TIENG ANH 9 CA NAM MOI

Sunday,September 9
th
,2008
P1 Unit 1: A VISIT FROM A PEN PA
GETTING STARTED + LISTEN AND READ
A. Aims:
By the end of the lesson, students will be able to get more reading practice
to understand the text about Lan and her penpal Maryam’s visit to Hanoi and
know a new structure with “wish” with the simple past
B. Teaching aids:
− Extraboard, pictures, tape recorder, cue cards.
C. Content :
I. Pre − reading:
1. Warm − up : Brainstorm
a, Interesting places in Ha tinh
− Tran Phu general Secretary Memorial Site
− Le Khoi Temple
− V QUang Natural preservatiuon zone
− Ke Go lake
− T.Cam Beach/T. Hai Beach
− Vung Ang post
− Huong Tich Pagoda
− Hoi Thong village (Dtho)
− Dong Loc road-juction
− Memorial Site of the Great Poet Nguyen Du
− Handicraft village
− Thai Yen Carpentry village (Nxuan)
− Van chang and Minh Lang forge villages
b, Activities we can do in Ha Tinh:
− to go swimming
− to have specialities: P.Trach jackfruits, T.Dai persimmon

− to visit wildlife
− to climb up mountains
− to go boating/fishing
2. Pre − teach :
− (a) mosque : nhµ thê Håi gi¸o (picture/sit)
If my region were Islam, where could I go to pray?
_ (n) friendliness : sù/lßng mÕn kh¸ch (exp) ←
friendly
− (to) be impressed by : cã Ên tîng (trans)/ Ømpress (v): ghi
kh¾c/in s©u
− (to) pray : cÇu nguyÖn (mime)
Trêng THCS Hng §ång
− (to) keep in touch (with): gi÷ liªn l¹c (víi) (examp)
− (to) correspond : trao ®æi th tõ (explanation)
It means ‘to write to one another regularly’
− (to) depend on : dùa vµo/phô thuéc vµo (sit)
* Checking: ROR
3.Open-prediction:
-Set the scene : Lan’ s Malaysian penpal came to visit her in Hanoi.Can you
guess where she went and what she did during her stay ?
-Ss guess –T writes their prediction on the board.
-Have ss listen to the tape,reading the text on p.6,7 to check.
II. While − reading :
1.Students listen to the tape(optional)
2. Students practice reading the text silently
3. Choose the correct option to complete the sentences *(P.7)
* Key:
1- C ; 2 - B ; 3 - D ; 4 - B
4. Teacher gives feedback to the whole class to their open-prediction: (∗Key)
III. Post − reading :(grammar awareness)

-Eliciting from students :
1) T : What did Lan used to do when she was a primary school girl ?
Ss :She used to walk past the mosque
T : What about now,Does she often walk past the mosque now ?
Ss :No, she doesn’t do this anymore
+Form : (+) S +used to +V(bare) +
(-) S + didnot + use to +V (bare)
(?) Did + S + use to +V (bare) ?
+Use : S.o often did sth in the past and no longer now
2) T : What did Lan say to Maryam at the end of the week?
Ss : Lan said “I wish you had a longer vacation”
+Form : S1 + wish + S2 + V(past) (S1 can be S2 or not)
Be(Were)
+Use : Expressing the wish about the present, regretting about the present
situation
4. Practice: (optional-depending on time): word cue drill
IV. Homework :
− Learn the vocab by heart
− Reread the text carefully
− Do exercise 3 (P.12) (Text book) + Ex7 (P.10) (workbook)
− Find out new words in “Speak” (P.8)
V.Teacher’s self- evaluation:
Trần Thị Thanh Hải
Trêng THCS Hng §ång

Trần Thị Thanh Hải
Trêng THCS Hng §ång
Thursday11
th
,2008

P2 Unit 1: SPEAKING
A. Aims:
By the end of the lesson, students will be able to get more speaking skill by
making and responding to introduction
B. Teaching aids:
− Pictures, pictures, extraboard
C. Content:
I. Pre − speaking:
1. Warm − up: Matching
Places (city/town/capital) Nations
Tokyo Brunei
Liverpool Australia
Perth Japan
Bombay Myanmar
Bendar Seri (Begawan) India
Kualar Lumpur England
Rangoon Malaysia
2. Pre − teach:
− (to) introduce : giíi thiÖu (exam) → Let me introduce
myself
− (adj) pleased : vui.hµi lßng (syn/trans) → pleased to meet
you
− (adj) industrial : (thuéc vÒ)c«ng nghiªp (exp) ← industry (n)
− (adj) quiet : yªn tÜnh (translation)
− (adj/adv) (the) same as : gièng víi (visual)
− (adj) different from : kh¸c víi (ant) ≠ the same
* Checking: What and Where
3.Ordering the dialogue:
-Ask ss to do ex. a) on p.8 ,they have to work in pairs to put the sentences in the
correct order to make a completed dialogue.

-Call on some pairs to give their answers.
-Correct
∗Key: 1 − c − 5 − b − 4 − d −2 −e − 3 − a − 6
4.Practice reading the ordered dialogue:
a. Modeling (some (good) pairs of strong students )
b. Pairwork:
5.Comprehension questions :
T : Have Nga and Maryam met each other before ?
What does Nga say when she introduces herself?_Let me introduce myself.
What does Maryam say when Nga introduces herself? _Pleased to meet you.
Trần Thị Thanh Hải
Trêng THCS Hng §ång
It’s a pleasure to
meet you!
Nice to meet you.
II. While − speaking:( Part b,p.8)
− Set the scene: Now you are talking to Maryam’s friends. Introduce yourself.
Make similar dialogues. Take turns to be one of Maryam’s friends
− Keys (suggested dialogues):
1.Dialogue one:
A: Hello.You must be Yoko
B: That’s right. I am
A: Pleased to meet you. Let me introduce myself. I’m
B: Pleased to meet you,
A: Are you enjoying your stay in Hanoi?
B: Oh yes, very much. I like Vietnamese people and I like old cities in Vietnam
A: Do you live in the city, too?
B: Yes, I live in Tokyo. Have you ever been there?
A: No, what’s it like?
B: It’s a big busy capital city. It’s very different from Hanoi.

A: I see
2.Dailogue two:
A: Hello. You must be Paul
B: That’s right, I am
A: Pleased to meet you. Let me introduce myself. I’m Le
B: Pleased to meet you, Le
A: Are you enjoying your stay in Vietnam?
B: Yes very much. I love the people, the food and the beaches in Vietnam
A: Do you live in a city,too?
B: Yes, I live in Liverpool in England. Have you ever been there?
A: No. What’s it like?
B: It’s an industrial city in the North of England
A: I see
∗Notes:
− The whole class make one dialogue from/based on one of the three cuebox
− Students prepare each dialogue in pair in writing first, then practice
speaking
− Students can make their own dialogue with their imagination
III. Post–speaking:
1. Functional language: Let me introduce myself/May I introduce myself
2. Form reviewed: Adj + to−V (eg: pleased, glad, happy…to meet )
IV. Homework:
1. Make a similar dialogue with the ordered dialogue from the text book (P.8)
2. Review the simple past tense
V.Teacher’s self-evaluati on :
Trần Thị Thanh Hải
Trờng THCS Hng Đồng
Planing date: Sunday,September 14
th
,2008

Teaching date: Monday,September 15
th
,2008
P3 Unit 1: LISTENING + LANGUAGE FOCUS 1,2
A. Aims:
By the end of the lesson, students will be able to listen for specific
information to choose the correct pictures, and get more practice with the past
simple tense
B. Teaching aids:
pictures, tape recorder, extraboard
C. Content:
I. Pre listening:
1. Warm up: Lucky lots/sheets of paper to review the past simple form of some
verbs
eg: go went see saw be was/were
do did catch caught have had
draw drew know knew make made
hang hung but bought paint painted
Students in two groups , turn by turn, cast lots to write the verb (with two
form) requested onto the board. (one form one mark (point). If they have a
lucky lot, they dont have to write any verb, they still get two points
2. Pre teach:
(to) catch the bus : đón xe buýt
(translation)
(to) kill the grass : giết chết/ làm chết cỏ
(situation)
(n) hamburger : thịt băm viên/ xúc xích ham bua
(explanation)
Its up to you : điều đó tuỳ thuộc vào bạn
(translation)

would rather + V(bare) : thích làm gì hơn
(situation)
Its time + S +V(past) : đã đén giờ để (ai) làm gì
(situation)
one hundred and three (103) one hundred and thirty (130)
* Checking: R.O.R
3.Open prediction (Choose the number of the correct pictures P.9)
_Set the scene:Jim Jones Mexican penpal,Carlo is visiting the USA
Eliciting the vocabulary for each picture from students
Key:
a-1: Walking on the grass
a-2: Picking flowers
b-1: (Catching) the bus number 103
b-2: (Catching) the bus number 130
Trn Th Thanh Hi
Trêng THCS Hng §ång
c-1: Eating in a Mexican restaurant
c-2: (Eating) humburger
− Students predict individually which pictures are mentioned in the listening text
II. While listening:
_ Students listen to the tape twice to select the number of the correct pictures
* Key: a −1 b − 2 c − 2
*Tape transcript:
Tim :Are you hungry, Carlo?
Carlo : Yes
Tim : Okey.Let’s go to a restaurant down town.If we go through the park, we
can catch a bus on
Ocean Drive
Carlo :That’s fine.I really like walking in the park.You’re lucky to have a placce
like this close to

your home.It’s so beautiful with all the trees and flowers and a pond in the
middle.
Tim : Carlo! Be careful,you’re walking on the grass!The park-keeper is growing
some
more.You’ll kill the new grass.
Carlo :Oh sorry.I didn’t see the sign.
Tim : Come on.It’s time we caught the bus.
Carlo : Is that our bus, Tim?
Tim : No, that’s a 103 bus.We want the number 130.
Carlo : Where’re we going to eat?
Tim : It’s up to you.There’s a new Mexican restaurant in town.
Carlo : Oh no. I can eat Mexican food at home. I love American food. I’d rather
eat hamburgers.
Tim : Okey. I know exactly where we need to go.
III. Post − listening:
1.Practice with the forms: a, It’s time + S +V(past)
(word cue drill) b, S + would rather + V(bare)
a1, It’s time we /catch/ the bus
a2, It’s time I /go/ to school
a3, It’s time he /be/ at home
b1, I /to eat/ hamburger
b2, We /to know/ many friends
b3, He /to draw/ pictures
2.Practice in the past simple: Language Focus
Ex1: Ask and answer questions about what each person did on the weekend
(pairwork)
− Students read the conservation about Ba (pairwork)
− Students make the conservation about the rest people (pairwork)
∗Possible conservations about Nga; Lan….
1.A: What did Nga do on the weekend?

Trần Thị Thanh Hải
Trêng THCS Hng §ång
B: She went to the concert performed by Hanoi singers
A: When did she go?
B: She went there on Saturday at 8 p.m
2.A: What did Lan do on the weekend?
B: She went camping help by Y&Y
A: When did she go?
B: She went camping all the weekend
Ex2:
− They made a cake − They painted a picture of Hanoi
− They bought flowers − They hung colorful lamps
− They went shopping
IV.Homework:
− Redo exercise 1,2 (P11−12) (Language Focus)
− Do exercises 3,4,6 (P.7,8,9) (Textbook)
− Read and find out new vocabulary in “Read”
V.Teacher’s self-evaluation:
Wednesday, September 17, 2008
P5
th
Unit 1: READING
Trần Thị Thanh Hải
Trêng THCS Hng §ång
A. Aims :
By the end of the lesson, students will be able to scan a text for factual
information about a place and know some about Malaysia
B. Teaching aids:
− Extraboard
C. Content:

I. Pre − reading:
1. Warm − up: Chatting/Pre−questions
− Teacher asks students to tell what they know about Malaysia.
− Teacher asks students to make questions for what they want to know about
Malaysia.
* Expected questions:
− Where is Malaysia?
− What is its capital?
− What language is spoken in Malaysia?
− What’s its population?
2. Pre − teach:
− region (n) : vùng, miền (situation)
− area (n) : diện tích (example)
− climate (n) : khí hậu (example)
− currency (n) : tiền tệ (example)
− language of instruction (n): ngôn ngữ dung để giảng dạy (translation)
− official (a) : chính thức (explanation)
− compulsory (a): bắt buộc
− Comprise (v): bao gồm, gồm có (synonym) =
consist of
* Checking: R.O.R
3.T/F statement prediction:
T : Following statements are about Malaysia.Some of them are true but some are
false.Use your own knowledge to guess which is T/F.
a. Malaysia is a member country of ASEAN.
b. There are two religions in Malaysia.
c. People speak only Malay in Malaysia.
d. Primary school children learn three languages at school.
e. All secondary school children learn in English.
-Ss work in pairs to decide which is T/F

-Give feedback and write on the board
II. While − reading :
1. Students listen to the tape
2. Students read the text silently
3. Checking the T/F
* Key: a − T
b − F ( two → more than two)
c − F ( only Malay → Malay, English, Chinese and Tamil)
Trần Thị Thanh Hải
Trêng THCS Hng §ång
d − F ( three → one of the three languages:Malay, Chinese or Tamil)
e − T
4. Fill in the table with the right information about Malaysia
-Ask ss to read the text the second time to fill in the chart in ex.a,on page 10
-Give feedback and correct
* Key:
1. Area: 329,758 sq km 5. Unit of currency: ringgit
2. Population: over 32 millions 6. Official religion: Islam
3. Climate: tropical 7. National language: Bahasa
Malaysia
4. Capital city: Kuala Lumpur 8. Compulsory second
language: English
5. Comprehension questions:
a) Where is Malaysia?
b) How many regions is it divided? What are they?
c) What’s its population?
d) What’s its area?
e) What’s its capital? Where’s its capital? (in which region)
f) What is the official religion in Malaysia?
g) What’s the national language of Malaysia?

h) What language is spoken in Malaysia?
*Key:
a) Malaysia is in Asia
b) It’s divided into two regions. They are West Malaysia and East Malaysia
c) It’s over 22 million
d) It is 329,758 sq km
e) The capital is Kuala Lumpur. It is in West Malaysia
f) The official religion in Malaysia is Islam
g) The national language of Malaysia is Bahasa Malaysia (Malay)
III. Post–reading: Speaking
(Retell the text) Tell about Malaysia, based on the questions above
IV. Homework :
1. Reread and translate the text into Vietnamese
2. Tell about our country based on the text
3. Study “Write” part/section (P.11) and find out new vocabulary in it.
V. Teacher’s self-evaluation:
Saturday, September 20
th
, 2008
Period 6
th
Unit 1: A VISIT FROM A PENPAL
Lesson 5:Write
Trần Thị Thanh Hải
Trêng THCS Hng §ång
A. Aims :
By the end of the lesson, students will be able to write a personal letter with
an outline − a letter about a visit to a place
B. Teaching aids :
− Extraboard, textbook

C. Content :
I. Pre − writing :
1. Warm − up : Brainstorm (two forms of verbs)
Visit − drink− eat−ate
meet− buy− see−saw
2. Ordering statements :
a) I met my old friend, Lan yesterday at the Botanical garden.
b) I’m staying at Ben Thanh Hotel
c) Dear parents /Mai/…
d) Love,Lan.
e) I’m looking forward to seeing you soon
f) September 15
th
2005
g) Ho Chi Minh City
h) I’ve bought some nice souvenirs for you all
i) I’m very happy to visit the city this time
*Key : f−e−c−b−g−h−a−d
3.Eliciting the form of a personal letter,based on the ordering :
1. Heading: − Writer’s address
− Date
2. Opening: Dear,….
3. Body of the letter:
− (1
st
paragraph): Talk about where you are staying…
− (2
nd
paragraph): Talk about: what you’ve done
who you’ve met

(etc)
− (3
rd
paragraph): Talk about how you feel…
4. Closing: Love,
Lan
4. Set the scene: Now, imagine you’re visiting one of your relatives or friends in
another part of Vietnam. Write a letter to your family using the outline on page
11.
- Have students read the outline (p.11) carefully.
II. While − writing :
1. Students practice writing a letter to their family, telling them about their visit
(individually)
Trần Thị Thanh Hải
Main activities of a visit to a place
Trêng THCS Hng §ång
2. Students share their writing (pairwork) to correct themselves.
* Suggested letter:
14 Xuan Dieu street
Hue
Saturday, August 10
th

Dear Mammy and Daddy,
I arrived at Phu Bai Airport at about 3pm on Thursday
Uncle Nam and Ha, my cousins, met me at the airport and took me home by their
car.
You know, I’ve visited many places in Hue such as Thien Mu Pagoda, Ngo Mon
Gate, Huong River, Dong Ba Market… I’ve bought a lot of souvenirs for you
both. Mom and Dad, I’ve tried different foods in Hue such as cakes and porridge

are very delicious, but the soup is very hot.
Tomorrow, I will go to visit Tombs in Hue.
I feel very happy and enjoy myself so much (here). The people here are very
friendly, and the sights are so beautiful.
I will leave Hue at 6 a.m next Saturday and will arrive home at about 2p.m.
Please pick me up at Ha Tinh bus station.
I look forward to seeing you soon.
Love,
Hoa
III. Post–Writing :
−Teacher choose some letters to correct in class
IV. Homework :
1. Rewrite the letter into notebook.
2. Do exercise 8 (P.11)in workbook (Unit 1)
3. Prepare Language Focus.
V.Teacher’s self-evaluation:
Saturday,September 15
th
,2007
Period 6: Unit 1: A visit from a penpal
Lesson 6: Language Focus
A. Aims :
By the end of the lesson, students will be able to get more practice with the
past simple tense, and “wish” sentence about the present situation.
Trần Thị Thanh Hải
Trêng THCS Hng §ång
B. Teaching aids :
− Extraboard, pictures
C. Content :
I. Pre − reading :

1. Warm − up : (Matching)
Verbs Noun (phrases)
Buy a cake
Make flowers
Hang a picture of Hanoi
Go colorful lamp
Paint shopping
-Ask students to come to the board and match a verb with a noun or noun phrase
to make meaningful phrasal verbs.
2. Set the scene: Lan and her friends are holding a farewell party for Maryam.
Write things they did to prepare for the party using the picture and phrasal verbs
above.
- Divide the class into 2 groups. Tell them to name the people in the picture and
to go to the board , write as quickly as they could.
- Correct: 1. Hoa made a cake.
2. Quang hung colorful lamps on the wall.
3. Ha bought flowers.
4. Tan painted a picture of Hanoi.
5. Nga and Lan went shopping.
3. Revision:
Form: (+) S + V(past) +
(-) S + didn’t + V(bare) +
(?) Did + S + V(bare) + ?
Meaning:
Use: Express actions happened in the past at a definite time(yesterday,
last , ago)
II. Practice:(LF 1)
-Get students to ask and answer questions about what each person did on the
weekend (Use the table on page 11)
-T models

A: What did Ba do on the weekend?
B: He went to see a movie called “Ghosts and Monsters”
A: When did he see it?
B: He saw it on Saturday afternoon at two o’clock
* Steps:
− Some pairs of good students model the example conversation
− Closed pair practice with the cues from the table (P.11)
− Open pair practice (teacher asks any two other students to demonstrate any
conversation)
Eg1:
Trần Thị Thanh Hải
Trêng THCS Hng §ång
Hoa: What did Nga do on the weekend?
Minh: She went to (see) a concert called (performed by) HN singers
Hoa: When did she go?
Minh: She went on Saturday evening at 8 o’clock
Eg2:
C: What did Lan do on the weekend?
D: She joined a camp organized by Y&Y (Youth and Young Pioner
Associations)
C: When did she join it?
D: She joined it all weekend.
Eg3:
K: What did Nam do on the weekend?
L: He went to see (He saw) a soccer match between Dong Thap and
The Cong.
K: When did he see it?
L: He saw it on Sunday at 4p.m
* The past simple with “wish”:
-Set the scene: Tom is shorrt, he wants to be taller.What will he say?

→ I wish I were taller.
Form: S + wish(es) S + were +
V(past)
Meaning: íc g×, mong íc
Use : diÔn t¶ ®iÒu íc tr¸i víi thùc tÕ
Concept check: + What tense is used for “wish”?
+ What comes after “wish”?
+ What tense is used in the clause after “wish”?
- Have students work with a partner, make wishes for the situations at page 12.
- Give feedback and correct:
* Key:
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 lived near school/I didn’t live very far from school
e.I wish I had a sister
f. I wish I could draw well/ I didn’t draw so badly
g.I wish I had my friend’s phone number
h.I wish I knew many friends
i. I wish there were (some) rivers and lakes in my home town.
III. Production :
Chain game (using the simple past tense): two tables, one groups
Eg:
A: Yesterday, I got up early
B: Yesterday, I got up early and had a big breakfast
C: Yesterday, I got up early, had a big breakfast and said goodbye to my
parents.
(etc)
Trần Thị Thanh Hải
a c d

g b f
e i h
Trêng THCS Hng §ång
IV. Homework :
− Redo all the exercises in “ L.F ” part (P.11−12)
− Do exercises 3, 4, 6,7 in Unit 1 in Workbook.
− Study “Getting started”, “Listen and Read” (P.13−14) and find out new
vocabulary .
V. Teacher’s self- evaluation:
Monday, September 21
st
, 2008
Period 7
th
: UNIT 2: CLOTHING
Lesson 1: Getting started + Listen and Read
A. Aims :
By the end of the lesson, students will be able to scan for more information
about Ao dai, the traditional dress of the Vietnamese and review the present
perfect and “used to”.
B. Teaching aids :
− Extraboard, pictures, tape.
Trần Thị Thanh Hải
Trêng THCS Hng §ång
C. Content :
I. Pre − reading :
1. Warm − up : (Getting started)
(Students in two groups look at the clothes the people in these pictures (p.13)
are wearing and take turn to decide where they come from by asking and
answering)

- T models picture a : Teacher: Where does she come from?
Students: She comes from Japan
Teacher: How do you know?
Students: Because she is wearing a kimono.
* Key:
a) She comes from Vietnam. She is wearing Aodai.
b) He comes from Scotland (Uk). He is wearing a kilt.
c) She comes from India. She is wearing a Sari.
d) He comes from the USA. He is wearing jeans.
e) She comes from (Saudi) Arabia. She is wearing a veil.
2. Pre − teach vocabulary :
− design (v) : thiết kế (explanation)
− fashionable (a): (thuộc) thời trang, mốt (synonym) = mordern
− slit (n/v) : xẻ/đường xẻ (mine/relia)
− tunic(n) : áo dài thắt ngang hông (translation)
− loose (a) : rông thùng thình (picture/B.Dr) = baggy
− pattern (n) : mẫu vẽ,hoa van (translation) (exp)
− inspiration (n): cảm hứng (translation)
* Checking: R.O.R
3.Pre − question :
a. Who usually wears Ao dai nowadays? What about in the past?
b.What are the differences between traditional Ao dai and modern one?
II. While − reading :
1. Listening to the tape (Students listen to the tape, pointing at the reading in the
textbook−word by word)
2. Students practice reading the text silently to get information about Ao dai
3. Complete the sentences. Use the information from the passage.
- Students read the text again and complete sentences (P.14).
- Students compare with their partner.
- Give feedback and correct

* Key:
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 that is slit on the sides and worn
over loose pants.
3. The majority of Vietnamese woman 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 symbols such as suns, stars, crosses and stripesto
the ao dai.
4. Comprehension questions:
Trần Thị Thanh Hải
Trêng THCS Hng §ång
- Get students to work with a partner, read the text again, ask and answer the
question on page 14.
– Call on some students to ask and answer before class.
– Correct
* Key:
1. Traditional, men and women used to wear the “ao dai”
2. Because it is more convenient
3. They have printed lines of poetry on it or have added symbols
such as suns, stars, crosses and stripes to the “ao dai”
III. Post − reading :
1.Speaking: Tell something about the “ao dai”:
In the past Nowadays
− Who worn? When? (everyday) − Who wears? When? (on
special occasions)
− Material? − Materials?
− Pattern? − Pattern?
2.Grammar review: (Eliciting from the text) and practice (optinal)
a. The past passive:
+ Eg: Traditionally, it was frequently worn by both men and women.

+ Form: S + was/were + Vpp
b. The present perfect:
+ Eg: They have added these patterns to the Ao dai
+ Form : S + have/has + Vpp
+ Use :
IV. Homework :
- Learn by heart vocab,form,use
− Reread and translate the text into Vietnamese
− Do exercises 1,6 (P12−17) (workbook)
− Find out new words in “Speak” (P.14−15)
V. Teacher’s self-evaluation:
Trần Thị Thanh Hải
Trêng THCS Hng §ång
Tuesday, September 30,2008
Period 8: UNIT 2: CLOTHING
Lesson 2: Speak
A. Aims :
By the end of the lesson, students will be able to ask and respond to
questions on personal habits and preferences about clothes.
B. Teaching aids :
− Pictures, realia
C. Content :
I. Pre − speaking :
1. Warm − up : Brainstorm (two groups)
a) blouse b) long tight
pants shirt
skirt short short loose
2. Pre − teach vocabulary :
− Plaid (a) : kẻ ca rô (relia)
− plain (a) : trơn, không có hoa văn (relia/trans)

− faded (a) : bạc màu , phai màu (trans)
− striped (a) : có kẻ sọc (picture)
− casual clothes (n) : quần áo bình thường (exp) /trans)/ant (≠
uniform)
− sleeved (n) : tay áo (visual/realia)
→sleeved (a) : có tay áo : sleeveless (a) : kh«ng cã
tay, tay c¸nh
* Checking: ROR
3.Matching:
- Ask students to look at the pictures (p. 14,15) and match them with phrases.
- Give feedback and correct
* Key :
b.a sleeveless sweater
c.a triped shirt
d.a plain suit
e.faded jeans
f. baggy pants
g.a short−sleeved blouse
h.a plaid skirt
i. blue shorts
II. While − speaking :
1.Complete the survey form (p.15):
Trần Thị Thanh Hải
Trêng THCS Hng §ång
- Have students read the questions in the box and add two more questions about
“clothes for special occasion”. (whole class)
* Suggested questions:
a. What type of clothing do you wear on Tet holiday?
b.What do you wear to a wedding/ a birthday party/ your class reunion/…?
- Get students to draw the table (p.15) into notebooks:

Name Casual clothes Favorite clothes School Uniform Clothes for
special occasion




2.Interview : (pairwork)
- Students in pair take turn ask and answer about their wear, using the survey
questions they’ve completed above.
- Students write into the form.
* Suggested answers:
Lan: What do you usuaaly wear on the weekend?
Mai: I usually wear a T−shirt and shorts.
Lan: Why do you wear them?
Mai: Because they are tidy. They make me more comfortable to play sports_I
often play sport at the weekend.
Lan: What is your favorite type of clothing?
Mai: Casual clothes are my favorite type.
Lan: Why?
Mai: Because they are comfortable and convenient. I can wear what I like
Lan: Is your school uniform comfortable?
Mai: I don’t think so.
Lan: What color is it?
Mai: It’s white. I don’t like. It makes me look bigger. But I’m wuite short.
Lan: Oh, I see. (How about your clothes on special occasions?). What do you
usually wear on Tet holiday?
Mai: I often wear a suit for jeans and a long−sleeved blouse
Lan: How about your wear to a wedding?
Mai: Oh, of course, I wear the Ao dai. It’s traditional.
3.Reporting :

After interviewing the partner, students report his/her wear.
Eg: Mai prefers wearing casual clothes…
III. Post–speaking :
1. Writing about students’s wear.
2. Picture dictation.
IV. Homework :
1. Complete writing
2. Review vocabulary about clothing
Trần Thị Thanh Hải
Trêng THCS Hng §ång
Wednesday, October 01
st
, 2008
Period 9: Unit 2: CLOTHING
Lesson 3: Listening
A. Aim: By the end of the leson, Ss will be able to listen for specific information
describe what people are wearing and how to use the present perfect with
''
since
''
and
''
for
''
.
B. Content:
I. Warm up: Bingo!
- Let Ss think about words or phrases of clothing…
Possible words: colourful T-shirt, sleeved blue shorts, striped skirt, plain skirt,
plain suit…

II. Pre-teach vocabulary:
- announcement (n) (translation)
- missing (adj) (synonym) = lost
- an entrance (n) (synonym) = gate/door
- fair (n) ( explanation)
- a doll (n) ( realia)
- attention (n) (translation)
* Checking: R.O.R
III. Pre- listening:
1. Pre-questions:
- Let Ss to look at pistures: a,b, c(page 16) and answer the questions
- What are these ? (clothes, shoes, sandal)
- What do you call these clothes in Enlish ? ( red skirt…)
- What kind of blouse is this? What colour are these?
- Are these shoes or sadals?
2. Set the scene:
- you will hear an announcement about a lost little girl call Mary.
- Let Ss to predict what clothes Mary are wearing.
what clour shoes''…
IV. While- listening.
- Get Ss to listen to the tape to choose the correct pictures
- Let them to listen again ,checking. then compaire with partners.
* Key: a. B. She is wearing blue shorts
b. A. She is wearing a long sleeved blouse
c. C. She is wearing brown shoes.
V. Post-listening.
* Speaking: Let Ss to work in pairs to anwer questions from the tape.
- How old is Mary?
- Where was she last seen?/ shoes
- What is she like? What clothes are she wearing?

VI. Homework:
- Learn vocabulary by heart
- Do exercise 1,2,3,4 in work book
- Prepare Read
Trần Thị Thanh Hải
Trêng THCS Hng §ång
Trần Thị Thanh Hải
Trêng THCS Hng §ång
Sunday, October 5
th
, 2008
Period 10: UNIT 2: CLOTHING
Lesson 3: Read
A. Aims :
By the end of the lesson, students will be able to read the text for details to
know more about the history of jeans development
*Teaching aids:
− Realia, pictures, (tape)
B. Content :
I. Pre − reading :
1. Warm − up : Guessing game: Guessing my fovorite clothing.
Eg:
Student1: Do you feel like blouse?
Teacher : No.
Student2: Do you like skirt?
Teacher : No
Student3: Do you like jeans?
Teacher : Yes.
2. Pre − teach vocabulary :
− (n) material : chất liệu (explation)

− (n) style : kiểu , dáng (translation)
– (n) label : nhãn, nhãn hiệu (realia)
− (to) wear out : sên, rách (explanation)
− (to) embroider : thêu (mime+relia)
– (to) be out of fashion: lỗi thời, kh«ng hîp thêi trang (trans)
* Checking: What and Where
3. Pre–questions :
- T uses picture (p.17), ask questions:
a) What kinds of trousers are these students wearing?
b) Are they tight or loose jeans?
c) Do you like jeans?
d) What was jean cloth made from?
e) Who gave the name “jean” to this material?
- Students read the text to find out the answer to the last two questions
II. While- reading :
1. Answer pre-questions:
- Students read the text silently (individually).
- Call on some students to answer
- Correct:
a. It was made completely from cotton.
b. Sailor from Genoa in Italy did.
2.Gap fill :
- Ask students to read the text again and fill in the missing dates and words in the
sentences(p.17)
Trần Thị Thanh Hải
Trêng THCS Hng §ång
- Students compare their answer with their partners.
- Give feedback and correct.
* Key:
1.18

th
century : Workers liked to wear jeans because the material made
from cotton
was very strong and could hardly wear out.
2.1960s : A lot of university and college students wore jeans.
3.1970s : Jeans became cheaper, so many, many people began
wearing jeans
4.1980s : Jeans became high fashion clothing.
5.1990s : The sale of jeans stopped going up.
3.Comprehension questions : (P.18)
- Students answer the questions in pairs.
- Call on some pairs to answer before class.
- Correct:
a. It comes from a kind of material that was made in Europe.
b. The 1960s’ fashions were embroidered jeans, painted jeans and so on.
c. Because jeans became cheaper.
d. Jeans at last became high fashion clothing in the 1980s.
e. Because the worldwide economic situation got worse.
III. Post − reading :(Discussion)
- Ask students to work in groups, discuss the questions:
a. Do you like wearing jeans? Why(not)?
b. What type of jeans do you love wearing?
c. Do you think jeans are in fashion? Why(not)?
- Call on some students to check
*Possible answer: I love wearing jeans because jeans make me look stronger.The
cloth
made from cotton was very strong and could hardly wear out.
Or : I don’t like jeans because
IV.Homework :
− Write to tell why you like/dislike wearing jeans.

− Learn by heart vocabulary.
− Study “Write” (P18–19) and find out new vocabulary.
V.Teacher’s self-evaluation:
Trần Thị Thanh Hải
Trêng THCS Hng §ång
Tuesday, October 7
th
,2008
Period 11: UNIT 2: CLOTHING
Lesson 4 : Write
A. Aims :
By the end of the lesson, students will be able to write an exposition,
presenting one side of an argument.
B. Teaching aids :
− Extraboard
C. Content :
I. Pre − writing :
1. Warm − up : Guessing a word Introducing the new lesson
– It is a seven–letter–noun beginning with “a”/ This noun begins with “a”
– It is a discussion based on reasoning.
– It comes from the verb of “to argue”
*Key: argument (Sự tranh luận/lý lẽ)
2.Pre–teach vocabulary :
– (to) argue : tranh luËn, tranh c·i (situation)
Lan thinks wearing uniform is necessary.Tom doesn’t
agree.They
→ (n) argument : cuéc tranh luËn, sù tranh luËn
– (to) encourage : động viên (explanation)
It means to give hope, support or confidence to sb.
– (to be) equal (in) : công bằng, bằng nhau (situation)

Lan is 30 kg, Mai is 30 kg, too. They are equal in weight.
– (adj ) practical : thiết thực (translation)
– (adj ) self–confident): tự tin (translation)
– (n) freedom of choice : sự lựa chọn tự do
(explanation)
You can choose what you like
→ (to) choose – chose – chosen : lùa chän
*Checking : Slap the board
3.Matching : (to organize the outline)
Parts of an argumant Language
1.Introduction: a. Therefore…
(The writer opinion) In
conclusion…
2.Body b. My opinion
is…
(Presenting argument In my
opinion…
in a logical way) I think
3.Conclusion c. Firstly…
(Summing up the argument) Secondly…
Trần Thị Thanh Hải
Trêng THCS Hng §ång
Finally…
*Key: 1–b, 2–c, 3–a
4.Reading the topic ,(and) outline A and the passage (P18) (indvidually)
- Have ss answer some questions to check their comprehension:
+ What is the writer’s point of view?
+ What arguments does the writer present?
+ What does the writer write to sum up the argument?
- Ss read the passage.

- Ask ss to read the outline B and answer the questions:
+ What is the topic of the argument?
+ Why should secondary students wear casual clothes?
II. While − writing :
- Get ss to write a passage of 100 – 150 words to support the argument that
secondary school students should wear casual clothes using the outline B.
- Go around and help ss is necessary.
III. Post–writing:
- Ss share and comparre their writing, correct if possible.
- Take some writings to correct in front of the class.
*Suggested answer:
My opinion is that secondary school students should wear casual clothes
Firstly, casual clothes make students feel comfortable
Secondly, wearing casual clthes gives students freedom of choice. They have
rights to choose sizes, colors and fashions of clothes that they love.
Thirdly, casual clothes make students feel self–confident when they are in
their favorite clothes.
Finally, casual clothes make school more colorful and lively.
In conclusion, secondly school should wear casual clothes. Wearing casual
clothes is convenient, comfortable and fun.
IV. Homework :
– Rewrite the argument, using outline B and add more details/examples
– Review the present perfect and the passive voice
– Find out new vocabulary in Language Focus (P19–20)
V.Teacher’s self-evaluation:
Trần Thị Thanh Hải