Giáo Án Anh Văn 9 - Kỳ I- năm học 2009 - 2010

Ngêi so¹n : §ç ThÞ Thu Hµ - Trêng THCS MËu §«ng
Prepring date:09/08/09
Teaching date: …………………
Class: 9 A B .Total :76 students
Period 2
UNIT 1: A VISIT FROM A PEN PAL
Lesson 1: Getting started + Listen and read
I -Objectives: By the end of the lesson, students will be able to know about some places
Lan went to with a foreign friend, Maryam and some activities they took part in together.
Language starget:
- New words: correspond (v), impress (v), mosque (n), atmosphere (n), pray (v), worship
(v)
- Grammar: introduce the past simple with wish (unreal in the present) and review
structure used to + to infinitive (past habit)
- Attitude: Friendly
II. Preparation:
- Pictures about some places in Viet Nam
III.Procedures
Ss & T s activities’ ’ Content
1 warmer
- T asks Ss some questions
(English or Vietnamese)
- Ss answer the T’s questions
2 presentation
- T introduces the situation of the
text
- T asks Ss to scan the text to
answer questions:
- T introduces new words while Ss
read and guess
- T asks Ss to guess where she

went and what she did during
her stay
1.Getting started
Questions:
- Do you have any pen pals?
- Where does (s)he live?
- Has (s)he ever visited you?
- If yes, what activities would you do
during the visit?
Possible answers:
I think I’ll take he/her to the churches/the
beaches/the mountain etc
2.Listen and read
-Lan’s Malaysian pen pal came to visit
her in Ha Noi
Questions:
What do you know about Lan’s pen pal?
- What’s her name?
- Where does she come from?
- How long have they been pen pals?
- How often do they write or
correspond?
New words:
- correspond (v): write each other
- impress (v): gây ấn tượng
- mosque (n): nhà thờ ho i giáồ
- atmosphere (n): khí quyển
- pray (v): ca u nguyệnà
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Ngêi so¹n : §ç ThÞ Thu Hµ - Trêng THCS MËu §«ng

- Ss guess
- T gives feedback to the whole
class to the open prediction
- T asks Ss to read the text to
check their prediction and add
some more information.
- T introduces the past simple
with wish (unreal in the present)
and structure used to + to
infinitive (past habit)
3. practice
- T asks Ss to read the text again
to choose the correct option to
complete the sentences on page
7
- Ss work in groups after they
work in individually
- T gives feedback to the whole
class
4.production
- T asks Ss to recommend places
of interest in their country
- Ss discuss where they should
take their friends to and what
activities they should do
- Ss work in pairs
5.Homework:
- T asks Ss to write a short
paragraph about what they have
just discussed with their partner

- Ss learn the lesson and prepare
for next lesson
Wish: unreal in the present
past subjunctive
Ex: Lan wishes Lan had a longer
vacation.
(Lan doesn’t have a longer vacation)
I wish I were a bird.
(I am not a bird)
Structure:
used to + to infinitive
To express past habit
Ex: Lan used to walk past the mosque on
her to primary school.( means: now she
doesn’t walk past the mosque on her to
primary school)
Key:
1. c
2. b
3. d
4. b
Cues:
- Mo Stream: swimming, sightseeing
- Ba Chong Mountain: climbing,
- Markets: buy something
- Etc
S1: I think we should take our friends to
Mo Stream. We can swim or…
S2: Good ideas! I believe they will be
interested in it.

.
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Ngêi so¹n : §ç ThÞ Thu Hµ - Trêng THCS MËu §«ng
Prepring date:09/08/09
Teaching date: …………………
Class: 9 A B .Total :76 students
Period: 3
UNIT 1: A VISIT FROM A PEN PAL
Lesson 2: Speak
I Objectives: By the end of the lesson, students will be able to make and respond to
introduction
II Contents:
- New words: an industrial city, spring roll
- Grammar: review greetings
III. Teaching methods:
Communicative Approach and others
Techniques: Ask and answer, pair work, group work
IV Teaching aids:
- Students’ and teacher’s books
- Pictures in books
- Cards with numbers on one side and the countries and their cities or capitals in the other
- Overhead projector and transparence
V Time: 45 minutes
VI Procedures
Ss & T s activities’ ’ Content
 Warm up:
- T sticks ten cards on the board:
the countries and the cities or
capitals are mixed up
- T divides Ss into two teams and

asks them to choose two
numbers
- Ss turn over the cards and see if
they match, ex: Tokyo - Japan. If
not, turn the cards face down
again and T asks the other team
to choose
 Pre speaking:
- T introduces the situation a) (on
page 8)
- T reviews how to greet when we
meet the first time.
- Tokyo – Japan
- Perth – Australia
- Liverpool – English
- Hoi An – Vietnam
- Kuala Lumpur- Malaysia
Situation:
Nga is Lan’s friend and Maryam is,
too. They are waiting for Lan outside
her school. Nga is talking to Maryam
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Ngêi so¹n : §ç ThÞ Thu Hµ - Trêng THCS MËu §«ng
- T asks Ss to do exercise a) on
page 8
- Ss work in groups to put the
sentences in correct order to
make a complete dialogue.
- T gives feedback to the whole
class and asks some questions to

check Ss’ understanding.
 While speaking:
- T asks Ss to practice speaking
the dialogue between Nga and
Maryam
- Ss work in pairs
- T introduces the require of the
exercise b) on page 8
- Ss read the cues carefully. ( The
cues are presented through
OHP )
- T guides how to speak
(according to a) on page 8)
- Ss works in pairs to speak before
their class. T & Ss listen and
Questions:
- Have Nga and Maryam met each
other before?(No)
- Is Maryam enjoying her stay in
Ha Noi? (Yes)
- What does she like in Vietnam?
(Vietnamese people is very
friendly and Ha Noi is very
interesting city)
a)Key:
Nga: Hello. You must be Maryam.
Maryam: That’s right, I am
Nga: Please to meet you. Let me
introduce myself. I’m Nga.
Maryam: Please to meet you, Nga. Are

you one of Lan’s classmate?
Nga: Yes, I am. Are you enjoying your
stay in Vietnam?
Maryam: Oh yes, very much.
Vietnamese people are very friendly
and Ha Noi is a very interesting city.
Nga: Do you live in a city, too?
Maryam: Yes. I live in Kuala Lumpur.
Have you been there?
Nga: No. Is it very different from Ha
Noi?
Maryam: The two cities are the same in
some ways.
Nga: I see. Oh! Here’s Lan. Let’s go.
b)Key:
S1: Hello. You must be Yoko
S2: That’s right, I am
S1: Please to meet you. Let me
introduce myself. I’m S1.
S2: Please to meet you, S1. Are you
one of Maryam’s classmate?
S1: Yes, I am. Are you enjoying your
stay in Vietnam?
S2: Oh yes, very much. I like
Vietnamese people and I love old cities
in Vietnam.
S1: Do you live in a city, too?
S2: Yes. I live in Tokyo. Have you been
there?
S1: No. What’s it like?

S2: It’s a busy big capital city.
S1 I see. Oh! Here’s Maryam. Let’s go.

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Ngêi so¹n : §ç ThÞ Thu Hµ - Trêng THCS MËu §«ng
correct the mistakes
* Post speaking:
- Ss choose one of three dialogues
they have just spoken to write
their notebooks
Homework:
- Ss learn the lesson and practice
speaking
- Ss prepare for next lesson
Prepring date:12/08/09
Teaching date: …………………
Class: 9 A B .Total :76 students
Period : 4.
UNIT 1: A VISIT FROM A PEN PAL
Lesson 3: Listen and Language focus 1
I - Objectives: By the end of the lesson, students will be able to listen to specific
information to select the correct pictures and to use past simple and past simple with wish
II - Contents:
- New words: review
- Grammar: review the past simple tense
III. Teaching methods:
Communicative Approach and others
Techniques: Ask and answer, pair work, group work
IV Teaching aids:
- Students’ and teacher’s books

- Pictures in books on page 9
- Tape & cassette player
- Overhead projector and transparence
V Time: 45 minutes
VI Procedures
Ss & T s activities’ ’ Content
 Warm up:
- T divides the class into two teams
- T asks Ss from to team to go the
board and write down the correct
words
- The team which is faster with
more correct words wins the game
 Pre listening:
- T sets the sence:
- T asks Ss to look at the pictures
and tell the class what there is in
Cues::
- ubs = bus
- rkap = park
- cikp = pick
- rssag = grass
- tccah = catch
- lfwore = flower
- rrubhmage = humburger
 Listen ( p9 )
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Ngêi so¹n : §ç ThÞ Thu Hµ - Trêng THCS MËu §«ng
each one, where the place is, what
the people are doing

- T tells Ss that Tim is taking Carol
to visit some places and asks them
to think of three things that Tim
and Carol are doing
 While listening:
- T asks Ss to listen to check their
guesses
- T turn on the cassette and Ss listen
twice
- T gives feedback
- T guides how to listen and choose
the correct pictures
- Ss listen again and choose the
correct pictures
- T gives feedback
 Post listening:
- T asks Ss to talk the main ideas of
the dialogue between Tim and
Carol
- T has Ss remind the past simple
tense that they have learnt
- Ss remind and T reviews how to
use and how to form of the past
simple
- T introduces the situation
( exercise 2 on page 12 ): Lan &
her friends are holding a farewell
party for Maryam. Write things
they did to prepare for the party.
- T explains the require of the

exercises 2 on page 12: use the
past simple tense to express
- Ss look at the pictures and cues,
then give name to each picture
and talk
- T gives feedback
- T guides how to do exercise 1 on
page 11
- Ss work in pairs to ask and answer
questions about what Ba, Nga,
Lan, Nam, and Hoa did on the
weekend
- Ss play role before the class
Homework:
- T asks Ss to review the past
simple tense
- Ss learn the lesson and prepare for
next lesson
Tim Jone’s Mexican pen pal, Carol is
visiting the USA
Possible answers:
- They are going to the park
- They are taking a bus
- They are going to the restaurant
- …
Key:
- a) 1
- b) 2
- c) 2
 Language focus ( p11 )

The past simple tense:
1. Usage: to express an action happened
with definitive time in the past
Adv: yesterday, last …, … ago, in 2005
2. Form:
S + V
ed, 2
+ O …
E2p12
1. Mai make a cake
2. Tung hung colorful lamps
3. Hoa bought flowers
4. Nam painted a picture of Ha Noi
5. Nga and Lan went shopping
Prepring date:14/08/09
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Ngời soạn : Đỗ Thị Thu Hà - Trờng THCS Mậu Đông
Teaching date:
Class: 9 A B .Total :76 students
Period : 5.
UNIT 1: A VISIT FROM A PEN PAL
Lesson 4: Read
I Objectives: By the end of the lesson, students will have some knowledge about
Malaysia, one of the countries of the ASEAN
II Contents:
- New words: divide, region, separate, comprise, tropical climate, currency, ringgit,
religion, compulsory, Islam, Buddhism, Hinduism, Tamil
- Grammar:
III. Teaching methods:
Communicative Approach and others

Techniques: Ask and answer, pair work, group work
IV Teaching aids:
- Students and teachers books
- Pictures in books
- Map of countries of the ASEAN
- Overhead projector and transparence
V Time: 45 minutes
VI Procedures
Ss & T s activities Content
Warm up:
- T gives Ss a game Hangman ,,
Pre reading:
- T asks: what they know about
Malaysia
- Ss read the text to find out the
answers to the questions
- T gives feedback to the class
and introduces new words
While
reading:
- T asks Ss to read the text the
second time to fill in the chart
in exercise a) on page 10
- T presents cues through OHP
- The word has eight letters
- This is a member countries of the
ASEAN
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?
New words:
- divide ( v) into: chia
- region ( n ): miền
- separate ( v ): tách ra, phân chia
- comprise ( v ): bao gồm
- tropical climate: khí hậu nhiệt đới
- currency ( n ) : tiền tệ
- ringgit ( n )
- religion ( n ): tôn giáo
- compulsory ( adj ): bắt buộc
- Islam ( n ): đạo hồi
- Buddhism ( n ): đạo phật
- Hinduism ( n ): đạo Hin - đu
a) Fill in the table with the right
information about Malaysia:
MALAYSIA
1. Area: 329,758 sq km
2. Population: over 22 million
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Ngêi so¹n : §ç ThÞ Thu Hµ - Trêng THCS MËu §«ng
- Ss read the cues carefully, and
understand them
- Ss read silently and find out
words to fill in ( individually )
- Ss compare their answers with
their partners.

- T gives feedback
- T asks Ss to read the text again
to do exercise b) on page 10:
check True ( T ) or False ( F ).
Then correct the false
statements
- T presents the statement
through OHP
- Ss read and work in groups
 Post reading:
- T gives Ss their task
A: You are going to visit Malaysia.
Prepare some questions to ask
Maryam about her country
B: You are Maryam, from Malaysia.
You have to answer A’s questions
about your country.
- Ss work in pairs
Homework:
- Ss learn the lesson
- Ss prepare for next lesson
3. Climate: tropical climate
4. Unit of currency: ringgit
5. Capital city: Kuala Lumpur
6. Official religion: Islam
7. Nationallanguage:BahasaMalaysia
( Malay )
8. Compulsorysecondlanguage:English
b)True or False? Check ( ) the boxes.
Then correct the false statement:

1. Malaysia is a member country of
ASEAN. ( T )
2. There are two religions in Malaysia.(
F ). →There are more two religions.
3. People speak only Malay in
Malaysia. ( F ). →English, Chinese,
and Tamil are also widely spoken.
4. Primary school children learn three
language at school. ( F ) → Choose
one of the three Malay, Chinese, or
Tamil.
5. All secondary school children learn
in English. ( F ) → English is a
compulsory second language, not
primary language of instruction.
Suggested dialogue:
A: Hi, Maryam. I’m going to visit
Malaysia on my summer holiday. I’d like
to know something about your country.
Can you help me?
B: Yes, certainly.
A: What language is spoken in your
country?
B: Malay, English, Chinese and Tamil
A:…………………………………….
Prepring date:14/08/09
Teaching date: …………………
Class: 9 A B .Total :76 students
Period : 6
UNIT 1: A VISIT FROM A PEN PAL

Lesson 5: Write + Language focus
I - Objectives: By the end of the lesson, students will be able to write a personal letter
and use fulluantly “ Wish,,
* Language target :
- New words: review
- Grammar: the parts of personal letter and “ wish ,,
II - Preparations:
- Communicative Approach and others
- Techniques: Ask and answer, pair work, group work
- Students’ and teacher’s books
- Pictures in books
- Overhead projector and transparence
III - Procedures
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Ngêi so¹n : §ç ThÞ Thu Hµ - Trêng THCS MËu §«ng
Ss & T s activities’ ’ Content
I Write :–
 Warm up:
- T asks some questions
- Ss answer
 Pre writing:
- T sets the scene: “ Imagine you are
visiting your relatives or friends in
another part of Vietnam’’
- T asks Ss to answer the questions
- T gives feedback to the class
- T review the format of personal
letter
- T guides how to write the body of
the letter:

 Answer questions: 1, 2, 3 →
paragraph 1 ( use the simple
past tense )
 Answer question 4 → paragraph
2 ( use the present perfect tense,
the simple future tense or going
to + bare inf )
 Answer questions: 5, 6, 7 →
paragraph 3 ( use the simple
present tense or simple future
 While writing:
- T asks Ss to write a letter to their
family, telling them about their visit
- T presents outline through OHP
- Ss look at the outline and asks them
what part of the letter they are going
to write ( body of the letter )
- Tasks Ss to follow the outline to
write in groups
- T goes around the class and help
Post writing:
Questions
- Have you ever visited any other
places in Vietnam?
- When did you go?
- How did you get there?
- Did you visit any places of interest?
- Did you buy any thing?
Questions:
1. Where are you now?

2. How did you get there?
3. Who did you meet?
4. What have you done?
- What places have you visit?
- Who have you met?
- What kinds of food have you tried?
- What souvenirs have you bought?
5. How do you feed now?
6. What do you think interest you
most?
7. When are you returning home?
The parts of the personal letter:
1. Heading
- Writer’s address
- The day
2. Opening
- Dear, ….
3. Body of the letter
( three paragraphs )
4. Closing
- Your friend
- Regards
- Love
Suggested ideas:
 I arrived at Da Nang airport at
2pm on Saturday. My uncle met
me at the airport. Then he took
me home by car.
 I have visited many places like
the beaches, the Cham

Museum, Da Nang market, etc.
I’ve tried different food:
seafood, Mi Quang …I’ve
bought many souvenirs.
 I feel so happy. The people are
very friendly. The foods are
delicious. The sights are
beautiful. I’ll leave Da Nang at
2pm next Monday and will
arrive home at 11pm. Please
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Ngêi so¹n : §ç ThÞ Thu Hµ - Trêng THCS MËu §«ng
- T choose some letters to correct in
class by using projector
- Ss write their letter on their
notebook
pick me up at the airport.
**********************
Prepring date:16/08/09
Teaching date: …………………
Class: 9 A B .Total :76 students
Period : 7
UNIT 2: CLOTHING
Lesson 1: Getting started + Listen and read
I - Objectives: By the end of the lesson, students will be able to know some more about
ao dai, the traditional dress of Vietnamese
* Language target:
10
Ss & T s activities’ ’ Content
II Language focus :–

* Presentation
- T introduces wish: there are three
wishes ( future, present, and past )
- T introduces the situation to teach
wish in the future & in the present
- T introduces how to use wish & how
to form
- T gives some situation to Ss to give
wishes
 Practice
- T goes on introducing some
situations in exercise 3 on page 12 &
asks Ss to give wish
- Ss read the situations of exercise 3 on
page 12 and give wish
- Ss work in pairs
- Ss go to broad & write
 Production
- T asks Ss to make three wishes of
their own
- Ss write wishes they like best into
their notebooks
Homework:
- Ss learn the lesson
- Ss prepare for next lesson
Wish:
 Wish in the future:
would + V
Ex : I wish I would become a
good student.

 Wish unreal in the
present:
past subjunctive
Ex:1. Lan wishes Lan had a
longer vacation.
(Lan doesn’t have a longer
vacation)
2.I wish I were a bird.
(I am not a bird)
Exercise 3 page 12
a) I wish I were taller.
b) I wish I were in the
swimming pool.
c) I wish I had a
computer.
d) I wish I didn’t live far
from school (I wish I
lived close to school)
e) I wish I had a sister.
f) I wish I didn’t draw
badly. (I wish I drew
well)
g) I wish I had my
friend’s phone number.
h) I wish I knew many
friends.
i) I wish there were rivers
and lakes in my
hometown.
Ngêi so¹n : §ç ThÞ Thu Hµ - Trêng THCS MËu §«ng

- New words: poet, poem, consist, a long silk tunic, slit, take inspiration
from sth, ethnic minorities, patters
- Grammar: review
- Attitute : friendly and understanding
II - Preparations
- Techniques: Ask and answer, pair work, group work
- Tape and cassette player
- Overhead projector and transparence
III - Procedures
Ss & T s activities’ ’ Content
 Getting started
- T divides class into groups and asks
them to look at the clothes people
are wearing and take turn to decide
where each person comes from
- T asks questions & Ss answer:
T: Where does the woman in picture a)
come from?
Ss: She comes from Japan.
T: Why do you know she comes from
Japan?
Ss: Because she is wearing a Kimono.
- The group who gives the correct
answer gets a point.
 Listen and read
- T pre-teaches new words after
introduces a text
- T sets the scene: you are going to
read the text about the traditional
dress of Vietnamese

- Ss listen to the text (cassette player)
- Some Ss read loudly
- T asks Ss to read the text silently
and complete the sentences in part
a) on page 14
- T gives feedback
- T asks Ss to read again
a) She comes from Japan because she
is wearing a Kimono.
b) She comes from Vietnam because
she is wearing ao dai.
c) He comes from Scotland because
he is wearing a kilt
d) She comes from India because she
is wearing a sari.
e) He comes from USA because he is
wearing jeans
f) She comes from Saudi Arabia
because she is wearing a veil.
New words:
- poet ( n )
Ex: Nguyen Du, Huy Can and To
Huu are poets.
- poem ( n )
- consist ( v )
- a long silk tunic ( n ): áo lụa
dài rộng
- slit ( v ): xẻ
- take inspiration: lấy cảm
hứng

- ethnic minorities
Ex: Thai, Muong, Ede are ethnic
monirities.
a) Complete the sentences. Use the
information from passage:
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.The majority of Vietnamese women
prefer to wear modern clothing at
work.
4.Some designers have modernized
the ao dai by printing lines of poetry
on it.
5.Another alternative is to add
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Ngêi so¹n : §ç ThÞ Thu Hµ - Trêng THCS MËu §«ng
- Ss answer the questions in part b)
on page 14
- T asks some pairs to ask and answer
the questions
- T gives feedback
Homework:
- T asks Ss to write a short paragraph
about what they have just discussed
with their partner
- Ss learn the lesson and prepare for

next lesson
symbols such as suns, stars, crosses,
and stripes.
b) Answer the questions:
1.Who used to wear the ao dao by
tradition?
Men and women used to wear the ao
dai
2.Why do the majority of Vietnamese
women prefer to wear modern
clothing at work these days?
Because it is more convenient.
3.What have fashion designers done
to modernize the ao dai?
They have printed lines of poetry on it
or have added symbols such as suns,
stars, crosses & stripes on the ao dai.
Prepring date:20/08/09
Teaching date: …………………
Class: 9 A B .Total :76 students
Period 8
UNIT 2: CLOTHING
Lesson 2: Speak
I - Objectives: By the end of the lesson, students will be able to ask and respond to
questions on personal references.
*- Language targets:
- New words: colorful, sleeved, sleeveless, stripes, plain, faded, baggy, plaid
- Grammar: review
- Attitude : Friendly
II Preparations

- Techniques: Ask and answer, pair work, group work, survey
- Overhead projector and transparence
III - Procedures
Ss & T s activities’ ’ Content
 Warm up:
- T asks Ss to look at the pictures on
the page 14 & 15
- Ss talk about the clothes ( color,
sleeve…)
 Pre speaking:
- T introduces some new adjectives to
describe clothes
- Ss look at the pictures and match the
phrases to the pictures on page 14 &
15 individually
- Ss compare with their friends
- T asks Ss to check their answers
 While speaking:
New words:
- colorful: màu sắc sặc sỡ
- sleeved: có tay
- sleeveless: không tay
- striped: sọc
- plain: trơn
- faded: bạc màu
- baggy: rộng thùng thình
- plaid: kẻ ca rô
a) Match the phrases to the pictures:
a) a colorful T – shirt
b) a sleeveless sweater

c) a striped shirt
d) a plain suit
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Ngêi so¹n : §ç ThÞ Thu Hµ - Trêng THCS MËu §«ng
- T asks Ss to match them into the suit
- Ss speak about the suit
Ex:
+ Which are a plaid skirt and a short –
sleeved blouse suitable?
+ Why?
- T asks Ss to interview each other
- Ss move and interview in groups ( 4
Ss ) according to T’s guiding and
form that T presents through OHP
- After Ss finish their task, T asks them
to report the result of their survey in
their groups
Ex: Three people said they like wearing
colorful T – shirt and jeans on the
weekend because they are convenient
- T corrects if necessary
- T asks Ss “Do you wear uniform?’’
- Ss describe their uniform
 Post speaking:
- T asks Ss to talk about themselves
- Ss talk
Homework:
- T asks Ss to make a list of types of
clothing that most of the Ss in class
like wearing on different special

cases
- Ss learn the lesson and practice
speaking
- Ss prepare for next lesson
e) faded jeans
f) a short – sleeved blouse
g) baggy pants
h) a plaid skirt
i) blue shorts
Suggested ideas:
I think I wear a plaid skirt and a short
sleeved blouse because it’s suitable /
comfortable…
b)
DO YOUR SURVEY
Name What to wear? Why?
On the
weekend
On Tet
holiday
******************************
.Prepring date:22/08/09
Teaching date: …………………
Class: 9 A B .Total :76 students
Period : 9
UNIT 2: CLOTHING
Lesson 3: Listen and Language focus 1
I - Objectives: By the end of the lesson, students will be able to listen to specific
information, describe what people are wearing and know how to use the present perfect
tense

* - Language target:
- New words: a public announcement, missing, entrance, fair
- Grammar: review the present perfect tense
- Atitute : Friendly , shopping
II Preparations:
- Techniques: Ask and answer, pair work, group work
- Tape & cassette player
- Overhead projector and transparence
III - Procedures
Ss & T s activities’ ’ Content
 Warm up:
13
Ngêi so¹n : §ç ThÞ Thu Hµ - Trêng THCS MËu §«ng
- T writes the word CLOTHING on
the board
- T divides the class into two teams
- T asks Ss from to team to go the
board and write the words relating
to CLOTHING
- The team which write more words
in limited time wins the game
 Pre listening:
- T asks Ss to look at the pictures on
page 16 answer the questions about
each of them
- T introduces the situation: “ Mary, a
little girl is lost in fair ’’ and asks Ss
to guess what she is wearing. Then
T introduces new words
- Ss guess what she is wearing

 While listening:
- T sets the scene: “ You will hear an
announcement about a lost girl
called Mary ’’
- Ss listen and answer the questions
- T turn on the cassette and Ss listen
twice and check (√ ) the letter of
the correct pictures to show what
Mary is wearing
- Ss compare with their friends
- T gives feedback
- Ss listen again and check
- T gives feedback
 Post listening:
- T asks Ss to describe a friend of
theirs, answering the questions:
- T has Ss remind the present perfect
tense that they have learnt
- Ss remind and T reviews how to use
and how to form of the present
 Listen ( p16 )
Questions:
a) - What are these?
- What color is this?
b) - What kinds of blouse is this?
c) - Are these shoes or sandals?
Possible answers:
a)- They are trousers, shorts, and skirt
- Colorful trousers, blue shorts,
colorful skirt

b)- Long sleeved white blouse, short
sleeved pink blouse, short sleeved
white blouse
c)-Sandals,red shoes and brown shoes
Questions:
1. How old is she?
( three years old )
2. What is she like?
( has short dark hair )
Key:
- a) B She’s wearing blue shorts
- b) A She’s wearing a long
sleeved white blouse
- c) C She’s wearing brown shoes
Questions:
- What’s his/her name?
- How old is he/she?
- What’s he/she like?
- What is he/she wearing today?
* Language focus 1 ( p19 )
14
Ngêi so¹n : §ç ThÞ Thu Hµ - Trêng THCS MËu §«ng
perfect tense
- T introduces the situation (exercise
1 on page 19 ): Nga and Mi talk
about Lan ( Nga’s old friend )
- T explains the require of the
exercises 1 on page 19
- Ss look at cues, then give make
similar dialogues

- Ss practice in pairs
- T goes around the class and helps
them
- T gives feedback
Homework:
- T asks Ss to review the present
perfect tense
- Ss learn the lesson and prepare for
next lesson
The present perfect tense:
1. Usage:
- to express an action happened with
indefinite time in the past
- to express action which started in
the past and continues up to the
present
2. Form:
S + have/has + V
ed, 3
+ O …
- for + a period of time
- since + a point of time
Prepring date:04/09/09
Teaching date: …………………
Class: 9 A B .Total :76 students
Period :10
UNIT 2: CLOTHING
Lesson 4: Read
I - Objectives: By the end of the lesson, students will be able to understand the text for
details about jeans

* - Langguage target:
- New words: material, cotton, wear out, style, embroider, label, generation
- Grammar: review
- Atitute : Understanding
II - Preparations:
- Techniques: Ask and answer, pair work, group work, brainstorming, discussion
- Overhead projector and transparence
III - Procedures
15
Ngêi so¹n : §ç ThÞ Thu Hµ - Trêng THCS MËu §«ng
16
Ss & T s activities’ ’ Content
 Warm up:
- T gives Ss a game “ Hangman ’’
- T asks Ss to guess the word
JEANS
 Pre reading:
- T introduce the lesson and new
words: This text talks about
JEANS
 While reading:
- T asks Ss to read the text silently
and answer some questions “
What do you know about jeans?’’
- T elicits some questions from Ss
- Ss read and find out answers to
the questions and adds more ideas
- T gets Ss to read the text again
and fill in the missing dates and
words, exercise a) on page 17

- Ss compare their answers with
their partners.
- T gives feedback
- T has Ss read the text once more
and answer five questions in part
b) on page 18
- Ss work in pairs to find out the
answers
- Some Ss answer the questions
before class
- T corrects and gives key
 Post reading:
- T has Ss discuss the questions
+ Do you like wearing jeans? Why?
Why not?
+ What type of jeans do you like
wearing?
+ Do you think jeans are in fashion?
Homework:
- Ss learn the lesson
- Ss write down what they have
talked about in groups in their
notebooks
- Ss prepare for next lesson
- The word has five letters
- Clothes
- Come from USA
New words:
- material ( n ): chất liệu
- cotton ( n ): bông, sợi bông

- wear out: làm rách
- style ( n ): kiểu dáng
- embroider ( v ): thêu
- label ( n ): nhãn
- generation ( n ): thế hệ
Questions:
- Who first designed jeans?
- Where were jeans made?
- What were jeans made of?
- When did jeans become popular?
Why?
a) Fill in the missing dates and words:
1. 18
th
century: Workers liked to wear
jean cloth because the material made
from cotton was very strong and could
hardly wear out.
2.1960
s

: A lot of university and college
students wore jeans.
3.1970
s
: Jeans became cheaper so
many, many people began wearing
jeans.
4.1980
s

: Jeans became high fashion
clothing.
5.1990
s
: The sale of jeans stopped
going up.
b)Answer. Then write the answers in
your exercise book
1.The word jeans comes from a kind of
material that was made in Europe.
2. The 1960
s
’ fashion were embroidered
jeans, painted jeans and so on.
3. Because jeans became cheaper.
4. Jeans at last became high fashion
clothing in the 1980
s
.
5. The sale of jeans stopped growing
because the worldwide economic
situation got worse in the 1990
s
.
Ngời soạn : Đỗ Thị Thu Hà - Trờng THCS Mậu Đông
**********************************
Prepring date:05/09/09
Teaching date:
Class: 9 A B .Total :76 students
Period : 11

UNIT 2: CLOTHING
Lesson 5: Write
I - Objectives: By the end of the lesson, students will be able to write an exposition =
description, presenting one side of an argument
* - Language target:
- New words: encourage, bare ones name, equal in, freedom of choice, self - confident
- How to present one side of an argument
II - Preparations:
- Communicative Approach and others
- Techniques: Ask and answer, pair work, group work, brainstorming, discussion
- Cues in books
- Overhead projector and transparence
III - Procedures
Ss & T s activities Content
Warm up:
- T asks some questions about
reasons which Ss like or dislike
wearing uniform
- Ss answer
Pre writing:
- From the reasons which Ss
answer, T introduces how to
present one side of an argument
- T asks Ss to look at a) on page 18
and outline A ( T presents them
through OHP )
- T explains outline A and
introduces new words
+ Topic: secondary school students
should wear uniform we write

introduction & conclusion by using
the topic
+ outline: we write series of
argument
-T guides how to write and asks Ss to
look at model writing on page 18 &
19 ( OHP )
While writing:
- T presents outline B on page 19
through OHP
- Ss read outline B
- T introduces new words and asks
Ss about the outline B ( topic +
reasons )
- T asks Ss to make the reasons in
Questions
- Must you wear uniform when you
are at school?
- Do you like wearing uniform?
Why?/ Why not?
WRITE ( p18 )
How to present one side of an
argument?
1. Introduction:
- My opinion is
- Or I think
2. Series of argument:
- Firstly,
- Secondly,
- Thirdly,.

-
- Finally,
3. Conclusion:
- Therefore,
- Or In conclusion,
New words:
- encourage ( v ): Khuyến khích
- bear ones name: mang tên
- be equal in: công bằng
- freedom of choice:Tự do lựa chọn
- self confident: tự tin
17
Ngêi so¹n : §ç ThÞ Thu Hµ - Trêng THCS MËu §«ng
complete sentences
- Ss work individually
- Ss compare with their friends
- T asks Ss to write a paragraph of
100 – 150 words to support the
argument that secondary school Ss
should wear casual clothes using
outline B on page 19
- When Ss have finished writing, T
takes some writings to present
through OHP & corrects in front
of the class
 Post writing:
- T presents outline B through OHP
again and Ss speak
- Some Ss speak
Homework:

- Ss write writing into their exercise
notebooks
- Ss learn the lesson
- Ss prepare for next lesson
Questions:
- What is the topic of the argument?
- Why should secondary students
wear casual clothes?
****************************
Prepring date:10/09/09
Teaching date: …………………
Class: 9 A B .Total :76 students
Period :12
UNIT 2: CLOTHING
Lesson 6: Language focus
I - Objectives: By the end of the lesson, students will be able to use “already & 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
* - Language target:
- New words: review
- Grammar: review
 The present perfect tense
 Passive form
- Atitute :
II - Preparations:
- Communicative Approach and others
- Techniques: Ask and answer, pair work, group work
- Cues in books
- Overhead projector and transparence

III - Procedures
Ss & T s activities’ ’ Content
18
Ngêi so¹n : §ç ThÞ Thu Hµ - Trêng THCS MËu §«ng
 Revision
- T asks Ss to remind the present
perfect tense with for & since
 Presentation
- T reviews the present perfect
tense with already & yet
- T sets the scene: you and your
friend are visiting HCMC. Look
at the notes, there are things you
haven’t done, what are they?
- T elicits from Ss
- T gets Ss to look at the dialogue
on page 20
- Ss remind the use & the position
of already & yet in the
sentences
- T has Ss practice the dialogue on
page 20 in pairs before class
 Practice
- Ss practice in pairs
- T reviews present perfect with
ever
- T guides hoe to do exercise 3 on
page 21
- Ss ask & answer
- T elicit from Ss → we use the

past simple to talk about definite
time. We use the present perfect
to talk about indefinite time→
ever is used in questions
- T reviews the passive form of
simple present, simple past,
simple future & present perfect
- T gives some examples by using
exercise 4 on page 21 asks Ss to
change these sentences into
passive form
- T teaches Ss the passive form of
modal verbs and BE GOING TO
- Ss remind the modal verbs: can,
could, may, might, must, have
to, ought to, should……
- T explains how to change into
passive form by giving some
examples ( Exercise 5 on page
21)
Language focus ( p20 )
I. The present perfect tense
- for + a period of time
- since + a point of time
- already is used in affirmative
sentence; position: mid sentence,
between have/has and PP
- yet is used in the negative &
question; position: end of the
sentence

II. Passive form:
1.Tenses:
Form:
BE + PP ( V
ed, 3
)
Ex:
a)They made jean cloth complete from
cotton in the 18
th
century.
→Jean cloth was made complete from
cotton in the 18
th
century.
b)They grow rice in tropical countries.
→Rice is grown in tropical countries.
c)They will produce five million bottles of
champagne in France next year.
→Five million bottles of champagne will
be produced in France next year.
d)They have built two department stores
this year.
→Two department stores have been built
this year.
1.Modal verbs
From:
Modal verb + BE + PP ( V
ed,3
)

Ex:
a)We can solve this problem.
→This problem can be solved
b)We have to improve all the schools in
the city.
→All the schools in the city have to be
19
Ngêi so¹n : §ç ThÞ Thu Hµ - Trêng THCS MËu §«ng
Homework:
- Ss learn the lesson
- Ss do exercises into their
exercise books
- Ss prepare for next lesson
improved.
c)They are going to build a new bridge in
the area.
→A new bridge is going to be built in the
area.
****************************************
Prepring date:14/09/09
Teaching date: …………………
Class: 9 A B .Total :76 students
Period 13 + 14
Written test + corrections
I - Obiectives : Students will be able to know how to apply their knowledge to do the test
well .
II / Preparations : Paper , chalk .
III / Written test: Deliver the paper to students
Question
I. Choose the best option to complete each sentence (2,0 ms)

1 . I don’t know how to drive a car . I wish I ….drive it .
a. could b. couldn’t c. can d. can’t
2. Peter isn’t here . I wish he ……here .
a. is b. was c. were d. weren’t
3. I … him since 1990 .
a. has known b. know c. knew d. have known
4. Rice … in tropical country .
a. grow b. aren’t grown c. grows d. is grown
II. Use the correct tense or form of verb in brackets ( 2,5 ms )
1. You ever ( use )……………………… a computer ?
- Yes , I ( have) ………………
When you last ( use )…………………………it ?
- I ( use )……………………………it last night .
2. They ( be )…………………… pen pals for two years .
III- Read the passage and answer the questions (2,5 pts)
John Brown is a lecturer . He went to university in 1982 , and was one of the best
students at that time . In 1990 , he became a professor . He has been a senior lecturer since
then . He is a very well known in his teaching career . He has written five books about
education , including a book “ How to teach deaf children” in 1995 . He is married to his
assistant , Linda . They have two children .
Questions
1- What does he do ?
………………………………………………………………………………………
2- Is he a very well-known in his teaching career ?
………………………………………………………………………………………
3- How many books about education has he written ?
………………………………………………………………………………………
4- Who is he married to ?
………………………………………………………………………………………
5-Has he got any children ?

………………………………………………………………………………………
IV . Write a passage of about 100 words about your visit to London, using the
following suggestions ( 3,0 ms)
20
Ngời soạn : Đỗ Thị Thu Hà - Trờng THCS Mậu Đông
Last weekend / our class / visit London
Get up early / take a bus
See Big Ben / biggest clock
Go / River Thames
Take a lot of photos
Meet / a lot of foreigners
Speak English with them
Try many kinds of food
Buy a dictionary
Feel tired / happy after the trip
IV - Corrections :
Câu I 2 điểm mỗi câu đúng 0,5 điểm
1.a could
2.b was
3.d have known
4.c - grows
Câu II 2,5 điểm mỗi câu đúng 0,5 điểm
1. - have you ever used
- have
- did you last use
- used
2 . have been
Câu IV 2,5 điểm mỗi câu đúng 0,5 điểm
1. He is a lecturer
2. yes, he is

3. He has witten 5 books about education
4. He is married to his assistant,Linda
5. yes, he has.
Câu V 3,0 điểm Mỗi câu đúng 0,25 điểm + 1 điểm trình bày
*****************************************
Prepring date:16/09/09
Teaching date:
Class: 9 A B .Total :76 student
Period : 15
UNIT 3: A TRIP TO THE COUNTRYSIDE
Lesson 1: Getting started + Listen and read
I - Objectives: By the end of the lesson, students will be able to talk about life and
activities in the countryside .
* Language target:
- New words: home village, lie lay lain, the foot of the mountain, bamboo forest,
banyan tree, the shrine, river bank
- Grammar: review the past simple with past wish
- Atitute :
II - Preparations:
- Techniques: Ask and answer, pair work, group work
- Students and teachers books
- Pictures in books
- Tape and cassette player
- Overhead projector and transparence
III - Procedures
Ss & T s activities Content
21
Ngời soạn : Đỗ Thị Thu Hà - Trờng THCS Mậu Đông
Getting started
- Ss look at the pictures on page 22

and talk about activities in the
countryside. ( using OHP to present
correct answers )
- Ss answer
Listen and read
Pre reading
- T asks Ss some questions to
introduce the text and new words
(using OHP to present questions )
- T introduces the text: Ba and his
family had a day trip to their home
village
- T turns on the cassette and gets Ss
to listen
- Some Ss to read the text (maybe)
While reading
- T gives 2 guiding questions and
asks Ss to read the text and answer (
using OHP to present the guiding
questions & answers
- Ss read silently and answer these
questions
-T presents the statements on page 23
- Ss read the text and decide which is
true & which is false
- T asks Ss to answer before the class
- T corrects if necessary
Post reading
- T asks Ss to read the text again and
answer the questions on page 23

( using OHP to present the
questions & answers )
- Some pairs ask & answer before the
class
- T corrects if necessary
1. watering the vegetables
2. swimming
3. taking the eggs
4. harvesting
5. feeding the pigs
6. plowing in the field
7. flying the kite
8. playing soccer
Questions:
- Have you ever been to your home
village?
- Where is it?
- How do you get there?
- What do you see on the way to
your village?
New words:
- home village ( n): quê nhà
- lie lay lain ( v): nằm
- the foot of the mountain: chân
núi
- bamboo forest ( n ): rừng tre
- banyan tree ( n ): cây đa
- the shrine (n): miếu thờ,điện thờ
- river bank ( n ): bờ sông
Guiding questions:

1. what did Ba, Liz and his family
do on their journey to his
homevillage?
2. What did Liz think of the trip?
Answers:
1. They visited Bas uncle, walked
up the mountain to visit the
shrine, went boating in the river
& had a picnic on the river bank.
2. Liz enjoyed the trip very much,
she took a lot of photo.
a) True or false? Check (

) the
boxes. Then correct the false
sentences.
1. F Ba and his family had a day trip
to their home village.
2. T
3. F There is a big old banyan tree at
the entrance to the village.
4. F People had a snack under the
banyan tree.
5. T
6. F People had a picnic on the river.
7. T
8. F Liz had a lot of photos to show
her parents.
9. T
b) Answers:

22
Ngêi so¹n : §ç ThÞ Thu Hµ - Trêng THCS MËu §«ng
Homework:
- Ss learn the lesson and prepare for
next lesson
1. It’s 60 km to the north of Ha Noi.
2. Ba and his family got there by bus.
3. The banyan tree is at the entrance to
the village.
4. They saw the shrine of a Vietnamese
hero on the mountain.
5. They had a picnic on the river bank.
6. Liz took a lot of photos to show the
trip to her parents.
7. Liz wishes she could visit Ba’s
village again.
************************
Prepring date: 24 /09/09
Teaching date: …………………
Class: 9 A B .Total :76 students
Period :16
UNIT 3: A TRIP TO THE COUTRYSIDE
Lesson 2: Speak
I - Objectives: By the end of the lesson, students will be able to ask and give information
about their own village
* Language target:
- New words: review
- Grammar: review Wh question
- Attitute : friendly
II.Preparations:

- Techniques: Ask and answer, pair work, group work, survey
- Students’ and teacher’s books
- Handouts
- Overhead projector and transparence
III Procedures
Ss & T s activities’ ’ Content
 Pre speaking:
- T asks Ss some questions and
guides how to answer the questions
in part a) on page 24 ( using OHP to
present the questions , cues in
information A & answers )
- T asks Ss to asks Ss to ask and
answer again
 While speaking:
- T asks Ss one pair to play role:
information B
- One pair ask & answer before the
class
SPEAK: (p24 )
a) Work with a partner. Read the
questions. Then play the role of A and
B, asks and answer about your
partner’s home village using the
information in the boxes.
1. Where is your home village?
It’s to the south of the city.
2. How far is it from the city?
It’s 30km from the city.
3. How can you get there?

We can get there by bus
4. How does it take to get there?
It takes an hour
5. What do people do for a living in
your village?
They plant rice & vegetables.
6. Does your village have a river?
There is a river flowing across the
village.
23
Ngêi so¹n : §ç ThÞ Thu Hµ - Trêng THCS MËu §«ng
- T asks Ss to write information of
their home village ( if Ss don’t have
a home village, Ss imagine or make
up information similar to those in
box A or B into handouts
- T gets some Ss pairs to play role to
talk about their home village after
Ss practice with their partners.
 Post speaking:
- T asks Ss to talk about their home
village through out information into
handouts
- Some Ss talk before the class
- T corrects if necessary
Homework:
- Ss write their home village into
their exercises books
- Ss learn the lesson and practice
speaking

- Ss prepare for next lesson
b) Now ask and answer about your
real home village. If you do have a
home village, make up information
similar to those in box A or B

***************************
Prepring date: 26 /09/09
Teaching date: …………………
Class: 9 A B .Total :76 students
Period : 17
UNIT 3: ATRIP TO THE COUNTRYSIDE
Lesson 3: Listen and Language focus 1
I - Objectives: By the end of the lesson, students will be able to listen to specific
information and remind the past simple with wish & use it fluently
* Language target:
- New words: on the bus route, a pond, parking lot = car park, pick sb up
- Grammar: review the past simple with wish
- Attitute : friendly
II. - Preparations:
- Techniques: Ask and answer, pair work, group work
- students’ and teacher’s books
- Pictures in books on page 25
- Tape & cassette player
- Overhead projector and transparence
III Procedures
Ss & T s activities’ ’ Content
I Listen
* Pre listening:
- T guides the require of listening

clearly
- T introduces the situation: “ a trip
 Listen ( p25)
Look at the map. Then listen to the trip to
Ba’s village. Match the places on the bus
route with the letters on the map. Started
24
Ngời soạn : Đỗ Thị Thu Hà - Trờng THCS Mậu Đông
of Liz and Ba to the village and
asks Ss to guess what she is
wearing. Then T introduces new
words
- Ss look at the map & guess where
it is ( where places on the map
are)
- T introduces new words
- T writes Ss guessing on the board
While listening:
- Ss listen and check their
prediction
- Ss listen to the tape and match the
places on the bus route with the
letters on the map
- Ss compare with their friends
- Ss listen again and check
- T gives feedback
Post listening:
- T asks Ss to show each other the
bus route they have just listened
to

II Language focus 1
- T has Ss remind the past simple
with wish
- Ss remind and T reviews how to
use and how to form of the
present perfect tense
- T gets Ss to look at the pictures on
page 28 & 29, study the real
situation by answering the
questions. ( using OHP ):
a) What does Ba want?
b) Where is Hoa now? How
does she feel?
c) What is the boy doing?
What does he have in
mind?
d) Whats the weather like?
What do they want?
e) What does he think?
f) What do they have in their
mind?
- T gives example
- Ss do exercise 1 on page 28 & 29
- T gives feedback
Homework:
- T asks Ss to review past simple
with wish
at
New words:
- on the bus route:

- a pond: ao
- parking lot = car park
- pick sb up: đón ai
Answer:
A. Banyan tree
B. Airport
C. Highway No 1
D. Dragon brige
E. Gas station
F. Store
G. Pond
H. Bamboo forest
I. Parking
Language focus ( p19 )
The past simple past with wish
1. Usage:
- to express wish that unreal in the
present
2. Form:
S + wish + S +V
ed, 2,
were + O
Ex:
- I wish I had a new car.
( I dont have a new car. )
- I wish I were a bird.
( I am not a bird. )
Answers:
a) Ba wishes he could have a
new bicycle.

b) Hoa wishes she could visit
her parents.
c) I wish I passed the exam.
d) We wish it did not rain.
e) He wishes he could fly.
f) They wish they stayed in
Hue.
25