Gui Chi Minh THCS Yen Duc Tieng Anh 9

- T asks ss to read the text again to choose the correct option to complete the sentences on page 7.. II: Warmer : Matching Getting started Teacher sticks 6 pictures on the board or pict

UNIT 1: A VISIT FROM A PENPAL

I.Aims.

Học sinh có thể:

- Đọc lấy thông tin chính về một quốc gia

- Tự giới thiệu bản thân mình và đáp lại lời giới thiệu của người khác

- Nghe chọ trnh đúng theo nội dung của bài

- Viết thư kể việc đi thăm họ hàng / bạn bè nơi xa

II/ Teaching aids: Text books, cassette recorder, posters, pictures, word cues.

III/ Procedure: There are 6 lessons

Lesson 1: Getting started- Listen and read

UNIT 1: A VISIT FROM A PENPAL

LESSON1: GETTING STARTED-LISTEN AND READ

2 Grammar: past simple with wish

3 Skills : reading, speaking, writing

B Teaching aids: Textbook English 9, colored chalks, pictures, poster

C Methods: Matching, ROR

D Contents

I : Organization

9A9B

II: Warmer : Matching ( Getting started)

- T shows 6 pictures and asks “Where are they?”

- Ss answer in Vietnamese

- T writes the names in Vietnamese beside each picture in one column and English

words in the other on- Ss match English words with Vietnamese words invidually

- Ss work in pairs and compare with a parner.e

- T gives feedback

d Viện bảo tàng lịch sử 4 The Temple of Literature

- T gives instructions: Now a foreign friend is coming to stay with you for a week What activities would you do during the visit?

- SS : I will take her to visit The temple of literature…………

We will eat delicious food in the foodstall

- gets feedback

- T introduces the lesson: Today you are going to learn a text about Lan’s pen pal and her visit to Viet Nam

III : New lesson:

* Set the sence

Lan’s pen pal – Maryam

from Malaysia

Who’s this ? ss : Lan’s pen pal

What’s her name ? ss: Maryam

Where is she from ? ss: Malaysia

T says : Lan’s pen pal came to visit her

in Ha Noi Now I want you to guess the

places she visited

Check : what are you going to do ?

ss:Guess

- T collects ss’ Ideas

II- While reading

1 Checking predictions

- T asks ss to read the text on page 6 – 7

then check their prediction, then add

I Vocabulary

- To corres pond / trao đổi thư tín

- a mosque : nhà thờ hồi giáo

- To be impressed by : ấn tượng bởi

- To pray : cầu nguyện

Answer key

Hoan Kiem Lake

Ho Chi Minh’s mausoluem The History Museum The Temple of Literature The mosque on Hang Luoc street

-T asks ss to look at exercise on page 7

- T asks ss some questions:

How many sentences are there ?

Are they completed ?

How many correct option do you choose

to complete a sentence ?

Let ss run through exercises

- T asks ss to read the text again to

choose the correct option to complete the

sentences on page 7

- T colects ss’ Ideas by asking them to

go to the board to write the answer one

? How many clauses are there? (2)

In the clause 2 what is the verb? ( had)

? What tense is used for the verb in

clause 2? ( past )

? Does the clause 2 express an action in

the past? ( No)

? Is lan’ wish real at the present? ( No )

- It ‘s the wish sentence at the present

Form: S + wish + S + V-ed/C2

Use: to express a wish

III Post reading

- T asks ss to use the model sentences to

write the sentence

a You can not swim

b You don’t have many friends

c Your house is small

d You sing badly

e You don’t know how to use computer

f You speak English badly

IV : Summary

What tense we use after wish?

Answer key

1 C- two weeks

2 B- Ha Noi people were friendly

3 D- all the above

4 B- invite Lan to kuala lumpur

Model sentence

S + wish + S + V-ed ( colum 2) + were……

What do you wish?

V Homework :

Ss write 5 sentences with “wish” E,g: I wish I could swim * Evaluation: +Steps:………

+ Instructions:………

+Time:………

Comments: The parts I like best:……….

Because:………

The parts I want to change:………

Because:………

Date of preparing……

Period 2 Week 1 UNIT 1: A VISIT FROM A PENPAL LESSON2: SPEAK A.Objectives: By the end of the lesson, students will be able to introduce yourself and respond to the introduction * Language contents : 1 Vocabulary : 2 Grammar: past simple with wish 3 Skills : speaking, writing B Teaching aids: Textbook English 9, pictures C Methods: Brainstorming, eliciting, write it up D Contents I : Organization Class Date of teaching Absent ss: 9A 9B II: Warmer : Brainstorming: - T writes the topic on the board and asks ss to think about it in one monute - Then T asks some ss to give their ideas - T gets feedback

III : New lesson:

I.Pre-speaking

Making and responding introductions

? Match and order the conversation

between Nga & Maryam: (pairwork)

T gives feedback

Eliciting:

+ must be (You must be Maryam)

+ be different from (Kuala Lumpur isn’t

Responding to the introductionsHello I’m Lan

Let me introduce myself I’m HoaI’m 14 years old

Nice to meet youPleased to meet you

- Really? me, too

*Keys:

1c 2e 3a 4d 5b

You Maryam’s friend

Hello, you must be

Pleased Let me introduce

Pleased

I’m Yoko

Oh, yes, I like people and old cities in

Yes, I live in (Tokyo - Japan) It’s a (busy capital city)

Introducing yourself

Age

address

nationality

phone number

hobbies

.nam

e

Activity 2: Prescribed role play : (3b)

YoKo/ Tokyo

Group1

Paul/ Liverpool

Group 2

Jane/ Perth

Group3

- T devides the class into three groups and

practice

III Post speaking: Write it up

Ask Ss to write about Maryam’s friend

base on the table (3b-p8)

IV.Summarry

Make and respond to introduction

Forcus on difficult words / structures

V Homework

Finish writing at home

E.g: My penpal friend is Yoko She’s from Tokyo, in Japan It is a busy big capital very much Yoko likes Vietnamese people and she loves old cities in Vietnam

* Evaluation:

+Steps:………

+ Instructions:………

+Time:………

Comments: The parts I like best:……….

Because:………

The parts I want to change:………

Because:………

Duyệt ngày …………tháng…….năm 2010

Tổ trưởng

Phạm Thị Phúc

3 Skills : Listening, writing

B Teaching aids: Textbook English 9 tape and cassette.

C Methods: : Jumpled words, questions and answers, jumple words

II: Warmer : Jumbled Words

- T write words in disorder on the board the devides the class in to 2 teams to go to the board to write them in to meaning ful words

- T correets with whole class

III : New lesson:

Check vocab: Slap the board

2 Open Prediction

* Set the scene

Carlo TimJone’s Mexica pen pal

Who’s this ? it’s Tim Jone’s Mexican

penpal

What’s his name? Carlo

Where is he visiting ?He is visiting the

USA

Now I want you to look at the pictures on

page 9 and answer my questions

what’s in this Picture a-1 ? ss Grass

a - 2 ? ss flowers

What is in picture b ? a bus

Where is in picture c1 ? Mexican

restaurant

C2 ? Hamburgers

Tim and Carlo are visiting some places

I want you to think of three things that

Tim and Carlo are doing

? Ask ss to predict these things that Tim

and Carlo are doing

Possible answer

? They are going to the park

? They are taking a bus

? They are going to the restaurant

II While- listening :

1 Checking predictions

? Ss listen and correct the prediction

? Ss listen to the tape again and answer

the questions

2 Comprehension questions

1 Is carol hungry or thirsty?

2 Where do they go?

3.Is Tim’s house near a park?

4 Is Tim or Carol walking on the grass? * Answer Key:

Visiting the USA

Guess Listen

5 Which bus do they want to take

6.What would Carol like to eat?

- T asks ss to run throught he questions

- Ask ss to listen to the tape again ang

give the questions

- SS worl invidual

T gets some ss to give the answers on the

board

- T gives feedback

III.Post listening: Write it up

T give some cues and ask ss to rewrite

the story

1 Carol/ hungry so Tim/ ask/ her/ to /

restaurant downtown

2 They/ go/through/ park/ catch/ bus

3 There/ many/ beautiful/ trees/

flowers/ pond in the park

4 Their bus/ number 130

5 Carol/ love/ American food She/

would rather/ eat/ hambugers

IV Summary

Listening to specific information to select

the correct pictures

- To give introducing and responding

4 Carol is walikng on the park

5 They want to take the number 130 bus

6 She would like to eat hambugers

Carol: That’s fine I really like walking in the park

You’re lucky to have a place like this close to your home It’s so beautiful with all the trees and flowerss and a pond in the middle

Tim: Carol! Be carefulYou’re walikng on the grass The park keeperis growing some more- You’ll kill the new grass!

Carol: Oh, sorry I didn’t see the sign Tim : Come on It’s time we caught the bus

Carol: Is that our bus, Tim?

Tim: No, tha’s a 103 bus We want the number 130

Carol: Where we are going to eat?

Tim: It’s up to you There’s a new Mexican restaurant in town

Carol: Oh, no I can eat Mexican food at home I love American food I’s rather eat hamburgers

Tim: Okey I know exactly where we need to go

* Evaluation:

+Steps:………

+ Instructions:………

+Time:………

Comments: The parts I like best:……….

Because:………

The parts I want to change:………

Because:………

Date of preparing : ………

Period 4

Week 2

UNIT 1: A VISIT FROM A PENPAL

LESSON4:READ

A.Objectives:

By the end of the lesson, students will be able to understand the text for details

* Language contents :

1 Vocabulary :

compulsory

- language of instruction (n) =

national language

- official

- comprise

- tropical climate

2 Grammar: Presenr simple tense

3 Skills : reading, writing

B Teaching aids: Text book, posters

C Methods: Hang man, T/F prediction, Slap the board, Gap fill, write it up

D Contents

I : Organization

9A 9B

II: Warmer :Hang man

- - - (Malaysia)

T draw strokes on the board Each stroke stand for a letter of the word

- Ss take turn to guess the letters of the words in 2 teams

- If a student’s guess is not right , the teacher draws a stroke according to the order in the picture

- If Ss guess wrong eight times , they lose Teacher gives the answer

- The word has - - - letters.( it is Malaysia)

- T give the key

? What do you (want to ) know about Malaysia ?

III : New lesson :

? Ss work in 2 pairs and predict which

statements are true and which are false

- T gives feedback

I.Vocabulary

- compulsory (adj): bắt buộc

- language of instruction (n) = national language

- official (adj): chính thức

- comprise (v): bao gồm, gồm có

- tropical climate (n): khí hậu nhiệt đới

II While- reading :

* Activity1: Checking the predictions

?Ss read to check their prediction and

correct the false statements:

* Activity 2: Gap fill a (p10)

? Ss read the text again, then complete

the table

- Give feedback

III.Post reading

Weak ss: Use the table to write 5 – 6

sentences about Malaysia

Beginning: Malaysia is one of the

countries of ASEAN Its area is

Good studets: Write 5-6 sentences abou

Viet Nam

IV: Summary:

What country did you read?

V: Homework

Ask ss to do a project to introduce their

city as a tourish attruction

23

45

TFF

FF

- There are more than two regions

- English, Chinese and Tamil are also widely spoken

- One of the three:

Malaysia, Chinese, Tamil

- English is a compulsory second language, not primary language of instruction

Answer keys:

Area: 329, 758 sqkmPopulation: over 22 millionClimate: tropical climate

Unit of currency: ringgitCapital city: Kuala Lumpur Official religion: IslamNational language: Bahasa Malaysia

Compulsory second language: English

What could people do when coming to

the city

Where could they go ?

What could you do to make your city

more attractive ?

* Evaluation:

+Steps:………

+ Instructions:………

+Time:………

Comments: The parts I like best:……….

Because:………

The parts I want to change:………

Because:………

Duyệt ngày …………tháng…….năm 2010 Tổ trưởng Phạm Thị Phúc Date of preparing : ………

Period 5

Week 3

UNIT 1: A VISIT FROM A PENPAL

LESSON5: WRITE

A.Objectives:

By the end of the lesson, students will be able to write write a personal letter

* Language contents :

1 Vocabulary :

2 Grammar: Past and present simple tense

3 Skills : speaking , writing

B Teaching aids: Text book, posters

C Methods: chatting,questions and answer, correction

D Contents

I : Organization

9A9B

II: Warmer: Chatting

T asks ss some questions for them to answer freely

? Have you ever visited any other places in Viet Nam ?

? When did you go ?

? How did you get there?

Did you visit any places of interest ?

Did you buy any thing ?

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

How do you keep in touch ?

III : New lesson :

I: Pre-writing

Activity 1:Answering the questions

* Set the scene : Imagine you are visiting

your relatives or friends in another part of

Viet Nam or a different country

Now I want you to answer these questions

about your own

T hangs out poster with questions written

on it

Let ss run through questions first

? Are there any new words ?

Let start please

* Questions

1, Where are you now ? How did you get

there ?

2, Who did you meet ?

3, What have you done ?

+ What places have you visited ?

+ Who have you met ?

+ What kinds of food have you bought ?

4, How do you feel now ?

5, What do you think interest you most ?

6, When are you returning home ?

Let start – 8 minutes for you

Activity 2: Speaking

? Ask Ss to work in pairs to ask and

answer the questions about their visit

T gives feedback

- Ask ss to tell the class about their visit

* Teacher reminds about the formate of a

personal letter by asking the questions

What are the parts of a personal letter ?

- T give possible answer

A: Heading

+ writer’s address and the date

B: Opening : + Dear

C: Body of the letter (content)

D: Closing : + your friend / regard / love

II- While writing

- T say : Now I want you to write a letter

to their family , telling them about your

visit

- T ask ss to look at the out line on page

11 and ask them what part of the letter

they are going to write

Now you use the out line to write your

own letter

T goes around and take their mistake,

help them write if necessary

(Let start please)

* T ask ss to swap their letters then

compare with their partners and correct

- T corrects the mistake with whole class

III Post writing

Corrections

- Ask some ss to read out their letters and

correct with whole class

- T write some mistakes of ss on the

board then correct with whole class

* Suggested ideas

- T can hang out suggested ideas on poster for ss to compare and correct themselves , first paragraph

+ I arrived at (Noi Bai airport…)

At (3pm or late in the afternoon ….)

I have tried (many) different food: sea food, Hue speciality

I will visit … tomorrow (next week )

I will leave at 2pm next Sunday

and I will arrive home at please pick

me up at the (air port bustation )

IV Summary : write a personal letter

V Home work :

Ask ss to write their letters after

correction in their note books

* Evaluation:

+Steps:………

+ Instructions:………

+Time:………

Comments: The parts I like best:……….

Because:………

The parts I want to change:………

Because:………

Date of preparing : ……….

Period 6

Week 3

UNIT 1: A VISIT FROM A PENPAL

LESSON6: LANGUAGE FORCUS

A.Objectives:

By the end of the lesson, students will be able to further practice in past simple and past simple with wish

* Language contents :

1 Vocabulary :

2 Grammar: Past simple tense, wish sentences

3 Skills : speaking , writing

B Teaching aids: Text book, posters

C Methods: Eliiting, pairwork, groupwork, ask and answer

D Contents

I : Organization

9A 9B II: Warmer:

III New lesson

Activity 1: Matching (Posters)

Group work

Ss match the verbs with their past form

and suitable objects

Then make sentences describing the

Activity 3: Speaking – Writing (11’)(p12 )

? Revise the structure with -WISH:

- T divides the class into 2 groups

- Let Ss 5 minutes to prepare Then Ss

from each group in turns go to the board

and write their sentences

- The group which finish and have more

sentences will be the winners

Activity 4: Game “3 wishes” (10’)

What would you do if you had 3 wishes?

Ask each Ss to prepare a piece of paper

then write down 3 wishes

T collects the papers and reads out the

didboughtwentpaintedmadehung

makedobuygohangpaint

G1 G2

S + wish + S + V-(past form/ be:were)

Answer keys:

a I wish I were taller

b I wish I were in the swimming pool

c I wish I had a computer

d I wish I lived close to school

e I wish I had a sister

f I wish I drew well

g I wish I had my friend’s phone number

h I wish I knew many friends

i I wish there were many rivers and

lakes in my hometown.

wish

+ Ask ss to write 5 sentences using wish

* Evaluation:

+Steps:………

+ Instructions:………

+Time:………

Comments: The parts I like best:……….

Because:………

The parts I want to change:………

Because:………

Duyệt, ngày ………….tháng,……… năm 2010

Tổ trưởng

Phạm Thị Phúc

UNIT 2: CLOTHING

I Aims

Học sinh có thể

- Đọc thông tin chính về trang ph ục( nh ư chi ếc “ao dai” truyền thống của người phụ nữ Việt nam và chiếc quần bò/ jeans thông dungj

- Hỏi và trả lời về trang phục, nêu lý do

- Nghe mô tả trang phục và chọ trang phục phù hợp với nội dung của bài

- Viết về quan điểm của bản thân về việc học sinh nêm mặc đồng phục hay trang phục khác trong trường

II Teaching aids : Text book , pictures , posters

III Division of this unit:

Lesson 1: getting started + listen and read

2 Grammar: present simple tense

3 Skills : reading, speaking

B Teaching aids: Pictures, text books

C Methods: Matching, what and where, work in group

D Contents

I : Organization

9A

II: Warmer : Matching( Getting started)

Teacher sticks 6 pictures on the board (or pictures in textbook), asks students to match the picture with each nation Students do their own and share with their partner and then

go to the board to match them T asks ss to work in pairs one asks and one answers

A: Where is she from?

B : She is from Japan

III.New lesson

I.Pre- reading

Activity 1: Pre -teach

Teacher introduces new words by:

Check : Rub out and remember

Activity 2 Pre question :

+ What is the traditional dress of

Vietnamese women

Let ss run through questions and think

I Vocabulary

(to) design: thiết kế

- fashion (n thời trang

- ethnic minority (n): dân tộc thiểu số

- poetry (n): thơ văn

- unique (adj): độc đáo

- inspiration (n): cảm hứng, phấn khởi

- a pattern (picture) : hoa văn

about the answer

II- While reading

Activity 1: Answerinng the questions.

Ask ss to open their books on page 13

read the text then answer your questions

T give feed back

Activity 2 Gap Fill :

- Set the sence: you are going to read a

text about the traditional dress of Viet

Nam.

- Ask read the text to do the exercise a)

- Give feedback

Activity 3: Comprehension questions

- Ask ss to read the text the second time

to answer the questions

- Ask ss to read the text the second time

to answer the questions

III Post Reading :Speaking :

- Ask ss to use their own words to tell the

group what they have known about the ao

dai

IV Summary :

- Read more about ao dai, the traditional

dress of Vietnamese women

V Home work

- Ask ss to write down what they have

spoken to their partner and adding their

opinion whether they like wearing ao dai

or not

It’s Aodai

Key:

2 poem, novels, and songs

3 long silk tuni with slits up the sides worn over loose pants

4 to wear modern clothing at work

5 printing lines of poetry on it

6 symbols such as suns, stars, crosses and stripes

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

2 Grammar: present simple tense

3 Skills : speaking, writing

B Teaching aids: Textbook, pictures

C Methods: Word square, Interview, Kim’s game

D Contents

I : Organization

9A9B

II: Warmer:

Teacher writes Clothes on the board and circles it Divides class into two teams and asks them to write on the board as quick as possible.

-At the end of the game which team gets more correct words will be the winner

T-shirt Jeans

III New lesson

I: Pre speaking

Activity1 Pre- questions :

Teacher gives three questions on a poster

and sticks on the board

Students work in groups of 4 or 5 (or in

pairs) and then give out the answers

Asks students to match the phrases with

the suitable pictures

Phrases Pictures

1 –

2 –

Which clothes do you like?

- Do you often wear it?

- When do you often wear it?

- plaid (adj): kẻ ca rô

- faded (adj): bạc, phai

- short-sleeved (adj): cộc tay

- sleeveless (adj): không có ống tay

- baggy pants (n): quần thụng

- plain (adj): trơn (không hoa văn)

Answers:

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

d) a plain suitClothes

3 –

4 –

II While – speaking

Students complete the grid with your

partners’ information

e) a faded jeansf) a short - sleeved blouseg) a baggy pants

h) a plaid skirti) blue shorts

Ss interview their friend then take note

about their friends

Model sentences:

S1: What do you usually wear on weekdays

/ weekends / special occasions?

S2: I usually wear ……on …

S1:Why do you wear these clothes?

S2: because it is beautiful / convenient /

- Learn new words by heart

- Do exercises in the students’ work book

2 Grammar: present simple tense, present continuous

3 Skills : listening, speaking

B Teaching aids: Textbook, pictures, tape

C Methods: Matching, gap fill, mapped dialogue

D Contents

I : Organization

9A9B

II Warm up: Matching:

Teacher prepares two posters, one poster write words and the other is picture, hangs them

on the board and asks students to match them (students can work in groups of 4 or 5).Words Pictures

* Set the scence: Mary is lost in the

fair.What is she wearing? Help her father

to find her Please guess her clother she

wearing before listening

- Teacher hangs a table on the board and

asks students guess which clothes Mary

wearing

Students can give their own ideas after

I Vocabulary

- announcement (n) thông báo

- missing = lost (adj) thất lạc

- an entrance (n): lối vào

discussing in groups.

II While – listening :(15)'

Activity 1: Checking prediction

Students listen and correct the

predictions

Activity 2: Gap – fill:

How many blanks are there?

? ask ss to listen again and fill in the gap

III Post – listening:(10)'

Interview: Using mapped dialogue

a She’s wearing blue shorts

b She’s wearing a long-sleeved white blouse

c She’s wearing brown shoesStudents listen and correct the predictions

A little girl, Mary is (1) … years old She is reported (2) … near the main entrance to the car fair She has (3) … hair She’s (4) … blue shorts and long sleeved (5) … blouse, she may be (6)

… a doll

* Answer key:

1 – three 2 – missing 3 – shorts dark

4 – wearing 5 – white 6 – carrying

Mapped dialogue

Policeman Mary’s father

What … name? Her name’s …

How old …? She is …

What color … hair? She has … hair

What … wearing? She is wearing …

Is … carrying anything? She may be … doll.

All right We hope we can find her soon Thanks

? Students practice in pairs and then they can change some words to make other

dialogue

IV Summary (2 )'

Repeat what is Mary wearing

V Homework: (1)

- Learn new words by heart

- Do exercises in the students’ work book

a large doll If you see Mary, please bring her to the information desk Her father's waiting for her there Thank you

2 Grammar: Past simple tense

3 Skills : listening, speaking

B Teaching aids: Textbook, pictures

C Methods: Bingo, slap the board, recall

D Contents

I : Organization

9A9B

II: Warmer : Bingo

Teacher prepares a list with some kinds of clothes and sticks on the board or write on a poster:

Students choose 5 of these following words:

Teacher reads: a colorful T-shirt, a plaid skirt, a plain suit, a short-sleeved blouse, baggy pants, blue shorts, a sleeveless sweeter, faded jeans, a stripped shirt

“a short-sleeved blouse, a colorful T-shirt, a plaid skirt, a plain suit, baggy pants,

blue shorts, faded jeans, a sleeveless sweeter, a stripped shirt”

III New lesson

- embroidered jeans (n): quần bò thêu

- painted jeans (n): quần bò đ ược in (hoavăn)

Students predict which statements are

true and which are false

Teacher hangs a poster on the board and

asks students to discuss in groups and

then give out their answers

T/ F predictions

a The word “jeans” come from a kind of

Asian material

b The sailors in Italy often wore jeans

c jean cloth was made completely from

cotton in the 16th century

d In the 1970s, people didn’t love

wearing jeans because they were so

expensive

e Today young generation is still fond of

jeans

II While – reading: (15)'

Activity 1: Checking prediction

Students read and correct T/F

Activity 2: Comprehension questions

- (to) wear out : mòn rách

1 The word “Jeans” comes from a kind

of the material that was made in Europe

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

3 Because jeans became cheaper

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

5 The sale of jeans stopped growing because the worldwide economic situation got worse in the 1990s

1 18th century… jean cloth……

2 1960s, ….students………

3 1970s, ….cheaper………

4 1980s, ….fashion

5 1990s, ….sale

How many questions are there?

call ss to read out ?

Are there any new words?

Activity 3: Filling the sentences ( p17 )

- Ss read the text again and fill in the

blank the missing dates and words

- SS work invidual

III Post – reading: ( 10): 'Recall

Students using the information they have

learnt to write following teacher’s

- In the 1960s,

- In the 1970s,

- In the 1980s,

- In the 1990s,

- Complete the example part at home

2 Grammar: Past simple tense

3 Skills : listening, speaking

B Teaching aids: Textbook, posters

C Methods: Slap on the board, Matching, Transformation writing

D Contents

I : Organization

9A9B

II: Warmer

Teacher prepares a poster with these information:

- Hangs on the board and asks students if they agree or disagree with them

Students work in groups of five to discuss and then give their own ideas

- Teacher collects students’ ideas and write on the board

Students compare their ideas with others students

1 Wearing uniform at secondary school is necessary

2 All of students like wearing uniform

3 Students are proud of their school uniform

4 Students feel comfortable to wear uniform

5 Students don’t have to think of what to wear everyday

6 Wearing uniform at school is practical

7 It’s beautiful to wear uniform

8 Wearing uniform helps students feel equal

III.New lesson

I Pre – writing:(10)'

Teacher asks students to cover the way of

presentation one side of an argument

Students read the outline A and the

passage on P.18

I Vocabulary:

- encourage (v): động viên, khuyến khích

- be equal in (v): c ông bằng

- bear one’s name (v): mang tên

- freedom of choice (n): tự do, lựa chọn

- self confident ( adj ) tự tin

Teacher cuts the poster into pieces then gave students to rearrange them

Series of arguments Lets the reader know the writer’s name point of view Therefore, …………In conclusion, ………

Conclusion Presents arguments in a

logical way (one in each

My opinion is ………

I think …………

paragraph),gives examples where possible

II While – writing:(10 )'

Good students:

- 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

*Weak ss

Write following suggestion

1 I / think/ necessary/ secondary shool

students/ wear/ casual clothes/ when/

they/ at shool

2 Firstly/ wearing casual clothes/ make/

students/ feel/ comfortable

3 Seconly/ wearing casual clothes/ give/

students/ frredom of choice( size,

colors… )

4 Thirdly/ wearing casual clothes/ make/

students/ feel self –confident/ when/

they/ their/ favorite clothes

5 Finally/ wearing casual clothes/ make/

school/ more colorful and lively

There fore/ Studets/ seconday school/ wear/

casual clothes

IIII, Post – writing (:5 )': Correction

- When students have finished writing, let

them compare their writing and correct

1 Vocabulary :

2 Grammar: Past simple tense, presenr perfect tense

3 Skills : writing

B Teaching aids: Textbook, posters

C Methods: Slap on the board, Matching, Transformation writing

D Contents

I : Organization

Class Date of teaching Absent ss:

9A9B

II: Warmer : Pelmanism :

- Prepare ten cards with numbers ( from 1 to 10 ) on one side and the verbs on the other

- Stick the cards on the board so that the students can only see the numbers, make sure the verbs are mixed up

- Divide the class into two teams Each team choose two numbers

- Turn the cards over, if they match: e.g: run - ran; that the team gets one mark

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

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

do visitedvisit played

eat eatenplay seen

A The Present Perfect :

Activity 1 Review the present perfect with

ALREADY & YET

- Set the sence: 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

→ Elicit from students the use and the

position of already and yet in the sentence

- Ask students to practice the dialogue in

pairs

*Practice: (LF 2)

- Teacher goes round the class to takes

notes mistakes students have made of the

I The Present Perfect :

1 The present perfect with ALREADY

A: Have you seen the Reunification Palace yet?

B: No, I haven’t.

A: Have you tried French food?

B: No, I haven’t.

2 Present perfect with EVER :

Tom: Have you ever been to

delayed correction.

Activity 2 Review present perfect with

EVER

- Set the sence: Tom and Mary are talking

to each other about places they have been

to

- Ask students to look at the dialogue

→Elicit from the students:

+ We use the past simple to talk about

definite time

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

ago/ in 1992

+ We use the present perfect to talk about

indefinite past time

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

life) been to Italy?

- 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

movies

See an elephant Eat durian

- Students work in pairs to practice asking

and answering about each of items in the

Activity 3 Review the passive forms of

present perfect, simple present, simple past,

and simple future.

- Ask students to look at the example in the

exercise 4 on page 21

- Elicit from students the passive forms of

the present perfect, simple present, past

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

- EVER: is used in questionsMeaning: có bao giờ

* Language Focus 3

II The Passive :

1 The passive forms of present perfect, simple present, simple past, and simple future.

BE + PAST PARTICIPLE

* Language Focus 4

simple, simple future.

- Ask students to do the exercise

Activity 4 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

5 The Spring Fair

- Ask students to complete the sentences,

using the passive forms

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.

e) Two deparment stores have been built this year

2 Passive forms of modal verbs and the verb patterns HAVE TO/ BE GOING

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

A Objectives : Students will be able to judge how they study

B Teaching aids: paper test

II THE CONTENT OF THE TEST

I LISTENING : (2,5 pts)

Listen to the passage and tick T (true) or F (false) to the following statements :