Giao an Anh Van 9 Hoc Ky I

8/14/2019 Giao an Anh Van 9 Hoc Ky I

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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:

Perioddistribution

Items of Teaching

1 Getting started, Listen andread

2 Speak and Listen

3 Read4 Write5 Language focus

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

I. Objectives:

- 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 doneduring the visit

Steps Teachers activities Students activitiesWarm Up

(15)* Getting started.

- Showing 6 pictures of places ofinterest of Vietnam- Eliciting the places of interestof Ho Chi Minh City- Asking them some questions

1. Do you have any pen pals?2. Do you like to have pen

- Looking at the 6pictures and guessingwhat places they are.

- Answering the

questions.

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Lead-in(30)

pals?3. Where will you take him ifhe visits Vietnam for the 1st

time?4. Can you tell me the namesof the places in 6 pictures?

- Teaching new words: HungTemple; Temple of Literature;Dong Xuan Market; the Cityhall; Ho Chi Minh historymuseum; Ben Thanh market.* Listen and read

- Introducing the situation of thepassage: Rizal Mary is, Lans penpal visited her for the fist time

and Lan took her to some placesof interest in Hanoi.- Playing cassette once the 1st

paragraph.- Asking them questions: Whatdo you know about Mary am?- Having them a silent readingthen identifying the places ofinterest.- Playing cassette again.

- Explaining the new difficultwords: Mosque; peaceful;keep in touch; atmosphere

- Reminding them of new and oldstructures.* Old Structure: Past habit

Used to + V* Ex: Lan used to walkpast themosque on her way to primaryschool.

* New structure:Wish sentence: Present unrealwish* Ex: I wish I had more time.- Asking them to have silentreading for information to answerthe questions.- Calling some students to say theirchoices.- Briefly explaining the use of WishEx: I wish I had more time.

I wish + clause (Past simple)

- Listening to theteachers explanationsthen write thevocabulary down.

- Listening to theteacher

- Listening to cassette.- Answering thequestion.- Having a silentreading.

- Listening to thecassette.- Writing down the newwords.- Finding outstructures.

- Identifying newstructures.

- Having silent readingand get moreinformation.- Saying the choices.

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Practice:1. I dont have enough money.I wish 2. I cant sing that songI wish 3. Its raining.I wish 4. I am too fat.I wish 5. The weather is bad to day.I wish

- Doing the practice.

1. I wish I had enoughmoney.2. I wish I could singthat song.3. I wish it wasntraining.4. I wish I werent toofat.5. I wish the weatherwere fine today.

Consolidation 1. Where did Lan take Mary amto visit?2. What place did they visit on

Friday?3. What new structure is there

in the passage?Homework - Do exercise 1

workbook (p.5-6).- Explain the way howto do these exercises.

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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 inthe word, especially in Asia.

III. Techniques:

Asking and answering Pair work Role play Matching.

IV. Teaching aids:

Pictures, cassette player and tape.

V. Time: 45 minutes

VI. Procedures:

SPEAK (28 minutes)

Steps

Teachers activities Students activities

Warm up (3)

- Making questions:

1. Where does Mary is comefrom?

2. Does she like Vietnamesepeople?

3. Does she like Ha Noi?

- Answering the questions:

1. Malaysia Kuala Lumpur

2. Friendly

3. Interesting

Presentati

on (7)

- Introducing situation.

- Asking Sts to work in pairs.

- Matching and putting the

dialogues in the correctorder.

Finishing part (a)

Practice(13)

- Correcting part (a)

- Sticking the answer key on theboard.

- Asking Sts to read theinformation in three boxes at the

end of the page 8.

- Replacing

- Making similar dialogues.

- Practicing new dialogues(Pair work)

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Freepractice

(5)

- Asking Sts to match countriesand their capitals (ASIA).

- Asking Sts to play roles.

- Matching

- Playing roles with their oldnames and their own words.

LISTEN (17 minutes)

Steps Teachers activities Students activities

Pre-listening

(3)

- Introducing the lesson - Looking at the picture andtaking about them.

While-listening

(10)

- Taking about the situationof the lesson.

- Playing the tape.

- Listening and finding outwhere Tim and Carol are

and that they are doing.

- Listening and choosing thecorrect answers.

- Comparing their answerswith the partners.

Post-listening

(4)

- Checking the answers with thewhole class.

- Saying the answers.

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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.


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

III. Techniques:

Communicative approach.

IV. Procedures:

Steps


Warm-up - T shows the map of Vietnamand asks students:

1. Which country is on themap?2. Which city is the capital ofVietnam?3. How many regions are therein Vietnam?

- Answering the questions.

Pre-reading

- T introduce a the passage byshowing the map and the pictureabout Malaysia.- T asks What do you knowabout Malaysia.- T asks sts to read the passagesilently and underline the newwords.

- T explains new word(translation method)

- Sts answer (inVietnamese)

- Reading the passage insilently an underline thenew word- Listening to the

explanation.

While-reading

- T reads the passage andstudents listen and find the rightinformation about Malaysia to fillin the table. (pair word)

- Sts read their answersentences.

Post-reading

- T hangs a cardboard and getssts to do T/F exercises in pairs.- T asks some pairs to write theiranswers on the board.

- T gives answer keys andcorrects them.

- Doing the exercise inpairs.


- Correcting the mistakes.

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Feed-back - T asks. For the falsestatements T asks sts to give thecorrect ones.

- Giving the correctstatements.

Consolidation

- T gives some questions aboutMalaysia:1. Is Malaysia one of thecountries of the ASEAN?2. How many regions are there?3. Is Kuala Lumpur the largestcity in the country?4. Which language is taught onsecondary school?5. Whats the weather like inMalaysia?


Homework - Learning the new words by

heart.- Rereading the passage.

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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 afriendly letter)II. Teaching aids:

Pictures of some places of interest ( Hoan Kiem Lake, West Lake,London Bridge, etc), Overhead, projector.

III. Teaching steps:

Steps Teachers activities Students activitiesWarm-up - T introduces the topic of

the lesson by telling the sts

his/her trip. Then T ask stssome questions:a. When did you go lastsummer?b. Do you have anyrelatives?c. Have you ever visitedthem?d. Could you tell us aboutyour trip?

- Answering thequestions.

Presentation - T reads a sample letter.- T guides sts how to write aletter (address, heading,body, closing, signature)

- Listening to theteacher.

Practice - T has some sts read theirletters in front of the class.- T corrects the mistakes.

- Sts read the outline,pay attention to hecontent of each part.- Sts base on the

outline and teachersinstructions and write aletter.- Sts discuss in groupsand write letters bythemselves.

Consolidation - How to write a friendlyletter

Homework - Sts write letters to

invite their friends totheir places where they

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are living, tell themwhat theyll do, whatfood theyll eat

UNIT 1: A VISIT FROM A PEN PALLesson 5: Language focus (45 min)

I. Objectives:

Students can retell their preparations before a special occasion andexpress their wish.

II. Language content:

Grammar: Revision:

- Past simple.

- Wish sentence.

III. Technique:

Question Answer.

IV. Teaching aid:

Pictures, colored chalk.

V. Procedure:


Past simple(page 11)

Exercise 1 page 11

Exercise 2 page 12

- Creating the situationby asking somequestions:

1. Where was Maryam last week?2. What did she do inher first day in HN ?

- Asking the students topick out the tenses in 2answers.- Having some studentsgive the formation ofpast simple tense.- Asking the students todo pair word (exercise 1)- Having some pairspresent in front of theclass.- Having the students do

group work and thequickest group presenttheir key on the board.

- Answering the T/squestions.1. She was in HN

2. Lan took her toHOAN KIEM lake.

1. What did Lan do onthe Weekend?- She went to theconcert.2. When did she gothere?- She went there onSaturday at 8pm.

Exercise 2:- Lan made a cake

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Exercise 3 page 12The past simple

with wish:S1 V1 S2 V2

I wish you had a longervacation.

S1 V1 S2 V2I wish I had more time.S1 + WISH S2 + verb

_be (were)_/v(past)

Consolidation

Homework

- Creating the situationby asking questions:What did Lan say toMary am at the end ofthe week?- Asking the students toanalyze the sentence.- Having the students

withdraw conclusion.- Asking the sts to doexercise 3 page 12(group work)- Having some of the stswrite their sentences onthe blackboard.- Giving comments orcorrects the mistakes ifnecessary.

- Asking the sts to givethe formation of wishsentence.- Asking the sts to writefive wish sentences.

- Tan hang colorfullamps.- They bought flowers.- Huy paint a picture ofHN- They went shopping.Exercise 3:- I wish you had alonger vacation- Wish sentence => acomplex sentence.- Verb is used in thepast subjunctive.Exercise 3:

a. I wish I were

tallerb. I wish it were notso hot

c. I wish I had acomputer

d. I wish I didnt doits.

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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.

Period distribution Items of Teaching1 Getting started, Listen and

read2 Speaks3 Listen4 Read5 Write6 Language focus

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

I. Objectives:

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

- Remind them of some countries the word with their customs.

II. Grammar: The present perfect tense.

III. Vocabulary: word relating to ways of dressings.

Steps Teachers activities Students activities

Getting started (15)- Showing 6 pictures of people

with their costumes.- Eliciting the name of some

- Looking at the 6 pictures

and guessing whatcountries they are.

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Warm-upcountries.- Asking them some questions.1. Where does she come from?2. Why do you know she comefrom Japan?- Teaching new words; akimono; a sari; a veil.- Calling some groupreprentatives to answer in frontof the class.

- Correcting their mistakes ifpossible.

- Answering the questions.- Discussing in groups.* Sample Key:1. She comes from Japan2. She comes from Vietnam3. He comes from Scotland.4. She comes from India.5. He comes from the USA.6. She comes from (Saudi)Arabia.- Listening to the teachersexplanations then wire thevocabulary down.

Leas-in(30)

Listen and read (30)- Introducing the situation ofthe passage. Ao dai is the traditionallyunique dress of Vietnam. Theyare being used by both manand woman in specificoccasions. It has now being

changed in different designs forfashion.- Playing cassette once the

1st paragraph.- Asking them questions:1. What is Ao Dai?2. What are women do

nowadays?3. What do women also

prefer?

4. What do the designer doto the Ao Dai?

- Having them a silent readingthen identifing the main idea ofthe passage.- Playing cassette again.- Explaining the new difficultwords; poet mention;consist; of; to slit;inspiration; unique;convenient; along silk tunic;ethnic minoritres

- 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.

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- Reminding them of new andold structures:1. Old Structure: Past habit2. Used to + VEg: Lan used to walkpast themosque on her way to primaryschool.3. New structure:Wish sentence: Presentunreal wishEg: I wish I had more time- Asking them to have silentreading for information toanswer the questions.- Calling some students to say

their choices.- Briefly explaining the used ofwish.=> I wish I had more time.

I wish + clause (Pastsimple)

Practice:1. I dont have enough

money.I wish

2. I cant sing that song.I wish 3. Its raining.I wish 4. I am too fat.I wish 5. The weather is bad todayI wish

- Identifying new structure.

- Having silent reading andget more information.

- Saying the choices.

- Doing the practice

1. I wish I had enoughmoney

2. I wish I could sing thatsong

3. I wish its wasnt raining

4. I wish I werent too fat

5. I wish the weather werefine today.

Consolidati

on

- The present perfect tense.

- Traditions in some countries.Homework

- Completing the sentencesand answer the questions.(Page 14)

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5. What color is it?- Asking them to match thepictures the given words.

- Matching thru picture withthe words.* Key:a. A sleeveless sweater (5)b. A striped shirt (6)c. A plain suit (3)d. Faded jeans (8)e. A short-sleevedf. A blouseg. Baggy pants (7)h. A plaid skirt (2)i. Blue shorts (9)

Practice

While-speaking

Controlledpractice

- Letting the students to ask

each other in groups about theirhabit of dressings.- Correcting their mistakes inspelling.- Calling some groups topresent their interview beforeclass.

- SS ask the members of the

other group about theclothes they wear on theweekend.

- Presetting their interviewbefore class.

Reproduction

Post-speaking

- Asking the students to answerthe questions :

1. What type of clothing do youwear on tet holiday?2. What would you wear to aparty?- Asking them to summarizewhat kind of clothes theyusually wear at school, at theparty or on Tet holidays.


- Summarizing the habit ofdressing on specialoccasion.

Consolidati

on

- Making up another

conversation between you andyour friend referred to thehabits of dressing on specialoccasion.- Reminding them the questionsWhat is your favorite type ofclothing?

Homework - Doing exercise 3, 4workbook (page 14.15)- Explaining the way how todo the exercises.

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While-listening

- Playing cassette twice withoutpause.- Letting them guess in pairsWhat is Mary wearing?, thencompare with the pictures.- Marking the correct pictures.- Play cassette again.- Letting them make a goodchoice.

- Listening to the cassette.- Doing pair work.- Marking the pictures.- Listening again.- Making a good choice.* Tape script:Attention please. Here is aspecial announcement. Alittle girl is reported missing.She was last seen 20minutes ago near the mainentrance to the Car Fair. Hernames Mary and she are 3year old. She has short darkhair. She is wearing shorts-

blue shorts and a long-sleeved white blouse. Sheswearing a pair of shoes brown shoes. She may becarrying a large doll.

If you see Mary, pleasebring her to the informationdesk. Her fathers waitingfor her there. Thank you.

Post-

listening

- Asking the students to

compare their choices withpartner.- Calling some students to givethe answer.- Giving them the key

- Comparing their choice

with partner.- Saying the choices beforeclass.- Listening to the key andcorrect.* KEY:1. Shes wearing blueshorts.2. Shes wearing a long-sleeved white blouse.

3. Shes wearing brownshoes.

Consolidation

- Repeating the words referredto clothes by looking at thepictures.- Reminding them the passivestructure.

Homework - Doing exercise 5, 6workbook (page 16,17)- Explaining the way how todo the exercises.

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- Playing cassette twice.- Calling some students to readthe text aloud.- Task 2: asking the students todo task B in pairs.

- Listening to the cassette.- Reading the text aloud.- Doing talk B in pairs.- Lestening to the cassette.- Reading the text aloud.- Doing taks B in pairs.

Post-listening

- Calling some students toanswer the questions beforeclass.- Correcting their answers bygiving them key.

- Listening to the keys.- Correcting their answers.

Consolidation

Do you like wearing Jeans?Where do jeans come from?Who are now often wearing

Jeans? Why?Homework - Doing exercise 8, 9workbook (page 18,19)

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UNIT 2: CLOTHING

Lesson 5: Write (45 min)

I. Objectives:

1. Competencies:

- Developing writing skill.

- Know how to write a paragraph about the secondary schoolstudents wear.

2. Language focus:

a. Grammar:

The simple present tense.

b. Vocabulary:

Be equal in; be pound of; bear ones name; freedom of choose; self-confident; feel comfortable.

II. Techniques:

Questions answers; guessing.

III. Teaching aids:

Sample form of a letter; OHP; Pictures; Laptop; Flash cards; coloredchalk; visual aids.

IV. Teaching steps:

Steps Teachers activities Students activitiesWarm UpPre-writing

Pre-speaking

- Introducing the table showingthe three parts of showingcomments on something or aproblem using appropriateargumentative language (page18)

- Asking the students to readthe topic and outline A and themodel passage supporting theidea that secondary studentsshould wear uniforms- Asking them some questions:1. What type of clothing do youwear at school? (White shirtand trousers).2. Why do they wear uniform at

school?- Explaining some new words(be equal in, be proud of,

- Looking at the table thendiscuss in pairs.- Identifying the appropriateargumentative language.- Reading the topic andoutline a and the model

passage, the highlight thesequence words.


- Listening to the

explanations,

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bear ones name, freedomof choice, self-confident)

While-reading

- Letting them read the outlineB.- Giving them the meaning ofsome words: feelcomfortable, freedom ofchoice.- Asking them discuss in groupsoutline B then write down theirideas.

- Asking some students to writetheir ideas on the board.

- Reading outlines B.- Knowing the meaning ofsome difficult words.

- Discussing in groupsoutline B then do the draftof the second passage.- Writing down their ideas inwritten forms.

Post-writing - Correcting the mistakes.- Giving them suggested writing(see at the end of lesson plan).

- Correcting the mistakes- Writing down thesuggested passage.

Consolidation

Why should the secondarystudents wear uniforms?Remind them theargumentative language?

Homework - Doing exercise 8, 9workbook (page 18,19)

- Explaining the way how todo the exercises.

SUGGESTED WRITING:

My opinion is that secondary school students should wear casualclothes.

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 clothesthat they love.

Thirdly, casual clothes make students feel self-confident whenthey 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.

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SEQUENCE:

Organization Argumentative languageIntroductio

n

- Let the reader know the

writers point of view.

- My opinion

is.I think..

Series ofarguments

- Presents arguments in alogical way (one idea in eachparagraph) give exampleswhere possible.

FirstlySecondly.Thirdly .Finally/Lastly.

Conclusion - Sums up the argument There .In conclusion..

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UNIT 2: CLOTHING

Lesson 6: Language focus (45 min)

I. Objectives:

1. Competencies:

- Reminding them of previous knowledge on present perfect andthe 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,)

b. Review passive voice with tenses:

- Present simple, Past Simple, Future Simple, Present perfect andmodal verb passive.

II. Techniques:

Questions answers; guessing.

III. Teaching aids:

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

IV. Teaching steps:

Steps Teachers activities Students activitiesPresent perfectwith SINCE & FOR* Since: before acertain point oftime.Eg: since 2 oclock/last week/ lastmonth/ last year.* For: before

duration of time.Eg: for 2 hours/ twoweeks/ threeyears

- Letting the students readthe model dialogue.- Leading them to underlinesubstitution words orphrases.- From the underlinesubstitution, asking them toreproduce the similardialogues using the given

word from the box.- Asking them to practice thedialogue in pairs.

- Reading the modeldialogue.- Underlining thesubstitution words orphrases.- Answering the questions.

- Practicing the dialogue inpairs.

Consolidation - What is WISH Sentence?- What tense is used in wish1st type?- Remind them the structureof passive voice.

Homework - Doing exercise 7 (page

10).- Explaining the way how

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to do the exercise.

UNIT 3: A TRIP TO THE COUNTRYSIDE

Lesson 1: Getting started Listen and Read

I. Objectives:- By the end of the lesson, Ss know about the life and activities in

the countryside.


* Grammar:

- Modal could with wish

- The Past Simple with wish

*Vocabulary:- Home village, bamboo forest, banyan tree, shrine, river

III. Technique:

Question Answer.

IV. Teaching aids:

Picture, cards

V. Time:

45 minutesVI. Teaching procedure:

Steps ActivitiesWarm-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?

Pre-reading - Asking Ss to look at the picture and describe what thepeople are doing in the picture:1. watering the vegetables2. swimming3. feeding the pigs4. harvesting (the farmers are harvesting)5. feeling the pigs6. Plowing in the field.7. A buffalo boy is flying his kite

8. Some children are playing football.- Pre-teaching new words: home village, bamboo forest,

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banyan tree, shrine, riverWhile- reading - Asking Ss read the text and answer the questions:

a. What did Ba, Liz and his family do on their journey tohis home village?b. What did Liz think of the trip?* Answers:a. They visited Bas uncle, walked up the mountain tovisit a shrine, went boarding in the river and had a picnicon 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)- Giving feedback:1 F ( Ba and his family had a day trip to there home

village)2 T3 F (There is a big old banyan tree at the entrance to thevillage)4 F ( People had a snack under the banyan tree)5 T6 F ( People had a picnic on the river bank)7 T8 F (Liz had a lot of photos to show her parent)9 T

- Having Ss work in pairs to answer the questions (page23)1. Its 60 kilometers the north of Hanoi2. They got to village by bus3. Its is at the entrance to the village4. They saw the shrine of a Vietnamese hero on themountain.5. They had a picnic on the river bank6. Liz took a lot of photos to show her parents.7. Liz wishes she could visit Bas village again.

Post-reading - Asking Ss to talk to each other about the activities theysee in the picture on page 22.

Homework:

- Learn by heart new words

- Prepare next lesson: Unit 3/ Lesson 2 Speak

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Lesson 2-3: SPEAK AND LISTEN

I. Objectives:

By the end of the lesson, Ss know how to

- Ask for and give information about their home village

- Develop listening and speaking skills


1. Grammar:

- Simple Present

- Simple Past

2. Vocabulary:

III. Technique:

Question answer

IV. Teaching aids:

Picture, cards.

V. Time:

45 minutes

VI. Teaching procedure:

Steps ActivitiesWarm-up Asking Ss some questions about the countryside:

+ Where is your home village?+ What can you see on the way to your village?+ How far is it from the city?+ Are there any interesting places in your village?

Speaking - Having Ss read the questions in exercise a page24, work in pairs, ask and answer about their

partners home village, using information in the box.- Telling Ss to cover the role that they donts play.Example:A: Where is your home village?B: Its to the west of the city.A: How far it is from the city?B: Its about 15 kilometers from the city.

A: How can your get there?

B: We can get there by bus.A: How along does it take to get there?

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B: It takes an hour.A: What do the people do for a living in your village?B: They plant rice and raise cattle.A: Does you village have a river?B: There arent any rivers, but there is a big lake.- Asking some opairs to perform their dialogue infront of the class.- Giving remarks

Pre-listening - Teaching some new words: a route a pond parking lot = car park to pick someone up- Introducing the text: You will listen to the trip toBas village- Asking Ss to look at the map, guessing where theplaces on the map are and compare with their

partners.- Writing their guesses on the board.While-listening - Having SS listening to the tape and check their

predictions.- Matching the places on the bus route with the letteron the map is and compare with their partners.- Giving feedback:* Answer:A banyan treeB airport

C highway No 1D Dragon bridgeE Gas stationF storeG pontH bamboo forestI parking lot

Post-listening - Asking Ss to show each other the bus route theyhave just listened to.

Homework:- Learn by heart new words.- Prepare next lesson: Unit 3/ Lesson 3 Read

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UNIT 3: A TRIP TO THE COUNTRYSIDELesson 4: READ

I. Objectives:

By the end of the lesson, Ss will able to

- Understand the text in details.- Develop reading skill


1. Grammar:

2. Vocabulary:

- Exchange students grow maize grocery store - baseball

III. Technique:

Question Answer

IV. Teaching aids:

Pictures, cards

V. Time:

45 minutes

Steps ActivitiesWarm-up - Asking Ss exchange students means

Pre-reading - Introducing the text:Van is an exchange student. He is from HCM city. He isnow studying in the USA. He is living with the Parkerfamily on a farm outside Columbus, Ohio.- Having Ss tell the class what they know about life in thecountry, on the farm what do the people do? How dothey relax? (pair word)- Pre-teaching some new words: exchange students growmaize grocery store baseball

While-reading - Asking Ss to read the text to answer the questions:1. How long will Van stay there?2. What do Mr. and Mrs. Paker do?3. How many children do they have?4. What does Van do after finishing his homework?5. How does the Parker family spend their weekend?

- Giving feedback:1. He will stay there till the beginning of October.2. Mr. Parker is a farmer and Mrs. Parker works part timeat a grocery store.

3. Two girls.4. He feeds the chicken and collects their eggs.

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5. They eat hamburger or hot dog while they watchPeter play.

- Asking Ss to work in pairs read the text and match thewords in column A with the explanation in column B.- Giving feedback.Answer: maize corn

Feed give food to eatGrocery store where people buy food

and small thingsPart-time shorter or less thanstandard timeCollect bring things together.

- Asking Ss to read the summary and then the text,complete the summary, using the information from thepassage (pair work)

- Asking one student to read the complete summary infront of the class.Answer:a. Ohio 2. Farmer 3. works part-time ata grocery store4. Petter 5. Sam 6. After7. farm8. They watch 9. Baseball 10. member- Correcting their mistakes.

Post-reading - Asking Ss to work in pair. One is Van who has just comeback from the USA. The other is a student who is going tothe USA as an exchange student.A: Hi, Van. Im going to the USA next month as anexchange student. I want to know what o should do whenIm in the USA. Can you help me?B: Sure. Where are you going to stay?A: Im going to stay with The Browns. They live in asuburb.

Homework:

Write the summary into the notebook. Prepare next lesson: Unit 3/Lesson 5 Write

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Lesson 5: WRITES

I. Objectives:

By the end of the lesson, Ss can

- Write a paragraph describing a story happened in the past apicnic in the countryside.

- Develop writing skill


1. Grammar:

- Past Simple Tense

2. Vocabulary:

Blanket to lie out to gether siteIII. Technique:

Question Answer

IV. Teaching aids:

Pictures, cards

V. Time: 45 minutes.

VI. Teaching procedures:

Steps ActivitiesWarm-up - Ask Ss to answer some questions about going on a picnic

+ Have you ever gone a picnic?+ When did you go?+ How did you get there?+ What did you come back?+ Did you enjoy it?

Pre-writing - Pre-teach vocabulary: blanket-to play out to gather-site- Ask Ss to look at the picture and read the cues.- Have Ss to describe the picture to their partners.- Ask SS to tell what they can see in each picture.

While-writing - Ask Ss to write a passage entitled A country picnic- Ask Ss to use the picture and cues to write the passage:It was a beautiful day, my friends and I decided to go on a

picnic. We took a bus to the countryside and then walked

about 20 minutes to the picnic site next to the river. We putdown the blanket and laid out the food. After meal we

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played the games What song is it? and blind mans buff.Late in the afternoon we went fishing. We enjoyed our

picnic. When we looked at the time, it was nearly 6.30pm.We hurriedly gathered our things and ran to the bus stop.We were lucky to catch the last bus and we arrived homevery late in the evening.

Post writing - Ask Ss to compare with their partner and correct if theycan.- Choose some writings to correct in front of the class.

Homework:

- Write their passage in the notebook

- Prepare next lesson: Unit 3/Lesson 6: Language Focus.

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Lesson 6: LANGUAGE FOCUS

I. Objectives:

- By the end of the lesson, Ss can review:

Modal could with wish

The past simple simple with wish

Prepositions of time

Adverb clauses of result


1. Grammar:

Modal could with wish

The past simple simple with wish

Prepositions of time

Adverb clauses of result.

III. Technique:

Questions Answer

IV. Teaching aids:

Pictures, cards

V. 45 minutes

VI. Teaching procedure:

ActivitiesExercise 1 - Revision: WISH: expresses wishes about the present /

future.WISH + S + Simple Past (be_were)- Asking Ss to look at the picture and answer the

questions:a. Where is Hoa now? How does she feel?b. What is the boy doing? What does he have in hismind?- Asking Ss do exercise 1 page 28, 29 (pair work)- Correcting the mistakes.

Exercise 2 - Reviewing the prepositions on at in - with- Looking at he itinerary on page 30 and answers thequestions:+ What does he do on first day?

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Exercise 3 - Reviewing the use of the Past Simple and the PresentPerfect.We use The Past Simple tense to talk about definite. ThePresent Perfect Tense to talk about indefinite past time.- Asking Ss to read dialogue- Asking Ss to word in pairs to practice asking andanswering about each of the items in the box.- Correcting the mistakes if necessary.

Exercise 4 and5

- Reviewing the passive voice: BE + Past Past Participle- Having Ss do exercises 4 and 5- Correcting theirs mistakes.

Homework:

- Do exercises page 20 - 21?

- Prepare next lesson: Unit 4/Lesson 1: Getting Started Listen andRead.

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UNIT 4: LEARNING A FOREIGN LANGUAGE

Lesson 1: Section - Listen and read (page 32-33)

Period 20:

Aim

Reading a dialogue for details about the questions in anexam.

Objective

By the end of the lesson, students will be able to produce thequestions for an oral examination.

Teaching aids

Text books

PRUCEDUREStage Steps/ Activates Word

arrangement

Warm up * Lucky numbers:- Write 10 numbers on the board, from 1 to 10.- Tell students each number is for questions but4 of them are lucky number, they do not need toanswer any questions but they get 2 points, and

they can choose another number.- Divide the class into teams. The teams taketurn to choose the numbers.- Tell students that they have to make questionsabout personal information when teacher givesthem a word as a cue.Egg: Teacher: fromStudents: where are you from?1. Name(Whats your name?)

2. Lucky number3. Live4. Live which(Whom do you like with?)5. Lucky number6. Old(How old are you?)7. Lucky number8. Learn English(When did you start learning English?)

9. Lucky number10. Hobbies

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reading and Paola on Page 32-33 ad check if theiranswer are correct or not.* Answers:1. They are difficult (according to Lan)2. About over 7 questions. Besides, she wasasked to read a passage.II. True- False statements:- Get students to read to list of questions for theoral examination of Royal English College.- Get them to read to dialogue again and decidewhat questions that the examiner asked Lan.- Let the students do exercise individually thencompare with their partners.* Answer keys:Royal English College

Examination in English as ForeignLanguageStage one: Oral examination1. What is your name? 2. Where do you come from? 3. Where do you like? 4. Do you like with your parents? 5. When did you begin studding

English?

6. Why are you learning English? 7. Do you speak any other languages? 8. How did you learn English in yourcountry?

9. How will you use English in yourcountry?

10. What aspect of learning English doyou find most difficult?

11. What are you doing to learn? 12. What are you hobbies? 13. Look at this picture. Describe it 14. Read this passage.

- Ask students to compare the direct questionsand the reported speech.* Answer key:1. What is your pet name?

She asked me what my name was.2. Where do you come from?

Individuate work

Pair work

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Post reading

Homework

She asks me where I came from.3. Do you speak any other languages? She asks me if I spoke any other languages.4. Why are you learning English? She asked me why I was learning English.

5. How did you learn English in your country? She asks me how I learned English in yourcountry.6. How will you use English in the future? She asks me how I would use English in thefuture.7. What aspect of learning do you find mostdifficult? She asked me what aspect of learning EnglishI found most difficult.

8. Read this passage.* Speaking/role play:- Ask students to word in pairs to practice askingand answering. One student plays the role ofexaminer and another plays the role of Lan.- Call on some pair to demonstrate before theclass.- Give feedback and correct.- Have students play the role of Paola and Lan.- Call on some pairs to play the roles of Paolaand Lan before the class.- Correct their pronunciation / intonation.- Ask student to write the direct questions andtheir reported speech in their notebooks.

Pair work

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Lesson 2: Speak (45 min)

I. Objectives:

- Developing speaking skill to persuade others to do something.

- Students will be able to persuade their friends to attend the schoolthey like.

II. Language content:

Grammar: Expressions of opinion to persuade someone to dosomething.

Key words: dormitory (N); reputation (N)

III. Teaching aids:

Some advertisements of English language courses.Steps Teachers guiding activities

Warm-up Showing some advertisements of English languagecourses, giving some eliciting questions:

1. Do you know what there are?2. What are they about?3. What much you do if you want to attend the course?4. Which school would you like to choose if you passed

the exam? Why?

Pre-speaking10

* Pre-teaching:- Setting the scene- Explaining some new words.

+ Asking students to scan the information of the 3school ads and pick out the new words.+ Demonstrating the new words

(Using pictures/ situasitions/ Vietnameseexplanations)

* Pre-activity:- Asking students to give some expressions to express

opinions in order tp persuade others to do something.- Getting students to write them into the board.

- Giving more expressions if necessary.While-

speaking 20- Calling on one student to read the instruction aloud.- Asking sts to read the 3 ads. As well as the sampleconversation to get 2 ads left.- Having sts work in group of three to active. Usinginformation from the 2 ads left.- Calling on 2 groups to demonstrate their conversation infront of class.- Giving comments.

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Post-speaking10

- Introducing some English language centers operating inVN at present such at ILA, SEAMEO, British, Council- Having sts work in groups to discuss which Englishlanguage school in VN they will attend this summer.- Calling on 2 groups to act out their conversation.- Giving comments.

Homework - Asking sts to write a letter, persuading his/her friend toattend the English language center you like to learn at.

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Lesson 4: Read (45 min)

I. Objectives:

By the end of this unit, students will know how to scan for specificinformation from an advertisement.II. Language content:

- Grammar: Present and past simple tenses (review)

- Key words: language level: beginner; intermediate, advanced.

III. Techniques:

Question answer, scanning.

IV. Teaching aids:

Textbook, worksheet.V. Time: 45 minutes

VI. Procedure:

Steps ActivitiesPre-reading

(10)-Warm up: T has Ss answer some questions:1. What did you do last summer?2. Did anyone attend a summer class?3. If you want to attend an English school, what should you

do to know that is a suitable language school for you?- T has Ss have a look at the pieces of advertisement onp.36 then asks Ss:1. What are they? ( piece of advertisement)2. What are they about? ( foreign language school)- T has Ss do TASK 1: exercise a/p.36.

While-reading20

* TASK 1: Ss read advertisements to complete the tableon page 36.- Silent reading, group work: T shows Ss the sheet (copied

from the table on p.36) and has Ss complete the table in 5minutes. The fastest group will go to the board to completethe sheet.School Class time

(morning /afternoon /evening)

Languagelevel(beginner /intermediate/ advanced)

Time to start

Academy ofLanguageForeignLanguage

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CouncilNew EnglishInstitute

- T teacher some new words: language level; beginner,intermediate, advanced.

Answer:School Class time(morning /afternoon /evening)

Languagelevel

(beginner /intermediate/ advanced)

Time to start

Academy ofLanguage

Morning,afternoon,evening

Advanced First weekof

NovemberForeign

LanguageCouncil

Morning and

evening

Beginner/

intermediate

3rd

November

New EnglishInstitute

Afternoon,evening,weekend

Beginner (today)

- Ss correct themselves- T correct the Ss answer if necessary then has Ss do TASK2* TASK 2: Choose the suitable language school for Mr.Lam

- Pair work: T has Ss read the notes Mr. Lam made thenhave a look at the advertisements and choose suitablelanguage school for him in 3 minutes.- Ss compare their answer with some others pairs tocorrect themselves.- T asks some Ss to give their answer and the reason theyhave that answer.- T corrects Ss answer if necessary.

Post-reading12

- T has Ss work in groups of three to discuss which schoolin the advertisements is suitable to each one and theirreason.- T has some Ss present their choices in front of the class.- T corrects Ss answer if necessary

Homework(3)

- You want to attend one of the three schools from theadvertisements to improve your English. Note down theideas you need to put in the letter for more informationabout it.

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Lesson 4: Section: - Write (page 37)

Period 23:

Aim

Writing a letter of inquiry

* Objectives:

By the end of the lesson, students will be able to write a letter ofinquiry to the instruction requesting for more information about thecourses and fees.

* Teaching aids:

Text books.

PROCEDUREStage Steps/Activities Word

arrangement

Warm-up Jumbled words: Versetimadnet advertisement Swine news Resetting interest Atmorfioinn information

Eel fee Sasecenry necessary Pulpy supply.

- Divide the class into two teams.- Ask students from 2 teams to go to the boardand write the correct words.- The team which is faster with more correctswords will win the game.

Pre-writing I. Pre-teach vocabulary

- Request (n/v): oi hoi(synonym: ask for)- Detail (n): chi tiet(definition: a small part of whole, particular fact)- Look forward to (v): trong mong, trong ch(synonym: expect)- Express (v): bay to, bieu lo(definition: show or make known a meaning,idea or fleeing)- Exactly (adv): mot cach chnh xac.(translation)- Edison (n): an ban

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While-reading

(translation)* Checking vocabulary: Step the board- Put the Vietnamese translation all over theboard.

- Call on two students from both sides of theclass.- Ask them to stand at an equal distance fromthe board.- Call out the English word, the students run

forward and slap the Vietnamese word on theblackboard.- The students slapping the right word first is thewinner and gets a point for his / her team.- Continue until students have slapped all thewords.II. Reading comprehension:- Have students read the letter written by JohnRobinson on page 37.- Ask them work in pairs to answer some

questions about the letter.* Questions:a. Where did Robinson see the schoolsadvertisement?b. What language does he want to learn?c. What aspect of Vietnamese does he wantto improve?d. What does Robinson want to know?- Give feedback and correction.

* Answers:

a. He saw the schools advertisement intodays edition of Vietnamese news.b. He wants to learn Vietnamese.c. He wants to learn to read and writeVietnamesed. He wants to know some details of thecourses and fees.

III. Marching:- Give students four parts of a letter of inquiry.

a. Introduction

b. Requestc. Further information.

Pair word

Pair word

44

Thnh

cau

Bay

to

Chi

tiet

Trongi

Anban


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Postwriting

d. Conclusion- Ask students to divide the letter (written byRobinson) into 4 parts and match eachparagraph with a suitable headline.- Let students word in pairs compare their theanswer.* Answer keys:

a. I saw your schools advertisement inIntroduction: todays edition of theVietnamese News.b. Request: I saw your schools advertisementin todays edition of the Vietnamese News.c. Request: I am interested in learningVietnamese ends I like some informationabout your school.

d. Father information: I speak littleVietnamese, but I want to learn read and writeit. Could you please send details of coursesand feed? I can complete a spoke Vietnamesetest if necessary.e. Conclusion: I look forward to hearing fromyou.

* Writing a letter:- Have student read again the threeadvertisements on page 36 and choose one of

the schools they want to attend to improvetheir English.- Get students to write a letter of inquiry tothe intuition requesting for more informationabout the courses and fees. The exerciseMatching above will help students write theirletters easily.- After finishing the letter, students have tocompare with their partners and make somecorrection.

- Give feedback. Call on some students toread their letter before class.- Make some corrections.

* Suggested letter:Dear Sir,I saw your Instates advertisement on todays TVprogram. I am very interested in learningEnglish and I would like some more in formationabout your Institute.I can speak a little English, but I read it very

slowly and my writing is bad. So want toimprove my reading and writing.

-Individuatework

Pair word

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Could you please provide more informationabout the length of the courses and fees forbeginners? I can supply my record of Englishstudy necessary.I look forward to hearing from you soon.Your faithfully,Lan

- Choose three letters which were written to3 schools.

- Ask students to read aloud the letters.- Give feedback and correct.

Homework

- Ask student to write the letters in theirnotebooks.

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Lesson 6: Language focus (45 min)

I. Aims: Practice:

- Modal with IF

- Here and now words with reported speech.

- Direct and reported speech.

II. Procedures:

Steps ActivitiesWarm up - Teacher comes in the class and whispers a sentence with

one student. Then this student tells one another.Presentatio

n- Teacher gives some direct sentences and asks students tochange into indirect sentences.

* Im happy to see you. Aunt Xuan said she was happy to see you.* Do you like pop music She asked me if/ whether I like pop music* Where do you live? She asked me where I lived.- Ss complete the table / p.38 in pairs.- Ss compare their tables.- T. corrects.

Practice - One student read the instruction 3/p39- Ss work in pairs.- Some of pairs practice in front of the class- T.corrects their mistakes.- One student reads the instruction 4/p39- Ss work in pairs.- Some of pairs practice in front of the class.- T. corrects their mistakes.

Consolidation

- Ss work in group (3 ss/a group) using reported speech andanother asks the last what did she / he say / talk the last

answers in reported speech)- Some group practice in front of class.- Teacher gives some picture and asks Ss to give someadvices using model verbs with if.- Ex: Mrs. White is too fat. She wants to get thinner. If she wants to lose weight she should / must - Teacher asks some students to answer 1 / p.38- Teacher corrects their mistakes.

Homework - Do exercise 1/ p38- Copy the table / p.38 in notebooks.

UNIT 5: THE MEDIA

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Lesson 1: Getting started Listen and Read (45 min)

I. Objectives:

At the end of the lesson, students are able to talk about the mediaas well as to know something about the development of means ofcommunication.


1. Vocabulary: Words refer to the media town crier interactiveTV the latest news information remote controls

2. Grammar: Gerund after some verbs

III. Techniques:

Miming; Pair / Group work; Question Answers.

IV. Teaching aids:

Cassette recorder; tape; illustrating pictures; visual aids; Flashcards; colored chalk students book

V. Time: 45 minutes

VI. Teaching procedures:

Steps ActivitiesWarm-up

(7)Miming: Ss are divided into 5 groups- The leader/ volunteer of each group gets 1 card from theteacher then mimes the activity the he/ she gets from the

card.- The others of the group guess and say the name of theactivity. Then they write the name of the activity on theboard. (If the members of the group cannot say the nameof the activity, the rest of the class can join the game).

Presentation(18)

- Teacher elicits to the topic of the lesson by using thegroups of words written on the blackboard.- Pair work: Students listen to the tape (1st times) andcheck the table (books closed).

Listen and check the appropriate paragraph (A, B, C, D)A B C D

TelevisionThe latest newsNewspapers &magazinesInteractive TVTown criersRemotes controls

- Students listen to the tape (2nd times) and check theanswers.

- Students read the text silently and complete the

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table (p.41)- Teacher checks the students answers and explains

new words if necessary. (Students listen & takenotes).

Practice(12)

- Group work:- Students ask & answer the questions (p.42)- Teacher checks the students answers. Then

students write the answer in their exercise books.- Students ask & answer the questions about their

favorite activities in their free time, the benefits ofthese actives (if they know) and how much time theyoften spend on each activity.

- Teacher gives some advices if necessary.

Consolidation(5) - Students summarize the development of the media,using works / groups of works / statements on theboard.

Homework (3) - Read the text again and learn the vocabulary byheart.

- Write some TV programs in your exercise books.Which programs do you like best? Why?

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UNIT 5: MEDIA

Lesson: Speak (45 min)

I. Objectives:

By the end of the lesson, sts will be able to talk to their friendsabout the T.V programs that they like or dislike.II. Teaching aids:

A4 papers, tape

III. Teaching procedure:

Steps ActivatesWarm up Let sts listen to some introductory music and ask them to say

in which TV programs these music playing cartoon, folkmusic, show game,

Pre-speaking Let sts listen to some introductory music and ask them to sayin which TV programs these music playing cartoon, folkmusic, show game,

- Ask sts some questions about the TV programs they likebest.- Have some Sts Read the dialogue in pairs before classcheck their pronunciation / intonation of TAG question.- Let sts work in pairs to practice the dialogue.-

Have sts pick out sentences showing agreement anddisagreement and ask them to practice.a. Agree:

I prefer documentaries. I love watching sports. I enjoy it too.

b. Disagree: Not really I dont like watching sports. Im the opposite.Documentaries seem quite boring to me.

While-speaking

Have sts talk each other about the TV programs they likeor dislike (making similar dialogue).

Post-speaking

- Have sts copy down this table (work in group).MAI TUAN THAI

News v xMovies x vMusic x v

Sports v xGame v v

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showCartoon v x

- Get sts to ask and answer question about TV programsthat people in their group like and dislike, using TAGquestion.

-

Have sts find out the most and the least favorite TVprograms of their group.Homework - Have sts rewrite the dialogue they made (while doing

pair-work) in their notebooks.

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UNIT 5: THE MEDIA

Lesson 3: Listen (45 min)

I. Objectives:

Developing listening skill: listen and complete a table. By the end ofthe lesson, students know the important dates of the media.II. Language content:

1. Vocabulary:

- Assignment (n)

- Telegraph (n)

- Newsreel (n)

2. Grammar:

- Simple past tenseIII. Teaching aids: cassette recorder and tape, handout (for exercise)

IV. Teaching procedures:

Steps Teachers guiding activatesWarm up

3- Teachers asks students to give some means ofmedia, and then write on the board.- Suggesting: newspaper, radio, television, internet,etc.

Pre-listening7

- Teacher shows a telegraph and says: besidesnewspaper, television there are other means of mediasuch as: telegraph, newsreel, etc (teacher explains thesewords).- Teacher asks students if they know when thetelegraph was invented.

Whilelistening

18

- Teacher introduces the conversation between Chauand her father about her assignment (a test)

- Teacher asks students top pay attention to the dateswhen listening to the tape.- Students listen for the 1st time.- Students listen again and complete these informationin the table (group work)- Students listen for the last time to check the answers.(The groups exchange the answers for correction).

Post listening15

- Teachers asks some students (leaders of the groups)to stick the answer on the board.- Teacher corrects the mistakes and gives the rightanswers.

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- Teacher gives them points and congratulates theswimming group.- Matching exercise:

Dates Means of mediaa. The 8th century AD.b. Between the 7th and 8th.

c. Early in 19st century.d. Late 19st century.e. Early in 20st century.f. In 1940s.g. In 1950s.h. Early 1990i. Late 1990.j. Mid and late 1990.k. Late 20st century.

- Teacher gives feedback.

1. Television2. telegraph3. internet4. radio and newsreels5. First printed newspaper.

(group work)

Homework2

- Students have to get information about the internet:What do they use the internet for?

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UNIT 5: THE MEDIA

Lesson 4: Section: - Read (page43-44)

Period 31:

Aim

Reading a text about the internet.

Objective

By the end of the lesson, students will get some knowledge aboutthe internet.

Teaching aids

Text books, posters, pictures.

Stage Steps/Activities Word arrange

mentWarm up * Charting:

- Show a picture of a computer and ask studentsabout it.

Whats this? Can you use computers? What subject help you to use computers?

Have you ever used Internet? Do you find the Internet useful? What do you use the Internet for?

I. Pre-teach vocabulary- Forum (n): dien an- (translation)- Sift (v): lt song, lt mangInternet- (translation)- Deny (v): t choi, phu nhan

- (synonym : refuse)- Get access to: tiep can.- Limitation (n): s gii, han che- Spam (n): th rac- (translation)- Alert (adj): tnh tao, nhanh tr,canh giac.- (definition: quick in movement of thebody or mind)- Wander (v): i lang thang

- (definition: move or go around withoutany purpose or destination)

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Whilereading

* Checking vocabulary Matching:- Write the new words in the list on theleft hand side of the blackboard.- Write the translations on the righthand side of the blackboard.- Have students com to the blackboardto match items on the left with those on theright by driving a line connecting them.

II. True false stamens predictionSet the science: There is a forum on the Internet.You will read some opinions about theadvantages and disadvantages of the Internet.

- Ask students to read the stamens (onposter) and word in pairs to predict they aretrue or false.

True False statementsa. Internet is a wonderful invention of modernlife

b. The internet is available not only in citiesbut also in the countryside.

c. People use the Internet for two purposes:education and entertainment.

d. Bad program is one of the limitations of theInternet

e. You should be alert when using the internet.

- Give feedbackI. Reading and checking prediction:- Have students read the text on page43, 44 and check their predictions. Then askthem to correct the false stamens.- Give feedback and correct.

* Answer keys:a. Tb. Fc. F

d. Te. T

* Corrections:a. The Internet is availed only in cities.b. People use the Internet for many purposes:education, information, communication,commerce, entertainment.II. Guessing meaning of the words. Askstudents to work in pairs to guess themeanings of the works.

- Get students to match the English words incolumn A with their meaning in column B.

Individuate work

Pair work

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Production

Homewor

A Ba. increaseb. convenientc. explored. riske. electronic junk mailf. time consuming

1. kham pha2. s rui ro3. tang len4. th rac ien t5. tien li6. mat nhieu thigian

* Answer keys:a - 3 b - 5 c 1d 2 e 4 f 6III. Comperhension questions:

- Have students read the text again andanswer the questions on page 44.

- Get students to work in pairs,practicing asking and answering.- Call on some students to call out theiranswers.- Give feedback and correct.

* Answer keys:1. What does Sandra use the Internet to getinformation and to communicate with friends andrelatives?2. Why is it uneasy for Honghoa to get access to

the Internet?- Because she lives in the countryside wherethe Internet is unavailable.3. According to Huansui, why do people use theInternet?

- People use the Internet for education,communication, commerce and entertainment.4. Make a list of benefits of the Internet accordingto the three responses.

-Benefits: Fast and convenient way to get information. Communication Education Entertainment Commerce

5. Are there any disadvantages of the Internet? Ifso. What are they?

Yes. There are some disadvantages.

Time-consuming.

Costly Dangerous because of virus\s and bad

Pair work

Groupwork

Individuat

e work

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k programs. Spam/electronic jock mail. Personal information leaking.

- Have student work in pairs, practiceasking and answering.

* Discussion:- Divide the class in to four teams.- Give them the questions and ask themto discuss in groups.

Do you agree or disagree with the response?What is your response to this forum?

- Get students to write their responses intheir notebooks.

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While-writing 17

* Entertainment:+ We can listen to music or radio, watch films or play games+ We can communicate with our friends or relatives by meansof e-mail or chatting * Education:+ We can teach ourselves. We can look up the new words- Sts are divided into 3 groups.- T hands out some sheets of paper, asking sts to write apassage about the benefits of the internet, using the cues intheir text books (p44)

Information

Entertainment Education

New,articles,weather

forecast

Music, movies,games, chatting, e-

mail, web cam

On-line school,on-line lessons,self-study, ...

- T sticks their tasks on the blackboard.- T invites representatives of each group to read theirpassages in front of the class.- T takes one of their tasks and corrects the mistakes, theothers will be corrected at home by the teacher (notice theuse of simple present tense)- Sts exchange their tasks for comparison.

Post

writing (8)

- T gives conclusion:

We can use the Internet for many purposes. It is really awonderful invention of our modern life. But be alert whileenjoying surfing.- T asks some questions:1. What do you have to do before having a picnic or a trip?2. How can you communicate with your friends or relatives onthe fastest way?3. Do you usually listen to music/radio on the internet?4. Do you usually chat with someone on the internet?

- And the last question: What do you usually do on theinternet?- T asks sts to ask and answer the question => make a deepimpression on their minds about what they have studied.

Homework - Write down in your notebooks a passage about the benefitsof the internet.

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Presentation

Practice

* Dialogue Build:Set The Science: Hoa and Lan are talking abouttheir favorites in their free time.- Show the open dialogue and ask students to build

a complete dialogue.Lan: (1) You (2) (3) soccer?

Hoa: No, I (4) it.

Lan: (5) (6) enjoy (7) TV?

Hoa: Yes, I (8) it.

Lan: (9) You (10) finish?

Hoa: I dont know. Ive (11) tiered (12)

* Answer keys:

(1) do(2) like(3) playing(4) hate(5) do(6) you(7) Watching(8) Love(9) do(10) Enjoy

(11) never(12) it* Revision of Gerunds After Some Verbs* Form:

LikeLoveEnjoy + V-ing (Gerund)DislikeHate

Teacher can remind some other verbs

MindFinishSuggestConsiderDenyKeep on (continue)MissCant helpPracticeStand (bear)

- Get student to do exercise 3 on page 46- Have students ask and answer questions about

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each item in the box.Soccer fishingmoviesDetective stories CandyMusic

- Give an example.a. Soccer:- Do you like playing soccer?- Yes, I do.- Call on some pairs of students to practice askingand answering.- Give feedback and correction.b. Fishing:- Do you enjoy fishing?

- No, I hate it.c. Movies:- Do you love going to the movies?- Yes, I love it.d. Detective stories:- Do you like reading detective stories?- I dont know. Ive never read them.e. Candy- Do you love eating candy?- Yes, I like it. Especially chocolates.

f. Music- Do you love listening music?- Yes, I love it. Especially pop music.- Have students work in pairs to ask and answerquestions.* Writing: (substitution box)- Have students write true sentences about theirfamily members, relatives, friends andthemsevelves.- Ask students to look at the works in the three box

on the page 46 and use them as cues.- Give exampleMy father likes watching sports but my motherdoesnt. She loves listening to music.- Ask some students to read then write theirsentences on the board.- Give feedback and correction.- Get students to continue to write individually.

a. My mother hates advertisements on TV but littlebrother doesnt, he loves it very much.b. I like writing letters to my friends but my sister

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doesnt. She hates writing.- Ask student to write some sentences about theirfriends, using like, love, enjoy + V-ing.

Giao an Anh Van 9 Hoc Ky I

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