Giao An T-Anh9

August 15th, 2009A/ Aims: To compare the past simple and the present perfect To review comparative and superlative of adjectives B/ Objective: By the end of the lesson Ss will be able t

August 15th, 2009

A/ Aims: To compare the past simple and the present perfect

To review comparative and superlative of adjectives

B/ Objective: By the end of the lesson Ss will be able to distinguish the use of the past simple and

the present perfect and make meaningful sentences using comparative and superlative adjectives

C/ Teaching aids: board and chalk

D/ Procedure:

1/ Past simple

 How do we form the past simple of ordinary verbs? → Form:  V-ed / V2

 T writes down 5 example sentences on the board  S + didn’t + V(infinitive) and asks Ss to put the verbs in the past simple  Did + S + V(infinitive)

a I last (visit) Ha Long Bay in 2005 → Ss’ answers: visited

b Mai (see) Nam at school yesterday saw

c Ba (not watch) TV last night didn’t watch

d They (go) shopping 2 days ago went

e We (start) learning English in 2006 started

 When do we use the past simple? → To talk about a completed action

in the past with a definite time

 T asks Ss to copy the example sentences in their notebooks

2/ Present perfect

 How do we form the present perfect? → Form:  have/has + P.P (V-ed/ V3)

a I (visit) Ha Long Bay twice → Ss’ answers: have visited

b Mai (see) Nam recently has seen

c I (not finish) my homework yet haven’t finished

d Ba isn’t here He (go) to work has gone

e We (learn) English since 2006 have learned

 When do we use the present perfect?

Ss: → To talk about a completed action in the past with indefinite time

→ To talk about an action that began in the past and continues in the present (Use with

since, for, how long)

3/ Comparative of adjectives

 T puts these words on the board and asks Ss to copy

safe / dangerous / expensive / cheap The country clean / polluted / boring / exciting the country

quiet / noisy / crowded / busy / modern  T divides Ss into 2 teams and asks them to make sentences comparing the country with the

city Examples: - The country is safer than the city.

- The city is more dangerous than the country

 T reminds Ss how to form comparatives (short adjective + ER; MORE + long adjective) 4/ Superlative of adjectives

 T puts these adjectives on the board: tall, short, generous, mean, fat, thin, heavy, light

fast, slow, beautiful/handsome, intelligent

 T elicits the examples: (S1) - I’m the tallest in the class

(S2) - No You’re the shortest in the class

 T divides Ss into 2 teams and asks them to make sentences like the examples

 T reminds Ss how to form superlatives (short adjective + EST; THE MOST + long adjective)

5/ Homework

- Name the pictures on page 6

- Read the text about Maryam’s visit to Ha Noi and answer the question: What places did she visit?

Period 2 Unit 1: A VISIT FROM A PEN PAL

Lesson 1: Getting started + Listen and read (page 6,7)

A/ Aims: To present the activities that Lan and her Malaysian pen pal did when she came to visit

Lan in Ha Noi

B/ Objective: By the end of the lesson Ss will be able to talk about what Lan and her Malaysian pen

pal, Maryam did during her visit to Ha Noi

C/ Language contents: - Vocab: words relating to places of interest or tourist attractions.

- Grammar: "wish + past simple"

- Pronunciation: mosque, mausoleum, atmosphere

D/ Teaching aids: textbook, pictures from textbook, tape and cassette player.

E/ Procedure:

I/ Getting started

 T sets the scene: Imagine you have a foreign pen pal coming to stay with you for a week What activities would you do during his/her visit? (Where would you like to take him/her to?)

- T elicits: Would you like to take him/her to Bai Rang beach? or to Hoi An ancient town?

 T asks Ss to look at the pictures, and elicits the places:

a) the Temple of King Hung b) the Temple of Literature c) Dong Xuan market, d) the History Museum e) a food stall (a restaurant) f) The President’s Palace

 T elicits the model exchange and copies the sentences on the board (choral repetition)

A: I'd like to take him/her to (Dong Xuan market) We'll (do some shopping there).

B: - I agree with you I think she( is interested in Vietnamese markets/ likes shopping)).

- No I don't think so I think we should take him/her to (the History Museum) I believe she

likes (visiting museums)

 T organizes Ss to work in groups of four

II/ Listen and read

 Pre-teach vocab (words/expressions)

- to correspond = to write to each other - to pray: cầu nguyện

- to be impressed: có ấn tượng - to wish: mong ước

- a mosque: nhà thờ Hồi giáo - to depend : lệ thuộc, tùy thuộc

- the atmosphere: không khí (buổi lễ, cuộc họp) - to keep in touch: giữ liên lạc

 T sets the scene by saying: “You are going to read about the activities Lan and her Malaysian pen pal did when she visited Lan

 Ss open their books, read and listen to the tape or to the teacher reading the text

 T runs through the multiple choice questions (areas for recreation, a place of worship) Then give Ss 3 minutes to read the text silently and do the exercise (individuals  pair-compare)  Feedback  answer key: 1C 2B 3D 4B (T asks Ss to give reasons for their choices)

 T asks Ss the question: What places did Maryam visit when she was in Ha Noi? ( Key:Key: Hoan Kiem Lake, Ho Chi Minh Mausoleum, the History Museum, the Temple of Literature and the mosque on Hang Luoc street)

* Grammar notes:

S + wish + S + V(past simple)

Lan: "I wish you had a longer vacation."

Maryam: "I wish I had more time to get to know your beautiful better."

- What is the verb form in the sentences with "wish"? (Past simple)

- Does Lan talk about a present or past situation? (Present)

- When do we use structure with “wish + past simple”?

( To make a wish about a present situation - contrary to fact in the present)

 T elicits some more example from Ss:

- You don’t have a computer What do you wish? I wish I had a computer

3/ Homework

- Prepare the next lesson: Speak (Match and order lines in a conversation)

Period 3 Unit 1: A VISIT FROM A PEN PAL

Lesson 2: Speak + Listen (page 8) A/ Aims: Make and respond to introduction Listen for specific information.

B/ Objective: By the end of the lesson Ss will be able to make up similar conversations to respond to

introduction and choose the right picture

C/ Teaching aids: Textbook, strips of paper with lines of the dialogue, pictures from textbook, D/ Procedure:

▪ Checking up: Question: What places did Maryam and Lan visit when she was in Ha Noi?

I/ SPEAK

▪ Pre-speaking (Exercise a) Ss work in pairs (Ordering and matching the lines of the dialogue)

1 Hello You must be Maryam a The two cities are the same in some ways

2 Do you live in a city, too? b That’s right I am

3 No Is it very far from Ha Noi? c Yes I live in Kuala Lumpur Have you been there?

4 Yes, I am Are you enjoying your d Pleased to meet you, Nga Are you one of

stay in Viet Nam? Lan’s classmates?

5 Please to meet you Let me introduce e Oh yes, very much Vietnamese people are very myself I’m Nga friendly and Ha Noi is a very interesting city

6 I see Oh! Here’s Lan Let’s go

- T gives feedback (1-b, 5-d, 4-e, 2-c, 3-a, 6)  Ss practice the dialogue in pairs

▪ While-speaking (Exercise b)

- Ss work in pair using the cues to make similar dialogues

- Ask two pairs of Ss to take turn to play roles (open pairs) as models

- Organize Ss to practice in closed pairs

(Weak Ss can the open dialogue to substitute the information when practice speaking)

S1: Hello You must be (1 Yoko / Paul / Jane)

S2: That's right, I am

S1: Pleased to meet you Let me introduce myself I'm

S2: Pleased to meet you, too

S1: Are you enjoying your stay in Viet Nam?

S2: Oh yes, very much (2 I like Vietnamese people and I love old cities in VN)./ I love )S1: Do you live in a city, too?

S2: Yes, I live in (3 Tokyo, Japan/ Liverpool, England/ Perth, Australia) Have you been there?S1: No Is it very different from (Ha Noi/ Da Nang/ Hue)?

S2: Yes It is (4 a busy big capital city/ an industrial city to the north of England/ a quiet town).S1: I see Oh! here's Maryam Let's go

Note: T should encourages strong Ss to use comparative adjectives when talking about the two

cities (quieter, smaller, busier, older, more modern, more interesting )

II/ LISTEN

▪ Pre-listening

 Words and expressions:

- Ocean Drive :Đường Ocean

- I'd rather Tôi muốn/thích

 Ask Ss to look at the 6 pictures on page 9 and distinguish each pair of pictures by asking them:

- Where do you see picture a1, a2 (in a zoo, in a park)? / What does each sign mean?

- What is the difference between the two buses? (They have 2 different numbers: 103 / 130)

- Are hamburgers Mexican food or American food?

 T sets the scene: Tim Jones’s Mexican pen pal, Carlo, is visiting the USA Carlo and Tim are

walking through the park to the bus stop They want to catch a bus to a restaurant.

 Instructions for listening task: Listen and check the correct pictures in each pair

▪ While-listening

 T plays the tape (reads the tapescript); Ss listen to the tape for the first time

 Ss check () the correct pictures (individuals  pair-compare).

 T collects Ss’ answers and write them down on the board

 Ss listen for the second or third time (If necessary)

 T gets feedback and gives Ss the key: a)1 b)2 c)2

E/ Homework:  Use the information given in Exercise b) page 8 to write about one of Maryam'sfriends (Group 1 write about Yoko, group 2 - Paul, groups 3,4 - Jane)

 Prepare the next lesson: READ

August 21st, 2009

Lesson 4: Read (P 9, 10)

A/ Aims: Reading the text for details

B/ Objective: By the end of the lesson Ss will be able to talk about the country of Malaysia.

C/ Teaching aids: textbook, map of Malaysia (from textbook).

D/ Procedure:

 Checking up: Ss retell the story of Tim Jones and Carlo they have listen in listening task

 Pre-reading

▪ Pre-teach vocab:

sq km = square kilometer (km2) currency (n): tiền tệ → unit of currency: đơn vị tiền tệ

to comprise: bao gồm population (n): dân số

an area (n): diện tích religion (n): tôn giáo

climate (n) khí hậu compulsory (adj) : bắt buộc

official (adj) chính thức primary language = official language: ngôn ngữ chính

language of instruction: ngôn ngữ sử dụng trong giảng dạy

▪ Pre-questions:

a) Where is Malaysia? (It's in southeast Asia)

b) Is it a member country of ASEAN? (Yes, it is.)

c) What is its capital city? (Kuala Lumpur)

 Ss work in pairs to discuss the questions

 Feedback (T copies Ss’ answers on the board or leaves the answer blank if Ss have no ideas)

 While-reading

 Ss read the text and check their answers

 T gets feedback  Key: a) in South East Asia b) Yes, it is c) Kuala Lumpur

d) Bahasa Malaysia (Malay), English, Chinese, Tamil  Exercise a: (Gap fill) Ss read the text and fill in the table (individuals  pair-compare)

 T gets feedback → Key: 1 329,758 km 2 5 Kuala Lumpur

3 tropical climate 7 Bahasa Malaysia

4 ringgit (consisting of 100 sen) 8 English

 Exercise b: (True/False statements)

 T runs through the statements  Ss work individually  pair-compare

 Feedback  Key: 1 T

2 F (There are more than two religions)

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

4 F (One of the three: Malay, Chinese, Tamil)

5 F (English is a compulsory second language, not primary language of instructions)

 Post-reading → (Homework)

E/ Homework: Make questions to ask and answer about Malaysia (the information in Exercise a)

Examples: Where is Malaysia? / What is the (capital / area / population ) of Malaysia?

What is the official religion?

- Prepare the next lesson: WRITE

_

August 23rd, 2009

Lesson 5: Write (P 11)

A/ Aims: Write a personal letter to family

B/ Objective: By the end of the lesson Ss will be able to complete the letter telling their family about

the place they’re visiting

C/ Teaching aids: textbook, poster (for guided writing)

D/ Procedure:

 Warm up/checking up: (Role play)

Ask some pairs of Ss to ask and answer the questions about Malaysia (location, capital, area,population, unit of currency, language )

 Pre-writing

 T’s presentation: Imagine you’re visiting your relatives or friends in another town/city ofVietnam (Hoi An, Da nang, Hue, Nha Trang ) Write a letter to your family

 Get Ss to read and study the Outline of the letter (p 11) Then ask them the questions:

+ How many paragraphs are you going to write? (3)

+ What do you write about in the first paragraph?

- The time and the date you arrived at the bus stop/ train station

- The person(s) took you home

+ What verb form do you use in the first paragraph? (Past simple)

+ What do you write about in the second paragraph? (Ss read the Outline and give the answer) + What verb form do you use in the second paragraph? (present perfect and past simple) + What do you write about in the third paragraph? (Ss read the Outline and give the answers) + What verb form do you use in this paragraph? (present simple and simple future with “will”)

 T asks Ss: “How do we begin a letter?”  (The writer's address; the date; greeting: Dear ,)

and “How do we end a letter?”  (With love, / signature)

 T gives Ss 15 minutes to write the letter

* For weak Ss, T can design a writing task like a guided sentence building exercise and put it on a poster

Address:

Date

Dear Mom and Dad,

1 I arrive/ Hue train station/ 4PM/ Tuesday

2 Uncle Quan/ meet me/ the station and he/ me home/ motorbike

3 I/ visit/ some places of interest/ Hue like the Citadel, Thien Mu Pagoda

4 I/ go boating with Uncle Quan twice/ the Huong River

5 I/ meet/ many interesting people here

6 The food/ Hue/ be delicious and it/ not very expensive

7 Yesterday aunt Mai/ take me/ Dong Ba market and I buy/ some souvenirs

8 Tomorrow we/ go / Minh Mang Temple

9 I/ feel very happy here/ because the people / be / friendly and there/ many things / see

10 I/ return home/ Monday 7th Please pick/ at / train station

See you in 3 three days

 Ss share or compare their writing and correct the mistakes with each other

 T marks some Ss' writing

E/ Homework: Prepare the next lesson: Language Focus (p.11, 12)

Period 6 Unit 1: A VISIT FROM A PEN PAL

Lesson 6: Language Focus (P 11, 12)

A/ Aims: Revision of the past simple and practise expressing wishes.

B/ Objective: By the end of the lesson Ss will be able to use the past simple to talk about activities

in the past and to express wishes

C/ Teaching aids: textbook, pictures (from textbook)

D/ Procedure:

 Revision: The past simple of irregular verbs

 T writes the following verbs on the board (buy, make, hang, go, have, draw, see, know)  Divide the class into two teams Then ask Ss of two teams to run to the board and write the past simple form of the verbs as quickly as possible

 Give feedback and decide the winning team (or gives Ss marks)

buy  (bought) have  (had) see  (saw)

hang  (hung) go  (went)

* Exercise 1 (p 11)

 Ss work in pairs to look at the table, ask and answer questions about what each person did on the weekend

 T ask Ss to read the model exchange Notice 2 question words: What did do? / When ?

 T briefly explain the use of the past simple: (Why is the past simple used in the questions and answers?  To talk about past time (last weekend’s activities)

 Elicit the answer to Nga, Lan and Nam’s activities:

Concert  went to (see) a concert called “Hanoi singers”

Camp - Y&Y  went camping with Y&Y

Soccer match  went to (see) a soccer match between Dong Thap and The Cong

 Ss work in open pairs (as model) → closed pairs; T monitors

* Exercise 2 (p 12): Write the things Lan and her friends did to prepare for the farewell party

 Scene setting: Lan and her friends are having a farewell party for Maryam Yesterday they did the preparation for today’s party

 Ask Ss to look at the box and match a verb with a phrase (Ss work in pairs  Feedback)

 Then ask Ss to look at the 5 pictures and name the person(s) in each picture

 Mai  Nam  Lan  Minh  Lan and Thu

 Get Ss to write who did what, (use the past simple)

Example:  Mai made a cake.

 Ss work in pairs  Feedback  Key

 Nam hung colorful lamps on the wall  Minh painted a picture of Hanoi

 Lan bought (some) flowers  Lan and Thu went shopping

* Exercise 3 (p 12): Make wishes

 T gives instructions and asks SS to read situation a) and the example

You are not very tall  I wish I were taller.

 Ask Ss what verb form is used in sentence with wish (past simple; with “be” we use were)

 Ss work in pairs for the next sentences (b-i)

 T gives feedback (orally or get Ss to write their answers on the board) and corrects

Key: b) I wish I were in the swimming pool (now).

c) I wish I had a computer.

d) I wish I lived near / closed to school = I wish I didn’t live very far from school.

e) I wish I had a sister

f) I wish I drew well

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

h) I wish I knew many friends

i) I wish there were (some) rivers and lakes in my hometown

E/ Homework: - Answer the question: What did you do yesterday (morning/afternoon)?

- Prepare the next lesson: Unit 2 (Getting started + Listen and read)

August 31st, 2009

Lesson 1: Getting started + Listen and read (page 13,14)

A/ Aims: - To introduce the ao dai, the traditional dress of Vietnamese women.

- To revise the present perfect tense and the passive form

B/ Objective: By the end of the lesson Ss will be able to use the information from the passage and

complete the sentences about the ao dai.

C/ Language contents:

- Vocab: words relating to the ao dai and clothing

- Grammar: Revision of the present perfect and the passive form

D/ Teaching aids: textbook, pictures from textbook

E/ Procedure:

I/ Getting started (p 13)

 Ss work in pairs to decide where each person comes from

Example: "Where does the woman in picture (a) come from?"  She comes from Japan

 T elicits the answers by telling Ss to look at the dress each person is wearing

* Anticipated problems: Ss may ask T about some kinds of clothes

kilt: a knee-length skirt worn by Scottish men as part of traditional dress

kimono: (traditional dress of Indian women) / sari: (traditional dress of Indian women ) veil: khăn che mặt

 Feedback (T may ask Ss: How do you know he/she comes from )

Key: b) She comes from Vietnam c) He comes from Scotland d) She comes from India e) He comes from the USA f) She come from Saudi Arabia (or an Islamic country)

II/ Listen and read

 Pre-teach vocab

- (a) poet: nhà thơ - convenient (adj)

- (a) poem: bài thơ - fashion (n)  fashionable

- poetry (n): thơ ca - design (v/n)

- (to) consist of: gồm - ethnic minorities: dân tộc thiểu số

- (to) slit - slit - slit: xẻ dọc - symbol (n): biểu tượng

- inspiration (n): nguồn cảm hứng - pattern (n)

 T sets the scene: T asks: “What is the traditional dress of Vietnamese women?”

(Ss answer: The ao dai) T says: “Yes Today you are going to read about the ao dai - the traditional

dress of Vietnamese women.”

 Ss read and listen to the tape or to the T reading the passage

 T explains the requirements of exercise a/ p.14 (Gap fill) Ss to read the text silently and do it (Ss work individually Then compare the answers with their partners)

 T gives feedback to the whole class

Key: 1 poems, novels and songs.

2 long tunic that is slit on the sides worn over loose pants 4 lines of poetry on it.

3 to wear modern clothing at work 5 symbols such as suns, stars, crosses and stripes.

 Ss read the text again and do exercise b)/p.14 (Answers) (note: the majority ≠ the minority) (Ss work individually Then compare the answers with their partners)

 Feedback  Key:

1 Traditionally, men and women used to wear the ao dai.

2 Because it is more convenient.

3 They have printed lines of poetry on it or added symbols such as suns, stars,

crosses and stripes to the ao dai.

* Notes (Language review)

1 The present perfect (Examples from the text: have mentioned; have printed  form, uses)

2 The passive form (Examples from the text: is/was worn  form, use)

F/ Homework - Prepare the next lesson: SPEAK

September 10th, 2009

Lesson 2: Speak (page 15)

A/ Aims: Practice speaking about Ss’ favorite clothes.

B/ Objective: By the end of the lesson Ss will be able to talk about the clothes they usually wear C/ Teaching aids: Textbook, pictures from textbook

D/ Procedure:

I/ Pre-speaking

 Exercise a)/page 14:

 T runs through the words → Notes: short-sleeved (adj) ≠ long sleeved;

sleeveless (adj): không có tay

a shirt: áo sơ mi; a T-shirt: áo thun, áp pullpants (n) quần tây; shorts (n) quần soócfaded (adj) bạc màu; plaid (adj) sọc ca rô;

striped /straipt/ (adj) kẻ sọc; plain (adj) trơn (không carô, không sọc)

 Ss do the task individually (Matching the phrases to the pictures)

 Ss compare their answers with a partner

 T gives feedback to the whole class

Key: a) a colorful T-shirt b) a sleeveless sweater c) a striped shirt

d) a plain suit e) faded jeans f) a short-sleeved blouse

g) baggy pants h) a plaid skirt i) blue shorts

 Ss practise saying the phrases (choral  individual repetition)

II/ While-speaking

 T gives instructions for exercise b)/page 15

 T asks Ss to look at the questions in the box and elicits some more questions to make up aquestionnaire: (Notes: “casual clothes”: quần áo giản dị, bình thường)

1 What do you usually wear on the weekend?

2 Why do you wear them?

3 What’s your favorite type of clothing? ( My favorite type of clothing is or I like )

4 Do you wear a uniform when you are at school?

5 What color is your school uniform?

6 What do you usually wear on your birthday?

7 What do you usually wear when you go camping or go for a picnic?

 Ss work individually to prepare the answers

 T organize Ss into groups of 8 students and get them to ask the questions and make notes oftheir friends' answers to the questions 1, 2, 3, 6, 7 (Make a survey)

 T models  Ask one or two pairs of Ss do the modeling

 Give Ss enough time to work with their groups

▪ T gives instructions for exercise c)/page 16 (Report the results of the survey)

▪ Ss look at the examples and do the same

▪ Ask one or two Ss to model first

▪ Ask one Ss from each group to report the result to the whole class

Period 9 Unit 2: CLOTHING

Lesson 3: Listen (P 16) + Exercise 1 (P 19)

A/ Aims: - Practice listening for details

- Review the present perfect with since and for.

B/ Objective: By the end of the lesson Ss will be able to describe the missing girl.

C/ Teaching aids: Textbook, pictures from textbook

D/ Procedure:

Checking up: - Have 2 Ss ask and answer the questions about the clothes they usually wear and

their favorite type of clothing

 Listening

Pre-listening

 Pre-teach vocab to be missing = to get lost: bị lạc, mất tích

entrance (n): lối vàofair (n): hội chợ

a pair (of sandals/ shoes/ boots ): đôi san-đanh, giày

the information desk: bàn thông báo

 Scene setting: A little girl gets lost near the entrance to the Car Fair

 T runs through the pictures by pointing to each item in the picture asking:

“What is this/ are these?”  Ss answer

 Prediction: Ss look at the pictures (p 16) and guess what clothes/shoes the girl is wearing (Ss work individually  Compare their answers with a partner)

 T collects Ss’ answers and writes on the board

While-listening

1) Ss listen and check their prediction ( compare their answers with a partner)

 T gets feedback from the Ss  Key: a) B (blue shorts)

b) A ( a long-sleeved white blouse) c) C ( brown shoes)

2) Ss listen and answer the questions (individually  pair-compare)

a How old is the girl? (She is three years old.)

b Where does she get lost? (She gets lost ear the entrance to the car fair.)

c What color is her hair? (She has dark hair./ Her hair is dark.)

d What is she carrying? (She may be carrying a large doll.)

e Where is her father waiting for her? (Her father is waiting for her at the information desk)  Feedback → Key

Post-listening

Ss describe the missing girl (Use the information they’ve heard in tasks 1 and 2)

Ss begin with: A little girl called Mary gets lost near the entrance to the Car Fair She

 Exercise 1 (p.19, 20): Compare the present perfect with the past simple

 Ask Ss to read and listen to the dialogue (read by the teacher) on page 19

 Ask Ss to identify the examples of the present perfect and the past simple in the dialogue and ask them why they are used

- How long have you known her?

- I’ve known her for six years

- Have you seen her recently?

- No I haven’t seen her since 2003

* To talk about an action or state that began

in the past and continues to present

- She moved to HCM City with her family then

* To talk about a complete action with a definite time

 Ss work in pairs, using the information given in the table to make similar dialogues

 Open pair  closed pair

* Homework: - Prepare the next lesson (Read/p.17)

September 14th, 2009

Lesson 4: Read (page 17)

A/ Aims: Reading the text for details.

B/ Objective: By the end of the lesson Ss will be able to answer the questions about jeans.

C/ Teaching aids: Textbook, pictures from textbook

D/ Procedure:

Checking up: Ss retell the story of the missing girl (name; age; where/got lost; what/wearing )

I/ Pre-reading  Vocab: to wear out: sờn, mòn embroidered (pp = adj): được thêu style (n) : kiểu dáng high fashion clothing: thời trang cao cấp to sell  sale (n) : việc bán ra (số lượng bán ra) economic situation: tình hình kinh tế (be) out of fashion : lỗi thời ( fashionable) (be) fond of : thích  Scene setting and leading questions: T says: Today we’re going to read a text about jeans Do you like wearing jeans?  T asks: What do you want to know about jeans? (Ss answer) - Where were jeans first made, in America or in Europe? - What material was jean cloth made from? - Who loves wearing jeans? II/ While-reading  Ask Ss to read the text and find the answers to the questions Key: - in Europe - cotton - Workers/ University students/ young generation  Ask Ss to read the text and fill in the missing dates and words (Exercise a /p.17) (Ss work individually  compare their answers with a partner)  T get feedback and gives Ss the key 1 18th century jean cloth

2 1960s students

3 1970s cheaper

4 1980s fashion

5 1990s sale

 T runs through the questions in Exercise b /p.17

 Ask Ss to work in pairs to find the answer to the questions

 T get feedback and gives Ss the key

1 The word jeans come from a kind of material that was made in Europe.

2 The 1960s’ fashions were embroidered jeans, painted jeans and so on.

3 Because they became cheaper.

4 Jeans at last became high fashion clothing in the 1980s.

5 Because the worldwide economic situation got worse in the 1990s.

III/ Post-reading (Discussion)

 Ask Ss to work in groups to discuss the questions:

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

2 What type of jeans do you love wearing?

3 Do you think jeans are in fashion now?

 T walks around the class to monitor

* Homework: - Write down what you have discussed in your notebooks

- Prepare the next lesson (Write/p.17)

September 21st, 2009

Period 11 Unit 2: CLOTHING

Lesson 5: Write (page 18) A/ Aim: Practice writing to present one side of an argument.

B/ Objective: By the end of the lesson, Ss will be able to know how to write an argument

with the help of the outline

C/ Teaching aids: Textbooks, posters

D/ Procedures:

Checking up: Questions for oral test

1 Where does the word jeans come from?

2 Why did more and more people begin wearing jeans in the 1970s?

3 Why did the sale of jeans stop growing in the 1990s?

I/ Pre-Writing:

 Pre-teach vocabulary

- to encourage (somebody to do ): khuyến khích

- to be proud of: tự hào

- to bear : mang, chứa

- to feel equal: cảm thấy bình đẳng

- to feel self-confident: cảm thấy tự tin

+ Expressions: My opinion is that = In my opinion Theo ý tôi

In conclusion: Tóm lại

 T presents the parts of an argument (Introduction, Series of arguments, Conclusion);

and its Organization & Language

 Ask Ss to read Outline A for the topic: Secondary school students should wear uniforms andthe passage following it Ask Ss to focus on the Organization the Language

II/ While-Writing

 Ask Ss to read the topic (p.19): Secondary school should wear casual clothes and read Outline

B Referring to the outline to write a passage to support the topic

(Ss work in groups of 6 and write their arguments on a poster)

 T monitors

Sample: I think/ My opinion is that secondary school should wear casual clothes.

Firstly, casual clothes make students feel comfortable.

Secondary, wearing casual clothes gives students freedom of choice They can choose sizes, colors and fashions of clothes they like.

Thirdly, casual clothes make students feel self-confident when they are in their favorite clothes Finally, casual clothes make school more colorful and lively.

Therefore/In conclusion, secondary school should wear casual clothes Wearing casual clothes is convenient, comfortable and lively.

III/ Post-Writing

+ Exhibition and correction

* Homework:

- Do exercises 2, 3, 4, 5 in Language Focus (page 20, 21)

- Notes: The passive form: Subject + Verb + Object

(Who/What) (Who/What) Subject + be + P.P + (by + Object)

Lesson 6: Language Focus (Page 19-21) A/ Aim: Practice using the present perfect and changing from active to passive

B/ Objective: By the end of the lesson, Ss will be able to use the present perfect and past simple and

to change the active sentences into the passive ones

C/ Teaching aids: Textbooks

D/ Procedures:

Exercise 2/p.20: The present perfect with already and yet.

 Have Ss look at the examples

- Have you done your homework yet?   Yes I’ve already done it

- Have you finished your soup?   No, I haven’t finished it yet

 Ask them the positions of yet and already

(yet: At the end of a question or a negative sentence / already: between have and pp.)

Word cue drill: a) do / your homework c) read / the newspaper 

b) post / my letter  d) send / the message to Mary

Exercise 3/p.21: The present perfect with ever and the past simple

Model exchange:(T sets up the situation and elicits the questions)

Muốn biết bạn đã bao giờ đi Huế chưa?  A: Have you ever been to Hue?

B: Yes, I have

Muốn xác định thời gian bạn đi (đi bao giờ) A: When did you go there?

B: I went there 2 years ago

Word cues drill (T writes down the cues on the board)

a) be / to Hue // 2 years ago c) be / to Da Lat // in 2004

b) visit / Ha Long Bay // 3 years ago d) eat / hot dog // in Panama Restaurant (Where?)

Exercise 4/p.21: Sentence transformation (active  passive)

 T asks Ss to look at the example and elicits from them the S - V - O of the sentence

They sell jeans all over the world

Jeans are sold all over the world.

 Ask Ss: What tense is the verb in the active sentence? (Present simple)

What tense is the verb to be in the passive sentence? (Present simple: are)

 Elicit the formula: S + V + O

S + be + p.p + (by O)

 Remind Ss the verb form of to be in passive sentences:

- Present simple: am/ is/ are + past participle - Past simple: was/ were + past participle

- Present perfect: have/has been + past participle - Future simple: will be + past participle  Ss do the exercise individually  compare their answers with a partner

 T gets feedback: Some Ss write down their answers on the board  Correction (if necessary)

Key: a) Jean cloth was made completely from cotton in the 18 th century.

b) Rice is grown in 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.

Exercise 5/p.21: Changing the active sentences into the passive ones

 T asks Ss to look at the example and elicits from them the pattern S - V - O of the sentence: You must do this exercise carefully

 Ask Ss to look through sentences a-e and pick out all modals verbs (must, should, might) Ask

them: “What verb form comes after modals and have to, going to?” (Ss: bare infinitive)

 Elicit the passive with modals verbs: can, must, should, might,

used to, have to, going to + be + p.p

 Ss work individually  compare their answers with a partner

 T gets feedback: Some Ss write down their answers on the board  Correction (if necessary)

* Homework: - Do exercises 6, 7, 8 (p.17,18 in Workbook)

Period 13 FORTY–FIVE MINUTE TEST 1

A/ Aims

* Knowledge: ( Vocabulary, Grammar and Language Functions)

 Vocabulary in relation to the topic: Describing countries and talking about clothes

 Distinguishing the use of present simple, past simple an present perfect

 Expressing wishes contrary to fact in present

 The passive voice

 Prepositions: in, since, for

* Skills:

 Reading for details about the description of a country

 Writing: - Sentence transformation (Active  passive; Expressing wishes)

- Guided sentence building

 Listening for details about what people are wearing (Gap fill)

B/ TEST SPECIFICATION GRIDS

3.0

12 3.0

2.0

21.0

6 3.0 III/ Writing

31.5

21.0

5 2.5 IV/ Listening

31.5

3 1.5 Total

16 5.0

8 4.0

2 1.0

26 10.0

Chữ số phía trên, bên trái mỗi ô là số lượng câu hỏi; chữ số ở góc phải dưới mỗi

ô là tổng số điểm cho các câu ở ô đó

C/ CONTENTS of the test (Attachment sheet)

D/ KEY to the test

I/ Multiple choice (3.0 marks): 0,25 mark for each correct answer

1B 2A 3B 4C 5C 6A 7C 8A 9B 10A 11A 12B

II/ Reading (3,0 marks): 0,5 mark for each correct answer

1 Thailand is (located) in southeastern Asia 4 The unit of currency of Thailand is Baht

2 (The area of Thailand is) 513,115 sq km 5 The official language of Thailand is Thai

3 No, it isn’t (It is smaller.) 6 The national religion of Thailand is Buddhist

III/ Sentence transformation (1,5 marks): 0,5 mark for each correct sentence.

1 English is spoken all over the world

2 A new school will be built in my town

3 I wish I lived near my school.

IV/ Guided sentence building (1,0 mark): 0,5 mark for each correct sentence.

1 I arrived at Hue train Station at 4 o’clok on Tuesday afternoon

2 I thinh secondary school students should wear uniform when they are at school

V/ Listening (1,5 mark): 0,25 mark for each correct word.

1 slim , suit 2 curly , colorful 3 dress , brown

September 29th, 2009

Lesson 1: Getting started + Listen and read (page 22, 23)

A/ Aims: - Describe a trip to a countryside.

- Focus on the countryside activities

B/ Objective: By the end of the lesson Ss will be able to answer the questions about the text.

C/ Language contents:

Modal could with wish; Revision of the prepositions of time and place

D/ Teaching aids: Textbook, pictures from textbook

E/ Procedure:

I/ Getting started (p 22)

 T elicits new words from the pictures (to harvest the rice crop; to plow; a buffalo boy, )

 Ss work in pairs: Look at the pictures and describe the activities

Example:  A man is plowing with his buffalo.

 Feedback (Give Ss the correct answer)

 A woman is watering the vegetables  A man is feeding the pigs

 Three boys are swimming.  (Example)  A buffalo boy is flying a kite

 A girl is collecting chicken eggs (A boy is riding a buffalo flying a kite.)

 The farmer are harvesting (the rice crop).  The/Some boys are playing soccer

II/ Listen and read (p.22, 23)

 Pre-teach vocab (words/expressions)

- home village = hometown: quê, quê quán - (to) reach: đến

- (to) lie : nằm ở (vị trí) = to be located/situated - (a) bamboo forest: rừng/lũy tre

- (to) have a rest: nghỉ - (a) banyan tree: cây đa

- (a) journey : chuyến đi - (a) shrine: miếu thờ

 Set the scene: T asks: Who lives in the countryside? Can you describe the surroundings? Whodoesn't live in the countryside? Have you ever been to the countryside? What did you see there?

- T says: Now you are going to read about Ba and Liz's trip to the countryside

 Ask Ss to open their books, read and listen to the tape or to the T (reading the text)

 Ss silently read the text and do Exercise a (True/False)/p.23 (Individual work  pair compare)

 T gets feedback and gives Ss the key:

1.F (a day trip) 4.F (under the banyan tree) 7.T

3.F (a big banyan tree) 6.F (the river bank) 9.T

 Ss read the text again and do Exercise b (Answer the questions) / p.23

(Ss work in pairs)

 T gets feedback and gives Ss the key:

1 It’s about 60 km to the north of Hanoi 5 On the river bank.

2 They got there by bus 6 She took a lot of photos.

3 At the entrance to the village 7 She wishes she could visit Ba’s village

4 The shrine of a Vietnamese hero again.

* Notes (Language contents)

1 Modal could with wish:

 T elicits the sentence from the text: I can't visit your village again.

 I wish I could visit your village again

Example: You cannot play the guitar What do you wish?  I wish I could play the guitar.

2 Prepositions of place/location:

 T asks: Where is Ba's village?  It’s to the north of Ha Noi / Near the foot of a mountain;

 Ask Ss to find other prepositions in the text (Under the tree; In the river; On the river bank)

F/ Homework: Retell Ba and Liz’s trip to the Ba’s home village Prepare the next lesson: SPEAK

Lesson 2: Speak + Listen (P 24, 25) A/ Aims: Practice speaking about Ss’ hometown/ home village;

Practice listening for details

B/ Objective: By the end of the lesson Ss will be able to talk about their hometown/village and about

Ba’ trip to his home village using the bus route.

C/ Teaching aids: Textbook, picture of bus route (poster)

D/ Procedure:

Warm up: Ss work in pair ask and answer the questions about Ba’s village

(Location/ How Ba and his family got there/ The banyan tree/ What on the mountain )

SPEAKING

 Pre-speaking

 Vocab:

What do for a living? Làm nghề gì?

to raise catle: Nuôi gia súc

to flow: Chảy (dòng sông)

 Exercise a)/page 24 (Controlled speaking)

- T ask Ss: “How many questions are you going to ask your partner?” (Ss answer: Six)

- Ask Ss to play the role of A and B

(Ss A asks the questions, Ss B uses the information in column B to answer and vice versa)

- T has 2 pairs of Ss do modeling

- Ss work in pairs (change roles)

 While-speaking

 Exercise b)/page 24 (Free speaking)

- Give Ss 5 minutes to prepare information about their real hometown/village

- Have 2 or more pairs to do the modeling Then ask Ss to work in pairs to ask and answer about their real hometown/village

 Post-speaking (Homework) Ss write a short paragraph about their real hometown/village

LISTENING

▪ Pre-listening

 Pre-teach vocab:

- to collect (somebody): đón ai bằng xe  to drop (sb) off: Cho xuống xe

- (a) gas station = (a) filling station: Trạm xăng dầu

- (a) pond: ao

- Highway Number 1: Quốc lộ 1

- (a) parking lot = (a) car park: Bãi đậu xe

 Scene setting: Last Sunday Ba and his family went to their home village by bus The bus ran

by some places before it arrived the village

 Ss work in pairs to look at the map and guess the places on the bus route (Table 1)

Places Guess Correction Places (page 25) Order

 T collects Ss’ predictions and writes on the board (Different answers are accepted)

▪ While-listening

 Ss listen and check their predictions (Table 1) (Ss listen once or twice)

 T gets feedback  key (correction)

* To make the listening task easier for weak Ss, T can have Ss work individually to listen and

number the places from 1 - 9 in the order they hear (Table 2)

 Ask Ss to match the places (1-9) with the letters (A-I) on the map

▪ Post-listening

 Ss look at the map and talk about the Ba’s bus journey to his home village

Sample: The bus collected Ba and his family on It crossed the and stopped at

the to get some more fuel Then it turned left into a smaller road At the end of the roadthere is a next to a The bus turned right and ran a short distance before itturned left into a road and went through a Finally it stopped at the ten meters from a

October 2nd, 2009

A/ Aims: To help Ss evaluate their task

To help Ss know what they have studied and what mistakes they have made

To help Ss know what they need to practice more

To give Ss further practice

B/ Objective: By the end of the lesson Ss will be able to identify their mistakes and correct them C/ Teacher’s preparations:

- Make sure that all Ss’ paper tests have been marked

- Classify Ss’ mistakes from the most common to the least common

- Write further exercises for Ss to do

D/ Procedure:

 Hand out Ss’ paper tests that have been marked

 Give general remarks on the results of Ss’ tests

 Ask Ss in the whole class to give answer key to each question and explain their choice (ifnecessary)

 Ask Ss: Whichs are the most common mistakes?

 Explain the answer to the questions

 Give Ss some more examples to illustrate the rules or situation

 Give Ss further practice:

1/ Expressing wishes contrary to fact in present: S + wish + S + V (past simple)

a The weather is very bad today  I wish

b I don’t have a computer  I wish

c I live very far from school  I wish

3/ Change the following sentences into the passive

a He takes his children to the park every weekend.

b He took his children to the park last weekend.

c He will take his children to the park next weekend.

d He has taken the victim to hospital.

e They can do this exercise at home

f They will do this exercise at home

g They must do this exercise today

h They have to do this exercise today

i They are going to do this exercise at home

j They used to do this exercise in fifteen minutes

E/ Homework: Prepare the next lesson (Read/ p.25,26)

Lesson 4: Read (Pages 25,26) A/ Aims: To reading the text for details and complete the summary.

B/ Objective: By the end of the lesson Ss will be able to understand the text and use the words from