unit 1

TiÕt 1
Ngµy so¹n: 24/ 8/ 2008 Ký duyÖt: / /
Ngµy d¹y: 26 / 8/ 2008
consolidation
I. Objectives
Students practice the present tense, the present perfect tense, the past tense and do some
exercises
II. Langguage content
S + V (s, es)…
S + don’t/doesn’t +V
Do/does + S + V ? - Yes, S + do/does
- No, S + don’t/doen’t
Iii. Teaching aids.
Chalk, blackboad…
IV. Procedure
Teacher s activities’ Students activities’
1. Warm up
Good morning Good morning
How are you? We are fine
2. Revision
a, The present simple tense
What is the form of the present simple
tense?
Ss: S + V ( s/ es)
S + do/ does + not + V
Do/ does + S + V?
When do you do the present simple
tense?
It is used to express what happen
everyday.
b, the present perfect tense?

What is the form of the present perfect
tense?
Ss: S + have/ has + PII
S + have/ has + not + PII
Have/ has + S + PII ?
When do you do the present perfect It is used to express what start
1
tense? happening in the past but have just
finished.
c, The past simple tense?
What is the form of the past simple
tense?
Ss: S + V ( past)
S + did + V
Did + S + V?
When do you do the past simple tense? It is used to express what happen in the
past.
Exercise : Put the verbs in the brackets
into the correct tenses
Ss do the exercise
1. They (tobe) in Hue They are in Hue
2. A pair of shoes (tobe) white A pair of shoes is while
3. You and I (not tobe) the same height. You and I aren’t the same height
4. She (tobe) up stairs? Is she upstains?
5. We ( study ) English for 3 years. We have studied English for 3 years
6. I ( do ) my homework last night. I did my homework last night
7. Nam ( go ) to school by bike. Nam goes to school by bike.
8. They ( visit) Ha Noi yesterday. They visited Ha Noi yesterday.
T asks Ss to give the answers Ss give the answers.
T corrects and give the keys. Ss copy the answers.

3. Home work :
T give Ss homework
- Lern by heart the present tense, the
present perfect tense, the past tense.
- Do some exercises in the 8 English
workbooks
- Prepare the new lesson.
Ss listen and copy
2
TiÕt 2
Ngµy so¹n: 24/ 8/ 2008 Ký duyÖt: / /
Ngµy d¹y: 30 / 8/ 2008
UNIT 1: A VISIT FROM A PEN PAL
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. Langguage content
Grammar: Wish sentence & Past habit Used to + Verb
Vocabulary: Words relating to famous place to visit & activities done during the visit
Iii. Teaching aids.
Chalk, blackboad, pictures, catsetter and tap…
IV. Procedure
Teacher’s activities Student’s activities
Warm – Up (15’)
* Getting started.
- Showing 6 pictures of places of interest
of Vietnam
- Eliciting the places of interest of Ho
Chi Minh City

- Asking them some questions
1. Do you have any pen pals?
2. Do you like to have pen pals?
3. Where will you take him if he
visits Vietnam for the 1
st
time?
4. Can you tell me the names of the
places in 6 pictures?
- Teaching new words: Hung Temple;
Temple of Literature; Dong Xuan
Market; the City hall; Ho Chi Minh
history museum; Ben Thanh market.
* Listen and read (30’)
Lead-in
- Looking at the 6 pictures and
guessing what places they are.
- Answering the questions.
- Listening to the teacher’s
explanations then write the
vocabulary down.
- Listening to the teacher
3
- Introducing the situation of the passage:
Rizal Mary is, Lan’s pen pal visited her
for the fist time and Lan took her to some
places of interest in Hanoi.
- Playing cassette once the 1
st
paragraph.

- Asking them questions: What do you
know about Mary am?
- Having them a silent reading then
identifying the places of interest.
- Playing cassette again.
- Explaining the new difficult words:
Mosque; peaceful; keep in touch;
atmosphere
- Reminding them of new and old structures.
* Old Structure: Past habit
Used to + V
* Ex: Lan used to walk past the mosque on
her way to primary school.
* New structure:
Wish sentence: Present unreal wish
* Ex: I wish I had more time.
- Asking them to have silent reading for
information to answer the questions.
- Calling some students to say their choices.
- Briefly explaining the use of Wish
Ex: I wish I had more time.
I wish + clause (Past simple)
Practice:
1. I don’t have enough money.
I wish …………………………
2. I can’t sing that song
I wish …………………………
3. It’s raining.
I wish …………………………
4. I am too fat.

I wish …………………………
5. The weather is bad to day.
I wish …………………………
- Listening to cassette.
- Answering the question.
- Having a silent reading.
- Listening to the cassette.
- Writing down the new words.
- Finding out structures.
- Identifying new structures.
- Having silent reading and get
more information.
- Saying the choices.
- Doing the practice.
1. I wish I had enough money.
2. I wish I could sing that song.
3. I wish it wasn’t raining.
4. I wish I weren’t too fat.
5. I wish the weather were fine
today.
Consolidation
Where did Lan take Mary am to visit?
4
1. What place did they visit on Friday?
2. What new structure is there in the
passage?
Homework
- Do exercise 1 workbook (p.5-6).
- Explain the way how to do these
exercises.

5
TiÕt 3
Ngµy so¹n: 1/ 9/ 2008 Ký duyÖt: / /
Ngµy d¹y: 6 / 9/ 2008
UNIT 1: A VISIT FROM A PEN PAL
Lesson 2: Speak – Listen (45 min)
I. Objectives:
- Developing speaking and listening skills.
- Introducing oneself
II. Language contents:
1. Grammar: Yes – No questions.
2. Vocabulary: Some words relating to capitals and big cities in the word,
especially in Asia.
III. Teaching aids:
Pictures, cassette player and tape
Asking and answering – Pair work – Role play – Matching.
IV. Procedures:
SPEAK (28 minutes)
Teacher s activities’ Student s activities’
Warm up (3 )– ’
- Making questions:
1. Where does Mary is come from?
2. Does she like Vietnamese people?
3. Does she like Ha Noi?
- Answering the questions:
1. Malaysia Kuala Lumpur –
2. Friendly
3. Interesting
Presentation (7 )’
- Introducing situation.

- Asking Sts to work in pairs.
- Matching and putting the dialogues in
the correct order.
 Finishing part (a)
Practice (13 )’
- Correcting part (a)
- Sticking the answer key on the board.
- Replacing
- Making similar dialogues.
6
- Asking Sts to read the information in three
boxes at the end of the page 8.
- Practicing new dialogues (Pair work)
Free practice (5)’
- Asking Sts to match countries and their
capitals (ASIA).
- Asking Sts to play roles.
- Matching
- Playing roles with their old names
and their own words.
LISTEN (17 minutes)
Teacher’s activities Student’s activities
Pre-listening (3’)
- Introducing the lesson
- Looking at the picture and taking about
them.
While-listening (8’)
- Taking about the situation of the
lesson.
- Playing the tape twice.

- Listening and finding out where Tim and
Carol are and that they are doing.
- Listening and choosing the correct answers.
- Comparing their answers with the partner’s.
Post-listening (4’)
- Checking the answers with the
whole class.
Homework ( 2’)
- Saying the answers.
Write the dialogues in the speak in
notebooks
- Listen and copy
7
TiÕt 4
Ngµy so¹n: 7 / 9/ 2008 Ký duyÖt: / /
Ngµy d¹y: 9 / 9/ 2008
UNIT 1: A VISIT TO A PEN PAL
Lesson 3: Read (45 min)
I. Objectives:
1. Developing speaking and listening skills.
2. Help students to know more about Malaysia.
II. Language contents:
Vocabulary: divided, separated, comprise tropical climate, official, language of
instruction.
III. Teaching aids and Techniques
Communicative approach.
Pictures and text books
IV. Procedures:
Teacher s activities’ Student s activities’
Warm-up

- T shows the map of Vietnam and asks
students:
1. Which country is on the map?
2. Which city is the capital of Vietnam?
3. How many regions are there in Vietnam?
- Answering the questions.
Pre-reading
- T introduce a the passage by showing the
map and the picture about Malaysia.
- T asks “What do you know about Malaysia.
- T asks sts to read the passage silently and
underline the new words.
- T explains new word (translation method)
- Sts answer (in Vietnamese)
- Reading the passage in silently an
underline the new word
- Listening to the explanation.
While-reading
- T reads the passage and students listen and
find the right information about Malaysia to
fill in the table. (pair word)
- Sts read their answer sentences.
Post-reading
- T hangs a cardboard and gets Ss to do T/F
exercises in pairs.
- T asks some pairs to write their answers on
the board.
- Doing the exercise in pairs.
- Answering the questions.
8

- T gives answer keys and corrects them. - Correcting the mistakes.
- T asks. For the false statements T asks sts to
give the correct ones.
- Giving the correct statements.
Consolidation
- T gives some questions about Malaysia:
1. Is Malaysia one of the countries of the
ASEAN?
2. How many regions are there?
3. Is Kuala Lumpur the largest city in the
country?
4. Which language is taught on secondary
school?
5. What’s the weather like in Malaysia?
- Answering the questions.
Homework
T explains
- Learning the new words by heart.
- Rereading the passage.
- Write the answers in exercisebooks
9
TiÕt 5
Ngµy so¹n: 7 / 9/ 2008 Ký duyÖt: / /
Ngµy d¹y: 13 / 9/ 2008
UNIT 1: A VISIT TO A PEN PAL
Lesson 4: Write (45 min)
I. Aims:
Ss can practice the skill of writing a letter (a normal letter and a friendly letter)
II. Language content
The present tense, the present perfect tense, the past tense and the simple future tense

III. Teaching aids:
Pictures of some places of interest ( Hoan Kiem Lake, West Lake, London
Bridge, etc), Overhead, projector.
IV. Procedures:
Teacher’s activities Student’s activities
Warm-up
- T introduces the topic of the lesson by
telling the sts his/her trip. Then T ask sts
some questions:
a. When did you go last summer?
b. Do you have any relatives?
c. Have you ever visited them?
d. Could you tell us about your trip?
- Answering the questions.
Pre- Write
- T reads a sample letter.
- T guides Ss how to write a letter
(address, heading, body, closing,
signature…)
- Listening to the teacher.
While – Writing
- T has some sts read their letters in front
of the class.
- Ss read the outline, pay attention to
he content of each part.
- Ss base on the outline and teacher’s
instructions and write a letter.
- Ss discuss in groups and write letters
by themselves.
10

Post - writing
- T asks some Ss to read their writings
- T asks some Ss to remark their writings
- T corrects the mistakes.
- Ss read their writings
- Other Ss remark their writings
- Ss check their writings
Consolidation
- How to write a friendly letter

- Ss listen to the T and copy
Homework
- T gives Ss homework.
- T explains the homework
- Sts write letters to invite their friends
to their places where they are living,
tell them what they’ll do, what food
they’ll eat …
11
TiÕt 6
Ngµy so¹n: 14 / 9/ 2008 Ký duyÖt: / /
Ngµy d¹y: 16 / 9/ 2008
UNIT 1: A VISIT FROM A PEN PAL
Lesson 5: Language focus (45 min)
I. Objectives:
Students can retell their preparations before a special occasion and express their wish.
II. Language content:
Grammar: Revision:
- Past simple.
- Wish sentence.

III. Teaching aids and Technique:
Question – Answer.
IV. Procedure:
Pictures, colored chalk.
Teacher s activities’ Student s activities’
Past simple
(page 11)
- Creating the situation by asking some
questions:
1. Where was Mary am last week?
2. What did she do in her first day in HN ?
- Asking the students to pick out the tenses in 2
answers.
- Having some students give the formation of
past simple tense.
Exercise 1 page 11
- Asking the students to do pair word (exercise
1)
- Having some pairs present in front of the
class.
Exercise 2 page 12
- Having the students do group work and the
quickest group present their key on the board.
- Answering the T/s questions.
1. She was in HN
2. Lan took her to HOAN KIEM lake.
1. What did Lan do on the Weekend?
- She went to the concert.
2. When did she go there?
- She went there on Saturday at 8pm.

Exercise 2:
- Lan made a cake
- Tan hang colorful lamps.
- They bought flowers.
- Huy paint a picture of HN
12
Exercise 3 page 12
The past simple with wish:
S1 V1 S2 V2
I wish you had a longer vacation.
S1 V1 S2 V2
I wish I had more time.
S1 + WISH S2 + verb
be (were)
/v(past)
- Creating the situation by asking questions:
“What did Lan say to Mary am at the end of
the week?”
- Asking the students to analyze the sentence.
- Having the students withdraw conclusion.
- Asking the Ss to do exercise 3 page 12 (group
work)
- Having some of the sts write their sentences
on the blackboard.
- Giving comments or
corrects the mistakes if necessary.

Consolidation
- Asking the sts to give the formation of wish
sentence.

Homework
- Asking the sts to write five wish sentences.
- They went shopping.
Exercise 3:
- “ I wish you had a longer vacation”
- Wish sentence => a complex sentence.
- Verb is used in the past subjunctive.
Exercise 3:
a. I wish I were taller
b. I wish it were not so hot
c. I wish I had a computer
d. I wish I didn’t do it’s.
13
TiÕt 7
Ngµy so¹n: 14 / 9/ 2008 Ký duyÖt: / /
Ngµy d¹y: 18 / 9/ 2008
UNIT 2: CLOTHING
Lesson 1: Getting started Listen and read (45min)–
I. Objectives:
- Introduce, leading to the topic of a unit: The traditional Ao Dai of Vietnam
- Remind them of some countries the word with their customs.
II. Language content
Grammar: The present perfect tense.
Vocabulary: word relating to ways of dressings.
III. Teaching aids:
Cassette; Cassette recorder; Pictures.
IV. Procedure:
Teacher s activities’ Student s activities’
Warm-up
Getting started (15 )’

- Showing 6 pictures of people with their
costumes.
- Eliciting the name of some countries.
- Asking them some questions.
1. Where does she come from?
2. Why do you know she come from Japan?
- Teaching new words; a kimono; a sari; a
veil.
- Calling some group reprentatives to answer in
front of the class.
- Correcting their mistakes if possible.
- Looking at the 6 pictures and guessing
what countries they are.
- Answering the questions.
- Discussing in groups.
* Sample Key:
1. She comes from Japan
2. She comes from Vietnam
3. He comes from Scotland.
4. She comes from India.
5. He comes from the USA.
6. She comes from (Saudi) Arabia.
- Listening to the teacher’s explanations
then wire the vocabulary down.

Listen and read (30 )’
Leas-in
- Introducing the situation of the passage.
“ Ao dai is the traditionally unique dress of
Vietnam. They are being used by both man and

- Listening to the teacher.
14
woman in specific occasions. It has now being
changed in different designs for fashion.”
- Playing cassette once the 1
st
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 do to the Ao Dai?
- Having them a silent reading then identifing
the main idea of the passage.
- Playing cassette again.
- Explaining the new difficult words; “poet’
mention; consist; of; to slit; inspiration;
unique; convenient; along silk tunic; ethnic
minoritres”
- Reminding them of new and old structures:
1. Old Structure: Past habit
2. Used to + V
Eg: Lan used to walk past the mosque on her
way to primary school.
3. New structure:
Wish sentence: Present unreal wish
Eg: I wish I had more time
- Asking them to have silent reading for
information to answer the questions.
- Calling some students to say their choices.

- Briefly explaining the used of wish.
=> I wish I had more time.
I wish + clause (Past simple)
Practice:
1. I don’t have enough money.
I wish …………………………
2. I can’t sing that song.
I wish …………………………
3. It’s raining.
I wish …………………………
4. I am too fat.
I wish …………………………
5. The weather is bad today
I wish …………………………
- Listening to cassette.
- Answering the question.
- Having a silent reading
- Listening to the cassette.
- Writing down the new words
- Finding out structures.
- Identifying new structure.
- Having silent reading and get more
information.
- Saying the choices.
- Doing the practice
1. I wish I had enough money
2. I wish I could sing that song
3. I wish it’s wasn’t raining
4. I wish I weren’t too fat
5. I wish the weather were fine today.

Consolidation
- The present perfect tense.
- Traditions in some countries.
Homework
- Completing the sentences and answer
the questions. (Page 14)
15
TiÕt 8
Ngµy so¹n: 21 / 9/ 2008 Ký duyÖt: / /
Ngµy d¹y: 23 / 9/ 2008
UNIT 2: CLOTHING
Lesson 2: Speak (45 min)
I. Objectives:
- Develop speaking skill.
- Ask & answer about the hobby and the habits of dressing.
II.Language content
a. Grammar:
- The Simple Present Tense
- The Simple Past Tense
b. Vocabulary:
- A colorful T-shirt; a plaid skirt; a plain suit; a short-sleeved; blouse; a sleeveless
sweater; a striped shirt; baggy pants; faded jeans; blue shorts.
III. Teaching aids and Techniques:
Cassette; cassette recorder; visual aids; colored chalk.
Brainstorming; questions – answers; guessing
IV. Procedures:
Teacher s activities’ Student s activities’
Warm Up–
Pre-speaking
- Asking students to answer some questions

about clothes:
1. What type of clothing do you wear at
school?
2. What’s this? It’s a skirt / a blouse …
- Introducing some new words referred to
kinds of clothiers.
- Asking some questions:
1. What do you usually wear on the
weekends?
2. Why are you wearing these clothes?
3. What is your favorite type of clothing?
Why?
4. School uniform: is it comfortable?
5. What color is it?
- Listening to the teacher’s questions and
answer.
- Looking at the new words and repeats
after the teacher.
- Learning the new vocabularies.
- Answering the questions in pairs.
16
- Asking them to match the pictures the
given words.
- Matching pictures with the words.
* Key:
a. a colorfull T – shirt ( 1 )
b. A sleeveless sweater (5)
c. A striped shirt (6)
d. A plain suit (3)
e. Faded jeans (8)

f. A short-sleeved blouse
g. Baggy pants (7)
h. A plaid skirt (2)
i. Blue shorts (9)
While-speaking
- Controlled practice
- Let the students to ask each other in groups
about their habit of dressings.
- Correcting their mistakes in spelling.
- Calling some groups to present their
interview before class.
- Ss ask the members of the other group
about the clothes they wear on the
weekend.
- Presetting their interview before class.
Reproduction
- Asking the students to answer the
questions :
1. What type of clothing do you wear on tet
holiday?
2. What would you wear to a party?
Post-speaking
- Asking them to summarize what kind of
clothes they usually wear at school, at the
party or on Tet holidays.
- Answering the questions.
- Summarizing the habit of dressing on
special occasion.
Consolidation
- Making up another conversation between

you and your friend referred to the habits of
dressing on special occasion.
- Reminding them the questions “What is
your favorite type of clothing?”
- Making up another conversation, referre
to the habits of dressing on special
occasion.
- Ss answer.
Homework
- T gives Ss some exercises
- Doing exercise 3, 4 workbook (page
14.15)
- Explaining the way how to do the
exercises.
17
TiÕt 9
Ngµy so¹n: 21 / 9/ 2008 Ký duyÖt: / /
Ngµy d¹y: 26 / 9/ 2008
UNIT 2: CLOTHING
Lesson 3: Listen (45 min)
I. Objectives:
- Developing reading skills.
- Listening for realistic information about some event.
II. Language content:
a. Grammar:
Passive construction of past simple.
b. Vocabulary:
Attention; special; announce; entrance; wear; long-sleeved blouse; information desk.
III. Teaching aids Techniques:
Cassette; Cassette recorder; colored chalk.

Brainstorming; Questions – answers; guessing.
IV. Procedures:
Teacher s activities’ Student s activities’
Warm Up –
Presentation
Pre-speaking
- Introducing the pictures divided into three
groups of different clothes.
- Asking them some questions to remind
them the vocabulary questions:
1. What do you call these clothes in English?
2. Have you ever worn them?
- Introducing the situation of the coming
announcement.
“Mary, a three-year-old girl is reported
missing at the Car Fair”
- Asking them to listen and catch up with the
information “What is Mary wearing?”
- Looking at the pictures and discuss their
names on groups.
- Answering the questions.
- trousers; shorts; skirt; blouse; sandals;
shoes; boots
- Yes, we have
- Listening to the situation.
- Listening, and then catching up with the
necessary information.
While- listening
- Playing cassette twice without pause.
- Letting them guess in pairs “What is Mary

- Listening to the cassette.
- Doing pair work.
18
wearing?”, then compare with the pictures.
- Marking the correct pictures.
- Play cassette again.
- Letting them make a good choice.
* Tape script:
Attention please. Here is a special
announcement. A little girl is reported
missing. She was last seen 20 minutes ago
near the main entrance to the Car Fair. Her
name’s Mary and she are 3 year old. She has
short dark hair. She is wearing shorts-blue
shorts and a long-sleeved white blouse. She’s
wearing a pair of shoes – brown shoes. She
may be carrying a large doll.
If you see Mary, please bring her to the
information desk. Her father’s waiting for
her there. Thank you.
- Marking the pictures.
- Listening again.
- Making a good choice.

Post listening–
- Asking the students to compare their
choices with partner.
- Calling some students to give the answer.
- Giving them the key
- Comparing their choice with partner.

- Saying the choices before class.
- Listening to the key and correct.
* KEY:
1. She’s wearing blue shorts.
2. She’s wearing a long-sleeved white
blouse.
3. She’s wearing brown shoes.
Consolidation
- Repeating the words referred to clothes by
looking at the pictures.
- Reminding them the passive structure.
Homework
- T gives Ss some exercises
- Explaining the way how to do the
exercises.
- Doing exercise 5, 6 workbook (page
16,17)
19
TiÕt 10
Ngµy so¹n: 28 / 9/ 2008 Ký duyÖt: / /
Ngµy d¹y: 30 / 9/ 2008
UNIT 2: CLOTHING
Lesson 4: Read (45 min)
I. Objectives:
- Developing reading skill.
- Searching for information about the history of the development of jeans.
II. Language content:
a. Vocabulary: words related to the history of jeans: sailor; embroidered jeans; label;
generation worldwide.
b. Grammar: passive voice (past simple).

III. Teaching aids and Techniques:
Map; pictures; colored chalk; visual aids.
Scanning; Questions – answers; guessing.
IV. Procedure:
Teacher s activities’ Student s activities’
Warm Up –
Pre-reading
- Introducing the new reading by asking
some questions:
1. Do you know jeans?
2. Do you like wearing jeans?
3. Who loves wearing jeans?
4. When did jeans appear for the first
time?
- Encouraging the students make some
questions about jeans:
“What do you want about jeans?”
question for elicit.
- Having scanning: (task 1)
- Reading quickly to find down the new
words and the information (page 17)
- Listening to the teacher’s introduction.
- Answering the questions freely.
- Making questions randomly.
- Reading the passage for missing
information.
While-reading
- Listening to the teacher to know the
20
- Introduction some vocabularies.

- Asking the students to have a silent
reading to do the gap filling A.
- Playing cassette twice.
- Calling some students to read the text
aloud.
- Task 2: asking the students to do task
B in pairs.
moaning of new words.
- Having a silent reading
- Doing gap filling.
- Reading the text aloud.
- Doing talk B in pairs.
- Reading the text aloud.
- Doing taks B in pairs.

Post reading–
- Calling some students to answer the
questions before class.
- Correcting their answers by giving
them key.
- Listening to the keys.
- Correcting their answers.
Consolidation
- T asks:
1- Do you like wearing Jeans?
2- Where do jeans come from?
3- Who are now often wearing Jeans?
Why?
Ss answer:
- Yes, I do.

- They come from Europe.
- Young generation. Because they are
beautiful.
Homework
- T gives Ss some exercises
- Explaining the way how to do the
exercises.
- Doing exercise 8, 9 workbook (page
18,19)
21
TiÕt 11
Ngµy so¹n: 28 / 9/ 2008 Ký duyÖt: / /
Ngµy d¹y: 3 / 10/ 2008
UNIT 2: CLOTHING
Lesson 5: Write (45 min)
I. Objectives:
- Developing writing skill.
- Know how to write a paragraph about the secondary school student’s wear.
II. Language focus:
a. Grammar:
The simple present tense.
b. Vocabulary:
Be equal in; be pound of; bear one’s name; freedom of choose; self-confident; feel
comfortable.
III. Teaching aids and Techniques:
Sample form of a letter; colored chalk; visual aids.
Questions – answers; guessing.
IV. Procedure:
Teacher s activities’ Student s activities’
Warm Up and Pre-writing–

- Introducing the table showing the three parts
of showing comments on something or a
problem using appropriate argumentative
language (page 18)
- Asking the students to read the topic and
outline A and the model passage supporting the
idea that secondary students should wear
uniforms…
- Asking them some questions:
1. “What type of clothing do you wear at
school?” (White shirt and trousers).
2. Why do they wear uniform at school?
- Explaining some new words (be equal in, be
proud of, bear one s name, freedom of’
choice, self-confident)
- Looking at the table then discuss in pairs.
- Identifying the appropriate argumentative
language.
- Reading the topic and outline a and the
model passage, the highlight the sequence
words.
- Answering the questions.
- Listening to the explanations,
While-Writing
- Letting them read the outline B.
- Giving them the meaning of some words: feel
- Reading outlines B.
- Knowing the meaning of some difficult
words.
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comfortable, freedom of choice.
- Asking them discuss in groups outline B then
write down their ideas.
- Asking some students to write their ideas on
the board.
- Discussing in groups outline B then do
the draft of the second passage.
- Writing down their ideas in written
forms.
Post-writing
- Correcting the mistakes.
- Giving them suggested writing (see at the end
of lesson plan).
- Correcting the mistakes
- Writing down the suggested passage.
Consolidation
“Why should the secondary students wear
uniforms?”
Remind them the argumentative language?
- Ss answer base on the outline A
Homework
- T gives Ss some exercises
- Explaining the way how to do the exercises.
- Doing exercise 8, 9 workbook (page
18,19)
SUGGESTED WRITING:
My opinion is that secondary school students should wear casual clothes.
Firstly, casual clothes make students feel comfortable.
Secondly, wearing casual clothes gives students freedom of choice. They are rights to
choose sizes, colors and fashions of clothes that they love.

Thirdly, casual clothes make students feel self-confident when they are in their
favorite clothes.
Finally, casual clothes make students more colorful and lively.
In conclusion, secondary students should wear casual clothes. Wearing casual clothes
is convenient, comfortable and fun.
SEQUENCE:
Organization Argumentative language
Introduction
- Let the reader know the writer’s
point of view.
- My opinion is .……………………
I think ..……………………………
Series of
arguments
- Presents arguments in a logical
way (one idea in each paragraph)
give examples where possible.
Firstly………………………………
Secondly .………………………
Thirdly .…………………………
Finally/Lastly .……………………
Conclusion
- Sums up the argument There .…………………………
In conclusion ..…………………
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TiÕt 12
Ngµy so¹n: 5 / 10/ 2008 Ký duyÖt: / /
Ngµy d¹y: 7 / 10/ 2008
UNIT 2: CLOTHING
Lesson 6: Language focus (45 min)

I. Objectives:
- Reminding them of previous knowledge on present perfect and the passive voice
- Know how to used specific words of present perfect.
II. 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 and modal verb passive.
III. Teaching aids and Techniques:
Pictures; Laptop; Flash cards; colored chalk; visual aids.
Questions – answers; guessing.
IV. Teaching steps:
Teacher s activities’ Student s activities’
Warm up–
Present perfect with SINCE & FOR
* Since: before a certain point of time.
Eg: since 2 o’clock/ last week/ last
month/ last year.
* For: before duration of time.
Eg: for 2 hours/ two weeks/ three years…
Exercise1
- Letting the students read the model
dialogue.
- Leading them to underline substitution
words or phrases.
- From the underline substitution, asking
them to reproduce the similar dialogues
using the given word from the box.
- Asking them to practice the dialogue in
- Reading the model dialogue.
- Underlining the substitution words or

phrases.
- Answering the questions.
- Practicing the dialogue in pairs.
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pairs.
Exercise 2+ 3
- Asking them to practice in pairs.
The pasive
- Asking Ss to review the pasive.
* Form: S + BE + PII + By O
- T explains how to change active into
pasive?
Exercise 4.
- T explains how to do exercise 4
- Asking Ss to do exercise 4
- T checks and gives Ss the keys
Exercise 5.
- T explains how to do exercise 5
- Asking Ss to do exercise 5
- T checks and gives Ss the keys
- Practicing in pairs
- Ss review the pasive
- Ss listen and copy
- Ss listen and copy
- Ss do exercise 4
- Ss listen and copy
- Ss listen and copy
- Ss do exercise 4
- Ss listen and copy
Consolidation

- What is WISH Sentence?
- What tense is used in wish 1
st
type?
- Remind them the structure of passive
voice.
- Ss answer

Homework
- T gives Ss some exercises
- Explaining the way how to do the
exercises
- Doing exercise 7 (page 10).
- Explaining the way how to do the
exercise.
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