Giáo án Tiếng Anh 9 kỳ II

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 [r]

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

- correspond, mosque , impressed by, pray

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 (1’):

9A9B

II: Warmer (5’):

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

- T gives feedback

a Đền Hùng 1 Dong Xuan market

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

- T gets feedback

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

III: New lesson:

Teacher’s and students’ activities Content

Step 1 Pre – reading (10’):

Actiivity 1 Pre teach

Activity 2 Open prediction

* Set the scene:

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

Step 2: While reading (15’)

Activity 1 Checking predictions

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

then check their prediction, then add

more information

- T check

- T collect ss’ ideas then correct with

whole class

Activity 2 Multiple choice

- T asks ss to look at exercise on page 7

- T asks ss some questions:

How many sentences are there ?

I Vocabulary

- correspond (v) trao đổi thư tín

- mosque (v) nhà thờ hồi giáo

- impressed by (adj) ấn tượng bởi

- pray (v) 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

Answer key.

1 C- two weeks

2 B- Ha Noi people were friendly

Are they completed?

How many correct options 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 by

one

Activity 3 Model sentence

What did Lan say to Maryam at the end

of the week?

I wish you had a longer vacation

got

? 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

Step 3 Post reading (10’)

- 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 (2’)

What tense we use after wish?

What do you wish?

V Homework (1’):

Ss write 5 sentences with “wish”

E,g: I wish I could swim

3 D- all the above

4 B- invite Lan to Kuala Lumpur

Model sentence

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

* Anwer key:

a I wish I could swim

b I wish I had many friends

c I wish my house were big

d I wish I sang well

e I wish I knew how to use computer

f I wish I spoke E well

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 (1’)

9A9B

II: Warmer (5’):

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

Teacher’s and students’ activities Content

Step 1: Pre-speaking (10’)

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

different from HN)

Making introductions

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

hobbies

Agenam

Introducing yourself

nationalit

Some pairs practice the conversation

Step 2: While- speaking (15’):

Activity 1: Role adoption: (3a)

S1: Nga S2: Maryam

 Keys:

1c 2e 3a 4d 5b You Maryam’s friend

Hello, you must be

Pleased Let me introduce

Ask Ss to write about Maryam’s friend

base on the table (3b-p8)

IV Summarry (2’)

Make and respond to introduction

Forcus on difficult words / structures

V Homework (1’)

Finish writing at home

That’s right

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)

E.g: My penpal friend is Yoko She’sfrom Tokyo, in Japan It is a busy bigcapital very much Yoko likesVietnamese people and she loves oldcities in Vietnam

E Evaluation:

………

………

………

3 Skills: Listening, writing

B Teaching aids: Textbook English 9 tape and cassette.

C Methods: Jumpled words, questions and answers.

- T correets with whole class

III: New lesson:

Teacher’s and students’ activities Content

Step 1: Pre –listening (10’)

Activity 1 Pre-teach Vocab:

Check vocab: Slap the board

Activity 2 Open Prediction

* Set the scene:

Carlo Tim Jone’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

Step 2: While- listening (15’):

Activity 1 Checking predictions

? Ss listen and correct the prediction

? Ss listen to the tape again and answer the

questions

Activity 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?

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 and give the

Tim: Okey Let’s go to a restaurant down town If

we go through the park we can cach a bus on Ocean

Drive

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 careful! You’re walking on the

grass The park keeperis growing some more-

Possible answer:

? They are going to the park

? They are taking a bus

? They are going to the restaurant

3 Yes, it is

4 Carol is walking on the park

5 They want to take the number 130bus

6 She would like to eat hambugers

Guess Listen

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, that’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’d rather eat hamburgers

Tim: Okey I know exactly where we need to go

Step 3: Post listening (10’):

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/

- Complete the story at home

1 Carol was hungry so Tim asked her

4 Their bus was number 130

5 Carol loved American food Shewould rather to eat hambugers

1 Vocabulary: compulsory, language of instruction , 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 (1’):

9A 9B

II: Warmer (5’): Hang man

- - - (Malaysia)

- T draws 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 gives the key

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

III: New lesson:

Teacher’s and students’ activities Content

Step 1: Pre reading (10’)

Activity 2 T/F prediction: (5b-p10)

? Ss work in 2 pairs and predict which

statements are true and which are false

- T gives feedback

Step 2: While- reading (15’):

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

Step 3: Post reading (10’)

- 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

about Viet Nam

IV: Summary (2’)

What country did you read?

V: Homework (1’)

Ask ss to do a project to introduce their

city as a tourist attraction

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 compulsorysecond 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

Where is your city?

What is famous?

What could people do when coming to

the city?

Where could they go?

What could you do to make your city

more attractive?

E Evaluation:

………

………

………

Date of preparing: ……….

Period 5:

UNIT 1: A VISIT FROM A PENPAL

LESSON 5: 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 (1’):

9A 9B

II: Warmer (5’): 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:

Teacher’s and students’ activities Content

Step 1: Pre-writing (10’)

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

* Questions:

1, Where are you now? How did you get there?

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

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 gives possible answer

Step 2: While writing (15’)

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

to their family, telling them about your

visit

- T asks 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

Step 3: Post writing (10’)

Corrections

- Ask some ss to read out their letters and

correct with whole class

- T writes some mistakes of ss on the

board then correct with whole class

IV Summary (2’):

Write a personal letter

V Home work (1’):

Ask ss to write their letters after

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?

+ 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 )

correction in their note books.

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 (1’)

9D9E

II: Warmer:

III New lesson

Teacher’s and students’ activities Content

Activity 1: Matching (Posters) (10’)

Group work

Ss match the verbs with their past form

and suitable objects

Then make sentences describing the

pictures

buymakedohanggopaint

didboughtwentpaintedmadehung

makedobuygohangpaint

Activity 2: Questions – Answers (10’ )

Activity 3: Speaking – Writing (10’)(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

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.

E Evaluation:

UNIT 2: CLOTHING

I Aims:

Học sinh có thể

- Đọc thông tin chính về trang phục (như chiếc “ao dai” truyền thống của người phụ nữViệt Nam và chiếc quần bò/ jeans thông dụng)

- 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 nên mặc đồng phục hay trang phụckhác trong trường

II Teaching aids : Text book, pictures, posters

III Division of this unit:

Lesson 1: getting started + listen and read

A Objectives:

By the end of the lesson students will be able to understand the about the Ao dai –traditional dress of Vietnamese women

* Language contents:

1 Vocabulary: design, fashion, ethnic minority, poetry, unique, inspiration, pattern

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 (1’)

9A9B

II: Warmer (5’):

Matching (Getting started)

Teacher sticks 6 pictures on the board (or pictures in textbook), asks students to matchthe 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

Countries PicturesVietnam aJapan bIndia cScotland dUSA eArabia f

Ss work in pairs

A: Where is she from?

B: She is from Japan

III New lesson

Teacher’s and students’ activities Content

Step 1: Pre- reading

Activity 1: Pre -teach

Teacher introduces new words by:

Check: Rub out and remember

Activity 2 Pre questions:

+ What is the traditional dress of

Vietnamese women

Let ss run through questions and think

about the answer

Step 2- 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

I Vocabulary

- design (v): thiết kế

- ethnic minority (n): dân tộc thiểu số

- poetry (n): thơ văn

- unique (adj): độc đáo

2 poem, novels, and songs

3 long silk tuni with slits up the sidesworn over loose pants

4 to wear modern clothing at work

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

Step 3 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 add their

opinion whether they like wearing ao dai

or not

5 printing lines of poetry on it

6 symbols such as suns, stars, crossesand stripes

Key :

1 Traditionally, men and women used towear 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

E Evaluation:

Date of preparing…………

Period 8

UNIT 2: CLOTHING LESSON 2: SPEAK

A Objectives:

By the end of the lesson students will be able to ask and respond to questions on personalreferences

* Language contents:

1 Vocabulary: plaid, fade, short-sleeved, sleeveless, baggy pants, plain.

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 (1’):

9A9B

III New lesson

Step 1: Pre speaking (10’)

Activity 1 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

- 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): sát lách

- baggy pants (n): quần thụng

Clothes

* Checking meanings: What and where

Activity 3: Matching :

Asks students to match the phrases with

the suitable pictures

Step 2 While – speaking (15’)

Students complete the grid with your

partners’ information

- plain (adj): trơn (không hoa văn)

Answers:

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

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

h) a plaid skirti) blue shorts

Clothes Weekdays Weekends Special occasions ReasonCasual clothes

Favorite clothes

School uniform

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/

comfortable

Step 3: Post – speaking (10’)

Students write about their friend’s favorite

wearing

IV Summary (2’)

Repeat some type of clothes

V Homework (1’)

- Learn new words by heart

- Do exercises in the students’ work book

E Evaluation:

Date of preparing……… …

Period 9 UNIT 2: CLOTHING LESSON 3: LISTEN A Objectives: By the end of the lesson students will be able to listen the text for details * Language contents: 1 Vocabulary: announcement, missing = lost, entrance, doll, fair 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 (1’): Class Date of teaching Absent ss: 9A 9B II Warm up (5’) 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 Trousers Long – sleeved blouse Sandals Short- sleeved blouse Shorts Shoes Boots

skirt

III New lesson

Teacher and students’ activities Content

Step 1: Pre listening (10’)

Activity 1: Pre -teach

T elicits each word by:

* 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

discussing in groups

Step 2 While – listening: (15)'

Activity 1: Checking prediction

Students listen and correct the

predictions

* Tape transcript:

Attention please Here is a special

announcement, a little girl is reported

missing She was last seen 20 minutes

ago near the main entrance to the car fair

Her name's Mary and she is 3 years old

She has short dark hair She is wearing

shorts -blue shorts and a long -sleeved

white blouse She is wearing a pair of

I Vocabulary

- announcement (n): thông báo

- missing = lost (adj): thất lạc

- an entrance (n): lối vào

- a doll (n): búp bê

- fair (n): hội chợ

a She’s wearing blue shorts

b She’s wearing a long-sleeved whiteblouse

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 mainentrance to the car fair She has (3) ….hair She’s (4) … blue shorts and longsleeved (5) … blouse, she may be (6)

shoes -brown shoes She may be carrying

a large doll If you see Mary, please bring

her to the information desk Her father's

waiting for her there Thank you

Activity 2: Gap – fill:

How many blanks are there?

? ask ss to listen again and fill in the gap

Step 3 Post – listening: (10)'

Interview: Using 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

E Evaluation:

Date of preparing:………

Period 10

UNIT 2: CLOTHING

LESSON 4: READ

A Objectives:

By the end of the lesson students will be able to understand the text about “jeans”

1 Vocabulary: sailor, embroidered jeans, painted jeans, wear out, generation, style

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 (1’)

9A9B

II: Warmer (5’):

BingoTeacher prepares a list with some kinds of clothes and sticks on the board or write on aposter

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

Teacher and students’ activities Content

Step 1 Pre- reading (10’).

Activity 1 Pre- teach:

- embroidered jeans (n): quần bò thêu

- painted jeans (n): quần bò hoavăn

- wear out (v): mòn rách

- generation (n): thế hệ

- style (n) kiểu dáng

Activity 2: T/ F prediction

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

Step 2 While – reading: (15)'

Activity 1: Checking prediction

Students read and correct T/F

Activity 2: Comprehension questions

How many questions are there?

call ss to read out?

Are there any new words?

1 The word “Jeans” comes from a kind

of the material that was made in Europe

2 The 1960s’ fashion was embroideredjeans, painted and so on

3 Because jeans became cheaper

4 Jeans at last became high fashionclothing in the 1980s

5 The sale of jeans stopped growingbecause the worldwide economic

Activity 3: Filling the sentences ( p17 )

- Ss read the text again and fill in the

blank the missing dates and words

- SS work invidual

Step 3 Post – reading: (10)

Recall

Students using the information they have

learnt to write following teacher’s

- Learn new words 5 times by hear

- Complete the example part at home

situation got worse in the 1990s

1 18th century… jean cloth……

Date of preparing:………

Period 11

UNIT 2: CLOTHING LESSON 5: WRITE

A Objectives:

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

of an argument

1 Vocabulary: encourage, equal in, bear one’s name, freedom of choice, self confident

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 (1’)

9A9B

II: Warmer (5’)

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

Step 1 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

I Vocabulary:

- encourage (v): động viên, khuyến khích

- be equal in (v): công bằng

- bear one’s name (v): mang tên

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

- self confident (adj ) tự tin

Lets the reader know the writer’s name point

My opinion is ………

I think …………

Step 2 While – writing: (15’)

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 suggestions:

1 I / think/ necessary/ secondary shool

* Key:

I think it’s necessary for 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/ Students/ seconday school/

wear/ casual clothes

Step 3: Post – writing (10’)

Correction

- When students have finished writing, let

them compare their writing and correct

Finally, wearing casual clothes makesthe school more colorful and lively

There fore, students at seconday school should wear casual clothes

E

Evaluation:

Date of preparing:

Period 12

UNIT 2: CLOTHING LESSON 6: LANGUAGE FOCUS

A Objectives:

By the end of the lesson students will be able to use already and yet in the presentperfect tense, distinguish the difference between the past simple and the present perfect

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

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 (1’)

9A9B

II: Warmer (5’)

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 (13’):

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 and

Botanical Gardent

I haven’t tried Vietnam vegetarian

- Ask students to look at the dialogue

I The Present Perfect :

1 The present perfect with ALREADY

& YET :

- ALREADY: is used in affirmativesentences

Position: middle of the sentence

- YET: is use in the negative sentences andquestions

Position: end of the sentence

(LF.2) on page 20.

→ 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

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

box

B The Passive (12’) :

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 2

- Elicit from students the passive forms of

the present perfect, simple present, past

simple, simple future

- Ask students to do the exercise

Activity 4 The passive forms of modal

verbs and the verb patterns HAVE TO/ BE

2 Present perfect with EVER :

Tom: Have you ever been to Ireland?

Mary: No, I haven’t

Tom: Have you ever been to France?

Mary: Yes, I have

Tom: When did you go there?

Mary: Two years ago

- EVER: is used in questionsMeaning: có bao giờ

II The Passive :

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

- 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

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

E Evaluation:

Date of preparing:………

Period 13

45- minute- Test

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:

1)……… He is a student at a university in Ha Noi

2)……… He sometimes wears school uniform on school day

3)……… On weekends, he always wears casual clothes

4)……… He likes wearing casual clothes because they are comfortable

5)……… His favorite colors: red and blue

II READING: (2,5 pts)

Read the passage and write answers to the questions that follow:

Canada is the world`s second largest country The area is 9,970,610 sq km The capital isOttawa, and the largest city is Toronto The population of Canada is 31,592,805 About one-third of the people are of British origin One-fourth are of French origin The officiallanguages are English and French The United States accounts for about four-fifths of Canada’s exports and supplies more than two-thirds of its imports

1 Is Canada the largest country in the world?

2 Is Ottawa the capital city?

3 What is the population of Canada?

4 How many percents of the people are of British origin?

5 Which languages are official in Canada?

III LANGUAGE FOCUS: (2,5 pts)

Underline the correct answer to complete each sentence

1 I am not very tall, I wish I (am/ were/ was/ been) taller

2 Tokyo is the capital of (Japan/ Indonesia/ Malaysia/ China)

3 Have you ever (be/ been/ was/ were) to Singapore?

4 Rice (are grow/ is grow/ are grown/ is grown) in tropical countries

6 This exercise must (been done/ be done/ was done/ were done) carefully

7 I don’t have a computer I wish I (have/ had/ has/ haves) one

8 She (go/ went/ gone/ goes) to Ha Long bay yesterday morning

9 What were you doing when he (come/ to come/ came/ coming)?

10 Have you ever read a comic? – Yes, I (has/ have/ did/ do)

3 The population of Canada is 31,592,805

4 About one-third of the people are of British origin

5 The official languages are English and French

III (1,25 /each )

1 were 2 Japan 3 been 4 is grown 6 be done

7 had 8 went 9 came 10 have

IV (0.5 /each )

1 I arrived Ha Long at 7 o’clock last Sunday

2 I visited Tuan Chau island in the morning

3 I met my uncle, Tuan in the afternoon

4 I ate seafood at Hoa Hong restaurant

5 I feel very happy and I will come back home tomorrow

LISTENING:

Hi I am a student of a secondary school in Ha Noi I am in grade 9 I always wear schooluniform on school day: a white shirt and dark blue trousers But on weekends, I usually wear casual clothes, such as an open-neck shirt or a T-shirt, jeans and sport shoes

because they are very comfortable and convenient and I can play foodball, ride a bicycle

or go somewhere with my friends easily My favourite colors are red and blue

Học sinh có thể

- Đọc hiểu đoạn văn về chuyến đi chơi về vùng nông thôn

- Hỏi và trả lời các câu hỏi về làng quê dưụa và các câu hỏi gợi ý sau đó hỏi về làng quê của bản thân

- Nghe mô tả một làng quê và điền thông tin vào vị trí phù hợp trong bản đồ

- Viết về một chuyến dã ngoại ở nông thôn dựa vào các từ gợi ý

II/ Teaching aids:

Text books, cassette recorder, posters, pictures, word cues

III/ Procedure : There are 6 lessons

Lesson 1: Getting started- Listen and read

1 Vocabulary: home village, bamboo forest, banyan tree, shrine, riverbank, entrance

2 Grammar: Past simple tense, presenr perfect tense

II Warm up (5’): Matching

- T puts some pictures in on the left boards

- Put some phrase words on the rightboard

- Ask ss to work in two teams to macht the activities with the right pictues

plowing the field

playing football

III New lesson

Step 1 Pre reading (10’)

Activity 1.Pre- teach vocabulary

Teacher elicits by:

Check : “What and Where”

- T draw circle and write every new word

in each circle

Ask ss to repeat the words chorally then

rub out word by word but leave the circles

- Go on until all the circles are empty

- Ask ss to go to the board one by one to

write word in correct circle

Activity 2 Ordering pictures:

* Set the scene:

Who is this? It’s Ba

Who is this? It’s Liz

Last Sunday Ba invited Liz to visit his

home village What did they do there and

how Liz feel?

We will know in “Listen and read”

Before reading I have some poictures about

their trip But they are not in correct oder

Now please guess the ordering of the

pictures before reading

T put some pictures on the board and ask ss

to gueee

Step2 While reading (15’)

Activity 1: Checking predictions

- SS read the text and give out the answers

- T gives feedback

I Vocabulary:

- home village (n): quê nhà

- bamboo forest (n): rừng tre

- banyan tree (n): cây đa

- shrine (n): nơi thờ cúng

- riverbank (n): bờ sông

- entrance (n): lối vào

Activity 2: T/ F staments

- SS run through the staments

- SS work invidual to decide the staments

True or False

- T gest ss’answers and give feed back

Activity 3: Comprehension questions

- Have students work in pairs to answer the

questions (exercise 0n page 23 )

- Give feedback

Step 3: Post reading (10’):

Retelling

- Ask ss to use the cues and the pictures to

retell the story

1 Last Sunday/ Liz/ Ba’s

family/ get/ the village /

2 They got to the village by bus

3 It is at the entrance to the village

4 They saw the shrine of a Vietnamesehero on the mountain

5 They had a picnic on the river bank

6 Liz took a lot of photos to show her parents

7 Liz wishes she could visit Ba’s village again

1 Last Sunday, Liz and Ba’s family got thevillage by bus

2 There was a banyan at the entrance to thevillage

3 They/ have/ snack/ the

tree

4 After lunch/ They/ walk/

the moutain/ see/ shine of

- Rewrite the story

3 They had a snack under the tree

4 After lunch, they walked on the mountain and saw a shine of a Vietanmese hero

5 In the after noon, they went boating

6 They had a picnic on the river bank

2 Grammar: Present simple tense

3 Skills: speaking, writing

B Teaching aids: text book, poster

C Methods: Lucky numbers, Noughts and crosses, Survey, Write it up, Matching

D Contents:

I: Organization (1’):

9A9B

II Warm up (5’):

Lucky numbers:

Questions and answers about home village

1 2 3 4 5

6 7 8 9 10

- Write 10 numbers on the board, from 1 to 12

- Tell Ss each number is for a question

But 3 of them are lucky numbers If Ss choose a lucky number, they don’t need to answer any questions but they get 2 points and they can choose another number

- T divides the class into 2 teams The teams will take turn to choose the numbers.

1 Where is your home village?

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

3 What some activities in the countryside?

4 How often is the village fair held?

5 How far is it from the city?

6 Are there any trees in your village?

7 Is there a village gate?

8 Which of places would you like to show us?

In Quang NinhThe rice paddy fieldsFlying kites, playing soccer….Once a year

About 70 kilometersYes, there are

Yes, there is

An Sinh templeIII New lesson:

Teacher and students’ activities Content

Step 1 Pre- speaking (10’):

Activity 1 Noughts and crosses (10’)

Divides class into two teams and asks

them to play Noughts and Crosses

- T gives questions:

+ Where is your home village?

+ What do your people do for a living?

+ How far is it from the city to your

home village?

+ How can you get to the city?

+ How many people are there in your

family?

+ Why do you like living in your home

village?

Activity 2 Matching (5’):

Teacher jumbles the answers in A and

B (p.24 – on the poster) – Ss work in

two teams

Step 2 While – speaking (15’):

Activity 1 Speaking (10’):

Have Students to work in pairs Ask

and answer using questions 1 – 6

One is A one is B take turn

Where is your home village?

How far is it from the city?

How can you get there?

How long does it take to get there?

Each Students notes some information

about his/her own home village (like A

or B)

Activity 2 Survey (5’):

Students work in groups of 3

Step 3 Post – speaking (10’):

Write it up (10’):

Teacher asks Students to write about

their home village using their own

information (or his/her friend’s home

village)

IV Summary (2)

Asking and and giving information

about the village

V Homework: (1)

-Use the cues to write about friends

Example:

- My home village is in Hai Phong It’s

70 kilometers from here

- An’s home village is in Thai Binh…

What do people do for living in your home village?

Does your village have a river?

By the end of the lesson, Ss’ll be able to listen for details.

1 Vocabulary: route, gas station, high way, parking lot = car park

2 Grammar: Present simple tense.

3 Skills: speaking, writing.

B Teaching aids: Poster, text book, tape, cassette.

C Methods: Lucky numbers, Noughts and crosses, Survey, Write it up, Matching

D Contents

I: Organization (1’)

9A9B

II Warm up (6’)

Jumbled Words

- Divide the class into 2 teams

- Ask students from each to go to the board and write down the correct words

- The team which is faster with more correct words wins the game

1 itrpaor 2 ybnana

3 saottin 4 pnod

Key : 1 airport 2 banyan

3 station 4 pond

III New lesson:

Teacher and students’ activities Content

Step 1: Pre – listening (15’):

Activity 1: Pre teach

T elicits each word by:

A way from one place to another

Situation

Translation

Picture

* Check vocab: Rub out and remember

Activity 2 Open predictions

Set the scene: You will listen to the trip

to Ba’s village

Students get the letter A to I with the

place 1 – 9 P.25

Step 2: While – listening (10’):

Activity 1 Checking predictions

Ss listen 2 times and correct the

predictions

Activity 2.Comprehension questions:

Teacher hangs a poster on the board

I Vocabulary

- route (n): tuyến đường, lộ trình

- gas station (n): trạm xăng

- high way (n): đ ường cao t ốc

- parking lot = car park(n): khu vực đểXe

1 2 3 4 5 6 7 8 9Guess

Listen

* Answer keys:

A Banyan B AirportC: High way No1 D DragonE: Gas station F: StoreG: Pond H: Bamboo forestI: Parking lot