giao an tieng anh 9

Speaking - Having Ss read the questions in exercise a – page 24, work in pairs, ask and answer about their partner’s home village, using information in the box.. - Telling Ss to cover th[r]

Week one - Period: 02 Teaching date: 22…/…08 /…2008…….

UNIT 1: A VISIT FROM A PEN PAL

I General objectives:

1 Competencies:

- Make & respond to introduction

- How to compare with the likeness and the difference

- Scan for specific information

2 Language focus:

- Past simple tense

- Present unreal wish

II Techniques: Brainstorming; Questions – answers

III Etching aids: Cassette; Cassette recorder; illustrating pictures; OPH;

Pictures; Visual aids; Laptop; Flash cards, colored chalk

IV Total period distribution:

Period distribution Items of Teaching

1 Getting started, Listen and read

- Introduce, leading to the topic of a unit

- Talking about places to visit

II Grammar: Wish sentence & Past habit Used to + Verb

III Vocabulary: Words relating to famous place to visit & activities done during the visit

Warm – Up * Getting started.

- Showing 6 pictures of places of interest of Vietnam

- Eliciting the places of interest of Ho Chi Minh City

- Looking at the 6 picturesand guessing what placesthey are

Pre- reading

While reading

Post reading

- Asking them some questions

1 Do you have any pen pals?

2 Do you like to have pen pals?

3 Has s/ he ever visited your city?

4 What activities would you do during the visit ?

Possible answers :

- I think I’ll take our friends to temples and churches

- I’ll take them to the beach

- I’ll take them to the mountains

- I’ll take them to the theaters, restaurants

- Teaching new words: Hung Temple;

Temple of Literature; Dong Xuan Market; the City hall; Ho Chi Minh history museum; Ben Thanh market.

* Listen and read

- Introducing the situation of the passage: Rizal Mary is, Lan’s pen pal visited her for the fist time and Lan tookher to some places of interest in Hanoi

- Playing cassette once the 1stparagraph

- Asking them questions: What do you know about Mary am?

- Having them a silent reading then identifying the places of interest

- Playing cassette again

- Explaining the new difficult words:

Mosque; peaceful; keep in touch;

4 Maryam wanted to invite Lan to Kuala Lumpur

- Answering the questions

- Listening to the teacher’sexplanations then write thevocabulary down

- Listening to the teacher

- Listening to cassette

- Answering the question

- Having a silent reading

- Listening to the cassette

- Writing down the newwords

- Finding out structures

- Identifying new structures

- Reminding them of new and old

structures

* Old Structure: Past habit

Used to + V

* Ex: Lan used to walk past the mosque

on her way to primary school

* New structure:

Wish sentence: Present unreal wish

* Ex: I wish I had more time.

- Asking them to have silent reading for information to answer the questions

- Calling some students to say their choices

- Briefly explaining the use of Wish

Ex: I wish I had more time.

I wish + clause (Past simple)

Or S + wish + S + simple past

- Saying the choices

- Doing the practice

1 I wish I had enoughmoney

2 I wish I could sing thatsong

3 I wish it wasn’t raining

4 I wish I weren’t too fat

5 I wish the weather werefine today

Consolidation 1 Where did Lan take Mary am to

visit?

2 What place did they visit on Friday?

3 What new structure is there in the passage?

Homework Ask students to do exercise on page 5-6 - Do exercise 1 workbook

(p.5-6)

- Explain the way how to dothese exercises

Week two- Period: 03 Teaching date: 26…/…08 /…2008…….

UNIT 1: A VISIT FROM A PEN PAL

Lesson 2: Speak – Listen (45 min)

I Objectives:

- Developing speaking and listening skills

- Introducing oneself

II Language contents:

1 Grammar: Yes – No questions

2 Vocabulary: Some words relating to capitals and big cities in the word, especially in Asia

III Techniques:

Asking and answering – Pair work – Role play – Matching

IV Teaching aids:

Pictures, cassette player and tape

(3’) - Making questions:1 Where does Mary is come from?

2 Does she like Vietnamese people?

3 Does she like Ha Noi?

- Answering the questions:

1 Malaysia – Kuala Lumpur

2 Friendly

3 Interesting Presentatio

n (7’) - - Introducing situation.Asking Sts to work in pairs to put

the sentences in the correct order to make

(13’) - Correcting part (a)- Sticking the answer key on the board.

- Asking Sts to read the information in three boxes at the end of the page 8

- Replacing

- Making similar dialogues

- Practicing new dialogues (Pair work)

Free

practice (5’) - Asking Sts to match countries and their capitals (ASIA)

- Asking Sts to play roles

- Ask students to look at the pictures and

tell the class what there is in each one

- Looking at the picture and taking about them

While-listening

(10’)

-Taking about the situation of the lesson

-Playing the tape

-Ask students to listen to the tape to check their guesses

- Give feedback

- Ask students to listen to the tape the second time to choose the correct picture

- Listening and finding out where Tim and Carol are and that they are doing.

- Listening and choosing the

Homework :Ask students to copy one dialogue they like into their notebook.

Week two - Period: 04 Teaching date:29…/…08 /……2008….

UNIT 1: A VISIT TO A PEN PAL

Lesson 3: Read (45 min)

I Objectives:

1 Developing speaking and listening skills

2 Help students to know more about Malaysia

II Language contents:

Vocabulary: divided, separated, comprise tropical climate, official, language of instruction

III Techniques:

Communicative approach

IV Procedures:

Warm-up - T shows the map of Vietnam and asks

students:

1 Which country is on the map?

2 Which city is the capital of Vietnam?

3 How many regions are there in Vietnam?

- Answering the questions

Pre-reading - T introduce a the passage by showing

the map and the picture about Malaysia

- T asks “What do you know about Malaysia ?

- T asks sts to read the passage silently and underline the new words

- T explains new word (translation method)

- Sts answer (in Vietnamese)

- Reading the passage in silently

an underline the new word

- Listening to the explanation

While-reading

- T reads the passage and students listen and find the right information about Malaysia to fill in the table (pair word)

2 F ( there are more than regions )

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

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

- Doing the exercise in pairs

- Answering the questions

- Correcting the mistakes

Feed-back - T asks For the false statements T asks

sts to give the correct ones

- Giving the correct statements

Consolidatio

n

- T gives some questions about Malaysia and gives feedback to the whole class

1 Is Malaysia one of the countries of the ASEAN?

2 How many regions are there?

3 Is Kuala Lumpur the largest city in the country?

4 Which language is taught on secondary school?

5 What’s the weather like in Malaysia?

* Answers :

1 Yes , it is

2 There are three

3 English language is taugh on secondery school

5 The weather like in Malaysia is tropical climate

- Answering the questions

Homework - Learning the new words by

heart

- Rereading the passage

Week 03 - Period: 05 Teaching date:11…/…09./…08…….

UNIT 1: A VISIT TO A PEN PAL

Lesson 4: Write (45 min)

I Aims:

Sts can practice the skill of writing a letter (a normal letter and a friendly letter)

II Teaching aids:

Pictures of some places of interest ( Hoan Kiem Lake, West Lake, London

Bridge, etc), Overhead, projector

III Teaching steps:

Warm-up - T introduces the topic of the

lesson by telling the sts his/hertrip Then T ask sts somequestions:

a When did you go last summer?

b Do you have any relatives?

c Have you ever visited them?

d Could you tell us about yourtrip?

- Answering the questions

Pre-writing Set the scene : “ Imagine you are

visiting your relatives or friends inanother part of Vietnam or adifferent country ”

- Ask students on their ownanswer the following questions :

1 Where are you now ? How didyou get there ?

2 Who did you meet ?

3 What have you done ? + What places have you visited ? + Who have you met ?

+ What kinds of food have youtried ?

+ What souvenirs have you

- Listening to the teacher

While writing

bought ?

4 How do you feel now ?

5 What do you think interest youmost ?

6 When are you returning home ?

- Ask two or three students to tellthe class about their visit

- Ask students to work in pairs totalk to each other about their visit

- Remind sts about the format or apersonal letter by asking thequestion : What are the parts of apersonal letter ?

Answer :

A Heading- Write’s address andthe date

B Opening- Dear

C Body of the letter

D Closing- Your friend /Regard / Love

- Ask students to write a letter totheir family, telling them abouttheir visit

- Ask students to look at theoutline on page 11 and ask themwhat part of the letter they aregoing to write

- Ask students to follow the outline

to write their own letter

- Ask them to swap their letter,compare with their partner’s, andcorrect if they can

- T reads a sample letter

- T guides sts how to write a letter(address, heading, body, closing,signature…)

Post writing - T has some sts read their letters

in front of the class

- T corrects the mistakes

- Sts read the outline, payattention to he content ofeach part

- Sts base on the outline andteacher’s instructions and

write a letter.

- Sts discuss in groups andwrite letters by themselves

Consolidation - How to write a friendly letter

Homework Ask students to write their letters

on their notebooks

- Sts write letters to invitetheir friends to their placeswhere they are living, tellthem what they’ll do, whatfood they’ll eat …

Week 03 - Period: 06 Teaching date:09…/….09 /…2008

UNIT 1: A VISIT FROM A PEN PAL

Lesson 5: Language focus (45 min)

IV Teaching aid:

Pictures, colored chalk

* Set the scene: This is the conversation They are talking about what Ba did on the weekend

- Answering the T/squestions

- She went to the concert

2 When did she go there?

* Set the scene : “ Lan and

her friends are holding afarewell party for Maryam .Write the things they did toprepare for the party.”

- Ask students to use thewords and the pictures in thebox

1 Hoa made a cake

2 Hai hung colorful lamps onthe wall

3 Hanh bought flowers

4 Tan painted a picture ofHanoi

5 Nga and My went shopping

- Having the students do groupwork and the quickest grouppresent their key on the board

- T gives a picture on theboard and ask students to look

at the picture and asnwer thequestions:

+ Is he tall ? + What does he have in hismind ?

+ What tense was used in theclause after wish ?

=>WISH is used when we

want really to be different andexactly opposite of the truth ,expresses wishes in thepresent

=> FORM: I wish + S + Past

Simple

- Ask students to look at thereal situations and makewishes

- Creating the situation by

- She went there onSaturday at 8pm

Exercise 2:

- Lan made a cake

- Tan hang colorful lamps

- They bought flowers

- Huy paint a picture of HN

- They went shopping

- Answer the questions

+ No, he isn’t + I wish I were taller

+ Past tense

- Wish sentence => acomplex sentence

- Verb is used in the pastsubjunctive

Exercise 3:

a I wish I were taller

b I wish it were not so hot

asking questions:

“What did Lan say to Mary

am at the end of the week?”

- Asking the students toanalyze the sentence

- Having the studentswithdraw conclusion

- Asking the sts to do exercise

3 page 12 (group work)

- Having some of the sts writetheir sentences on theblackboard

- Giving comments or correctsthe mistakes if necessary

- Asking the sts to give theformation of wish sentence

- Asking the sts to write fivewish sentences

Ruùt kinh nghieäm:

c I wish I had a computer

d I wish I didn’t do it’s

Week 04 - Period: 07 Teaching date:12…/…09 /…08…….

UNIT 2: CLOTHING

I General objectives:

1 Competencies:

- Ask and answer about habits and personal taste of dreading

- How to present personal ideas in written form about the simple

- Problems referred to the topic using the readily-given prompts

2 Language focus:

- The present perfect tense

- Passive voice review

II Techniques:

Brainstorming; Questions – answers

III Teaching aids:

Cassette; Cassette recorder; illustrating picture; OPH; Picture; Visual aids;

Laptop; Flash cards; colored chalk

IV Total period distribution: 6 periods.

Lesson 1: Getting started – Listen and read (45min)

I Objectives:

- Introduce, leading to the topic of a unit: The traditional Ao Dai of Vietnam

- Remind them of some countries the word with their customs

II Grammar: The present perfect tense.

III Vocabulary: word relating to ways of dressings

Warm-up

 Getting started (15’)

- Showing 6 pictures of people withtheir costumes

- Eliciting the name of some countries

- Asking them some questions

1 Where does she come from?

2 Why do you know she come fromJapan? ( Because she is wearing a

- Looking at the 6 pictures andguessing what countries they are

- Answering the questions

- Discussing in groups

* Sample Key:

Kimono )

- Teaching new words;

a kimono : áo Kimônô ( bộ dân tộc

truyền thống của người Nhật )

a sari : xa-ri ( vải quấn quanh thân

ngưới thay cho quần áo )

a veil : mạng che mặt

- Calling some group reprentatives to

answer in front of the class

- Correcting their mistakes if possible

1 She comes from Japan

2 She comes from Vietnam

3 He comes from Scotland

4 She comes from India

5 He comes from the USA

6 She comes from (Saudi)Arabia

- Listening to the teacher’sexplanations then wire thevocabulary down

+ inspiration : cảm hứng , hứng khởi+ ethnic minorities ( Thai, mường ,Ede) : các dân tộc thiểu số

+ a pattern : Hoa văn

* Checking vocabulary : Rub out and remember

- Introducing the situation of thepassage

“ Ao dai is the traditionally uniquedress of Vietnam They are beingused by both man and woman inspecific occasions It has now beingchanged in different designs forfashion.”

- Playing cassette once the

4 What do the designer do

- Listening to the teacher.

- Write thevocabulary down

- Lislen to the teacher

- Having a silent reading

- Listening to the cassette

- Writing down the new words

- Finding out structures

- Identifying new structure

to the Ao Dai?

- Having them a silent reading thenidentifing the main idea of thepassage

- Playing cassette again

- Explaining the new difficult words;

“poet’ mention; consist; of; to slit;

inspiration; unique; convenient;

along silk tunic; ethnic minoritres”

- Reminding them of new and oldstructures:

1 Old Structure: Past habit

2 Used to + V

Eg: Lan used to walk past the mosque

on her way to primary school

- Calling some students to say theirchoices

- Briefly explaining the used of wish

=> I wish I had more time.

I wish + clause (Past simple) Practice:

1 I don’t have enough money

- Saying the choices

- Doing the practice

1 I wish I had enough money

2 I wish I could sing that song

3 I wish it’s wasn’t raining

4 I wish I weren’t too fat

5 I wish the weather were finetoday

Consolidatio

n - The present perfect tense.- Traditions in some countries

answer the questions (Page 14)

- Period: 08 Teaching date:12…/…09 /…08…….

UNIT 2: CLOTHING

Lesson 2: Speak (45 min)

I Objectives:

1 Competencies:

- Develop speaking skill

- Ask & answer about the hobby and the habits of dressing

2 Language focus:

a Grammar:

- The Simple Present Tense

- The Simple Past Tense

b Vocabulary:

- A colorful T-shirt; a plaid skirt; a plain suit; a short-sleeved; blouse; a sleeveless sweater; a striped shirt; baggy pants; faded jeans; blue shorts

II Techniques:

Brainstorming; questions – answers; guessing

III Teaching aids:

Cassette; cassette recorder; illustrating pictures; ohp; pictures; visual aids; laptop; flashcards; colored chalk

IV Teaching steps:

- Asking some questions:

1 What do you usually wear on theweekends?

2 Why are you wearing these clothes?

- Listening to the teacher’squestions and answer

- Looking at the new words andrepeats after the teacher

- Learning the new vocabularies

- Answering the questions in pairs

3 What is your favorite type ofclothing? Why?

4 School uniform: is it comfortable?

5 What color is it?

- Asking them to match the picturesthe given words

- Matching thru picture with thewords

- Letting the students to ask each other

in groups about their habit ofdressings

- Correcting their mistakes in spelling

- Calling some groups to present theirinterview before class

- SS ask the members of the othergroup about the clothes they wear

2 What would you wear to a party?

- Asking them to summarize what kind

of clothes they usually wear at school,

at the party or on Tet holidays

- Answering the questions

- Summarizing the habit ofdressing on special occasion

Consolidatio

n - Making up another conversationbetween you and your friend referred

to the habits of dressing on specialoccasion

- Reminding them the questions “What

is your favorite type of clothing?”

Homework - Ask students to make a list of types

of clothing that most of the students inthe class like wearing on differentspecial cases

- Doing exercise 3, 4 workbook(page 14.15)

- Explaining the way how to dothe exercises

Week 05 - Period: 09 Teaching date:17…/09… /…2008…….

UNIT 2: CLOTHING

Lesson 3: Listen (45 min)

I Objectives:

1 Competencies:

- Developing reading skills

- Listening for realistic information about some event

Brainstorming; Questions – answers; guessing

III Teaching aids:

Cassette; Cassette recorder; illustrating pictures; OHP; Pictures; Laptop; Flash cards; colored chalk

IV Teaching steps:

- Divide the class into two teams

Students from two teams go to on theboard and write the words relating toCLOTHING

- The team which write more words inlimited time is the winner

- Introducing the pictures divided intothree groups of different clothes

- Asking them some questions to

- Looking at the pictures anddiscuss their names on groups

- Answering the questions

remind them the vocabulary questions:

1 What do you call these clothes inEnglish?

2 Have you ever worn them?

I.Pre- teach vocabulary

+ announcement : thông báo , loan báo+ an entrance: lối vào

+ fair : hội chợ+ a doll : búp bê

* Checking vocabulary Slap the board

- Put the new on over the board

- Call two students or two teams ofstudents to the front of the class Askthem to stand at an equal distancefrom the board

- Teacher calls out one of the newwords in English in loud voice, the twostudents must run fordward and slapthe word on the board The one whofirst slap the correct word is thewinner If the students play in teamgets a mark Then ask two morestudents to come forward…

- Introducing the situation of thecoming announcement

“Mary, a three-year-old girl isreported missing at the Car Fair”

- Asking them to listen and catch upwith the information “What is Marywearing?”

- trousers; shorts; skirt; blouse;sandals; shoes; boots

- Yes, we have

- Listening to the situation

- Listening, and then catching upwith the necessary information

While-listening - Playing cassette twice without pause.- Letting them guess in pairs “What is

Mary wearing?”, then compare withthe pictures

- Marking the correct pictures

- Play cassette again

- Letting them make a good choice

- Listening to the cassette

- Doing pair work

- Marking the pictures

main entrance to the Car Fair Hername’s Mary and she are 3 yearold She has short dark hair She iswearing shorts-blue shorts and along-sleeved white blouse She’swearing a pair of shoes – brownshoes She may be carrying alarge doll.

If you see Mary, please bringher to the information desk Herfather’s waiting for her there.Thank you

Post-listening - Asking the students to compare theirchoices with partner

- Calling some students to give theanswer

- Giving them the key

- Comparing their choice withpartner

- Saying the choices before class

- Listening to the key and correct

* KEY:

1 She’s wearing blue shorts

2 She’s wearing a long-sleevedwhite blouse

3 She’s wearing brown shoes

Consolidatio

n - Repeating the words referred toclothes by looking at the pictures

- Reminding them the passivestructure

Homework - Ask students to write in their

notebook what they have dscribed totheir friends about one of their friends

- Doing exercise 5, 6 workbook(page 16,17)

- Explaining the way how to dothe exercises

- Period: 10 Teaching date:19…/…09 /…2008…….

UNIT 2: CLOTHING

Lesson 4: Read (45 min)

I Objectives:

1 Competencies:

- Developing reading skill

- Searching for information about the history of the development of jeans

2 Language focus:

a Vocabulary: words related to the history of jeans: sailor; embroidered jeans;

label; generation worldwide

b Grammar: passive voice (past simple).

II Techniques:

Scanning; Questions – answers; guessing

III Teaching aids:

Map; cassette; Cassette recorder; illustrating pictures; OHP; Pictures; Laptop;

Flash cards; colored chalk; visual aids

IV Teaching steps:

Warm – Up

Pre-speaking

- Introducing the new reading byasking some questions:

1 Do you know jeans?

2 Do you like wearing jeans?

3 Who loves wearing jeans?

4 When did jeans appear for thefirst time?

I Pre teach vocabulary

- material : chất liệu , nguyên liệu

- cotton : bông , sợi bông

- a style : kiểu , dáng

- a label : nhãn ,nhãn hiệu

- to embroider : thêu

* Check the vocabulary :

- Write each word in a callout on the

board Practice saying the words , rub

- Listening to the teacher’sintroduction

- Answering the questions freely

- Making questions randomly

- Reading the passage formissing information

- Individual word

out the words one by one

- Get students to repeat the wordsincluding the rubbed out ones

Students try to remember all the words

+ Where were jeans made ?+ What were jeans made of ?

- Playing cassette twice

- Calling some students to read the textaloud

-Ask students to read the text to fill inthe missing dates and words on page17

- Task 2: asking the students to do task

B in pairs

- Give feedback

1 The word jeans comes from a kind

of material that was made in Europe

2 The 1960s fashions wereembroidered jeans, painted jeans 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 economicsituation got worse in the 1990

- Listening to the teacher to knowthe meaning of new words

- Having a silent reading

- Doing gap filling

- Listening to the cassette

- Reading the text aloud

- Doing talk B in pairs

- Lestening to the cassette

- Reading the text aloud

Post-listening - Have students work in groups todiscuss the questions

1 Do you like wearing jeans ? why ?

2 What type of jeans do you love

- Listening to the keys

- Correcting their answers

wearing ?

Consolidatio

n Do you like wearing Jeans?Where do jeans come from?

Who are now often wearing Jeans?

Why?

Homework - Ask students to write down what they

have talked about in groups in theirnotebooks

Week 6 - Period: 11 Teaching date: 23…/….09 /…2008…….

UNIT 2: CLOTHING

Lesson 5: Write (45 min)

I Objectives:

1 Competencies:

- Developing writing skill

- Know how to write a paragraph about the secondary school student’s wear

Questions – answers; guessing

III Teaching aids:

Sample form of a letter; OHP; Pictures; Laptop; Flash cards; colored chalk; visual aids

IV Teaching steps:

+ How often do you wear uniforms ?+ How do you feel when wearinguniforms ?

+ If you have a choice , what type ofclothing do you want to wear whengoing to school ? Why do you chooseit?

I Pre teach vocabulary

+ to encourage : ( to give hope, tosomebody ) động viên, khuyến khích

- Answering the questions

- Listening to theexplanations,

+ to be equal in ( ex: Ba is 40 kg inweigh, Tan is 40 kg , too They areequal in weigh ) công bằng , bằngnhau

+ to bear one’s name : mang tên+ freedom of choice : tự do lựa chọn+ self – confident (adj ) : tự tin

* Checking vocabulary : Rub out and remember

- Introducing the table showing thethree parts of showing comments onsomething or a problem usingappropriate argumentative language(page 18)

- Asking the students to read the topicand outline A and the model passagesupporting the idea that secondarystudents should wear uniforms…

- Asking them some questions:

1 “What type of clothing do you wear

at school?” (White shirt and trousers)

2 Why do they wear uniform atschool?

- Answer the questions

While-writing - Letting them read the outline B.- Asking them discuss in groups outline

B then write down their ideas

- Ask students on their own to write aparagraph of 100 – 150 words tosupport the argument that secondaryschool students should wear casualclothes , using the outline on page 19

- Writing down their ideas inwritten forms

Post-writing - Correcting the mistakes.

- Giving them suggested writing (see

at the end of lesson plan)

- Take some writings to correct in front

of the class

- Correcting the mistakes

- Writing down the suggested passage

Consolidatio

n “Why should the secondary students wear uniforms?”

Remind them the argumentative

My opinion is that secondary school students should wear casual clothes.

Firstly, casual clothes make students feel comfortable.

Secondly, wearing casual clothes gives students freedom of choice They are

rights to choose sizes, colors and fashions of clothes that they love

Thirdly, casual clothes make students feel self-confident when they are in their

favorite clothes

Finally, casual clothes make students more colorful and lively.

In conclusion, secondary students should wear casual clothes Wearing casual

clothes is convenient, comfortable and fun

Introduction - Let the reader know the writer’s

point of view - My opinion is……….I think ………

Series of

arguments - Presents arguments in a logical way(one idea in each paragraph) give

examples where possible

- Period: 12 Teaching date:26…/…09 /…2008…….

UNIT 2: CLOTHING

Lesson 6: Language focus 1 ,2 ,3

I Objectives:

1 Competencies:

- Reminding them of previous knowledge on present perfect and the passive voice

- Know how to used specific words of present perfect

2 Language focus:

a Present perfect tense with specific words: (since, for, ever, already, yet,…)

II Techniques:

Questions – answers; guessing

III Teaching aids:

Pictures; Laptop; Flash cards; colored chalk; visual aids

IV. Teaching steps:

presentation - Letting the students read the

model dialogue And introducepresent perfect with SINCE & FOR+ Since : before a certain point oftime

+ For : before duration of time

- Leading them to underlinesubstitution words or phrases

- From the underline substitution,asking them to reproduce thesimilar dialogues using the givenword from the box

- Asking them to practice thedialogue in pairs

- Reading the model dialogue

- Underlining the substitutionwords or phrases

- Answering the questions

- Practicing the dialogue inpairs

Activiti 2 - Review the present perfect with

ALREADY & YET

* Set the scene : You and your

friend are visiting HCM city Look

at the notes , there are things youhave done , and some things youhave don’t , what are they ?

- Elicit from students

I have seen Giac Lam Pagoda

I have eaten Chinese and Frenchfood

- Listen to the teacher

Activiti 3

I haven’t seen Unification Palace ,Zoo and Botanical Gardent ,Ihaven’t tried Vietnam vegetarian

- Ask students to look at thedialogue :

A: Have you seen the Giac Lampagoda yet ?

B : Yes , I’ve Already seen it+ Elicit from students the use andthe position of already and yet inthe sentence

 ALREADY : is used in affirmative.

Ask students to look at the dialogue

on page 21 and introduce EVER isused in questions and thatmeaning : có bao giờ

Ask students to practice asking andanswering about each of the items

in the box

Practice on page 20-Listen

- practice in pairs on page 21

Homework Ask students to do exercises - Doing exercise 7 (page 10)

- Explaining the way how to dothe exercise

Review passive voice with tense :

Present simple , past simple , Future simple , present perfect and model verbs

II Technique

Rewrite the sentence

III Teaching aids

Picture

IV Teaching procedures

Step Teacher’s activities Student’s activities Presentation 4 - Rewrite the passive form of

present perfect , simple present , simple past and simple future

- Ask students to look at the examples in exercises 4 on page 21

- Elicit from students the passive forms

of the present simple , past simple , presents perfect , simple future

BE + PAST PARTICIPLE

- Ask students to do exercise

* Answers :

a Jeans cloth was made competely from

b Rice is grown in tropical countries

c Five million bottles of champagne will

be produced in France next year.

d A new style of jeans has just been

-listen

book

-Do exercises

Presentation 5

Consolidation

homework

introduced in the USA

e Two department stores have been built this year

- Correct the answer

- The passive forms of models verbs and the verb patterns HAVE TO / BE GOING TO

-Elicit from students the modal verbs

must ,can ,should , might and the pattern have to / be going to Form :modal verb + be + pp Have to /be going to + be +pp

- Ask students to do exercises 5 on page 21

* Answer:

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.

- Correct the answer

- Ask students to complete the sentencces , using the passive forms

1 Have you ever………….?

WEEK 07 ( 29 /09-04 / 10 /2008 )

Period 19 : Revision

Period 20 : The first test

Period 21 Correct the first test

Week 08 - Period: 22.,23 Teaching date:06 /10 /2008.

UNIT 3: A TRIP TO THE COUNTRYSIDE

Lesson 1 ,2 : Getting started – Listen and Read

I Objectives:

- By the end of the lesson, Ss know about the life and activities in the countryside

II Language contents:

* Grammar:

- Modal could with wish

- The Past Simple with wish

VI Teaching procedure:

arrangement

Warm-up - Asking Ss some question about the countryside

+ Have you ever been to the countryside?

+ How often do you go there?

+ Where is it?

+ Have you got any relatives there?

+ Are you used to the country life and activities?

T- whole class

Pre-reading I Pre – teach vocabulary

- Asking Ss to look at the picture and describe whatthe people are doing in the picture:

1 watering the vegetables

2 swimming

3 feeding the pigs

4 harvesting (the farmers are harvesting)

5 feeling the pigs

6 Plowing in the field

7 A buffalo boy is flying his kite

8 Some children are playing football

- Pre-teaching new words: home village, bambooforest, banyan tree, shrine, river

While-reading - Asking Ss read the text and answer the questions:a What did Ba, Liz and his family do on their journey

to his home village?

b What did Liz think of the trip?

* Answers:

a They visited Ba’s uncle, walked up the mountain tovisit a shrine, went boarding in the river and had apicnic on the riverbank

b Liz enjoyed the trip very much, she took a lot ofphotos

- Asking Ss to read the statements on page 23 anddecide which is true and which is false (pair work)

1 It’s 60 kilometers the north of Hanoi

2 They got to village by bus

3 It’s is at the entrance to the village

4 They saw the shrine of a Vietnamese hero on themountain

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

Post-reading - Asking Ss to talk to each other about the activities

they see in the picture on page 22

Homework:

- Learn by heart new words

- Prepare next lesson: Unit 3/ Lesson 2 Speak