Giao an Tieng Anh 9 20112012

Aims : Giving students more practice in asking for and giving information using the present perfect and simple past4. - Revision and further practice in the passive form with “can/shoul[r]

Period 1 date : / / 2011

Revision

I Aims: -To help students review some important grammatical structures whichthey learned in English 8.

- To make students become more confident before they study English 9

a The verb tenses:

- Present simple:

- T listens and gives more information if necessary:

S + Vs/es (Third person singular)

* We use shall for I and We

 Present perfect tense:

- Form?

- Use?

To talk about something which started in the past

and continues up to the present

- We often use “For” and “Since” with the present

perfect tense

+ For: A period of time

+ Since: A point of time (starting point)

- yet, already, lately, recently, never, just,

 Exercise: Put the verbs in brackets into the Simple

present, present continuous, simple past, simple

future, present perfect tense and then change them

into the negatives and interrogatives:

1 He (watch) TV

2 She (do) her homework

3 They (buy) a new car

4 The children (sit) in the classroom

5 The boys (play) football

 Teacher elicits from students the formations of the

indirect speech and the passive form

- Work in groups of 4 each to discuss the usesand the forms

- Each group has one students tell in front ofthe class

- Work in groups of 4 each to discuss the usesand the forms

- Each group has one students tell in front ofthe class

- Work in groups of 4 each to discuss the usesand the forms

- Each group has one students tell in front ofthe class

- Write some irregular verbs

- Work in groups of 4 each to discuss the usesand the forms

- Each group has one students tell in front ofthe class

- S + have/has + PII

- S + have/has + not + PII

I haven’t seen him yet

Have you seen him lately?

-Have/Has + S + PII

I have (I’ve) done my homework

- I’ve live here for 10 years

- I’ve lived here since 1998

- Individual work

- Ss do the exercises given by teacher

Exercises on Indirect speech:

Change the following sentences into indirect speech:

1 “I have something to show you,” I said to her

2 “I’m going away tomorrow, mother,” he said

3 “Does this train stop at York?” asked Bill

4 “Is a return ticket cheaper than two singles?” said my aunt

5 “Where is the ticket office?” asked Mrs Jones

6 He said, “What is happening?”

7 “When are you coming back?” I asked them

8 “I’ll come with you as soon as I am ready,” she replied

9 “Stand up, please!” he said

10 “You should study harder.” the teacher advised Nam

11 Peter said to Paul, “Are you working as well as studying?”

12 “Can you get coffee on the train?” said my aunt

Exercises on the passive voice:

Change the following sentences into the passive voice:

1 They make shoes in that factory

2 They built that skyscraper in 1934

3 You must wash your hands before meals

4 Peter writes a letter

5 Somebody built the house last year

6 They speak English in the shop

7 She can sew three shirts a day

8 She gave me the box

9 The students handed in the reports

10 Steven forgot the book

4 Consolidation

Teacher retells and emphasizes the structures students have reviewed

Put the verbs into the correct tense (Simple Past or Past Progressive).

1 While Tom (read), Amely (watch) a documentary on TV

2 Marvin (come) home, (switch) on the computer and (check) his emails

3 The thief (sneak) into the house, (steal) the jewels and (leave) without a trace

4 Nobody (listen) while the teacher (explain) the tenses

5 While we (do) a sight-seeing tour, our friends (lie) on the beach

6 He (wake) up and (look) at his watch

7 I (jog) in the park, when two squirrels (cross) my way

8 Robert (fall) off the ladder when he (pick) cherries

9 Archimedes (discover) the theory of buoyancy while he (take) a bath

10 When we (travel) around Ireland, we (meet) some very nice people

Period 2 date : / / 2011 .

Unit 1 : A visit from a pen palGetting started & listen and read

I Aims: - Reading the text to understand the details.

- Presentation and practice in “wish” to talk about unreal present desires

- What activities would you do if a foreign pen pal is

coming to stay with you for a week?

a Going to Hung’s Temple

b Visiting the Literature Temple in Hanoi

c Going to Dong Xuan Market or Going

- Guess the activities from picture a) – f) P.6(Students can express their own ideas

- Work in pairs and compare in groups of 4

+ To correspond = to write to another.

+ To be impressed (by): BÞ g©y Ên tîng (bëi)

+ To pray: (Mime)

+ To depend on: Phô thuéc vµo

+ To keep in touch: Gi÷ mèi liªn l¹c

+ A mosque: Nhµ thê Håi Gi¸o

- Teacher reads once again

 Pre questions:

Set the scene: Razali Maryam is Lan’s pen pal She

came to stay with Lan last week You are going to

read a text about Maryam and her visit to Vietnam:

1 Where did Lan take Maryam to?

2 Did Maryam invite Lan to visit her country?

II Listen and read

 Presentation text: Listen and Read P.6,7

- Plays the disk

1 Check the prediction

- Answer key:

1 - Hoan Kiem Lake

- Ho Chi Minh’s Mausoleum/ the History

Museum and Van Mieu

- Many beautiful lakes and parks in Hanoi, the

mosque on Hang Luoc Street

2 Yes, she did

2 Multiple choice: 1-5 p.7,8

3 Grammar note:

 Model sentence:

- Teacher elicits the model sentence from students:

What did Lan say to Maryam?

I wish you had a longer vacation

*Concept check:

- Does Lan want Maryam to have a longer vacation?

- Can Maryam stay longer?

- Can her wish come true now?

- Does the sentence express unreal present or past

desire?

- What tense is used for the verb in the subordinate

clause?

 Notes: “Wish” in the sentence above is used to

express unreal present desire The simple past tense

is used in the subordinate clause For the verb ‘to

be’, “Were” is more often used than “Was”

S 1+ (WISH) + S2 + V(Simple past tense)

III Practice

c Practice:

 Repetition drill:

1 Can’t visit Malaysia

2 Can’t see that film

3 don’t have a trip abroad

d Futher practice:

Teacher gives unreal situations:

1 I want to phone her but I don’t know her address

2 We’ve lost the way because we don’t have a map

3 Marie isn’t here now

4 They won’t come with us

5 Today is not a holiday

- Tell the meaning of the new words inVietnamese

- Repeat in chorus

- Read in individuals

- Check the spelling and pronunciation

- Copy down on the notebooks

- Work in groups of 4 to predict the answers tothe questions

- Listen following the text

- Read in individuals to find the correct answers

- Unreal present desire

- The simple past tense

- T: can’t visit Malaysia

- Ss: I wish I could visit Malaysia

- Students use ‘Wish’ to finish the secondsentence (orally):

1 I wish I knew her address

2 We wish we had a map

3 We wish she were here now

4 We wish they would come with us

5 We wish today were a holiday

4 Consolidation

Teacher retells and emphasises the structures using ‘Wish’ students have studied

5 Homework

- Prepare for the next lesson: Unit 1: Speak + Language focus 1

- Do exercise 7 page 10 (workbook)

Period 3 date : / / 2011 .

Unit 1 A visit from a pen palSpeak + Language Focus 2, 3.

I Aims: In order to help students practise speaking.

II Objectives : By the end of the lesson, students will be able to improve the dialogue based on the provise

 Answer the questions:

1 Where does Lan’s pen pal come from?

- Team work

- Students write their answer on thenotebooks (Individually)

2 How long have they been pen pals?

3 How often do they correspond to each other?

4 When did Maryam come to stay with Lan?

5 Where did Lan take Maryam to?

- Teacher collects some notebooks and givefeedback

- Teacher gives correct answers

* Set the scene: “Nga is talking to Maryam They are

waiting for Lan outside her school.”

- What activities would you do if a foreign pen pal is

coming to stay with you for a week?

- Teacher has students give their answer

- Teacher elicits the correction from students

a Yoko from Tokyo, Japan:

Lan: You must be Yoko – Maryam’s friend.

Yoko: Yes That’s right I am.

Lan: Pleased to meet you, Yoko Let me introduce

myself I’m Lan’s classmate

Yoko: Pleased to meet you.

Lan: Are you enjoying your stay in Vietnam?

Yoko: Yes, very much I’d like Vietnamese people

because they are very friendly I love old cities in

Vietnam like Hue and Hanoi

Lan: Is Hanoi different from Tokyo?

Yoko: Yes The two cities are the same in some

ways They are both big and busy capital cities

- Teacher monitors and gives help

- Teacher has some pairs practise their dialogue

before the class

- Students read the dialogue silently and put thedialogue in the correct order

- Compare their work in pairs

- Copy down

- Students practise the dialogue in pairs

- Students take turns to be one of Maryam’sfriends to make similar dialogues

- Practise in pairs

- Read the information given in the box, work inpairs to make similar dialogues

II Language focus:

- Gets students to write about Lan and her friends

preparing for a farewell party

1 Lan made a cake

2 Ba hung colourful lamps on the walls of Lan’s

room to make it brighter

3 Nga went to the market to buy a bunch of flowers

4 Nam painted a picture of Hanoi to present

a Yoko is one of Maryam’s friends She comes

from Tokyo, Japan Tokyo is the same as Hanoi

capital It is a big and busy city Last week Yoko

came to stay with us We took her to some tourist

attractions like Van Mieu, Ho Chi Minh’s

Mausolem, the History Museum She likes She

loves

b.

S 1+ (WISH) + S2 + V(Simple past tense)

- Individual work then compare in pairs

- Look at the pictures, read the words given inthe box and match the verbs with the nouns tounderstand what Lan and her friends did toprepare for the party

- Individual work then pairs compare

- Write Change the dialogue into narratives.(Individual work)

4 Consolidation

Teacher retells and emphasises the aims

- Prepare for the next lesson: Unit 1: Listen+ Language focus 2, 3

- Do exercise 1, 2, 3 page 5-7 (workbook)

Period 4 date : / / 2011 .

Unit 1 A visit from a pen pal

Listen + Language Focus 1.

I Aim: Practice in listening skill Listen and choose the picture and practice the past simple tense with

- How to make “Wh” questions in the simple past?

- Work in groups of 4 each to discuss the usesand the forms

- Each group has one students tell in front of theclass

- Write some irregular verbs

2. New lesson

I Listening

a Pre listening:

* Set the scene: “Carol is Tim’s pen pal She is from

Mexico She is visiting the USA Tim suggests doing

something.”

 Guessing:

a. Keep off the grass / Don’t walk on the grass

b. Go by bus / Which bus to take: the 103 bus ur

the bus number 130?

c. Eat in a Mexican restaurant or eat

Hamburgers?

 Pre question:

1. Where does Tom suggest doing?

2. How are they going?

3. Does Carol like walking in the park?

a  Keep off the grass

b  Take the bus number 130

c  Eat hamburgers

 Comprehension questions:

- Teacher has students read the questions then plays

the disk again

1 Where does Tim suggest going?

2 How are they going?

3 What’s the park like?

4 What does Tim remind Carol to do while they are

walking in the park?

5 Which bus are they going to take?

6 What are they going to eat?

- Teacher has students give their answers and elicits

the correction from students if necessary

II Practice:

c Post listening:

 Writing:

Tim suggests going to a restaurant downtown.

They are going by bus It’s so beautiful with trees,

flowers and a pond in the middle He reminds her to

keep off the grass They are going to take the bus

number 130 They are going to eat hamburgers.

III Language focus 1 P.11

Example exchange:

S1: What did Nga do on the weekend?

S2: She went to the concert – Hanoi singers

S1: When did she see it?

S2: She saw it on Saturday morning at 8 o’clock

- Look at the pictures on page 9 and tell whateach picture means

- Predict the answers to the questions

- Listen to the disk then find the answers to thepre questions

- Listen and write the answer to the questions(Short answers)

- Listen to the disk again and check the correctpictures

- To a restaurant down town

3 Consolidation

Teacher retells and emphasises the aims

- Prepare for the next lesson: Unit 1: Read

- Do exercise 5, 6 (workbook), look for information about Malaysia

Period 5 Date : 12/9/2011

Unit 1 A visit from a pen pal

Read.

I Aims : Reading for details about Malaysia, a member of ASEAN.

II Objectives : By the end of the lesson, students will be able to understand and retell the text.

- Where is she from?

- Where is Kuala Lumpur?

1 Malaysia is a country of ASEAN

2 There are two religions in Malaysia

3 People speak only Malay in Malaysia

4 Primary school children learn three language at

school

5 All secondary school children learn in English

- Tell the meaning of the new words inVietnamese

- Repeat in chorus

- Read in individuals

- Check the spelling and pronunciation

- Copy down on the notebooks

- Predict the answers to the questions

- Read the text about Malaysia then check and

b While reading:

 T/F statements:

 Answer keys:

1 T 4 T

2 F There are three religions in Malaysia

3 F People speak only Malay in Malaysia

5 F All secondary school children learn in Malay

 Grid:

1 Area: 329,758 km 2 5 Capital city: Kuala

Lumpur

2 Population: over

22.000.000 6 Official religion:Islam

3 Climate: tropical 7 National language:Bahasa Malaysia

correct the false statements

- Read the text in silence then complete the table.(Read a P.10)

- Read the information they have found in read a)again then work in groups of four to talk aboutMalaysia

- Write what they know about Malaysia.(Individual work)

2 Consolidation

Teacher retells and emphasises the structures using ‘Wish’ students have studied

-Prepare for the next lesson: Unit 1: Write

-Do exercise 4 page 7,8 (workbook)

Period 6 Date :13 /9/2011

Unit 1 A visit from a pen pal

Write.

I Aims : Giving students practice in writing a letter to their parents or friends about their visit to another part

of the country or a different country

II Objectives : By the end of the lesson, students will be able to write a letter telling about their trip to their

friends or relatives in Viet Nam or in different countries

- When did you go?

- Who did you go with?

- How did you go?

 Form of a personal letter?

- Closing: Yours

2. New lesson

I Pre writing:

* Set the scene: “Imagine you are visiting another

part of Vietnam Write a letter to your friend or

parents.”

 Making outline:

 First paragraph:

- Where / you now?

- Have a good or terrible journey?

- Travel by ? / How long ?

- When / arrive?

- Who / met / at ?

 Second paragraph:

- What / do / the day / arrive?

- On the following days?

- (Visit/take photos/eat/buy souvenirs)

- Meet your friend?

 Third paragraph:

- Have a good time?

- How / feel / like / stay?

- (The sights / food / people)

- When / come back?

II Writing:

- Teacher monitors, takes notes of typical mistakes

and helps if necessary

 Suggested letter:

Dear Mom and Dad,

I’m now on holiday in HCM City We had a terrible

journey We went by train The weather was awful.

It rained all the time And the train was delayed for

three hours.

So it took 50 hours to travel from HN to HCM City.

I think I will never travel by train again I was so

late that nobody met me at Saigon Station I took a

taxi to our uncle’s house They were so glad to see

me.

I was rather tried on the day I arrived I didn’t do

much for the first two days On the following days,

we spent most of the time visiting Dam Sen Park

I’m having a good time in HCM City now I enjoy

- Students work in pairs, ask and answerquestions using the information given above totell each other about their visit

* Example:

S1: Where are you now?

S2: I’m on holiday in Ho Chi Minh City

S1: Did you have a good journey?

S2: No The weather was awfully bad on the day

I went

- Write their letter (Individual work)

the foods because they are delicious I like the sights

because they are beautiful I love the people, too.

They are helpful and friendly However, I miss you

both and I wish you were here now If you were here

we would have more fun I’ll come back on 25 th

September and please pick me up at the Noi Bai

Airport at

Love

III Post writing:

- Writes typical mistakes on the board and elicits the

correction from students

- Gets some students to read their letters before the

Getting started & Listen and read

I Aims: Presenting vocabulary to talk about the development of the “ao dai”

II Objectives: By the end of the lesson, students will be able to know about the traditional clothes of some

nations and Ao Dai in Vietnam

III Procedure

1. New lesson

I Getting started:

- Elicits the answers from students

a She comes from Japan

b She comes from Vietnam

c He comes from Scotland

d She comes from India

e He comes from the USA

f She comes from Arabia (Saudi)

II Presentation:

1 New words:

- Look at the pictures of people wearing thenational dresses of their country (Pictures a-f) onpage 12 and describe where each person comesfrom

- Forming the words

 Forming the words (revision):

To design (N)Designer / design

To wear Simple past/P II : wore/worn

To symbolize Noun: Symbol

Tradition Adj / Adv: Traditional(ly)

Frequently Adj: Frequent

Poem Noun: Poet / Poettry

- Tells students any words that they can’t change the

- Set the scene: You are going to read the text about

the traditional dress of Vietnam – The ao dai

2 Pre questions:

1 What’s our national dress?

2 What’s it made from? – Silk or velvet or both?

3 Who often wears it?

4 When do they often wear it?

3 Listen and Read P.13

- Plays the disk

- Answer key:

1 The ao dai is

2 It’s either made from silk or velvet

3 Women often wear it

4 They often wear it on special occasions

III Practice:

1 Complete the sentences:

- Listen&Read a P.14

- Checks the answers

1 poems, songs and novels.

2 traditional dress of Vietnamese women.

3 to wear modern clothing at work.

4 lines of poetry on it.

5 traditional designs and symbols like suns, stars,

crosses and stripes to velvet.

2 Comprehension questions:

- Listen&Read b P.14

1 By traditional, men and women used to wear the

ao dai

2 The majority of Vietnamese women prefer to

wear the ao dai at work because it’s more

convenient

3 To modernize the ao dai, fashion designers have

printed lines of poetry on it And they have added

traditional designs and symbols like suns, stars,

cresses and stripes to velvet

IV Futher practice:

 Discussion:

1 When / where / why women in Vietnam like

wearing the ao dai?

2 The changes to the traditional ao dai

- individual work then discuss in groups of 4each

- Tell the meaning of the new words inVietnamese

- Repeat in chorus

- Read in individuals

- Check the spelling and pronunciation

- Copy down on the notebooks

- Work in groups of 4 to predict the answers tothe questions

- Listen following the text

- Read in individuals to find the correct answers

- Prepare for the next lesson: Unit 2 : Speak

- Write some sentences about the Ao dai

Period 8 Date : 17/9/2011

Unit 2 Clothing.

Speak.

I Aims: Giving students more practice in talking about the clothes they like to wear on different occasions.

II Objectives : By the end of the lesson, students will be able to talk about their habits or interests in different

types of clothes

III Procedure

1. Revision

 Noughts and crosses: Talking about the ao dai.

1 What is our traditional dress?

2 What is it made of?

3 What is the ao dai described as?

4 Who used to wear the ao dai by traditional?

5 Why do the majority of Vietnamese women prefer

to wear modern clothing at work?

6 What have fashion designers done to modernize

the ao dai?

7 On what day do you have to wear school uniform?

8 What do your teachers often wear on Teachers’

- Teacher uses the words of different clothes on page

17 (or other clothes Ss are wearing) to teach these

T-shirt b a sleevedsweeter c a stripedshirt

d a plain suit e faded jeans f a shotr-sleeved

- Check the spelling and pronunciation

- Copy down on the notebooks

- Read the phrases and try to guess the meaning

of each phrase

- Do the matching

- Repeat the phrases in chorus

- Read the questions on page 14, then work in

g baggy

pants h a plaidskirt i blue shorts

b While speaking:

2 Questions:

1 What do you usually wear on the weekend?

Why do you usually wear these clothes?

2 What is your favorite type of clothing? Why?

3 On what day do you wear school uniform?

What colour is it?

4 What type of clothing do you wear on Tet / your

birthday? What would you wear to a party?

School uniform

Clothes for special occasions

Wear it every day except for Sunday.

Comforta ble, dark blue and white

Jeans and a long sleeved blouse.

Look stronger in these clothes

c Post Speaking:

 Feedback:

Lan: Hoa said she often wore a short-sleeved blouse

and baggy pants She said she like them because

they were cool and comfortable She said her

favorite clothes were short baggy pants and short

sleeved blouse She said she wore school uniform

every day except for Sunday She said it was

comfortable and it had dark blue and white

pairs to add three more questions

- Use the given questions to make a survey

- Ask 1 or 2 of their classmates to getinformation to complete the table

- Students tell their class what they haveinterviewed

3 Consolidation

Teacher retells and emphasises the aims

- Prepare for the next lesson: Unit 2: Listen

- Do exercise 1,2 page 12-14 (workbook)

Period 9 Date :20/9/2011

Unit 2 Clothing.

Listen.

I Aims : Giving students practice in listening for details and describing people.

II Objectives : By the end of the lesson, students will be able to describe others (clothes, age, hair) III Procedure

1. Revision

 Net work:

- Group work of four

- Discuss and write the names of clothes

- Some students take turns to read aloud the wordthey have, others listen and add the words theydon’t have to their list

1 What do you call these clothes in English?

2 What kind of blouse is it?

3 Are these shoes or sandals?

a A pants B blue shorts C a skirt

b A a long, white sleeved blouse

B a short, pink sleeved blouse

C a short, white sleeved blouse

c A sandals B boots C brown shoes

 Ordering:

Teacher reads:

1 sandals 2 a short, pink sleeved blouse

3 shorts 4 a long sleeved blouse

5 boots

Keys:

1 c)A 2 b)B 3 a)B 4 b)A 5 c)B

 Set the scene: “Marry, a three-year-old girl, is

getting lost Her father is looking for her Listen to

the announcement and put a tick beneath the

pictures of what she is weearing.”

b While listening:

 Listen P.16:

- Plays the disk

- T has students give their answers and elicits the

correction from them if necessary

- Hair: Short, dark hair

- The thing: a doll

c Post listening:

 Comprehension question:

1 How old is Mary? (3)

2 What color is her hair?(short, dark hair)

3 What is she wearing?

She’s wearing a short sleeved blouse

She’s wearing blue shorts and she’s wearing

brown shoes

- Look at the pictures (Listen a-c P.16), ask andanswer questions about the clothes or shoes

- Repeat the phrases in chorus

- Look at the pictures about different types ofclothes (P.16) the listen to the teacher’s reading,write the order of the pictures as they hear

- Listen to the disk then put a tick beneath thepictures of the clothes, shoes, sandals or bootsMary is wearing

- Listen to the disk again and check the correctpictures

- Take notes of Mary’s age, hair and the thingshe may be carrying

- Work in pairs to ask and answer questionsabout Mary

- Work with your partner to make a similardialogue to describe him (her) (age, height, hair,clothes)

4 What may she be carrying? (a doll)

 Role play:

- Teacher: “Imagine your brother (sister) went

shopping with you in a department store You have

lost him (her) Now you are at the information

desk.”

3 Consolidation: Teacher retells and emphasises the aims.

4 Homework : Prepare for the next lesson: Unit 2: Read.

Period 10 Date : 24/9/2011

Unit 2 Clothing.

Read.

I Aims: Giving students practice in reading for details.

II Objectives: By the end of the lesson, students will be able to tell their friends about the history of jeans III Procedure

1. Revision

 Network:

- Group work of four

- Discuss and write the names of clothes

- Some students take turns to read aloud theword they have, others listen and add the wordsthey don’t have to their list

2. New lesson

I New words:

 Pre teach:

- not easy = hard

- to name after sombody: §Æt tªn

- to wear out: mßn ®i

- to embroider: thªu

 Checking vocabulary: Slap the board

II Reading:

 Set the scene: T: (use the picture of students (P.17):

- What kinds of trousers are these students wearing?

- Are they tight or loose jeans?

 Pre questions:

1.What was jean cloth made from?

2 Who gave the name “jean” to this material?

3 When did jeans appear for the first time and

where?

b While reading:

 Checking predition:

1. from cotton

2. Sailors from Genoa in Italy did

3. In the 18th century in Europe

2 They were embroidered jeans, painted jeans

3 Because jeans became cheaper

4 Because many famous designers started making

their own styles of jeans, with their own labels on

1 The word “jeans” comes from a kind of material

that was made in Europe

2 The 1990s’ fashions were jeans

3 In the 1970s, more and more people began

wearing jeans because they became cheaper

4 Jeans, at last, became high fashion clothing in the

1980s when famous designers started making their

own styles of jeans with their own labels on them

5 The sale of jeans stopped going up because the

worldwide economic situation got worse

Vietnamese

- Repeat in chorus

- Read in individuals

- Check the spelling and pronunciation

- Copy down on the notebooks

- Look at the pictures then answer the questions

- Predict the answers to the questions

- Read the text about the history of jeans and findthe answers to the pre questions

- Read the text again then complete thesentences

- Work in pairs to answer the questions

- Work in groups of four, take turns to tell aboutjeans (Use the answers to the questions in “Readb)” P.18

Period 11 Date : 27/9/2011

Unit 2 Clothing.

Write.

I Aims : - Presenting a written argument.

- Giving students practice in writing their own argument about students’ uniform

II Objectives : By the end of the lesson, students will be able to write their own argument about students’

uniform

III Procedure

1. Revision

 Chatting:

- Do you like wearing jeans?

- Why? / Why not?

- Teacher uses this situation to lead Ss to the new

- to bear one’s name: Mang tªn

- Self-confident = sure: Tù tin

- Constrained: Ðp buéc, miÔn cìng

- Equal: C«ng b»ng

- Practical: thùc tiÔn

Checking: R0R

2 Presenting an argument:

- Teacher checks students’ understanding:

a How many parts does an argument have?

b What are they?

c What do the writer write in each part?

SecondlyFinally

 Reading the model:

Questions:

1 What does the writer want to persuade readers?

2 How many reasons does the writer give?

- Check the spelling and pronunciation

- Copy down on the notebooks

- Students read the form of an argument given intable 1 P.18

- Read the topic and outline A, then read thepassage again and answer the questions given byteacher

1. He wants to persuade readers that it’s

necessary for secondary school students to wear

uniform

2. He gives 3 reasons Firstly Secondly

Thirly

b While writing:

- Teacher monitors, takes notes of typical mistakes

and helps if necessary

 Suggested answer:

My opinion is that high school students should wear

casual clothes.

Firstly, wearing casual clothes makes Ss feel more

comfortable They don’t feel constrained to wear

uniform they don’t like.

Secondly, wearing casual clothes gives students

freedom of choice They have the right to choose

sizes, colors, and fashions of clothes that they love.

Finally, casual clothes make school more colorful

and lovely Students feel self-confident when they

are in their favorite clothes.

In conclusion, students, particularly high school

students should wear casual clothes Wearing

casual clothes is convenient, comfortable and fun.

c Post writing:

 Correction:

- Writes typical mistakes on the board and elicits the

correction from students

- Gets some students to read their arguments before

the class

- Read outline b) carefully then work in pairs or

in groups to write to support the arhument thathigh school students should wear casual clothes.(Read 6b P.19)

- Swap their writing and correct any mistakes ifnecessary

I Aims : Giving students more practice in asking for and giving information using the present perfect and

simple past

- Revision and further practice in the passive form with “can/should/might/have to”

II Objectives : By the end of the lesson, students will be able to get the aims well.

 The present perfect:

- T uses the dialogue in language focus 1 P.19 to

help Ss revise the use of the present perfect:

1 Present perfect with “since” and “for” and

“recently, how long ”:

- Since: a point of time

- For: a period of time

- Both “Since” and “For” can be used to answer the

question “How long have/has + PII”

- Recently: Indicate an incomplete period of time

- How long: Ask a period of time of an action

- When: Ask a start of time of an action

2 The difference between the Simple past and the

Present perfect

 Practice:

 Language focus 1 P.20

 Substitution table:

- T has some pairs practise their dialogues

before the class

 Language focus 2 P.20 (Yet/Already)

 Matching:

See Giac Lam Pagoda Visit ReunificationHall

Go to the zoo and

Botanical Garderns Amusement ParkGo to Dam Sen

Eat Vietnamese food

 Find someone who has already

 Example Exchange:

You: Have you seen Giac Lam pagoda yet?

S1: Yes, I’ve already seen it

You: Have you eaten Chinese food?

S1: No, I haven’t

- T has some pairs practise before the class

 Language focus 3

- Elicits and focuses on the difference between the

present perfect and the simple past (Have you

seen ?/When did you see ?)

* Noughts and crosses:

- Divides class in to 2 teams

- Read the word

- Work in groups of 4 each to discuss the usesand the forms

- Each group has one students tell in front of theclass

- Write some irregular verbs

- Read the information given in the box, work inpairs to make similar dialogues

- Read the dialogue in pairs, then make similardialogues using the information from thesubstitution table P.20

- Match th verbs with the words or phrases

- Get out of their seats and asks two of theirclassmates if they have already done or haven’tdone something yet

- Read the example carefully

- Read the words in the box (P.20) the findsuitable verb that can go with each word

- Choose the number

- Make up similar dialogue with the word given

by teacher

1 Comic 2 Computer 3 Supermarket

4 Volleyball 5 Singapore 6 Movies

* Example:

T says: “Comic”

S1: Have you ever read a comic?

S2: Yes, I have/No, I haven’t

 The passive form:

 Revision:

Model sentence:

This exercise must be done carefully.

Model: S + modal verbs + be + P II

- Do the exercises orally

- Write on their notebooks

3 Consolidation

Teacher retells and emphasises the aims

Written test (15 minutes)

Use the given words to rewrite each of the following sentences in such a way that it means exactly the same

as the sentence given:

1 I last saw him five years ago (I haven’t )

2 It is a pity that he didn’t tell the police the truth (He wishes…………)

3 People used to call him “FAT” (He )

4 It’s a pity I don’t know how to make a cake (If only )

5 It’s a pity he didn’t study hard (He wishes )

Period 13 Date :4/10/2011

Written test 45’

A Aims : Nhằm kiểm tra kiến thức ngôn ngữ, các kỹ năng cơ bản, khả năng tiếp thu các bài học của học sinh.

- Giúp phân loại học sinh Từ đó giáo viên có biện pháp giảng dạy, giúp đỡ thích hợp

B Matrix:

C Content:

I Listen to a passage then check if each of the following sentences is true or false:

1 Alexander G.Bell was born in the USA

2 He worked with deaf-mute patients in a hospital in Boston

3 Thomas Watson was Bell’s assistant

4 Bell invented the telephone

II Rewrite each of the sentences below in such a way that it means exactly the same as the sentence printed before Begin the sentences with the words or phrase given:

1 Henry always went swimming after school last year

- If only

4 They have postponed the concert

- The concert

5 He hasn’t seen the younger son for three weeks

- The younger son

6 The manager must sign the cheque

- The cheque

III Put the verbs in brackets into the correct form:

1 He (buy) this car five years ago

2 I (not write) to her since she left school

3 My mother used (go) to school on foot

4 Henry gets used (eat) at 8 p.m

5 Maryam has decided (stay) for another week

6 It’s time we (catch) the bus

IV Choose and circle on the letter A, B, C or D before word or phrase which completes each of the sentences below the best:

1 Has he here since he left school?

2 Are those jeans in China?

3 Today young generation is still fond wearing jeans

4 The material is different that of the old days

5 Some scientists believe that life might on another planet

6 Jean cloth was made from cotton in the USA

7 The man decided in a hotel on the side of the lake

A not staying B not to stay C not stay D to stay not

8 This shirt carefully before using

Period 14 Date :6/10/2011

Check the test.

A Aims

- Nhằm đánh giá mức độ làm bài của học sinh

- Giúp học sinh nhận ra và sửa chữa những lỗi sai thờng mắc phải để lần sau không lặp lại những lỗi sai

đó

- Tìm ra những học sinh yếu về các kỹ năng nào để từ đó giáo viên có biện pháp giúp đỡ thích hợp

- Giúp học sinh học tập những cách trình bày bài kiểm tra sạch sẽ, khoa học của bạn mình

B Procedure

1 New lesson

- Nhận xét chung về bài kiểm tra:

- Đa ra các lỗi sai tiêu biểu mà nhiều học sinh mắc phải:

+ Kỹ năng viết còn hạn chế

+ Grammar mistakes: Bài chia động từ còn nhiều lỗi, lỗi khi vết câu bị động,

+ Spelling: Thiếu dấu câu, đầu câu không viết hoa, khoảng cách giữa các từ trong câu quá liền nhau,

Bell and his assistant, Thomas Watson, conducted many experiments and finally came up with adevice which they first introduced in 1876 Bell said on the telephone: “Mr.Watson, come here I want you”.This was the first telephone message

II 3 M Give 0.5 mark for each correct sentence:

1 Henry used to go swimming after school last year

2 We started studying English five years ago

3 If only Tom were not sick today

4 The concert has been postponed

5 The younger son hasn’t been seen for three weeks

6 The cheque must be signed by the manager

III 3 M Give 0.5 mark for each correct verb:

Period 15 Date :11/10/2011

Unit 3 The Countryside.

Getting started + Listen and Read.

I Aims : Reading the text about a trip to the countryside to understand the details and practicing countryside

Teacher’s activities

Ask students to loook at the pictures and describe

what the people are doing in the pictures:

 Chatting: (Getting started)

- Do you live in the countryside?

- Do you like living in the countryside?

- What activities do you see or do in the

countryside?

a Presentation:

 Pre teach:

- Banyan tree: C©y ®a

- A shrine: MiÕu thê, ®iÖn thê

- Hero: Anh hïng

- Entrance: Lèi vµo, cæng vµo

- Bamboo forest: Rõng tre

Checking: What and where

 Set the scene: “You are going to read the text about

Liz’ trip to Ba’s village”

- Check the spelling and pronunciation

- Copy down on the notebooks

- Read the statements on page 23 and predict ifthey are true or false (Pairworks)

- Listen to the disk and read the text to check theprediction

- Plays the disk twice.

4 Liz had lunch under the banyan tree

6 People had a picnic on the river bank

8 Liz took a lot of photos to show the trip to her

parents

 Comprehension questions:

- Teacher works with weak students to give them

help

- Has Ss give their answers

1 Ba’s home village is about 100 km to the North of

Hanoi It lies near the foot of a mountain and by a

river bank

2 They got to the village by bus

3 There’s a banyan tree at the entrance to the

village

4 On the mountain they saw a shrine of a young

Vietnamese hero

5 They had a picnic on the river bank

6 Liz took a lot of photos to show the trip to her

parents

7 She wishes she could visit Ba’s village again some

days

c Further Practice:

 Tell about the trip to Ba’s village:

- Gives students cues:

When to go / who to go with / how to go

What to do during the trip

How to feel after the trip

- Give the answers then correct the falsestatements

- Work with partners, ask and answer thequestions

- Write the answer in their notebooks

- Copy down on the notebooks

- Swap their notebooks with their partners to helpeach other correct the mistakes if necessary

- Work in pairs, take turns to play the role of Ba

to tell each other about the trip to his homevillage

Example: “It was a beautiful day So I invited Liz

to visit my home town with my family We got upearly and went there by bus, ”

Period 16 Date : 13 / 10 / 2011 .

Unit 3 The Countryside.

Speak & language focus 1, 4.

I Aims

- Talking about one’s home village

Giving students more practice in using “Wish” with " could " and adverb clauses of result

II Objectives : By the end of the lesson, students will be able to get the aims well.

 Set the scene: Teacher asks:

1 Where did Ba and his family go last Sunday?

- To his home town

2 How did they go? (By bus)

3 What did they see during their trip?

- Green paddy fields, a big old banyan tree, a shrine,

mountains, rivers,

T: “You are going to listen to the passage about Ba’s

trip to his home village and match the places on the

bus route with the letter on the map.”

 Prediction:

- Give any explanation if necessary

- Draw the map on the board and write Ss’ prediction

on the board

b While Speaking:

 Speak a P.24

- Answer the questions

- Teacher – Whole class

- Ss ask and answer about:

Lacation: Where is your home village?

Distance: How far is it from Hanoi?

Transport: How can you get there?

Time to get there: How long does it take to get

there?

Things people often do for a living: What do

people often do for a living?

The sights: Does your village have a river?

How are the sights there?

Feelings: How do you think about your

village?/How often do you go there?

 Speak b P.24

- T monitors and gives help

d Post speaking: Language Focus 1,4

 Model “could” with “wish” and the simple past

tense with “wish”:

 Model sentences:

1 Ba wishes he could have a laptop

2 They wish they had a villa in Ha Noi

* Concept check:

- Can Ba have a laptop now?

- What does he wish?

- Do they have a villa in Ha Noi?

- What do they wish?

- When do we use “Wish + could/had (simple

past)?

 Practice:

- Picture cue drill: (Language focus 1 P.30)

- T has students give their answers and elicits the

correction from students if necessary

Language Focus 4

 Adverb clauses of result:

* Model sentence:

Hoa passed the exam because she worked hard

 Hoa worked hard, so she passed the exam.

* Concept check:

- Is “so she passed the exam” in the second sentence

an adverb clause of result or of reason?

- Work with their partners asking and answeringabout their real village

- No, he can’t

- He wishes he could have a laptop

- No, they don’t

- They wish they had a villa in Ha Noi

- When we wish something that is not real atpresent

- Ss translate the two sentences into Vietnamese

- Look at the pictures and read the words given,practise with their partners to tell what the people

in the pictures wish

- Individual work – compaire in pairs

3 Consolidation

Teacher retells and emphasises the aims

Period 17 Date : 18/10/2011

Unit 3:The Countryside.

Listen & Language focus 2, 3.

I Aims

- Practice in listening to the text about a trip to Ba’s home village for details

- Review the prepositions of time

II Objectives : By the end of the lesson, students will be able to get the aims well.

III Procedure

a Pre listening:

 Set the scene: Teacher asks:

1 Where did Ba and his family go last Sunday?

- To his home town

2 How did they go? (By bus)

3 What did they see during their trip?

- Green paddy fields, a big old banyan tree, a shrine,

mountains, rivers,

T: “You are going to listen to the passage about Ba’s

trip to his home village and match the places on the

bus route with the letter on the map.”

 Prediction:

- Give any explanation if necessary

- Draw the map on the board and write Ss’ prediction

on the board

b While listening:

 Checking prediction

- Plays the disk three times

C high way No 1 D Dragon Bridge

I Parking lot

 Comprehension questions:

- Plays the disk

1 Where did the bus collect Ba and his family?

(From his house)

2 Where did it stop to get some more fuel?

( At the gas station)

3 Where did it go after leaving the high way?

( turned left onto a smaller road westward)

4 Where did the bus go next?

(turned right then turned left onto a road which went

through a bamboo forest)

5 Did the road to Ba’s home village go through a

bamboo forest? (Yes)

6 Where did the bus drop every one?

(At a parking lot near a banyan tree)

c post - listening : Language Focus 2,3

 The prepositions of time:

- Answer the questions

- Teacher – Whole class

- Listen to the teacher

- Students repeat the words (1-9)

- Predict the answer (Listen P.25)

- Lisen and check the prediction

- Read the questions carefully then listen to thedialogue again to find the answers to thequestions

- Revise the prepositions of time

- Individual work – compare in pairs

I Aims : Practice in reading for details.

II Objectives : By the end of the lesson, students will be able to understand a life of an exchange student and

summarize the text about his life in the USA

- Discuss and write the names of clothes

- Some students take turns to read aloud the wordthey have, others listen and add the words theydon’t have to their list

2.- Elicits the answers from Ss and helps them practiseNew lesson

saying the words or phrases

 Gap fill:

- Read b) P.26

- T elicits the answer from students

1 Ohio, Colombus 2 farmer

3 works part time 4 Peter

- Divides students in to 2 teams

1 Where is Van now?

2 Who is he living with?

3 Where is the farm?

4 LN

5 What do Mrs and Mr Parker do every day?

6 How many children have they got?

7 LN

8 What has Van learnt since his arrival?

9 Does he feel like his stay there? Why?

10 What does he do every day?

- Monitors and find the winning team

- Pairs compare the answers

- Prepare for the next lesson: Unit 3: Write

- Do exercise 6, 10 page 22, 25 (workbook)

Period 19 Date :25/10/2011

Unit 3 The Countryside.

Write

I Aims : Giving students practice in writing about “A countryside picnic”.

II Objectives : By the end of the lesson, students will be able to write a narration about a picnic to the

- T has 2 students wtite their answers on the board

and elicits the correction from Ss if necessary

- Individual work then pair compare

2. New lesson

a Pre writing:

* Set the scene: “You and your friend had a picnic in

the countryside Write a passage entitled “A country

trip”

 Picture and word cue drill:

- T has Ss read the words and asks for any explanation

if necessary

- Monitors and gives help

- T has some Ss talk about their trip before the class

1 beautiful day/my friend/I/decide/go/picnic

2 Take / bus / countryside / walk / 10 minutes / picnic

site / river

3 Put down/blanket/lay out/food

4 After meal/play/games/”What song is it?”/blind

- Look at the pictures and the words on page

26-27, work with thei partners to tell about theirtrip

- Other Ss listen and give remarks

- Write about a countryside picnic in theirnotebooks

- Teacher monitors, takes notes of typical mistakes and

helps if necessary

 Suggested answer:

It was a beautiful day So my friend and I decided to go

on a picnic We took a bus to the countryside and

walked about 20 minutes to the picnic site next to a

river When we arrived, we put down the blankets and

laid out the food After meal we played some games

such as “What song is it?” and blind man’s buff Late in

the afternoon we went fishing We enjoyed the picnic.

The wind blew gently The air was so fresh But when

we looked at the time, it was nearly 6.30 We hurriedly

gathered the things and run to the bus stop We were

lucky to catch the last bus and we arrived home very

late in the evening.

c Post writing:

 Correction:

- Writes typical mistakes on the board and elicits the

correction from students

- Gets some students to read their writings before the

- Prepare for the next lesson: Unit 3: Language focus

- Rewrite the passage

Period 20 Date : 27/10/2011

Unit 4 : Learning a foreign language

Getting started & Listen and read

I Aims : Reading the dialogue to understand the details and introducing “Yes-No” questions in reported

speech

- Practice in reported requests, questions

II Objectives : By the end of the lesson, students will be able to get the aims well.

- Read “Getting started” and compare

- Add what they don’t have in their lists

3. New lesson

a Presentation dialogue:

- Listen and read P.33

 Set the scene: Last week Lan had an oral

examination of English Lan is talking to Paola

about her exam

 Practice the dialogue:

- Plays the disk twice

- Elicits model sentence from students:

Do you speak any

other languages?

The examiner asked

if (whether) I spoke any other languages.

Read this passage.

The examiner asked

me to read that passage.

- Concept checking:

- Do we say “Where did I come or where I came

from” in reported “Wh-question”?

- Do we use “if / whether” in “Yes-No reported

question”?

- Do we use “to-infinitive / not to-infinitive” in

reported command and request?

- Do we change the tense of verb in reported

question when the verb in the main part of the

sentence is in the simple past tense?

- Translate the model sentences into Vietnamese

b Practice:

- Teacher has students report the examiner’s

questions before the class

1 What is your name?

- Listen

- Practise the dialogue in pairs the look at the list

of questions to check what exactly the examinerasked her

- Check the spelling and pronunciation

- Copy down on the notebooks

- We say “where I came from”

- The examiner asked me what my name was.

2 Where do you come from?

- The examiner asked me where I came from

3 Why are you learning English?

- The examiner asked me why I was learning

English

c Futher practice:

 Personalization:

Teacher says “Imagine last week you visited your

home village and you met an old friend of yours He

asked you a lot of questions about your life and

study Now you report your friend’s questions to

your classmates ”

1 Which school do you go to?

2 How do you go to school?

3 Do you wear uniform on week days?

4 How are you getting on with your study at

school?

5 Is your life interesting?

6 Come and see me some day

- My friend asked which school I went to

- He asked how I went to school

-

4 Consolidation

Teacher retells and emphasises the structures

- Prepare for the next lesson: Unit 4: Speak

- Do exercise I, II page 30, 31 (Bµi tËp bæ trî-n©ng cao TiÕng Anh 9)

Period 21 Date : 1/11/2011

Unit 4 : Learning a foreign language

Speak

I Aims: Giving students more practice in expressing ideas about which school they should attend.

II Objectives : By the end of the lesson, students will be able to know how to persuade their friends to do

something

III Procedure

1. Revision

 Brainstorming:

- T elicits from students the answers:

I think Let’s We should

- T has students open their books and read the

- campus: (on/off campus): Khu trêng häc

- native speaker: Ngêi b¶n xø

 Checking: What and where

 Set the scene: T: “ You are Thu, Tam and Kim You

are awarded a scholarship to attend an English

summer course abroad Try to persuade your partners

to attend the school you would like to go”

b While speaking:

 Talk about 3 schools

- Example:

Accommodation: We can live in dormitory on campus.

- T monitors and helps

- T has some groups practise their dialogues before

the class

c Post Speaking:

 Write it up:

After our discussion, we have decided to attend

Brisbane Institute of English because

- Read to add any expressions that they don’t have

- Check the spelling and pronunciation

- Copy down on the notebooks

- Listen and take notes

- Read the questions on page 14, then work inpairs to add three more questions

- Read the information given about 3 schools andtell each other about the advantages anddisadvantages of each school

- Work in groups of 3 Each one chooses oneschool and tries to persuade their friends to attendthe school he (she) has chosen

- Write about the school their group has chosen

Period 22 Date :8/11/2011

Unit 4 : Learning a foreign language

Listen

I Aims : Practise in listening for comprehension.

II Objectives : By the end of the lesson, students will be able to tell each other about their learning English III Procedure

1. Revision

 Discussion:

Ex: S1: I have problem in speaking English I find it

difficult to communicate

S2: I think you should get a chance to practise speaking

English with your friends and teachers or native

speakers

(Listen to English programs, songs, learn songs in

English, write letters, essays, )

- Work in pairs to tell each other about theirproblems in learning English Their partnerswould find a solution for them

2. New lesson

a Pre listening:

 Set the scene:

T: “Nga is learning English in London She has some

problems in learning English She’s talking to Kate, her

friend, about her problems.”

* Pre question:

What problems does she have in learning English?

b While listening:

- Plays the disk

- T has students give their answers and elicits the

correction from them if necessary

* Answer key:

She has problems in speaking and listening

 T/F statements:

- Listen P.35

- Plays the disk again

- T asks Ss to give their answers and elicits correction

from them if necessary

Keys:

a.T b.T c.T d.T e.F f.T

e Her listening is terrible This is her biggest problem

People talk very quickly and she can’t understand

them

- Listen and take notes

- Listen to the disk the answer the prequestion

- Check the prediction

- Read the statements (a-f) then listen to thedisk again to decide if each statement is T or Fand correct the false statements

- Get out of their seats, ask two of their

3 What do you thinkyou should do to improve your English?

- Prepare for the next lesson: Unit 4: Read

- Write something about your friends’ ways of learning English

III Materials

- Text book

- Board, chalk,

IV Anticipated problems

Students might have no problems

Example: Lan writes: “I listen to songs in English

and learn them by heart”

Hoa: Do you talk to foreigners?

Lan: No, I don’t

Mai: Do you ?

X: What do you do?

Lan: I listen to songs in English and learn them by

heart

- Write what they often do to improve theirEnglish The others guess what they do byasking “Do you ?”

- tuition: sù gi¶ng d¹y

 Checking vocabulary: Slap the board

 Set the scene: T: “Mrs Lam wants to go to an English

language school He made a note of what he needs

There are some advantagements about language

classes Read these advertisements and help him

choose a suitable school”

b While reading:

 Grid:

- Read a P.36

- T has students give their answers and elicits

correction from students if necessary

 Comprehension questions:

- Read b) P.36

1 What classes does he want to attend?

2 What is his level of English?

3 When does he want the course begin?

c Post reading:

 Which school do you choose for Mr Lam and why?

 Example exchange:

S1: Which school should Mr Lam go to?

S2: I think he should go to Foreign Language Council

S1: Why?

S2: Because he can go to evening classes There he can

attend classes at intermediate level And the course

- Check the spelling and pronunciation

- Copy down on the notebooks

- Listen

- Work in pairs to read and note down theinformation about the English classes from theadvertisements

- Read Mr Lam’s notes and answer the givenquestions

- Work in pairs to answer the questions

- Work in pairs to choose a suitable languageschool for Mr Lam

4 Consolidation

Teacher gets some advanced students to translate the text in to Vietnamese

- Prepare for the next lesson: Unit 4: Write

- Summarize the text

IV Anticipated problems

Students may get difficulties in finding words and phrases to express their ideas