks students to read the passage silently to check their

matching, then compare with partners

- Checks and gives the right answers

- Read in choraland individually

- Copy down

- Listen

- Match

- Read thepassage

- Asks students to reread the text again and fill in the

missing dates and words

1 18th century ……jeans cloth

- Asks students to work in group of four to talk about

why so many people like wearing jeans

Eg: Because the material is very strong, …

- Asks students some questions:

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

2 What kind of jeans do you love wearing?

3 Do you think jeans are in fashion now?

5) Homework (1-2’):

- Ask students to learn by heart the vocabulary

- Do the exercise 4 P15 notebook, Exercise III P15 English exercise book

- Prepare new lesson

Unit 2: clothing.

Lesson 5: Write

I) The aims:

1) Objectives:

- Helps students know some vocabulary about clothing

- By the end of the lesson, students will be able to write an essay to presenttheir points of view about what clothing to wear

- They have a chance to write an essay in English

2) Teaching points: Writing an essay about what clothing to wear

3) Preparation: Teacher’s: Lesson plan, English book, overhead

Students': Textbook, notebook, and reference book

II) Procedures:

1) Organization: (1-2’) - Good morning! Sit down, please!

- What’s the date today?

- Who’s absent today?

- How are you today?

2) Checking up and warm up (5-7’):

+ Chatting:

- Do you like wearing Jeans? Why? Why not?

- What do you often wear to a party? Why?

* Checks and gives them marks

3) New lesson (30-35’):

* Pre-teach:

- (to) argue['ɑ:gju:]: tranh cãi (Situation)

- (to) conclude[kən'klu:d]: kết luận (Explanation)

- (to) encourage [in'kʌridʒ]: động viên, khuyến khích

(Explanation)

- (to) persuade[pə'sweid]: thuyết phục (Explanation)

- (to) bear one’s name: mang tên ai (Explanation)

- self-confident = sure (adj) tự tin (Synonym)

- constrained = compulsory [kən'streind] (adj): bắt buộc

(Synonym)

- (to) feel equal: cảm thấy bình đẳng (Explanation)

* Check vocabulary: Rubout and remember

* Writing:

+ Pre-writing (Pre-questions):

- What is the purpose of an introduction to an essay?

- What kind of language can be used?

- What is the purpose of the body of an essay?

- What kind of language can be used?

- What does the conclusion of an essay do?

- What kind of language can be used?

- Gets feedback

* While-writing:

+ Matching:

- Asks students match the topic and the outline A then

read the passage and put the lines in the correct places

Introduction: I think… / My opinion is……

Series of arguments: Firstly…

Secondly……

Thirdly/ finally…

Conclusion: Therefore …

+ Gives the topic of outline B first then write a paragraph

of 100-150 words (in group) of 4-5

- Read in choraland individually

- Copy down

- Answers thequestions

- Matching

- Write the topic

* Suggested writing:

My opinion is that secondary school students should

wear casual clothes

First, wearing casual clothes make students feel more

comfortable They don’t feel constrained to wear

uniform that they don’t like

Secondary wearing casual clothes give students freedom

of choice They have the right to choose sizes, color and

fashions of clothes that they love

Finally casual clothes make school more colorful and

lively Students feel self confident when they are in

favorite clothes

In conclusion, secondary school students should wear

casual clothes because wearing casual clothes is

convenient, comfortable and fun

* Post-writing (Discussion):

- Asks students to discuss the advantages and

disadvantages of wearing school uniform then they write

their ideals

05’ - Discussion

4) Consolidation (2-3’):

- Asks students some questions:

+ How many parts does an argument have?

+ What are they? What kind of language can be used in each part?

5) Homework (1-2’):

- Ask students to learn by heart the vocabulary

- Write the advantages and disadvantages of wearing school uniform

- Prepare new lesson

Unit 2: clothing.

Lesson 6: Language focus

I) The aims:

1) Objectives:

- Helps students review the present perfect tense and the passive

- By the end of the lesson, students will be able to practice and do the exercise

- They have a chance to do the exercise

2) Teaching points: Present perfect tense, passive voice

3) Preparation: Teacher’s: Lesson plan, English book, posters

Students': Textbook, notebook, and reference book

II) Procedures:

1) Organization: (1-2’) - Good morning! Sit down, please!