Giáo án Tiếng Anh 9

Period: 1 Date of planning:..
Week:1 Date of teaching:…
UNIT 1 AVISIT FROM A PENPAL
LESSON 1: GETTING STARTED – LISTEN AND READ
1. Aims: At the end of the lesson, students will be able to
- Make and respond to introduction.
- Talk about activities’ Lan and Razali Maryam would do during the visit.
- Educate students how to greet people when meeting each other.
- Develop reading and listening skills.
2. Language contents
a. Grammar: Past simple tense; used to; past simple tense with ‘wish’.
b. Vocabulary: Mosque(n); correspond(v); to be impressed by; pray (v); depend (v);
have a trip aboard.
3. Techniques: Eliciting; guessing; scan; pair work.
4. Teaching aids: Pictures; textbook; chalk; tape; cassette.
5. Time: 45 minutes
6. Procedures:
Contents methods
I. Warm - up
1. Getting started.
What would you do if your foreign friend
comes to visit your country?
Suggestions:
A B C D
II. Presentation
Questions.
What do you know about Maryam/ Lan’s
penpal?
Where did Lan take Maryam to?
Places: Lan take Maryam to
HoChi Minh’s mousoleum

History Museum
The literature temple.
Vocabulary:
- Mosque(n) - correspond(v)
- to be impressed by - pray (v);
- depend (v)
- have a trip aboard.
Introducing the topic.
Students look at the pictures and realize
the places.
Students practice with their partners.
Then give answers.
Teacher correct errors if necessary.
Teacher introduces the situation of the
text about Lan’s penpal, Maryam visited
her.
Students give answers.
Teacher elicits how to answer the
questions.
Students listen to the text again. Then
find out some new words.
1
Grammar:
Past simple tense:
Ex: Lan took Maryam to…
Used to: used for the past habit so “ used
to” means usually or often did sth in the
past and no longer now.
Ex: Lan used to walk past the Mosque on
her way to primary school.

did sth in the past and no longer now.
Questions:
- What did Lan use to do when she was a
primary school girl?
->Yes, she often walk past the mosque on
her way to primary school.
- What about now? Does she often walk
past the mosque?
-> No, she does’t this any more III.
III. Practice
1. C Two weeks.
2. B Ha Noi people were friendly.
3. C All the above.
Students find down some sentences used
by the past simple tense:
Teacher explains how to use “ used to”.
Students notice teacher’s explaination.
Students ask and answer these questions.
Teacher asks students these questions.
Students practice with their partners.
Then give answers.
Teacher correct errors if necessary.
Students read the txt in silence. Then
practice with their partners.
Teacher asks students these questions.
Students give answers.
Teacher correct errors if necessary.
IV. Consolidation
Saying the content of the text.
Educate students how to greet people when meeting each other.

V. Homework:
- Read the passage.
- complete the exercise 1 on page 5 in the exercise book.
- prepare ‘ speak’.
VI. Marks/ Remarks
- Students were weak in reading.
VII. Self – evaluation:
- Teacher should explain the content of parts of the passage.
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Period: 2 Date of planning:..
2
Week:1 Date of teaching:…
UNIT 1 AVISIT FROM A PENPAL
LESSON 2: SPEAK
1. Aims: At the end of the lesson, students will be able to
- Make and respond to introduction.
- Educate students how to greet people when meeting each other.
- Develop reading and listening.
2. Language contents
a. Grammar: Pleased to meet you; let me introduce; have you been…
b. Vocabulary: to be different from; to be the same.
3. Techniques: Dialogue building; matching; brainstorming; eliciting.
4. Teaching aids: Pictures; textbook; chalk.
5. Time: 45 minutes
6. Procedures:
Contents methods
I. Pre- speaking
Nga is talking to Maryam:
* Guessing:
What do you talk about?

- Places where you live.
- People in their country.
* Make and respond to introduction.
- Pleased to meet you!
- Let me introduce…
- Have you been…
II. While – speaking:
a. Nga is talking to Maryam:
Star like this
A. Hello! You must be Maryam.
B. That’s right. I am
Answer:
1-C 2- E 3 –E
4- D 5- B 6
-> 1-C; 5- B; 4- D; 2- E; 3-E; 6
b. Now you are talking to Maryam’s
friends. Introduce yourself. Make similar
dialogues. Take turns to be one of
Maryam’s friends.
Teacher explains the task and introduce
the situation.
Students give answers.
Teacher elicits some key phrases.

Students notice them carefully.
Teacher explains the task.
Students practice with their partner.
Teacher correct errors if necessary.
Students read the dialogue in the silence
in pair and match. Then put it in the

correct order.
Students read the dialogue aloud.
Teacher corrects errors if necessary.
Teacher explain the task and suggests the
outline of dialogue.
3
Example:
A. Hi!..............Yoko.
B. That’s right. I am…
A. Pleased to meet you!
B…………….
A. Are you enjoying….?
B. …………
A. Do you live in…..?
B. ………Is it very different from?
III. Post – speaking
Make dialogue introduce their discussion.
Students complete the dialogue and
practice with their partners.
Teacher corrects errors if necessary.
Students make their free dialogues.
Teacher corrects errors if necessary.
IV. Consolidation
Remind languages to introduction.
Pleased to meet you; let me introduce; have you been…
V. Homework:
- Complete the dialogues in exercises 3b.
- Learn new languages to introduction by heart.
- prepare ‘ listen’.
- Do exercises 2 on page 6 in the exercise book.

VI. Marks/ Remarks
- Students were weak in speaking.
VII. Self – evaluation:
- Teacher should practice students pronounce the phrases of the contents learnt.
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Period: 3 Date of planning:..
Week:2 Date of teaching:…
UNIT 1 AVISIT FROM A PENPAL
LESSON 3: LISTEN
1. Aims: At the end of the lesson, students will be able to
- Listen to Tim Jones’ Mexican pen pal.
- Educate students how to greet people when meeting each other.
- Develop reading and listening.
2. Language contents
a. Grammar: Pleased to meet you! let me introduce… ; have you been…
4
b. Vocabulary: to be different from; to be the same.
3. Techniques: Dialogue building; matching; brainstorming; eliciting.
4. Teaching aids: Pictures; textbook; chalk.
5. Time: 45 minutes
6. Procedures:
Contents methods
I. Pre- Listening:
* Questions:
What do pictures in ‘a’ mean?
Can you find some differrences between
picture a & picture b?
Where is it?
*Grammar:
- Let’s go to a restaurant downtown.

- I rather eat hamburgers.
* Vocabulary:
- to catch(v):
- to kill(v):
- to eat(v):
II. While – Listening
True or false statements:
a. Carlos didn’t see the sign.
b. The sign a means: keeping the grass of.
c. They want to catch the bus numbered
130.
d. They don’t eat hamburgers.
III. Post – listening
Answer:
a-A; b-B; c-C
Game to consolidation:
Matching the words relate to each other.
Keep off bus
Catch hamburgers
Eat the grass
Teacher sets situation and explains the
task.
Students give answers for the questions
by looking at the pictures in the textbook.
Teacher elicits some key vocabulary and
grammar.

Students guess the meaning of some key
vocabulary and how to use grammar.
Students practice vocabulary in chorus

and in individual.
Students listen to the conversation.
Students practice with their partner.

Students give answers for the questions.
Teacher corrects errors if necessary.
Students listen to the conversation and
circle the letters corrected.
Students listen to the conversation again
and check the answers.
Teacher corrects errors if necessary.
Teacher explains the task.
Students match the words in pairs and
crosscheck their answers.
Teacher corrects errors if necessary.
5
.
IV. Consolidation
Saying language content.
Educate students how to greet people when meeting each other.
V. Homework:
- Make sentences each other.
- Learn new language content by heart.
- prepare ‘ read’.
- Do exercise 3 on page 6 & 7 in the exercise book.
VI. Marks/ Remarks
- Students were weak in listening skill.
VII. Self – evaluation:
- Teacher should practice students pronounce the phrases of the contents learnt.
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Period: 4 Date of planning:..
Week:2 Date of teaching:…
UNIT 1 AVISIT FROM A PENPAL
LESSON5 READ
1. Aims: At the end of the lesson, students will be able to
- Scan the information about Maryam’s country, Malaysia. Then fill in the table that
follows.
- Educate students to know about Malaysia and more all over the world.
- Develop reading and reading.
2. Language contents
a. Grammar: Simple tense…
b. Vocabulary: separated(a); comprise(v); federation(n); ethnic group(n); official(a);
optional(a); language to instruction.
3. Techniques: Scan; brainstorming; eliciting; explaination.
4. Teaching aids: Pictures; textbook; colorful chalk.
5. Time: 45 minutes
6. Pr ocedures :
Contents methods
I. Pre- reading
* Questions:
What do you know about Malaysia?
Do you know any information on the
Students look at the map and the picture
about Malaysia.
Teacher sets situation by asking students
some guiding questions.
6
table?
II. While – Reading
a. Scan the information about Maryam’s

country, Malaysia. Then fill in the table
that’s follows.
New words:
- separated(a) - comprise(v)
- federation(n) - ethnic group(n)
- official(a)
- optional(a)
- language to instruction.
* Fill in the table:
Malaysia
1. Area: 329758 sq km
2. Population: Over 22 million.
3. Climate: Tropical climate.
4. Unit of currency: Ringgit.
5. Capital city: Kuala Lumpur.
6. Official region: Islam.
7. National language: Bahasa Malaysia.
8. Compulsory second language:
English.
b. Read the passage again and answer
the questions.
Keys:
1. Bumiputera, ethnic chinese, ethnic
Indians.
2. Bahasa Malaysia, English, Chinese
and Tamil.
3. Bahasa Malaysia.
4. Up to 16.
III. Post – Reading
Tell some key information about

Malaysia.
Begin with:
Malaysia is one of the countries of
Asian. It has an area of 329758 sq
km…..
Teacher explains the task.
Students scan the passage and find out some
new words.
Teacher elicits some key vocabulary.
Students guess the meaning of some key
vocabulary.
Students practice vocabulary in chorus and in
individual.
Teacher corrects errors if necessary.
Students scan the passage and find out the
information. Then fill in the table.
Students practice with their partners.

Students give answers for the table.
Teacher corrects errors if necessary.
Students read the passage again in silence
and find out the information to answer the
questions.
Students practice with their partners.
Students give the answer for the questions.
Teacher corrects errors if necessary.
Teacher explains the task of the exercise.
Students summarize the passage based on the
information about Malaysia.
Teacher corrects errors if necessary.

IV. Consolidation
7
Remind language contents.
Educate students to know about Malaysia and more all over the world.
V. Homework:
- Read the passage and do the exercises again.
- Write a passage about your local based on the passage about Malaysia.
- Learn new languages by heart.
- prepare ‘ Write’.
- Do exercise 4 0n page 7 in the exercise book.
VI. Marks/ Remarks
- Students were weak in pronouncing some key different words..
VII. Self – evaluation:
- Teacher should ask students to concentrate and analyze each part of the passage more
carefully.
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Period: 5 Date of planning:..
Week:3 Date of teaching:…
UNIT 1 AVISIT FROM A PENPAL
LESSON 5: WRITE
1. Aims: At the end of the lesson, students will be able to
- Imagine we are visiting our relatives or friends in another parts of Viet nam or in a
different countries.
- Write a personal letters.
- Educate students know how to write a personal letter.
- Develop language using skill.
2. Language contents
a. Grammar: Past simple tense.
b. Vocabulary: I arrived at < place> …..at < time>… on < date>; I’ve visited places…
I feel so happy…; I will leave….

3. Techniques: Scan; brainstorming; eliciting; explaination.
4. Teaching aids: Pictures; textbook; colorful chalk.
5. Time: 45 minutes
6. Pr ocedures :
Contents methods
I. Pre- Writing:
* Questions:
- How many parts are there in a personal
letter?
- What do you write in each part?
Teacher sets situation by asking students
to some questions.
Students practice with their partners
8
Outline of a personal letter
- First paragraph: Say when you arrived
who met you met at where.
- Second paragraph: Talk about what you
have done.
- Third paragraph: Tell how you feel,
mention when you would return home <
people, food, sights>.
II/ While – writing:
Suggested ideas
First paragraph:
- I arrived at KonTum bus station at <
Time> in the afternoon/ evening etc…
Uncle/ Aunt met me at the bus station.
Then he/she took me home by motorbike/
bicycle.

- Second paragraph:
I’ve visited/ been to many places like
wood church, museum etc.
I’ve eaten different foods.
I’ll visit hanging Bridge.
Third paragraph:
I feel so happy and enjoy myself so
much. Then people here are so nice and
friendly. The food are so delicious and
are so beautiful.
I will leave in KonTum at…..on and I
will arrive home at… . Please pick me
up…
III/ Post – Writing
Tell the main parts of the personal letter.
Students’ letter.
Teacher explains the task.
Students read the out line of a personal
letter.
Teacher corrects errors if necessary.
Students elicits how to use each
paragraph.
Teacher explains the task of the exercise.
Students write the paragraph themselves.
Students crosscheck their writing on the
board.
Teacher corrects errors if necessary.
Students read the complete writing aloud.
Teacher elicits how to use simple past.
Students copy them down.

Teacher explains the task of the exercise.
Students tell them and write a letter that
they like.
Teacher corrects errors if necessary.
Students read them aloud.
VI. Homework:
- Complete the letter.
- Write one more letters to a friend or relatives.
- Learn new languages by heart.
- prepare ‘ language focus’.
- Do exercise 5 on the pages 7 & 8 in the exercise book.
9
V. Marks/ Remarks
- Students had some troubles when writing a letter.
VI. Self – evaluation:
- Teacher should ask students to elicit some more ideas.
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Period: 6 Date of planning:..
Week:3 Date of teaching:…
UNIT 1 AVISIT FROM A PENPAL
LESSON 6: LANGUAGE FOCUS
1. Aims: At the end of the lesson, students will be able to
- Use some grammar points in the right English.
- Educate students to use language correctly.
- Develop language using skill.
2. Language contents
a. Grammar: Past simple tense; used to; past simple tense with “ Wish”.
b. Vocabulary: Language learnt.
3. Techniques: Scan; brainstorming; eliciting; explaination.
4. Teaching aids: Pictures; textbook; colorful chalk.

5. Time: 45 minutes
6. Pr ocedures :
Contents methods
I. Warm up:
1. Match the words in column A with
column B.
A B
Do bought
Go saw
Buy went
See did
-> The words in the column B are used
by the past simple tense of infinitive of
verbs in column.
2. Before: I always cried.
Now: I don’t cry.
-> Used to
3. I am poor. So I wish I were ……
II. Activities:
1. Activity 1
Work with a partner. Ask and answer
questions about each person did on the
Teacher sets situation by asking students
to do the exercise.
Students practice with their partners
Teacher elicits some key verbs.
Students comment the words in column
B.
Teacher corrects errors if necessary.
Students elicits how to use “ Used to” and

“wish”. Then give some examples.
Teacher explains the task of the exercise.
10
weekend.
Example dialogue:
A: What does Ba do on the weekend?
B: He went to see a movie called “ Ghost
and Monster”.
A: When did you see it?
B: He saw it on Saturday afternoon at 2
o’clock.
* The past simple tense.
Form S + V( past.s.t) + O
Inf. Verbs S. past
Go went
See saw
Do did
2. Activity 2
Complete the table. Write the things you
use to do and the things you do now.
Before: I usually went to class 8.
Now: I go to class 9.
3. Activity 3:
Talk about 10 dearest wishes.
- I wish I were older.
- She wishes She could fly.
Note: Things being not true now.
-> Form: S + wish(es) + S + V( s.p)
Students read the example dialogue. Then
practice with their partner.

Teacher corrects errors if necessary.
Students read activities of Ba, Na, Lan,
Nam and Hoa.
Teacher elicits how to use simple past.
Students practice with their partners.
Students give the key.
Teacher corrects errors if necessary.
Teacher explains the task of the exercise.
Students practice with their partners.
Then give the answer.
Teacher corrects errors if necessary.
Teacher explains the task of the exercise.
Students practice with their partners.
Then give their wishes.
Teacher corrects errors if necessary.
IV. Homework:
- Do these exercises again.
- prepare ‘ Unit 2 Clothing 2; parts 1 & 2’.
- Do exercises 1 – 6 on the pages 8-13 in the exercise book.
V. Marks/ Remarks
- Students had some troubles in making the sentences.
VI. Self – evaluation:
- Teacher should ask students to make some simple sentences.
..................................................................................................................
Period: 7 Date of planning:..
Week:4 Date of teaching:…
11
UNIT 2 CLOTHING
LESSON 1: GETTING STARTED – LISTEN AND READ
1. Aims: At the end of the lesson, students will be able to

- know people in the world wear the national dress of their countries.
- read information about the traditional dress of Vietnamese women.
- Educate students how to be proud of the traditional dress of Vietnamese women..
- Develop reading and listening skills.
2. Language contents
a. Grammar: Present perfect tense; passive form.
b. Vocabulary: long silk tunic (n); loose pants(n); slit(n); occasion(n); inspiration(n);
traditional(a); modern (n); minority(n); unique(n).
3. Techniques: Eliciting; guessing; scan; pair work; brainstorming.
4. Teaching aids: Pictures; textbook; chalk; tape; cassette.
5. Time: 45 minutes
6. Procedures:
Contents methods
I. Warm - up
1. Getting started
- What do you know about the Vietnamese
traditional dress ?
- Where does it come ?
- Why do you know ?
Vocabulary:
- a kimono (n): ¸o Kim«n«.
- a sari (n): Xari ( v¶i quÊn quanh ngêi thay
quÇn ¸o).
- a veil (n): m¹ng che mÆt.
Key:
She/he comes from…
a. Japan b. Vietnam c. Scotland
d. India d. The USA
f. Saudi Arabia
II. Presentation

Can you tell me some more about
Vietnamese traditional dress?
a.Vocabulary:
- long silk tunic (n) - loose pants(n)
- slit(n) - occasion(n)
- inspiration(n) - traditional(a)
- modern (n) - minority(n)
- unique(n)
Teacher sets the situation by asking some
questions.
Students guess and give answers.
Students look at the pictures and answer
where people come from…..
Teacher elicits some key words.
Students practice with their partners.
Then give answers.
Teacher corrects errors if necessary.
Teacher introduces the content of the
lesson by asking the questions.
Students give answers.
Students listen to the text. Then find out
some new words.
Students repeat vocabulary after the
teacher in individual and chorus.
12
b.Grammar:
- Present perfect tense:
Ex: Musicians haves mentioned the ao dai.
- Passive form:
Ex: It was frequently worn by men …

c. Checking comprehension:
- What does traditional ao dai look like?
-> Long silk tunic, slit on the sides, loose
pants.
- Has Ao dai been changed today?
-> Yes, it is.
III. Practice:
1. Complete the sentences:
a. Poems, novels and novels.
b. Long silk tunic, slit on the sides.
2. Answer the questions:
a. Men and women………
b. Because it is more convenient.
c. They have printed….
Teacher corrects errors if necessary.
Students find out some sentences used by
the present perfect tense and passive
form.
Teacher explains how to use “the present
perfect tense and passive form ”.
Students notice teacher’s explaination.
Teacher asks students these questions.
Students answer the questions.
Students practice with their partners.
Then give answers.
Teacher explains the task.
Students read the text in silence. Then
practice with their partners.
Teacher asks students these questions.
Students practice with their partners.

give answers.
Teacher corrects errors if necessary.
IV. Consolidation
Talk about national dress of some countries.
- Educate students how to be proud of the traditional dress of VietNamese wonmen.
V. Homework:
- Read the passage.
- complete the exercises; prepare ‘ speak’.
- Learn vocabulary by heat.
VI. Marks/ Remarks
- Students were weak in reading and did the tasks.
VII. Self – evaluation:
- Teacher should explain the content of parts of the passage.
...............................................................................................
Period: 8 Date of planning:..
Week:4 Date of teaching:…
13
UNIT 2: CLOTHING
LESSON 2: SPEAK
1. Aims: At the end of the lesson, students will be able to
- Talk about clothing people wear.
- Ask for and give information.
- Educate students how to know the traditional dress.
- Develop reading and listening skills.
2. Language contents
a. Grammar: What do you usually wear?; Why do you were?
b. Vocabulary: sleeved(a); sleeveless(a); baggy(a); faded(a); plaid(a); plain(a).
Techniques: Guessing; matching; brainstorming; eliciting.
4. Teaching aids: Pictures; textbook; chalk.
5. Time: 45 minutes

6. Procedures:
Contents methods
I. Pre- speaking
Questions:
- What do you call these clothes’ names.
- What kind of clothes do you wear
everyday?
New words:
- sleeved(a) # - sleeveless(a)
- baggy(a)
- faded(a)
- plaid(a) : KÎ caro.
- plain(a): Tr¬n.
II. While – speaking:
1.Match the phrases with each picture.
Key:
a-1 b-5 c-6
d-3 e-8 f-4
g-7 h-2 I-g
2. Write two more sentences:
Vocabulary:
- Casual (a):
-Favorite(a):
Questions:
- Do you wear Ao dai on women?
- What do you wear on special occasions?
Teacher explains the task and introduce
the situation.
Students listen and give answers.
Teacher elicits some key phrases.

Students find out some new words and
guess the meaning of them.
Students repeat vocabulary after the
teacher in chorus and in individual.
Teacher explains the task.
Students practice with their partner. Then
give the keys.
Teacher corrects errors if necessary.
Teacher explains the task.
Students find out some new words.
Students practice with their partners.
Then interview members of another
group.
14
- What kind of clothing do you wear on
Tet( Lunar new year) holiday?
- What would you wear to a party?
3. Report the results of the survey.
Example:
- Three people said they liked their
uniform.
- Two persons said they usually wore
colorful T- shirts on the weekend.
III. Post – speaking
Write the words in English or Vietnamese
- sleeved(a): ……………..
- sleeveless(a): ………………
- baggy(a) ……………..
- faded(a) ………………

- ………….. : KÎ caro.
- ……………: Tr¬n.
* Choose any students standing while
others students discribe him/her what to
wear.
Teacher elicits if students have some
troubles.
Teacher corrects errors if necessary.
Teacher explains the task.
Students report the results of their
survey.
Students set the table to report.
Teacher elicits if students have some
troubles and corrects errors if necessary.
Teacher explains the task.
Students rub out some words.
Teacher corrects errors if necessary.
Students practice with their partners in
front of the class.
Teacher elicits if students have some
troubles and corrects errors if necessary.
IV. Homework:
- Learn new languages by heart.
- prepare ‘ Read’.
- Do exercises
V. Marks/ Remarks
- Students were weak in listening.
VI. Self – evaluation:
- Teacher should separate parts to help students listen easier.
...............................................................................................

Period: 9 Date of planning:..
Week:5 Date of teaching:…
15
UNIT 2: CLOTHING
LESSON 3: LISTEN
1. Aims: At the end of the lesson, students will be able to
- Listen and write the letters of the correct picture to show what Mary is wearing.
- Educate students how to know how to wear clothing.
- Listen specific information and realize clothes.
- Develop reading and listening.
2. Language contents
a. Grammar :
b. Vocabulary: miss(v); lose(v); main entrance (n); car fair (n); information desk
(n); doll(n).
3. Techniques: Guessing; brainstorming; eliciting.
4. Teaching aids: Pictures; textbook; chalk; tape; cassette.
5. Time: 45 minutes
6. Procedures:
Contents methods
I. Pre- Listening:
* Match the words with the correct
picture.
- a long – sleeved blouse.
- Jeans.
- a plaid skirt.
* Questions:
- Are they beautiful?
- What do children usually wear?
* New words:
- miss(v) = lose(v)

- main entrance (n)
- car fair (n) - information desk (n)
- doll(n)
II. While – Listening
A/ Listen and write the correct letter of
the correct pictures to show what Mary is
wearing.
Teacher sets situation by playing the
game : Match the words with the correct
picture.
Students play the game with a partner.
Teacher elicits students how to play.

Students give the answers.
Teacher elicits if students have some
troubles and corrects errors if necessary
Students practice the questions with their
partners.
Students give answers for the questions.
Students look at the pictures in the book
to guess the meaning of the words.
Students read new words in chorus and in
individual.
Teacher explains the task.
Students listen to the conversation again
and find the clothes and shoes that Mary
wore.
16
a-B She is wearing shorts.
b-A She is wearing long – sleeved blouse.

c- C She is wearing shoes.
B/ Game: Find some one who wears:
1. - shorts
- shorts – sleeved blouse.
- Shoes
2. …hat with a star.
- school uniform
- sandals.
III. Post – listening
Students’ description.
Students crosscheck their answer. Then
give the answer in front of the class.
Teacher corrects errors if necessary.
Teacher explains how to play the game.
Students practice with their partners.
Then give the answers.
Teacher elicits if students have some
troubles and corrects errors if necessary
Teacher corrects errors if necessary.
Students practice with their partners.
Then give the answers.
Teacher elicits if students have some
troubles and corrects errors if necessary
IV. Consolidation
Saying language content.
Educate students how to greet people when meeting each other.
V. Homework:
- Make sentences each other.
- Learn new language content by heart.
- prepare ‘ read’.

- Do exercises in the exercise book.
VI. Marks/ Remarks
- Students were weak in listening skill.
VII. Self – evaluation:
- Teacher should practice students pronounce the phrases of the contents learnt.
.............................................................................................
Period: 10 Date of planning:..
Week:5 Date of teaching:…
17
UNIT 2: CLOTHING
LESSON 4: READ
1. Aims: At the end of the lesson, students will be able to
- Scan the information and understand the content of the text about jeans development.
- Educate students to be fond of wearing jeans fashion.
- Develop reading and speaking skills.
2. Language contents
a. Grammar: Passive form( review).
b. Vocabulary: material (n); sailor (n); embroidered (a); sale (n); finally (adv) = at last.
3. Techniques: Scan; brainstorming; eliciting; ask & answer; gap –filling.
4. Teaching aids: Pictures; textbook; colorful chalk.
5. Time: 45 minutes
6. Pr ocedures :
Contents methods
I. Pre- Reading
* Questions:
- Do you usually wear jeans ?
- Who loves wearing jeans ?
- Do you want to know about jeans ?
a. Vocabulary:
- material (n) - sailor (n)

- embroidered (a)
- sale (n)
- finally (adv) = at last.
- stopped growing = ended going up
- go up and up
b. Grammar:
Ex: Jeans clothes were made from
cotton.
Form: S + be + V (p.p)
II. While – Reading
a. Fill the missing dates and words.
a. 18 century jeans clothes
b. 1960s students
c. 1970s cheaper
d. 1980s fashion
e. 1990s sale
2. Answer:
a. The word jeans comes from a kind of
material that was made in Europe.
b. The 1990s’ fashion was embroidered
Teacher sets situation by asking students
some guiding questions.
Students listen to the questions and answer
them.
Students scan the passage and find out some
new words.
Teacher elicits some key vocabulary.
Students guess the meaning of some key
vocabulary.
Students practice vocabulary in chorus and in

individual.
Teacher corrects errors if necessary.
Students elicits how to use past simple tense
in the passive tense.
Students scan the passage and find out the
information to fill.
Students practice with their partners.

Students give answers for the table.
Teacher corrects errors if necessary.
Students read the passage again in silence
and find out the information to answer the
questions.
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jeans painted jeans and so on.
c. Because jeans become cheaper.
d. Jeans at lash become high fashion
clothing in the 1980s.
e. The sale of jeans stopped growing
because the world wide economic
situation got worse in the 1990s.
III. Post – Reading
Questions:
a. Do you like wearing jeans ? Why ?
b. Do you think jeans are fashion now ?
c. What type of jeans do you love
wearing ?
Students practice with their partners.
Students give the answer for the questions.
Teacher corrects errors if necessary.

Teacher explains the task of the exercise.
Students practice with their partners.
Teacher corrects errors if necessary.
IV. Consolidation
- Remind language contents.
- Educate students to be fond of jeans fashion.
V. Homework:
- Read the passage and do the exercises again.
- Write a passage about your local based on the passage about Malaysia.
- Learn new languages by heart.
- prepare ‘ Write’.
- Do exercise4 on page 10 in the exercise book.
VI. Marks/ Remarks
- Students were weak in pronouncing some key deferent words.
VII. Self – evaluation:
- Teacher should ask students to concentrate and analyze each part of the passage more
carefully.
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Period: 11 Date of planning:..
Week:6 Date of teaching:…
UNIT 2: CLOTHING
LESSON 5: WRITE
1. Aims: At the end of the lesson, students will be able to
- Write an argument to persuade readers to believe or do something.
- Write an exposition of their own.
- Educate students know how to write an argument to persuade readers to believe or do
something.
- Develop language using skill.
2. Language contents
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a. Grammar:
Adverbs used in argument: Firstly; secondly; finally.
Conjunction: Therefore; In conclution.
b. Vocabulary: be proud of(exp); bear one’s name (exp); feel equal in (exp)
3. Techniques: Scan; brainstorming; eliciting; explaination.
4. Teaching aids: Pictures; textbook; colorful chalk.
5. Time: 45 minutes
6. Pr ocedures :
Contents methods
I. Pre- Writing:
* Questions:
- How do you write an argument ?
- What languages do you use ?
1. Languages used in an argument:
* Introduction
-My opinion is/ I think ….
Series of the argument:
- Firstly…/ secondly…/ finally…
Conclution:
Therefore/ In conclusion…
II. While – writing:
a) Read the topic and Outline A. Then
read the passage.
Secondary school students should wear
uniforms.
1. New words:
- be proud of(exp)
- bear one’s name (exp)
- feel equal in (exp)
2. Questions:

- How many parts are there in an
argument ?
- What languages are you in an
argument?
b) Now write a paragraph of 100 –150
words. But this time you support the
argument that secondary school students
should wear casual clothes. Outline B
may help you.
Teacher sets situation by asking students
to some questions.
Students practice with their partners
Students explains the ways to write an
argument.
Teacher elicits languages used to write an
argument.
Students read the language used in an
argument.
Teacher corrects errors if necessary.
Students read the outline A more
carefully.
Teacher elicits some key words and
phrases.
Students read the model paragraph and
answer the questions.
Students crosscheck their writing and
write them on the board.
Teacher corrects errors if necessary.
Teacher explains the task of the exercise.
Students tell them and write the argument

that secondary school students should
wear casual clothes. Outline B may help
you.
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III/ Post – Writing
Choose the sample argument that
secondary school students should wear
casual clothes.
Teacher corrects errors if necessary.
Students read them aloud.
VI. Homework:
- Learn new languages by heart.
- prepare ‘ write’.
- Do exercise 4 on the pages 11 & 12 in the exercisebook.
V. Marks/ Remarks
- Students had some troubles when writing an argument because they had a little
vocabulary.
VI. Self – evaluation:
- Teacher should ask students to elicit some more ideas.
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Period: 12 Date of planning:..
Week:6 Date of teaching:…
UNIT 2: CLOTHING
LESSON6: LANGUAGE FOCUS
1. Aims: At the end of the lesson, students will be able to
- Use some grammar points in the right English.
- Educate students to use language correctly..
- Develop language using skill.
2. Language contents
a. Grammar: Past simple tense; used to; past simple tense with “ Wish”.

b. Vocabulary: Language learnt.
3. Techniques: Scan; brainstorming; eliciting; explaination.
4. Teaching aids: Pictures; textbook; color-chalk.
5. Time: 45 minutes
6. Pr ocedures :
Contents methods
I. Warm up:
1. Match the words in column A with
column B.
A B
Do bought
Go saw
Buy went
Teacher sets situation by asking students
to do the exercise.
Students practice with their partners
Teacher elicits some key verbs.
Students comment the words in column
B.
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See did
-> The words in the column B are used
by the past simple tense of infinitive of
verbs in column.
2. Before: I always cried.
Now: I don’t cry.
-> Used to
3. I am poor. So I wish I were ……
II. Activities:
1. Activity 1

Work with a partner. Ask and answer
questions about each person did on the
weekend.
Example dialogue:
A: What does Ba do on the weekend?
B: He went to see a movie called “ Ghost
and Monster”.
A: When did you see it?
B: He saw it on Saturday afternoon at 2
o’clock.
* The past simple tense.
Form S + V( past.s.t) + O
Inf. Verbs S. past
Go went
See saw
Do did
2. Activity 2
Complete the table. Write the things you
use to do and the things you do now.
Before: I usually went to class 8.
Now: I go to class 9.
3. Activity 3:
Talk about 10 dearest wishes.
- I wish I were older.
- She wishes She could fly.
Note: Things being not true now.
-> Form: S + wish(es) + S + V( s.p)
Teacher corrects errors if necessary.
Students elicits how to use “ Used to” and
“wish”.Then give some examples.

Teacher explains the task of the exercise.
Students read the example dialogue. Then
practice with their partner.
Teacher corrects errors if necessary.
Students read activities of Ba, Na, Lan,
Nam and Hoa.
Teacher elicits how to use simple past.
Students practice with their partners.
Students give the key.
Teacher corrects errors if necessary.
Teacher explains the task of the exercise.
Students practice with their partners.
Then give the answer.
Teacher corrects errors if necessary.
Teacher explains the task of the exercise.
Students practice with their partners.
Then give their wishes.
Teacher corrects errors if necessary.
IV. Homework:
- Do these exercises again.
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- prepare ‘ Unit 2 Clothing 2; parts 1 & 2’.
- Do exercises in the exercise book.
V. Marks/ Remarks
- Students had some trouble in making the sentences.
VI. Self – evaluation:
- Teacher should ask students to make some simple sentences.
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Period: 15 Date of planning:..
Week:8 Date of teaching:…

UNIT 3 : A TRIP TO THE COUNTRYSIDE
LESSON 1,2: GETTING STARTED – LISTEN AND READ
1. Aims: At the end of the lesson, students will be able to
- Understand the content of the text about Liz’s trip to Ba’s village.
- descries, ask and answer about activities in the countryside.
- Educate students to love activities in the countryside.
- Develop reading and listening skills.
2. Language contents
a. Grammar: past simple tense with ‘wish’; preposition of the time and adverb clause
of the result.
b. Vocabulary: home village (n); travel by ( exp); bamboo forest (n); banyan tree (n);
shine(n); river bank (n).
3. Techniques: Eliciting; guessing; scan; pairwork, brainstormng
4. Teaching aids: Pictures; textbook; chalk; tape; cassette.
5. Time: 45 minutes
6. Procedures:
Contents methods
I. Warm - up
Please, tell me some activities of a farmer
in the country.
II. Presentation
1.Getting started:
Work with a partner: Look at the pictures
and take turn to talk about activities in the
countryside.
Ex: 6. A man is plowing with his buffalo.
Key:
1. A woman is watering vegetable .
Introducing the topic.
Students look at the pictures and realize

the places.
Students practice with their partners.
Then give answers.
Teacher correct errors if necessary.
Teacher introduces the situation of the
text about Lan’s penpal, Maryam visited
her.
Students give answers.
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2. Three boys are swimming.
3. A woman is feeding chicken.
4. Two women are harvesting the rice.
5. A man is feeding pigs.
7. A boy on the back of a buffalo is flying
a skii.
8. Three boys are playing soccer.
2. Listen and read:
Questions:
- How do you get to school ?
- What can you see on the way to your
school ?
Vocabulary:
- home village (n) - travel by ( exp)
- bamboo forest (n) - banyan tree (n)
- shine(n) - river bank (n).
Grammar:
a. Past simple tense with ‘ wish’:
Ex: I wish I could visit your village.
b. adverb clause of the result:
Ex: Everyone felt tired and hungry so

they sat down under the tree.
Practice
a) True or false ? Check
1. F 2. T 3. F
4. F 5. T 6. F
7.T 8. F 9. T
b) Answer:
1. It is about 60 kilometers to the north of
Ha Noi.
2. They got to the village by bus.
3. The banyan tree is at the entrance to
the village.
4. They saw the shrine of Vietnamese
hero.
Teacher elicits how to answer the
questions.
Students listen to the text again. Then
find out some new words.
Students find down some sentences used
by the past simple tense:
Teacher explains how to use “ used to”.
Students notice teacher’s explaination.
Students ask and answer these questions.
Teacher asks students these questions.
Students practice with their partners.
Then give answers.
Teacher correct errors if necessary.
Students read the txt in silence. Then
practice with their partners.
Teacher asks students these questions.

Students give answers.
Teacher correct errors if necessary.
IV. Consolidation
Saying the content of the text.
Educate students to love activities in the countryside.
V. Homework:
- Read the passage.
- complete the exercise 1 on page 20 in the exercise book.
- prepare ‘ speak’.
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VI. Marks/ Remarks
- Students were weak in reading.
VII. Self – evaluation:
...........................................................................................
Period: 16 Date of planning:..
Week:8 Date of teaching:…
UNIT 3: A TRIP TO THE COUNTRYSIDE
LESSON 3: SPEAK
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