2013 Period 1: initial test

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I. Objectives

I. Objectives:

By the end of the lesson students will be able to make and respond to introduction

1. Knowledge: (3 basic levels: recognisation, comprehension, application)

- Vocabulary: Revision

- Language: use sentence structures to ask and answer questions:

- Past simple tense:-S + V-ed (Past column of the irregular Verbs)

- Present tense.

2. Skill(s): use the skill(s) they have learnt to do the tasks required: Speak + Listen

3. Attitude: have a positive attitude towards what they have learnt.

II. PREPARATIONS

Teacher: Casette, poster

Students: …………...

III. Anticipated problems:

- Past simple tense:-S + V-ed (Past column of the irregular Verbs)

IV. PROCEDURE:

Teacher and Students’ Activities	Board Display
1.Warm up:(5’): * Pelmanism T. guides Ss how to play the games. -Ss . listen and play the games. -Ss. Work in groups. - Prepare ten cards with numbers on one side and the countries and their cities on the other. - Make sure the counties and the cities are mixed up. Stick the cards on the board so students can only see the numbers. - Divide the students into two teams and ask them to choose two numbers. - Turn over the cards and see if they match Ex:. Tokyo - Japan. If not, turn the cards face down again and ask the other team to choose. - Continue until all the cards are turned over	Date: ………………. Unit 1. A visit from a pen pal Lesson 2: - SPEAK/ Page 8 - Listen/ Page 9
II.NEW LESSON 2. Pre-Speaking:(5’) - Teacher introduces the situation: Nga is talking to Mary am. They are waiting for Lan outside her school. - Ask students to do exercise T. helps Ss help introduce themselves. I like reading books and playing computer games. -Ss. Practices. -T. supplies some voc… -T. corrects. 2.While-Speaking:(10’) (Nga is talking to Maryam. They are waiting for Lan outside her school. Put the dialogue in the correct order to make a complete one.) -T. introduces the next parts a) on page 8. The students have to work in pairs to put the sentences in the correct order to make a complete dialogue -Ss. Listen and practice. -T. guides how to match the correct answer. -T lets Ss play the role. -Ss. Play the role. -T. lets Ss consult and crossing-check. -T. gives the correct answers . -Ss. Crossing-check and copy the keys. (Now you use the information in the book and make similar dialogues introducing yourself to Maryam 's friends.) The tape transcript: (Teacher’s book) 4 Post- Speaking:(5’) -T. guides Ss how to make the conversations. - Ss. Base on the teacher’s explaining then make the same conversations - T. gives the keys. -Ss. Consult and copy. -Ss. Play the role in pairs. - Ss. Change the role. - Ss. Translate the dialogue into Vietnamese. Ask students to practice speaking the dialogue. - Teacher plays the role of A. Students play the role of B. Reverse roles. Students play the roles of A and B to practice the dialogue. Reverse roles. -T. holds the games. - > Ss. Play the games. -T. guides Ss how to play the games. - Ss. Play the games. -T. requires Ss close their books and ask Ss some information about The people in the picture. -Ss. Guess and answer the questions. -T. guides Ss how to guess the pictures. -T. guides Ss how to ask and answer the questions. -Ss. Listen and ask and answers the questions. - T. corrects and remarks. -Ss. Listen and copy. - T. recommends Ss some things Ss listen and copy. -Ss. Base on the structure and build the sentences. -T. reminds Ss the voc and the structures. -Ss. Base on them and do the exercises 5.Pre listening: Set the scene: “Tim Jones’s Mexican pen pal, Carlos is visiting the USA.” Ask students to look at the pictures and tell the class what where is in each one, where the place is, what the people are doing. Open prediction: - Tell students that Tim is talking Carlos to visit some places. Ask them to think of three things that Tim and Carlos are doing. Possible answers: They are going to the park. They are talking a bus. They are going to the restaurant. - 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 - Give feedback.	1. Speak Introduce yourself: Ex: My mane is Lan. I am fifteen years old. There are four people in my family. * Answer: 1. Hello. You must be Maryam. c)That's right, I am. 5. Pleased to meet you. Let me introduce myself. I'm Nga. b) Pleased to meet you, Nga. Are you one of Lan's classmates? 4. Yes, I am. Are you enjoying your stay in Viet Nam? d) Oh yes. Very much. Vietnamese people are very friendly and Hanoi is a very interesting city. 2. Do you live in a city, too? e) Yes, I live in Kuala Lumpur. Have you been there? 3. No. Is it very different from Hanoi? a) The two cities are the same in some ways * Ask some questions to check students' understanding. • Have Nga and Maryam met each other before? (No) • Is Maryam enjoying her stay in Hanoi? (Yes) • What does she like in Viet Nam? (Vietnamese people are very friendly and Hanoi is a very interesting city.) •Role play: • Set the scene: "You are talking to Maryam's Who does what ? Eg: She is from Tokyo. She loves the beach.. He is from USA. He loves dancing................ Answers a) 1 b) 2 c) 2
III. WRAPPING-UP (8’) - Use the suggested words to make meaningful sentences	1. A: We/ go/ movie? B: No./ I/ rather/ we/ stay/ home/watch/ films/TV. 2. A: You / like/me/ take/ work? B: Thanks/ but / I/ rather/ walk. 3. A: You/ go/ school/ late/ when/ you/ be/ small? B: No./ I/be/ early/ school. 4. A:What /you/do/last night B: I/ go/ Water Puppet Theater.
IV. HOMEWORK (2’) T assigns homework	3. Home work: (5’): - Learn by heart all the dia of the (speak and listen) . - Do the exercises 4, 5, 6 in workbook. – Revision the (simple past and Wish + clause)

V. FEED-BACK:

..........................................................................................................................................................................................................................................................................

____________________________________________________
Date of teaching: ...../……./ 2012
UNIT 1 : A VISIT FROM A PEN PAL

Period 4: lesson 3: READ

I. Objectives:

By the end of the lesson students will have some knowledge about Malaysia, one of the countries of the ASEAN.

1. Knowledge: (3 basic levels: recognisation, comprehension, application)

- Vocabulary: Area, Population (n), Climate (khi hau),Unit of currency (n), Official religion (n),National language Compulsory second language(n)

- Language: use sentence structures to ask and answer questions:

- Past simple tense: S + V-ed (Past column of the irregular Verbs)

- Present tense.

2. Skill(s): use the skill(s) they have learnt to do the tasks required: Reading

3. Attitude: have a positive attitude towards what they have learnt.

II. PREPARATIONS

Teacher: - Pictures in the Unit 1 and cassette

Students: …………...

III. Anticipated problems:

- Past simple tense:-S + V-ed (Past column of the irregular Verbs)IV. PROCEDURE:

Teacher and Students’ Activities	Board Display
1.Warm up:(5’): -T. guides Ss how to play the games. -Ss . listen and play the games. - Draw strokes on the board. Each stroke stands for a letter of the word. - Students take turn to guess the letters of the word . - If a student's guess is not right, the teacher draws a stroke (according to the order in the picture). - If student guess wrong eight times, they lose. Teacher gives the answer.	Date: ………………. Unit 1. A visit from a pen pal Lesson 3: READ/ Page 9, 10
- Guessing games: -What country is it? 1. This country, borders with Laos and Cambodia. 2. It has many tourist attractions 3. The major cities are Bangkok, Chiang Mai(Thailand). 1. It's considered to be one of the cleanest country in the world. 2. The country and tlie capital city share the same name. 3. Its population is about 3 million people.Singapore) 1. It is a country in Asia. 2. It has the PETRONAS Twin Towers. 3. The capital city is Kuala Lumpur. Malaysia) (Today we will learn about Malaysia, a member country of ASEAN. Before reading the text, you work in groups and complete the table with the information you already know about Malaysia. If you don’t know, just discuss with group members and have a guess.) II.NEW LESSON 2. Pre-Reaking:(5’) - Ss. Work in groups. - Ask students to do exercise T. helps Ss help introduce themselves. - Ask students what they know about Malaysia. - Ask them to make questions for what they want to know. -Ss. Practices. -T. supplies some voc… -T. corrects. 3.While-Reading:(10’) (You have discussed about Malaysia. Now you read the text and compare your guess with the information in the book. Correct the wrong guess.) Expected questions: • Where is it? • What is the capital of Malaysia? • What is its population? • How big is Malaysia? • What language is spoken in this country? -T. introduces the next parts -Ss. Listen and practice. -T. guides how to match the correct answer. -T lets Ss play the role. -Ss. Play the role. -T. lets Ss consult and crossing-check. -T. gives the correct answers . -Ss. Crossing-check and copy the keys. _ T. encourages Ss guess. _ T. introduces the new words which concern about the gaps. - Ask students to read the text to find out the answers to their questions. - Teacher gives feedback to the class. - Ask student to read the text the second time to fill in the chart in exercise a) on page 10. - T. gives the keys. -Ss. Consult and copy. -Ss. Play the role in pairs. -Ss. Change the role. -Ss. Translate the dialogue into Vietnamese -T. guides Ss how to read , Ss listen to the lesson. - Ask students to read the text to do the True or False statements. - T. requires Ss compare the keys. 4 Post- Reading:(10’) -T. holds the games. -Ss. Play the games. -T. guides Ss how to play the games. -Ss. Play the games. -T. requires Ss close their books and ask Ss some information about The people in the picture. -Ss. Guess and answer the questions. - Ask students to answer the questions in front of the class . - Teacher gives feedback to the whole class. -T. guides Ss how to guess the pictures. -T. guides Ss how to ask and answer the questions. -Ss. Listen and ask and answers the questions. - T. corrects and remarks. -Ss. Listen and copy. Match the name of the capitals with appropriate countries: -T. lets Ss play the games matching. - Ss. Play the games. - Ss. Go to the board and write on the keys. -Ss. Consult and crossing-check. - T. gives the keys and give them marks - Ss. Copy the keys. -T. calls the strong Ss play the games. -Ss . complete the table. -T. guides Ss some voc. -Ss. Practice in pairs. -T. recommends Ss some things Ss listen and copy. -Ss. Base on the structure and build the sentences. -T. reminds Ss the voc and the structures. -Ss. Base on them and do the exercises	Hangman - The word has _______ _letters. It is MALAYSIA. I. Reading:(5’) 1. Malaysia /Area (dien tich):..... ...................... ............. Population (dan so): . ................................ Climate (khi hau): ........................ Unit of currency (don vi tien te): ...... ............ Capial city (thu do):.......... ............ Official religion (ton giao chinh thuc): ...... National language......................... Compulsory second language........................... * Answers: 1. 329,758 5. Kuala Lumpur 2. over 22 million 6. Islam 3. tropical climate 7. Bahasa Malaysia 4. the ringgit (consisting of 100 cent) 8. English II. Malaysia: 1. Area (dien ti'ch): 329, 758 2. Population (dan so): over 22 million 3. Climate (khi hau): tropical climate 4. Unit of currency (don vi tien te): the riggit 5. Capital city (thu do): Kuala Lumpur 6. Official religion (ton giao chi'nh thi/c): Islam 7. National language (ngon ngu" chi'nh): Bahasa Malaysia 8. Compulsory second /anguage(ngon ngu" hai): English (Now you read the text again and decide whether the statements are True or False.) * Answer: 1.T 2. F (there are more than two regions.) 3. F (English, Chinese, and Tamil are also widely spoken) 4. F (One of the three: Malay, Chinese, Tamil) 5. F (English is a compulsory second language, not primary language of instruction. ) ASEAN= Association of South East Asian ^ Nations: Hiep hoi cac quoc gia Dong Nam A Comprise: bao gom Tropical climate: khi hau nhiet doi Unit of currency: don vi tien te Islam: Dao Hoi Tamil: nguoi1/tieng Ta-min (nam An Do va Sri Lanca) Primary language: ngon ngu chinh Matching: * Marks: 1. Viet Nam a. Bangkok 2. Malaysia b Phnom Penh 3. Singapore c. Jakarta 4. Indonesia d. Singapore 5. Philippines e. Bandar Sen Begawan 6. Laos f. Vientiane 7. Cambodia g. Manila 8. Myanmar h. Yangun 9. Thailand i. Ha Noi 10. Brunei k. Kuala Lumpur Keys: 1. i; 2. k; 3. d; 4. c; 5.g; 6. f; 7. b; 8.h; 9 a; 10 e.
III. WRAPPING-UP (8’) Read the text then answer the following questions:	The best place to spen your holiday Every year a lot of people come to Paris because it is a galamorous city to visit. Most tourists go there for the Eiffel Tower and they want to take various types of recreation nearby the Eiffel Tower. This is also a wonderful place to take photographs with the magnificence of the city. Among these tourists are many artists. They go there in order to find inspiration for their works. a. Where is the best place for many people to spend their holidays? => ..................................................... b. Why do most tourists go to Paris? => ..................................................... c. Do many artists also go to Paris? => ..................................................... d. Why do they go there? => .....................................................
IV. HOMEWORK (2’) T assigns homework	3. Home work: (5’): - Learn by heart all the read), Write ten sentences about ( wish – clause) Revision the (simple past and Wish + clause)

V. FEED-BACK:.

___________________________________________________

Date of teaching: ...../……./ 2012
UNIT 1 : A VISIT FROM A PEN PAL

Period 5: Lesson 4: Write

I. Objectives:

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

1. Knowledge: (3 basic levels: recognisation, comprehension, application)

- Vocabulary: Review old vocabulary.

- Language: use sentence structures to ask and answer questions:

- Past simple tense: S + V-ed (Past column of the irregular Verbs)

- Present tense. Present perfect ( S + Have / has + PP)

2. Skill(s): use the skill(s) they have learnt to do the tasks required: Reading

3. Attitude: have a positive attitude towards what they have learnt.

II. PREPARATIONS

Teacher: - Posters, over head.

Students: …………...

III. Anticipated problems:

- S + V-ed (Past column of the irregular Verbs)

- Present tense. Present perfect ( S + Have / has + PP)

IV. PROCEDURE:

Teacher and Students’ Activities

Board Display

1.Warm up:(5’):

Chatting: T. asks Ss some questions, Ss answer

-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?

Date: ……………….

Unit 1. A visit from a pen pal

Lesson 4: Write / Page 11

II.NEW LESSON

2> Pre- writing: (10’): - T. Sets the scene: "Imagine you are visiting your relatives or friends in another part of Viet Nam or a different country".

You are going to write a paragraph about a trip to a city in Viet Nam. Before writing, you work in pairs ask and answer about your trip by using the following questions

-Ask students on their own answer the following questions:

- T. asks Ss two or three Ss to tell class about their visit.

- Ss . answer.

-Ss work individual.
(Now you write the paragraph. Use the answers as prompts.)

I. Writing

* Answer the questions:

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

2. Who did you meet?

3. What have you done?

What places have you visited?

Who have you met?

What kinds of food have you tried?

What souvenirs have you bought?

4. How do you feel now?

5. What do you think interest you most?

6. When are you returning home?

* Answer:

A. Heading_ Writer's address and the date

B. Opening Dear...,

C. Body of the letter

D. Closing _ Your friend / Regard / Love

Suggested ideas: First paragraph:

I arrived at Da Nang airpoit/ train station/ bus station at 2 pm / 8 am / late in the afternoon / at midnight, etc. on Tuesday / Wednesday / Saturday... Hoa / Nam / uncle Tan / aunt Huong met me at the airport / train station / bus station, then he / she took me home by taxi/ motorbike/ bicycle...

Second paragraph:

I have visited / been to many places like the beaches, the Cham Museum, Marble Mountains, supermarkets, the water park, etc. I have tried different foods: seafood, Da Nang

3.While writing (15’):

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

- Remind students about the format of a personal letter by asking the question: What are the parts of a personal letter?

- Ask students to write a letter to their family, telling them about their visit.

- Ask students to look at the outline on page 11 and ask them what part of the letter they are going to write, (body of the letter)

- Ask students to follow the outline to write their own letter.

- Ask them to swap their letters, compare with their partner's, and correct if they can.

-T. guides Ss how to write a letter.

- Ss.; listen to teacher’s instructions.

- Ss . write the letter by using the prompts.

- Ss go to the board and write on their letter.

- Ss. Crossing-check.

-T. corrects and gives them marks

- Ss . Consult and copy the keys.

speciality...

I will visit Hoi An and My Son tomorrow / on Sunday...

Third paragraph:

I feel so happy and enjoy myself so much.

The people here are so nice and friendly, the foods are so delicious, and the sights are so beautiful.

I will leave Da Nang at 2 am/ 7 pm ...next Thursday? Sunday... and will arrive home at

II pm / 5 am... Please pick me up at the airport/ bus station / train station..

* Marks: (10 ms)

Dear Mai,

I arrived at Hue Railway Station at 7 am on Sunday. Uncle Hung took me home by taxi. I 've visited the .Imperial City. I was amazed by magnificent monuments there. I also went to Dong Ba Market, the biggest market in Hue. This is the place where I bought a lot of souvenirs. Yesterday uncle Hung and I went to eat beef noodle (bun bo). I enjoyed it very much. I’ll leave Hue on Saturday. I am so happy. People in Hue are very nice and friendly. I will miss them very much. The train is scheduled to come to Ha Noi at 5 pm. Please pick me up at the station. I am looking .forward to meeting and telling you about the trip in Hue.

See you then,

Yours

Hong Nhung

* Correction:

Choose some letters to correct in class (using

projector if possible) Ask students to write their letters (after correction) on their notebooks.

Keys:

Hi Mr Binh,

It was lovely to speak to you last week. When you phoned I had just returned from work and was on my way to the train station to visit my friend. I hope you enjoyed the

4. Post-Writing (5’)

-T. lets Ss correct the letters.

- Ss. Scan the letter and correct themselves.

-T. gives Some voc.

- Ss. Work in groups.

- T. give the keys.

-Ss. Consult and copy the keys.

-T. asks Ss translate into Vietnamese.

-T. recommends Ss some things Ss listen and copy.

-Ss. Base on the structure and build the sentences.

-T. reminds Ss the voc and the structures.

-Ss. Base on them and do the exercises

workshop. What did you learn about? Did you meet some interesting people?

It is very kind for Thanh to invite you to live in the USA . That would be an amazing opportunity. I appreciate it is difficult for you to go when you have a family to look after. Can you go for a holiday or is that not possible?

I am going to the USA on Friday 27^th July with my family. It is my mum’s 60^th birthday celebration and the family is going to Las Vegas . Have you heard about Las Vegas . It is a very famous city in the middle of the desert in Nevada state. There are lots of hotels, casinos and it is near to the Grand Canyon . It will be an exciting place to visit. I will return to work on Monday 6^th August. I am looking forward to catching up with my sister again as she came home last night.

I hope you have had a good week. I have been busy getting ready to go on holiday and making sure my work is all done before I go away.

I will write to you soon with my news.

Best wishes,

Domini

III. WRAPPING-UP (8’)

Write the queestion for underlined words:

a. Tolstoy wrote War and Peace.

=> Who ............................................

b. Amstrong walked on the moon in 1969.

=> When ...........................................

c. Nelson Mandela became President of South Africa in 1990.

=> Who ............................................

d. Paul Mc cartney wrote Yesterday in 1967.

=> What song ...................................

IV. HOMEWORK (2’)

T assigns homework

3. Home work: (5’): - Learn by heart all the parts of the letters. And new words, do exercises in the work book; write the letter about your nearest trip. prepare next period language focus.

- Learn by heart the structures: Present perfect ( S + Have / has + PP)

V. FEED-BACK:

________________________________________________

Date of teaching: ...../……./ 2012

Unit 1: A VISIT FROM A PEN PAL

Period 6 Lesson 5: LANGUAGE FOCUS

I. Objectives:

By the end of the lesson students will be able to :

1. Knowledge: (3 basic levels: recognisation, comprehension, application)

- Vocabulary: Review old vocabulary.

- Language: use sentence structures to ask and answer questions:

- Past simple tense: S + V-ed (Past column of the irregular Verbs)

- Past simple with wish.

2. Skill(s): use the skill(s) they have learnt to do the tasks required: Reading

3. Attitude: have a positive attitude towards what they have learnt.

II. PREPARATIONS

Teacher: - Student Palmtop, Teacher’s cards.

Students: …………...

III. Anticipated problems:

- S + V-ed (Past column of the irregular Verbs)

- Present tense. Present perfect ( S + Have / has + PP)

IV. Procedures:

Teacher and Students’ Activities	Board Display
1.Warm up:(5’): -T. holds the games Ss play the games. -T. reminds how to play the games. -Ss . Play the games with the class. -Ss. Go the board and write on their keys. -Others remarks and crossing-check. _ T. corrects and gives them marks. *Jumbled words: + tccah = catch Marks: (10 ms) + rkap = park + ondp = pond + rssag = grass	Date: ………………. Unit 1. A visit from a pen pal Lesson5:LANGUAGE FOCUS/Page 11, 12
II.NEW LESSON -T. Sets the scene: -Ss. Look at the conversation. - T. guides how to practice the conversation. - Ss. Base on the conversation and do the exercises - T. calls four Ss play the role. -Ss. Play the role the conversations -T. gives the correct keys. - Ss. Consult and copy the correct keys. -Ss. Crossing-check. -T. introduces the next part of the lesson. - Ss. Listen to the teacher and do the exercises - Ss. Work in group or choral. -T. calls Ss read their answers loudly. -Ss. Read their answers and write on the boards - Others crossing-check and consult. -T. gives the correct answers. -Ss. Consult and copy the keys. -T. introduces the next part of the lesson about the new grammar points: “Wish + clause”. -T. explains / analyses the Examples -Ss. Listen and copy or take note. - Ss. Listen to the teacher and do the exercises - Ss. Work in group or choral. -T. calls Ss read their answers loudly. -Ss. Read their answers and write on the boards - Others crossing-check and consult. -T. gives the correct answers. -Ss. Consult and copy the keys. -T. recommends Ss some things Ss listen and copy. -Ss. Base on the structure and build the sentences. -T. reminds Ss the voc and the structures. -Ss. Base on them and do the exercises. - Ss. Base on the note and write the correct sentences.	Change these verbs into the past tense: Infinitive simple past tense: Meet => Met See => Saw Go => Went Buy => Bought Say => Said Have => Had Know => Knew 2 .Activity 1: (10’): The past simple: This is the conversation between Tan and Phong. They are talking about what Ba did on the weekend. T: What did Ba do on the weekend? P: He went to see the movie called "Ghosts and Monsters". T: When did he see it? P: He saw it on Saturday afternoon at two o'clock.. P: He saw it on Saturday afternoon at two o'clock. From: VERB + ED. (These above are dialogues between 2 students talking about things Ba did last week. Now you work in pairs, study the table and make similar dialogue about Nga 's, Lan 's, Nam 's and Hoa 's weekend.) A: What did Nga do on the weekend? B: She went to a concert performed by Ha Noi singers. A: When did she go to see it? B: She saw it on Saturday evening at 8 pm. Lan A: What did Lan do on the weekend? B: She went camping with other members of Y &Y in her school. A: When did she do it? B: She did it during the weekend. Nam A: What did Nam do on the weekend? B: He watched a football match between Dong Thap and The Cong. A: When did he watch it? B: He watched it on Sunday afternoon at 4pm. Hoa A: What did Hoa do on the weekend? B: She went to the theater to watch the play "Much Ado About Nothing ". A: When did she watch it? B: She watched it on Sunday evening at 7 pm Activity 2 : (10’) : (Lan and her friends are holding a farewell party for Maryam. Write the things they did for the party. Use the pictures and the words in the boxes to help you.) Keys: /. Baked a cake. 2. hung colorful lamps on the wall / in the room. 3. Bought flowers. 4. Painted a picture of Ha Noi. 5. Went shopping. Activity 3 : (10’): S + wish + S + past simple Note: Be => Were: is used all the subjects. EX: You are not very tall. (That’s the fact and you can’t change it).* I wish I were taller. Keys: b) I wish I were in the swimming pool now.* 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 it rained so often in my hometown. j) I wish there were rivers and lakes in my hometown.
III. WRAPPING-UP (8’) Write sentences beginning with I wish .....	a. I don’t know people in Ha noi. b. I don’t have a car c. Lan isn’t here. d. I can’t go to the party. e. It’s hot
IV. HOMEWORK (2’) T assigns homework	3. Home work: (5’): Learn by heart all the parts of the letters. And new words, do exercises in the work book; write ten sentences about what would you do if you had ten wishes? . Prepare next period Unit 2 Getting started and Listen and Read. Learn by heart the structures : S + wish + S + past simple

V. FEED-BACK:

__________________________________________

Date of teaching: ...../……./ 2012
Unit 2 : CLOTHING

Period: 7 Lesson 1: GETTING STARTED + LISTEN AND READ/ Page 13, 14
I. Objectives:

By the end of the lesson students will be able to :

1. Knowledge: (3 basic levels: recognisation, comprehension, application)

- Vocabulary: a poet, a long silk tunic, slit, Inspiration, Ethnic minorities - a pattern (picture):

- Language: use sentence structures to ask and answer questions:

- Past simple tense: S + V-ed (Past column of the irregular Verbs)

- Simple present tense.

2. Skill(s): use the skill(s) they have learnt to do the tasks required: Reading

3. Attitude: have a positive attitude towards what they have learnt.

II. PREPARATIONS

Teacher: - Student Palmtop, Teacher’s cards and pictures about the garments of some countries in the world

Students: …………...

III. Anticipated problems:

- Past simple tense: S + V-ed (Past column of the irregular Verbs)

- Simple present tense.

IV. Procedures:

Teacher and Students’ Activities

Board Display

I.Warm up:(5’):

-- T. guides Ss how to play the games.

-Ss. Listen and play the games

-T. Divides class into groups, T Asks them to look at the clothes people are wearing and take turn to decide where each person comes from.

- Ss. Work in groups.

- The group who gives the correct answer gets a point.

- T . Gives the correct answers.

-Ss. Consult and copy the keys.

*Quiz:
Example:

A: Where does the woman in picture

a) Come from?
B: She comes from Japan.

A: How do you know she comes from Japan?
B: Because she is wearing a Kimono.

- Answers:

a) She comes from Japan.
b) She comes from Viet Nam.

c) He comes from Scotland (UK) (He is wearing a kilt.)

d) She comes from India. (She is wearing a sari.)

e) He comes from the USA. (He is wearing jeans.)
f) She comes from (Saudi) Arabia. (She is wearing a veil.)

Date: ……………….

Unit 2 : CLOTHING

Lesson 1: GETTING STARTED LISTEN AND READ/ Page 13, 14

II.NEW LESSON

1. Presentation : (10’)
-T. lets Ss present the vocabulary.

- Ss. Give the meaning then practice voc.

- T. guides how to pronoun

- Ss. Imitate and copy the voc.

- T. explains the meaning of the voc or phrases.

- Ss base on the voc or phrases and built some sentences if they can do. Or T gives examples.

- Ss listen and practice.

- T. lets Ss play the games to check their voc.

-Ss. Play the games

*Rub out and Remember

2. Listen and read:(15’)

(Today we will learn about the traditional costumes of some countries. First, you look at the dress that some people are wearing. Decide where each person comes from.)

-T. Sets the scene: you are going to read a text about the traditional dress of Viet Nam.
- Ss. Consult and write their answers on the board

- Ask students to read the text to do the exercise a)

- Give feedback

Suggestion:
-T. introduces the next part.

- Ss. Discuss about this exercise.

- T. requires Ss reread the text and complete the sentences.

- Ss. Reread and complete the sentences.

-Ss. Go to the board and present the keys.

-Ss. Crossing-check and consult.

-T. remarks and gives the correct answers.

- T. requires Ss go to stand up and reread the keys.

-T. calls Strong Ss translate into Vietnamese.

-Ss. Reread and translate into Vietnamese.

-Ss. Consult and copy the keys.

(Now you read the text again and answer the questions in b)
-T. guides Ss how to do the next part.
-Ss. Listen and do the exercises.

-T. guides Ss how to read and answer the questions.

- T. lets Ss read and answer the questions.

-Ss. Reread and answer.

-Ss. Go the board and write their answers on the board.

-Ss. Play the role.

-T. remarks and corrects if they have mistakes.

- Ss. Consult and crossing-check.

-T. remarks and gives the correct answers.

-Ss. Consult and copy the keys
4. Production: (10’):

-T . gives some guiding questions.

- Ss. Listen to the Teacher’s questions and answer the questions.

-Ss. Base the teacher’s guiding and play the role.

- T. remarks and corrects then gives them marks.

-Ss. Consult and copy the keys or the best opinions.

-T. reminds Ss about the order of the adjectives:

-T. gives some examples.

- Ss. Listen and copy the examples

-T. recommends Ss some things Ss listen and copy.

-Ss. Base on the structure and build the sentences.

-T. reminds Ss the voc and the structures.

-Ss. Base on them and do the exercises.

- Ss. Base on the note and write the correct sentences.

I. Vocabulary:

- a poet (examples; Nguyen Du, To Huu, Huy Can, are .): nha tho"

- a long silk tunic (translation): aùo luïa daøy roäng

- (to) slit:(explanation: to make a long thin cut in something):xeû

- inspiration "(translation ):cam höng, höng khoûi

+(to) take inspiration from something: laáy caûm höùng

- ethnic minorities (examples: Thai, Muong, Ede, H' mong are .....):caùc daân toäc thieåu soá

- a pattern (picture): hoa vaên

II. Reading:

Answers:

1.For a long time the ao dai has been the subject of poems, novels, and songs
2. The ao dai is described as a long silk tunic with slits up the sides worn over loose pants

3. He comes from Scotland. He is wearing a Kilt.

4. She comes from India. She is wearing a Sari.

5. He comes from the USA. He is wearing a Cowboy,

6. She comes from (Saudi) Arabia. She is wearing a Veil
What do you know about Ao dai? What material is Ao dai made from?

Who wears Ao dai? Is modern Ao dai different from the old one? ...)

Keys:

a) For a long time the Ao dai has been the subject of poems, novels and songs.

b) The Ao dai is described as a long silk tunic with slits up the sides worn over loose pants.

c) The majority of Vietnamese women prefer, to wear modern clothing at work.

d) Some designers have modernized the Ao dai by printing lines of poetry on it.

e) Another alternative is to add symbols such as suns, stars, crosses and stripes.

Keys:

/. Traditionally, men and women used to wear the Ao dai.

2. Because it is more convenient.

3. They have printed lines of poetry on it or have added symbols such as suns, stars, crosses, and stripes to the Ao dai.

Questions:

1.(What color is popular with Ao dai? With students at high school? With the middle -aged?)
=>The color popular Ao dai with Students at high school are white.

=> The color popular Ao dai with the middle-aged are dark-blue, grey, white or many colors ( it belongs to the build body of the ladies....or religions)

2. Do you like fashions?

3. What garments do you like wearing? Why? Why not?

=> Students’ opinions.

Notice:

size/shape color, another noun , main noun

A long dark-blue terylene shirt.

A big brown leather belt.

Ex: Julia's wearing a white cotton blouse, and a back nylon skirt. She's wearing orange shoes, and she's carrying an orange leather handbag.
12-14

III. WRAPPING-UP (8’)
- Put the verbs in brackets into prerent perfect or past simple.

a. My brother ( write) several plays. He just (finish) his second tragedy.
b. I ( not/ see ) her for three years. I wonder where she is.

c. I (leave) home at 8.00 and (get) here at twelve.

d. You (see) the moon last night?

IV. HOMEWORK (2’)
T assigns homework

3. Home work: (5’): - Learn by heart the voc. And grammar points.
- Write a passage about your favorite garment or your fashion.( 70-80 words )

-Do exercises in the work book part 1,2,3/ page

V. FEED-BACK:

______________________________________________________

Date of teaching: ...../……./ 2012
Unit 2 : CLOTHING

Period: 8 Lesson 2: SPEAK / Page 14, 15
I. Objectives:

By the end of the lesson students will be able to :

1. Knowledge: (3 basic levels: recognisation, comprehension, application)

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

- Language: use sentence structures to ask and answer questions:

- Past simple tense: S + V-ed (Past column of the irregular Verbs)

- Simple present tense.

2. Skill(s): use the skill(s) they have learnt to do the tasks required: Reading

3. Attitude: have a positive attitude towards what they have learnt.

II. PREPARATIONS:

Teacher: - Student Palmtop, Teacher’s cards and pictures about the garments of some countries in the world.

Students: …………...

III. Anticipated problems:

- Past simple tense: S + V-ed (Past column of the irregular Verbs)

- Simple present tense.

IV. Procedures:

Teacher and Students’ Activities

Board Display

I.Warm up:(5’):

-T. guides Ss how to play the games

-T. Sticks the poster on the board.

- T. Asks students to find 8 nouns and 4

adjectives about clothing in the word

- T. Gets students work in pairs to find the words.

- T.Divides the class into two teams, students from each team goes to the board and circle the words they have found then write them down in the column of their team. The team which has more words will win the game.

- Ss. Present their keys.

-T. lets Ss crossing-check.

-Ss. Copy the keys into their notebook.

Answers:

- sweater, jeans, skirt, striped, baggy, plain,

-cross - arrow is: blouse
-T. remarks and gives the correct keys

Date: ……………….

Unit 2 : CLOTHING

Lesson 2: Speak/ Page 14, 15

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II.NEW LESSON

2. Pre-Speaking : (10’)

(In the last lesson, we got some information about Ao dai - the traditional dress of Viet Nam. Today we will learn about the casual clothes that we wear daily.)
-T. introduces the next part and some information about Ao Dai .

- Ss. Listen and do the exercises.

- T. guides Ss how to do the exercises.

-Ss. Practice.

-T. gives the keys.

-Ss. Consults and crossing-check.

-Ss. Copy the keys.

-T. guides

-Ss. Listen to the guiding and interview.

* Guessing games:

3. While-Speaking (15’):

(Now you work in small groups and look at the survey about the students' wear: casual clothes, favorite clothes, school uniform and clothes for special occasions. First, you discuss and write two more questions for the last section of the survey.)

4. Post- Speaking (10’):

People said that they liked their uniform.

Two people said the\ usually wore colorful T-shirts on the weekends...
-T. lets Ss play the games to check their voc.

-Ss. Play the games.

-T. guides Ss how to discuss and write the answers.

- Ss. Discuss and write the answers.

- T. gives the suggest the correct keys.

-Ss. Consult the keys.
-T. reminds Ss some difficult worlds.

-Ss. Write the questions and answers.

-T. encourages Ss play the role about their garments

-Ss. Listen and base on the questions and play the role.

-Ss. Stand up and play the role.

-Ss. Remarks and others correct.

-Ss. Crossing-check.

-T. explains remarks and gives them marks

-Ss. base on the previous dialogues and do the same dialogue.

-Ss. Play the role.

-T. lets Ss remark and correct.

-T. remarks and corrects or explains then gives them marks.

-Ss. Consult and copy.

-T. recommends Ss some things Ss listen and copy.

-Ss. Base on the conversation and build the sentences.

-T. reminds Ss the voc and the structures.

-Ss. Base on them and do the exercises.

- Ss. Base on the note and write the correct sentences or some passages.

I. Speaking:

*...Correct keys:

a) a colorful T-shirt.: ao phong nhieu mau

b) a sleeveless sweater: ao len coc tay

c) a striped shirt: ao so mi ke soc

d) a plain suit: bo quan ao comple

e) faded jeans: quan bo mai

/) a short-sleeved blouse: ao so mi ngan tay

g) baggy pants: quan thung

h) a plaid skirt: vay ke 6

i) blue shorts: quan sooc xanh

II. Practice:

Suggestions:

What type of clothing do you wear on Tet holiday?

What do you wear when you go to a party?

(Now you use the questions in the survey to interview members of another group. The words in section a) may help you.)

Keys:

Huong said that she liked to wear faded jeans on the weekend because she felt very comfortable.

Tuan said that a colorful T- shirt was his favorite type of clothing. People said that the blue uniforms of then-school were very beautiful and comfortable.

Marks: (10m s):
A: What is your favorite garment?
B: Oh! I’d like yellow pullover and Jeans.

A: What about you?

B: I’d like traditional clothes.

A: Why?
B: Because the traditional garment is a typical culture of our country.

A: I think clothes or garment and fashion belong to the situations when you are wearing and suitable with one’s body built.

B: I agree with you.

III. WRAPPING-UP (8’)
Choose the best answers:

a. My bicycle ......................... last night.
A. has been stolen B. was stolen

C. stole D. is stolen

b. the problem is very difficult. It .....

A. can’t solve B. couldn’t solve

C. can’t be solve D. solve

c. All the schools in this area .......... immediately.

A. improve B. have to be improve

C. have to improve D. are improving

d. In order to keep our environment clean and green, a lot of trees ...................

A. should plant B. shouldn’t be plant

C. should be planted D. are planted

IV. HOMEWORK (2’)
T assigns homework

3. Home work: (5’): -Learn by heart all voc and grammar points.
-Describe one model person who is your god.

- Write a passage about your best garment.

- Do exercises in the work book page 12-14.

V. FEED-BACK:

_____________________________________________

Date of teaching: ...../……./ 2012
Unit 2 : CLOTHING

Period: 9 Lesson 3: Listen/ Page 16
I. Objectives:

By the end of the lesson students will be able to :

1. Knowledge: (3 basic levels: recognisation, comprehension, application)

- Vocabulary: announcement, missing , an entrance, fair .

- Language: use sentence structures to ask and answer questions:

- Past simple tense: S + V-ed (Past column of the irregular Verbs)

- Present perfect tense. S + Have/Has + PP or ( V-ed)

2. Skill(s): use the skill(s) they have learnt to do the tasks required: Listening

3. Attitude: have a positive attitude towards what they have learnt.

II. PREPARATIONS

Teacher: posters and some pictures

Students: …………...

III. Anticipated problems:

- Past simple tense: S + V-ed (Past column of the irregular Verbs)

- Present perfect tense. S + Have/Has + PP or ( V-ed)

IV. Procedures:

Teacher and Students’ Activities

Board Display

I.Warm up:(5’):

- Write the word CLOTHING on the board

- Divide the class into two teams, Ss from 2 teams go to the board and write words relating to CLOTHING.

Date: ……………….

Unit 2 : CLOTHING

Lesson 3: LISTEN/ Page 16

II.NEW LESSON

1. Pre-Listening : (10’) :

- Ask Ss to look at the pictures on page 16 and answer the questions about each of them.

+ What are these?

+ What is this?

+ What color is this?

+ What color are these?

-.T. lets Ss guess the voc.
-T. presents voc on the board.

-Ss. Practice.

-T. corrects their mistakes.

-Ss. Listen to the T and correct themselves.

-T. checks Ss voc by holding the games.

-Ss. Play the games.

-T. guides Ss how to play the games.

-Ss. Play the games

-T. Puts the new words on over the board. Call two students or two teams of students to the front of the class. Ask them to stand at an equal distance from the board.

Teacher calls out one of the new words in English in loud voice, the two students must run forward and slap the word on the board. The one who first slaps the correct word is the winner. If the students play in team, the winning team gets a mark. Then ask two more students to come forward, etc...

2. While - Listening: (10’)

Sets the scene: In this lesson, you will hear a public announcement about a lost little girl called Mary. First, you name, the clothes in the pictures.

You will hear an announcement about a lost little girl called Mary.

(Now you listen to the tape and check the letter of the correct picture to show what Mary is wearing.)

and asks students to listen and answer the questions:
- Give feedback

T. introduces the next part and some information about listening part

- Ss. Listen and do the exercises.

- T. guides Ss how to do the exercises.

-Ss. Practice.

-T. gives the keys.

-Ss. Consults and crossing-check.

-Ss. Copy the keys.

-Some Ss reread and translate into Vietnamese.

-T. reread the tape transcript.

-Ss. Listen and translate.

The tape transcripts:

(on Public Announcement)

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's wearing shorts - blue shorts and a long - sleeved white blouse. She’s wearing a pair of shoes - brown shoes. She may be carrying a large doll. If you see Mary, . Bring her to the Information Desk. Her father is waiting for her there. Thank you.

3. Post- Listening : (15’)

- Speaking:
- How old is she/ he?

-What is she/ he like?

- What type of clothing does she / he like wearing?

- What is she /he wearing today

-T. guides

-Ss. Listen to the guiding and interview

-T. asks students to describe a friend of theirs, answering the questions
- Ss. Listen and work in Group s.

-Ss. Base on the structures and the questions and answer the questions.

-Ss . base on the structures and make new dialogues.

-Ss. Play the role.

-T. remarks and gives them marks.

-T. recommends Ss some things Ss listen and copy.

-Ss. Base on the conversation and build the sentences.

-T. reminds Ss the voc and the structures.

-Ss. Base on them and do the exercises.

- Ss. Base on the note and write the correct sentences or some passages.

I. Vocabulary:

- announcement (translation): thong bao, loan bao

- missing ( synonym of lost): that lac

- an entrance ( synonym of a door, gate): loi vao

- fair (explanation: an event when people or company bring their products for you to look at or buy): hoi cho

- doll (n) ( realia) bup be

II.Listening:

1. How old is she? (She is three.)
2. Where was she last seen?

(She was last seen near the main entrance to the Car Fair.)

3. What's she like?

(She has short dark hair.) B. Ask students to listen and check (v^) the letter of the correct picture to show what Mary is wearing.
Answers:
a) B: She's wearing blue shorts

b) A: She's wearing a long - sleeved blouse.
c) C: She's wearing brown shoes.

A: How old is she?

B: She is twenty-one.

A: What is she like?

B: She is very nice and kind.

A: What kind of clothing does she like wearing?

B: She like wearing Jeans and pullover.

III. WRAPPING-UP (8’)
- Fill the spaces in the following sentences using for or since.

a. He has been in Paris ........... a year.
b. I’ve known that ............. a long time.

c. She has driven the same car ....... 2000.

d. It has been very foggy .......... early morning.

e. We’ve had terrible weather ...... last month.

f. I’ve been awake ......... four o’clock.

g. She has taught in this school ....... five years.

i. The central heating has been on ..... October.

IV. HOMEWORK (2’)
T assigns homework

3. Home work: (5’): -Learn by heart all voc and grammar points.
-Describe one model person who is your class or your close friend.

- Write a passage about your best garment.

-Do exercises in the work book page 13-14.-15

Try to use 8 tenses in English

V. FEED-BACK:

_______________________________________________

Date of teaching: ...../……./ 2012
Unit 2 : CLOTHING

Period: 10 Lesson 4: READ/ Page 17, 18
I. Objectives:

By the end of the lesson students will be able to :

1. Knowledge: (3 basic levels: recognisation, comprehension, application)

- Vocabulary: material, cotton, wear out, style, embroider, label

- Language: use sentence structures to ask and answer questions:

- Past simple tense: S + V-ed (Past column of the irregular Verbs)

- Present perfect tense. S + Have/Has + PP or ( V-ed)

2. Skill(s): use the skill(s) they have learnt to do the tasks required: Reading

3. Attitude: have a positive attitude towards what they have learnt.

II. PREPARATIONS

Teacher: posters and some pictures

Students: …………...

III. Anticipated problems:

- Past simple tense: S + V-ed (Past column of the irregular Verbs)

- Present perfect tense. S + Have/Has + PP or ( V-ed)

IV. Procedures:

Teacher and Students’ Activities

Board Display

I.Warm up:(5’):

- Write the word CLOTHING on the board

- Divide the class into two teams, Ss from 2 teams go to the board and write words relating to CLOTHING.

Date: ……………….

Unit 2 : CLOTHING

Lesson 4: READ/ Page 17, 18

Warm up (5’): Net-work: TrousersJeans

II.NEW LESSON

1. Pre-Reading :(10’):
T. lets Ss play the games.

- Ss play the games.

-T. guides Ss how to play the games.

-Ss. Go to the board and write words on the board.

- Others crossing-check and remark.

-T. may supply some difficult words.

-T. lets Ss choose the voc.

-SS. Choose the voc and give the meaning.

-T. presents voc and explains the voc.

-Ss. Guess the meaning and pronunciation the words.

-T. explains how to pronoun the voc.

I. Vocabulary:

material (n) (translation): chat lieu, nguyen lieu
cotton (n) (realia): bong, sol bong

wear out (v) (realia or explanation): use something so much that it no longer
works, or can no longer be used): lam rach

style (n) (picture): kieu dang

embroider (n) ( realia): theu (hoa van, hinh...)

label (n) (realia): nhan, nhan hieu

II. Reading
• Who first designed jeans?

• When did jeans become popular? / Why?

- Ss. Listen to the student Palmtop. And repeat after to the teacher.

-T. corrects Ss pronoun voc

-Ss listen and copy the voc

-T. lets Ss play the games.

-Ss. Play the games

- Checking vocabulary: What and Where

3. While –Reading (15’):

( Now you read the text and fill the missing dates and words)

Brainstorming:
Make questions. Elicit questions from students:

-T. Writes each word in a callout on the board. Practice saying the words, rub out the words one - by - one.

-T.Gets students to repeat the words including the rubbed out ones. Students try to remember all the words
-T. Ask students the question:

- Ask students to read the text to find out the answers to their questions and add more ideas.

- Ask students to read the text to fill in the missing dates and words, exercise a), on page 17

-T. Has students work in pairs to answer the questions (exercise b) on page 18).
-Ss . Give feedback.

- Ss. Ask and answer the questions.

-Ss . go to the board and write their answers.

-T.lets Ss crossing-check and remark.

- T. gives the correct answers.

-Ss. Consult and copy.

- T. lets some strong Ss reread and translate into vietnamese

4. Post-Reading: (10’):
-T. lets Ss discuss the questions .

-Ss. Base on the questions then ask and

• Where were jeans made? • What were jeans made of? What are some famous jeans designers?

* Answers:

1.18^th centery ........Jeans cloth.............................

2.1960s..............Students...................................................

3.1970s ........ cheaper........

4.1980s........ fashion........

5.1990 ........ sale ........

Questions and answers:
1. Where does the word jeans come from?

The word “jeans” comes from a kind of material that was made in Europe.
2. What was the 60s' fashions?

The 60s' fashions were embroidered jeans, painted jeans and so on.

3. Why did more and more people begin wearing jeans in the 1970s? Because jeans became cheaper.

4. When did jeans at last become high fashion clothing?

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

5. Why did the sale of jeans stop growing?

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

- Discussion:

Do you like wearing jeans? Why? Why not?

What type of jeans do you love wearing?

Do you think Jeans are in fashion?

Students’ answering: ( marks)

Cross-word :

answer.
-Ss . play the role.

-Ss. Work in pairs.

-T. guides Ss how to ask and answer.

-T. remarks and gives them marks.

-Ss. Crossing-check and copy the correct keys.

- T. Gets students work in pairs to find the words.

- T.Divides the class into two teams, students from each team goes to the board and circle the words they have found then write them down in the column of their team. The team which has more words will win the game.
- Ss. Present their keys.

-T. lets Ss crossing-check.

-Ss. Copy the keys into their notebooks.

- T. comments and gives them marks

- Ss. Consult and copy.

-T. recommends Ss some things Ss listen and copy.

-Ss. Base on the conversation and build the sentences.

-T. reminds Ss the voc and the structures.

-Ss. Base on them and do the exercises.

- Ss. Base on the note and write the correct sentences or some passages.

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Keys: cross: PLAIN; DRESS; BLUE;TROUSERS;
SWEATER;BAG; JEANS;SHOOSES; STRIPED

Keys down: blouse; hat;tight; shorts;shirt

III. WRAPPING-UP (8’)
- Read the text and decide and wether the following statements are true (T) or false (F)

Hi. I am a student of a secondary school in Ha Noi. I am in grade 9. I always wear school uniform on school days: 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 football, ride a bicycle or go somewhere with my friends easily.
My favorite colors are red and blue.

a. He is astudent at a university in Hanoi.
b. He sometimes wears school uniform.

c. On school days, he always wears casual clothes.

d. He likes wearing casual clothes because they are comfortable.

e. He likes strong colors such as red and blue.

IV. HOMEWORK (2’)

T assigns homework

3. Home work: (5’): -Learn by heart all voc and grammar points.
-Describe the fashion that you like best

-Do exercises in the work book page 16-17.-18

-Try to use 8 tenses in English and write grammar points and voc in your notebook ten times

V. FEED-BACK:

__________________________________________________

Date of teaching: ...../……./ 2012
Unit 2 : CLOTHING

Period: 11 Lesson 5: Write/Page 18, 19

I. Objectives:

By the end of the lesson, students will be able to To write an exposition. Students will be able to write an exposition, presenting one side of an argument

1. Knowledge: (3 basic levels: recognisation, comprehension, application)

- Vocabulary: encourage (v), be equal in (v), bear one's name (v), freedom of choice (n), self- confident (adj) - Language: use sentence structures to ask and answer questions:

- Present simple tense: S + V(s or es)

- Present perfect tense. S + Have/Has + PP or ( V-ed)

2. Skill(s): use the skill(s) they have learnt to do the tasks required: writing

3. Attitude: have a positive attitude towards what they have learnt.

II. PREPARATIONS

Teacher: posters and some pictures

Students: …………...

III. Anticipated problems:

- Present simple tense: S + V(s or es)

- Present perfect tense. S + Have/Has + PP or ( V-ed)

IV. Procedures:

Teacher and Students’ Activities

Board Display

I.Warm up:(5’):

Chatting: * Marks:(10 ms)

• How often do you wear uniforms?

• How do you feel when wearing uniforms?

• If you have a choice, what type of clothing do you want to wear when going to school? Why do you choose it?

*Students’ answers:

Date: ……………….

Unit 2 : CLOTHING

Lesson 5: Write/ Page 18, 19

II.NEW LESSON

1. Pre- Writing (10’):

-T. Asks students some questions about their feeling when wearing different types of clothing.

-Ss. Listen then go to the board and answer the questions.

-Ss. Go to the board and write them on the board.

-Others crossing-check.

-Ss. Consults.

-T. corrects and gives them marks.

-T. introduces the writing part.

-Ss. Listen to the Teacher’s guidings.

-T. lets Ss go present voc.

-T.uses pictures or teacher’s cards present voc.

-Ss. Guess the meaning.

-Ss. Repeat voc after teacher.

-T. explains how to pronoun the voc.

-Ss. Listen and take note.

Checking :Rub out and Remember

(You have just argued with each other to protect your ideas and refute others. In writing, there is an argumentative writing which presents one's ideas, opinions and make them persuasive to readers. At the same time, this kind of writing has to successfully protect its opinions and refute the opposite ones. First, you should understand clearly the structure of the an argumentative writing. It should have 3 parts as in the text book.)

2. While- Writing (15’):

(You have read an argument that supports the idea that secondary students should wear uniforms. Now use the outline B as the guidelines, write a paragraph that supports the argument that secondary students should wear casual clothes.)

- Rub out a word in English and point to the Vietnamese translation and ask " What's this in English?". When all the English words are rubbed out , go through the Vietnamese list and get students to come to the board and write the English words again.

-T.lets the readers know the writer's point of

view
present arguments in a logical way (one in each paragraph ), give examples where

possible sum up the argument
-T. uses: - Stick or draw the following table on the board. - Tell the students it is the outline to present one side of an argument. - Give out to the students sets of different color strips of paper, on which the content of the outline is written as follow:

Ask sudents to go to the board, stick the strips on the correct space. "

They can do this task as a game. Group which has more strips filling in the table with correct content is the winner.

Ask students to answer the questions to check their understanding.

-T. Asks students to read the topic and Outline A.

-T. Asks students some comprehension questions.
3. Post-Writing (10’):
-T Asks students to read the passage to answer the questions

-T Asks students to read outline B and answer the questions:

-T. Tell sstudents to work in group to discuss and get some more ideas about the topic.

-T.Asks 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)

-Ss. Base on teacher’s suggession then write a paragraph.

-Ss.write their own opinions.

-Ss. Express their opinions.

-Ss. Crossing-check.

-Ss. Correct themselves.

-T. walks around the class and supplies the difficul words.

-Ss. Compare and correct.

-T.gives the keys.

-Ss. Consult and copy the keys.

-T. guides Ss how talk obout their favorite gaments.

-Ss. Base on the paragraph and express their own opinions.

-Ss. May be discuss and argue

-Ss. Practice in pairs.

-Ss. Crossing-check.

-T. corrects and gives them marks

- T. Gets students work in pairs to find the words.

- T.Divides the class into two teams, students from each team goes to the board and circle the words they have found then write them down in the column of their team. The team which has more words will win the game.
- Ss. Present their keys.

-T. lets Ss crossing-check.

-Ss. Copy the keys into their notebooks.

- T. comments and gives them marks

- Ss. Consult and copy.

-T. recommends Ss some things Ss listen and copy.

-Ss. Base on the conversation and build the sentences.

-T. reminds Ss the voc and the structures.

-Ss. Base on them and do the exercises.

- Ss. Base on the note and write the correct sentences or some passages.

-Ss. Listen and copy.

I. Vocabulary
- encourage (v) (explanation: to give hope,

support or confidence to somebody) ctong vien, khuyen khich

- be equal in (v) (explanation: + Ba is 32 kg in weight. Tan is 32 kg, too. They are equal in weight.) cong bang, bang nhau.

- bear one's name (v) (picture): mang ten - freedom of choice (translation): tu do lu'a chon

- self- confident (adj) (translation): tu tin

-Bear their school's name (v): the hien hinh
anh cua truong

Feel equal (v): cam tha'y cong bang

Reader’s opinions:
My opinion is ...

I think ...

Firstly,...

Secondly, ...

Finally,...

Therefore, ...

In conclusion, ...

II. Writing:
+ What do you write in "introduction"? What language is used?

+ Mow can we present series of arguments? What language is used?

+ What do you write in conclusion? What language is used?
+ What is the topic of the passage?

+ Why does wearing uniforms encourage students to be proud of their school?

- (Because the uinforms bear their school's name.)

+How do students feel when wearing uniforms?
(They feel equal in many ways.)

+Do students have to think of what to wear every day?
(No)

How is the argument organized?
+ What is the topic of the argument?

.+ Why should secondary students wear casual clothes?

(Wearing uniforms makes students feel comfortable, give them freedom of choice, makes students feel confident, makes school more colorful and lively.)

Keys:

In my opinion, secondary school students should wear casual clothes. Firstly, casual clothes make students feel comfortable.

Secondly, wearing casual clothes gives students freedom of choice. They have rights to choose sizes, colors and fashion that they love.

Thirdly, casual clothes make students feel

self- confident when they are in their

Favorite clothes. Finally, casual clothes make school more colorful and lively. In conclusion, secondary school students should wear casual clothes. Wearing casual clothes is convenient, comfortable and fun.

A: I think Students should wear school- uniforms.*Mark:

B: Why?

A: Because Uniforms bear their school and others people can recognize them easily.

B: I don’t think so , Uniforms are not comfortable and no colourful, no freedom, no fashion....

A: I don’t think so Uniforms help teachers or the administration and education manage the students and Ss less do the wrong things or criminal.

B: Sometimes uniforms are useful and sometimes they are useless.

A: I think so.

Cross-word :

A

T

P

A

I

N

T

S

D

F

D

R

I

N

K

Z

L

P

W

Q

P

I

O

I

K

O

Y

A

M

X

H

H

B

L

W

E

R

N

V

L

A

S

H

S

W

E

A

T

E

S

T

T

R

O

U

S

E

R

S

H

I

H

M

O

B

L

A

C

K

I

G

L

O

N

G

P

E

D

J

R

H

I

W

T

J

E

A

N

S

T

T

K

B

S

H

O

R

T

S

S

Keys:
Paints; slow; drink; hat; sweater;trousers;black;long;jeans;

Shorts;shirt;

III. WRAPPING-UP (8’)

Give your opinions about the clothes you like or dislike

IV. HOMEWORK (2’)

T assigns homework

3. Home work: (5’): -Learn by heart all voc and grammar points.
-Describe the fashion that you like best

-Do exercises in the work book page 16-17.-18

-Try to use 8 tenses in English and write grammar points and voc in your notebook ten times

V. FEED-BACK:

_______________________________________________

Date of teaching: ...../……./ 2012
Unit 2 : CLOTHING

Period: 12 Lesson 6: Language Focus/ Page 19 - 21

I. Objectives:

By the end of the lesson, students will be able to To write an exposition. Students will be able to write an exposition, presenting one side of an argument

1. Knowledge: (3 basic levels: recognisation, comprehension, application)

- Vocabulary: revision vocabulary

- Language: use sentence structures to ask and answer questions:

Already and yet in the present perfect 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, simple present, simple past and simple future; practice passive modal auxiliaries. Practice ALREADY and YET in the present perfect tense, distinguish the difference in using the past simple and the present perfect tense.

- Modal verb + be + P_n

- Have to/Be going to + be + P_n

2. Skill(s): use the skill(s) they have learnt to do the tasks required: writing

3. Attitude: have a positive attitude towards what they have learnt.

II. PREPARATIONS

Teacher: posters and some pictures

Students: …………...

III. Anticipated problems:

- Present perfect tense. S + Have/Has + PP or ( V-ed)

IV. Procedures:

Teacher and Students’ Activities

Board Display

I. Warm up 5’)

- Pelmanism:

-T. lets Ss play the games.

Date: ……………….

Unit 2 : CLOTHING

Lesson 6: Language Focus/

-T. Prepares ten cards with numbers (from 1to10) on one side and the verbs on the other.

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

-T. Divides the class into two teams.

-Ss work in groups: Each team chooses two numbers.

- Turn the cards over, if they match:

e.g. run- ran; that team gets one mark.

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

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

Went

visited

saw

eat

II.NEW LESSON

Activity 1 :(10’)

(Now you use the information in the box and make similar dialogues.)

-T. Sets the scene:

-Ss. Listen and practice.

-T. guides Ss how to use the present perfect.

-Ss. Listen and go the board write the structures on the board.

-T. reminds how to use for and since.

-Ss. Practice the dia in pairs.

-T. gives the keys.

Activity 1 :

Present perfect tense. S + Have/Has + PP or (V-ed) + for or since:

For: a period of the time.

Scince: a point of time.

Keys:

b)A: Lien, come here and see my photo album.

B: Oh, so beautiful! Who's this boy?

A: It's Quaiig, my brother'sfriend.

B: How long have you known him?

A: I 've known him for seven months.

B: Have you seen him recently?

A: No, I haven't seen him since January.

C)A: Come and see my photo album.

B: Lovely! Who's this girl?

A: It's Hoa, my new friend.

B: How long have you known her?

-Ss. Consult and copy.

-T. lets some strong Ss translate the dia.

-T. Asks students to look at the dialogue:

-T. Asks students to practice the dialogue in pairs

Activity : 2 (10’):

(Now you use the information in the box and make similar dialogues.)

-T. Sets the scene:

- You and your friend are visiting Ho Chi Minh City. Lookat the notes, there are things you have done, and some things you haven't done, what are they?

- Elicit from students.

- Ask students to look at the dialogue.

-T. guides Ss how to use the present perfect.

-Ss. Listen and go the board write the structures on the board.

-T. reminds how to use already and yet.

-Ss. Practice the dia in pairs.

-T. gives the keys.

-Ss. Consult and copy.

-T. lets some strong Ss translate the dia.

3. Actyvity 3(10’):

- Students work in pairs to practice asking and answering about each of the items in the box.

-T. guides Ss how to use the present perfect.

-Ss. Listen and go the board write the structures on the board.

-T. reminds how to use ever .

-Ss. Practice the dia in pairs.

-T. gives the keys.

-Ss. Consult and copy.

-T. lets some strong Ss translate the dia.

- Elicit from the students:

-T. guides Ss how to recognize the perfect

A: I 've known her for three weeks.

B: Have you seen her recently?

A: I haven't seen her since Monday2. Activity : 2 The present perfect I. Review the present perfect with ALREADY & YET

I have seen Giac Lam Pagoda.

I have eaten Chinese and French food.

I haven't seen Unification Palace, Zoo and

Botanical Garden, I haven't tried Vietnam vegetarian

A: Have you seen the Giac Lam Pagoda yet?

B: Yes, I've already seen it.

A: Have you eaten Campodian food yet?

B: No, I haven't.

- Elicit from students the use and the position of already and yet in the sentence.

ARE AD Y is used in affirmative sentences.

Position: mid sentence

YET is used in the negative sentences and questions

Position: end of the sentence

A:- Have you ever been America yet?

B: No, I have n’t.

Examples:

A:Have you seen the Reunification Palace yet?

B:No, I haven't.

Teacher goes round the class to takes notes mistakes students have made for the delayed correction.

3. Actyvity 3: Review present perfect with EVER

Tom and Mary are talking to each other about places they have been to.

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.

+ 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

tense.

-Ss. Listen and copy.

-Ss. Base on the structures and do the same dia.

-Ss. Practice in pairs

-T. corrects and gives them marks.

-Ss. Crossing-check

4. Activity 4 (10’):

-T. lets Ss remind the structure of the Passive voice.

-Ss go to the board and write them on.

-T. reminds how to change the Subject and Object.

-Ss. Listen and copy.

-T. lets Ss base on the structures and do the same.

-Ss. Practice.

-T. lets Ss crossing-check.

-Ss.consult and crossing check.

-Ss. Listn to the T’s explainations.

-Ss. Copy

-T reminds how to use modal verbs and how to change the opposite voice.

- Ss. Listen and copy .

-Ss. Base on the explainations and do the same.

-T. lets Ss go to the board and present their keys.

-T. gives the correct answers Ss . consult and copy.

-Ss. Crossing-check and copy the keys.

-T. recommends Ss some things Ss listen and copy.

-Ss. Base on the conversation and build the sentences.

-T. reminds Ss the voc and the structures.

-Ss. Base on them and do the exercises.

- Ss. Base on the note and write the correct sentences or some passages.

-Ss. Listen and copy.

about

indefinite past time.

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

life) been to Italy?

EVER : is used in questions

Meaning: co bao gio"

- Run through the vocabulary in exercise 3 on page 20.

Read a comic Go to the market Go to Singapore See an elephant

Use a computer Play volleyball Go to the movies Eat durian

Example

A: Have you ever read a comic? B: Yes, I have.

A Have you ever studied a language before?

B Yes, I have.

A Oh, which one did you study?

B I studied French at school.

G Have you ever drunk too much?

H Yes... I have.

G Where did you drink too much?

H I drank too much at my brother's wedding.

4. Passive voice:

S + Be + PP

a) Jeans cloth was made completely from cotton on the 18'¹' century.

b) Rice is grown in tropical countries.

c) Five million bottles of champagne will be produced in France next year.

d) A new style of jeans has just been introduced in the USA.

e) Two department stores have been built this year.

passive with modal verbs) and the structure have to/be going to:

Modal verb + be + P_n

Have to/Be going to + be + P_n

VD: This exercise can be done easily.

The date of the meeting has to be changed again.
Change the opposite voice:

Keys:

a ) The problem can be solved.

b) Exerpiments 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.

III. WRAPPING-UP (8’)

Read the situations and sentences with just, already or yet.

a. Afte lunch you go to see a friend at her house. She says “ Would you like something to eat?”

You say:No,thank you...................(have lunch)

b.Joe go out.Five minutes later,the phone rings and the caller says”can I speak to Joe>”

c.You say: I’m afraid.......................

(go out)

d.You are eating in the restaurant. The writer thinks you have finished and starts to take your plate away

You says: Wait aminute!...............

(not/finish)

IV. HOMEWORK (2’)

T assigns homework

3. Home work: (5’): - Write the questions and answers into your exercise books.

- Learn by heart voc and the structure of the present perfect tense.-S+ Have/Has + PP : I have lost my key. Simple past: S + V(past tense or V-ed) :

- Learn Passive voice: Modal verb + be + P_n

Have to/Be going to + be + P_n.

_{-Do all the exercises in the work}_{book unit} 1& 2.

Feed back

____________________________________________________
Date of teaching: ...../……./ 2012
Period: 13 Test 45’ No 1

I. Objectives:

By the end of the lesson students will be able to review already and yet in the present perfect 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, simple present, simple past and simple future; practice passive modal auxiliaries. Practice ALREADY and YET in the present perfect tense,.Train Ss writing-Reading-Listening skills.....

1. Knowledge: (3 basic levels: recognisation, comprehension, application)

- Vocabulary: revision vocabulary

- Language: use sentence structures to ask and answer questions:

- Present simple tense: S + V(s or es);

- Simple Past tense: S+ V-(Ed or Past tense column Irregular verbs)

- Present perfect tense. S + Have/Has + PP or (V-ed) + for or since/yet / already/ ever..

-Wish + clause. “ S+ Wish + Simple past clause.” And Prepositions

2. Skill(s): use the skill(s) they have learnt to do the tasks required

3. Attitude: have a positive attitude towards what they have learnt.

II. PREPARATIONS

Teacher: - Student Palmtop,

Students: …………...

III. Anticipated problems:

Exercise 4

IV. Procedures:

________________________________________________________________________

Date of teaching: ...../……./ 2012

UNIT 3: A TRIP TO THE COUNTRYSIDE

Period: 14 Lesson 1:GETTING STARTED + LISTEN AND READ/ Page 22 - 23
I. Objectives:

By the end of the lesson, students will be able to

1. Knowledge: (3 basic levels: recognisation, comprehension, application)

- Vocabulary: home village (translation): que nha (a)bamboo forest ( picture): rung tre (a) banyan tree (picture): cay da (a) shrine (picture): den, ntii thd ciing (a) riverbank (picture) bo song

- Language: use sentence structures to ask and answer questions:

- Past simple tense: S + V-ed (Past column of the irregular Verbs)

- Simple present tense.; Present perfect tense.

2. Skill(s): use the skill(s) they have learnt to do the tasks required: listen and read.

3. Attitude: have a positive attitude towards what they have learnt.

II. PREPARATIONS

Teacher: - Student Palmtop, Teacher’s cards and pictures about some the countryside in the world.

Students: …………...

III. Anticipated problems:

- Past simple tense: S + V-ed (Past column of the irregular Verbs)

- Simple present tense.; Present perfect tense.

IV. Procedures:

Teacher and Students’ Activities

Board Display

1.Warm up: (5’)

-T. Asks students some questions about the countryside

-Ss. Listen and answer.

-Ss. Practice.

-T. may ask and guide some guestures if Ss meet difficult words.

-Ss. Practice in pairs.

- Chatting:

+ 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 spend the country life and activities?

Date: ……………….

UNIT 3: A TRIP TO THE COUNTRYSIDE

Lesson 1: GETTING STARTED

LISTEN AND READ

II.NEW LESSON

1. Pre –reading : (10’)

(Do you usually go to the countryside? Are you familiar with the country life? Do you like the country life? What, activities do you usually see in the country?) -Ask students to look at the pictures and describe what the people are doing in the pictures Picture 1. Watering the vegetables
Picture 2. Swimming

Picture 3. Feeding the chicken

Picture 4. Harvesting (the farmers areharvesting)

Picture 6. Feeding the pigs

Picture 7. Plowing the field

Picture 8. Some children are playing football.

I. Vocabulary:
Home village (translation): que nha

bamboo forest (picture): rung tre

banyan tree (picture): cay da

shrine (picture)laêng: den
riverbank (picture) bo song

Entrance to the village : coång laøng

- (Checking vocabulary: What and where.)

bamboo

River bank

Home village

shrine

(In today's lesson, we will study about countryside. Now you work with a partner, look at the pictures and take turn to talk about activities in the countryside.)

-T. Draws squares and write every new word in each squares.

- T.Asks students to repeat the words chorally, then rub out word by word but leave the squares.

-T. Goes on until all the squares are empty. Get students to go to the board and write the words in the correct squares.
- Ss. Work in pairs,

- T. presents the correct words.

- Ss.consult and copy the correct keys.

3.While –Reading (15’):

(Do you usually come hack to the countryside? When did you last do that? How did you get there? With whom? What did you see on the way to the village?
-T. asks Ss some guiding questions.

-Ss. Listen and answers.

- T. gives the correct answers.

-Ss. Consult and copy to the keys.

-T. explains how to answer and the questions.

- I. Ask students to read the text on page 22, 23 to answer the questions.
-Ss. Go to the board and present their answers.

-T. gives the correct keys .

-Ss . Consult and copy.

,crossing-check and copy

-T.guides Ss how to do the exercises

Ss. answer the questions:

Ask students to read the statements on page 23 then read the text and decide which is true and which is false.

-Ss. Do the exercises

-T. lets Ss play the games

-Ss. Play the games

-Ss work in groups.

-T. lets Ss go to the board and write the keys

II. Reading:

Guiding questions

a. What did Ba, Liz and his family does 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 to visit a shrine, went boating in the river and had a picnic on the riverbank.

b. Liz enjoyed the trip very much; she took a

lot of photos

Keys:
In the country: river farm animal, stream, cottage,fresh air,friendly,less peole,fields …

In the city: cars, bus, traffic, crowded of people, pollution, educated person, tall buildings, not friendly,…,

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