giao an tieng anh 9

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Week ...one.... - Period: .02... Teaching date: 22…/…08.../…2008…….

UNIT 1: A VISIT FROM A PEN PAL

I. General objectives:
1. Competencies:

- Make & respond to introduction

- How to compare with the likeness and the difference.
- Scan for specific information.

2. Language focus:
- Past simple tense
- Present unreal wish

II. Techniques: Brainstorming; Questions – answers

III. Etching aids: Cassette; Cassette recorder; illustrating pictures; OPH; 
Pictures; Visual aids; Laptop; Flash cards, colored chalk.

IV. Total period distribution:

Period distribution Items of Teaching
1 Getting started, Listen and read

2 Speak and Listen

3 Read

4 Write

5 Language focus

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

I. Objectives:

- Introduce, leading to the topic of a unit
- Talking about places to visit

II. Grammar: Wish sentence & Past habit Used to + Verb

III. Vocabulary: Words relating to famous place to visit & activities done during the visit

Steps Teacher’s activities Student’s activities

Warm – Up * Getting started.

- Showing 6 pictures of places of
interest of Vietnam

- Eliciting the places of interest of Ho
Chi Minh City

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Pre- reading

While reading

Post reading

- Asking them some questions
1. Do you have any pen pals?

2. Do you like to have pen pals?
3. Has s/ he ever visited your city?
4. What activities would you do
during the visit ?

Possible answers :

- I think I’ll take our friends to
temples and churches

- I’ll take them to the beach
- I’ll take them to the mountains
- I’ll take them to the theaters,
restaurants.

- 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

- 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 1st

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

* Answers:

1.Lan and Maryam usually write to one
another every two week

2. Maryam was impressed because HaNoi
people were friendly

3. The girls went to see Famous places in
HaNoi, areas for recreation, a place for
worship.

4. Maryam wanted to invite Lan to Kuala
Lumpur.

- Answering the questions.

- Listening to the teacher’s
explanations then write the
vocabulary down.

- Listening to the teacher

- Listening to cassette.
- Answering the question.
- Having a silent reading.
- Listening to the cassette.
- Writing down the new
words.

- Finding out structures.

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- 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)
 Or S + wish + S + simple past
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 ………

- 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 1. Where did Lan take Mary am to
visit?

2. What place did they visit on Friday?
3. What new structure is there in the

passage?

Homework Ask students to do exercise on page 5-6 - Do exercise 1 workbook
(p.5-6).

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Week two- Period: 03... Teaching date: 26…/…08.../…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. Techniques:

Asking and answering – Pair work – Role play – Matching.
IV. Teaching aids:

Pictures, cassette player and tape.
V. Time: 45 minutes

VI. Procedures:

SPEAK (28 minutes)

Steps 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
Presentatio

n (7’) -- Introducing situation.Asking Sts to work in pairs to put 
the sentences in the correct order to make
a complete dialogue.

Answer : 1c 5b 4d 2e 3a

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Practice

(13’) - Correcting part (a)- Sticking the answer key on the board.
- Asking Sts to read the information in
three boxes at the end of the page 8.

- Replacing

- Making similar dialogues.
- 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)

Steps Teacher’s activities Student’s activities

Pre-listening

(3’) - Introducing the lesson :Tim Jone’s Mexican penpal, Carlos is visiting
the USA .

- Ask students to look at the pictures and
tell the class what there is in each
one

- Looking at the picture and taking
about them.

While-listening

(10’)

-Taking about the situation of the lesson.
-Playing the tape.

-Ask students to listen to the tape to
check their guesses.

- Give feedback

- Ask students to listen to the tape the
second time to choose the correct
picture.

- 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.
Answer :

a.1
b. 2
c. 2

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Week ...two... - Period: ...04... Teaching date:29…/…08.../……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. Techniques:

Communicative approach.
IV. Procedures:

Steps 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)

* Answers :
1. 329,758

2. over 22 million

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3 . tropical climate
4 . the ringgit

5 . Kuala Lumpur
6 . Islam

7. Bahasa Malaysia
8. English

Post-reading - T hangs a cardboard and gets sts to do
T/F exercises in pairs.

- T asks some pairs to write their
answers on the board.

- T gives answer keys and corrects
them.

* Answers :
1. T

3. F ( English , Chinese , and Tamil are
also widely spoken )

2. F ( there are more than regions )
4. F ( One of the three : Malay ,
Chinese , Tamil )

5. F ( English is a compulsory second
language ,not primary language of
instruction )

- Doing the exercise in pairs.

- Answering the questions.
- Correcting the mistakes.

Feed-back - T asks. For the false statements T asks
sts to give the correct ones.

- Giving the correct statements.
Consolidatio

n

- T gives some questions about
Malaysia and gives feedback to the
whole class

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?
* Answers :

1. Yes , it is
2 .There are three

3 . English language is taugh on
secondery school

5. The weather like in Malaysia is
tropical climate

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Homework - Learning the new words by
heart.

- Rereading the passage.

Week ...03... - Period: ..05... Teaching date:11…/…09./…08…….

UNIT 1: A VISIT TO A PEN PAL

Lesson 4: Write (45 min)

I. Aims:

Sts can practice the skill of writing a letter (a normal letter and a friendly letter)
II. Teaching aids:

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

III. Teaching steps:

Steps 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-writing Set the scene : “ Imagine you are
visiting your relatives or friends in
another part of Vietnam or a
different country .”

- Ask students on their own
answer the following questions :
1. Where are you now ? How did
you get there ?

2 . Who did you meet ?
3 . What have you done ?

+ What places have you visited ?
+ Who have you met ?

+ What kinds of food have you
tried ?

+ What souvenirs have you

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While writing

bought ?

4 . How do you feel now ?

5 . What do you think interest you
most ?

6. When are you returning home ?
- Ask two or three students to tell
the class about their visit .

- Ask students to work in pairs to
talk to each other about their visit .
- Remind sts about the format or a
personal letter by asking the
question : What are the parts of a
personal letter ?

Answer :

A . Heading- Write’s address and
the date

B. Opening- Dear
C. Body of the letter

D. Closing- Your friend /
Regard / Love

- Ask students to write a letter to
their family, telling them about
their visit.

- Ask students to look at the
outline on page 11 and ask them
what part of the letter they are
going to write .

- Ask students to follow the outline
to write their own letter.

- Ask them to swap their letter,
compare with their partner’s, and
correct if they can .

- T reads a sample letter.

- T guides sts how to write a letter
(address, heading, body, closing,
signature…)

Post writing - T has some sts read their letters
in front of the class.

- T corrects the mistakes.

- Sts read the outline, pay
attention to he content of
each part.

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write a letter.

- Sts discuss in groups and
write letters by themselves.
Consolidation - How to write a friendly letter

Homework Ask students to write their letters
on their notebooks

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Week ..03... - Period: ....06... Teaching date:09…/….09../…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. Technique:

Question – Answer.
IV. Teaching aid:

Pictures, colored chalk.
V. Procedure:

Steps Teacher’s activities Student’s activities
Past simple

(page 11)

Exercise 1 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.

* Set the scene: This is the
conversation . They are talking
about what Ba did on the
weekend

- Answering the T/s
questions.

1. She was in HN

2. Lan took her to HOAN
KIEM lake.

+ Form : VERB + ED

1. What did Lan do on the
Weekend?

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Exercise 2 page 12

Exercise 3 page 12

Consolidation

- Asking the students to do
pair word (exercise 1)

- Having some pairs present in
front of the class.

* Set the scene : “ Lan and
her friends are holding a
farewell party for Maryam .
Write the things they did to
prepare for the party.”

- Ask students to use the
words and the pictures in the
box.

1. Hoa made a cake

2. Hai hung colorful lamps on
the wall

3. Hanh bought flowers

4. Tan painted a picture of
Hanoi

5. Nga and My went shopping
- Having the students do group
work and the quickest group
present their key on the board.
- T gives a picture on the
board and ask students to look
at the picture and asnwer the
questions:

+ Is he tall ?

+ What does he have in his
mind ?

+ What tense was used in the
clause after wish ?

=>WISH is used when we
want really to be different and
exactly opposite of the truth ,
expresses wishes in the
present.

=> FORM: I wish + S + Past
Simple

- Ask students to look at the
real situations and make
wishes

- Creating the situation by

- 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
- They went shopping.

- Answer the questions
+ No, he isn’t

+ I wish I were taller
+ Past tense

- 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

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Homework

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 sts 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.
- Asking the sts to give the
formation of wish sentence.
- Asking the sts to write five
wish sentences.

Rút kinh nghiệm:

c. I wish I had a
computer

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Week ...04... - Period: .07... Teaching date:12…/…09.../…08…….

UNIT 2: CLOTHING

I. General objectives:
1. Competencies:

- Ask and answer about habits and personal taste of dreading.
- How to present personal ideas in written form about the simple.

- Problems referred to the topic using the readily-given prompts.
2. Language focus:

- The present perfect tense.
- Passive voice review.
II. Techniques:

Brainstorming; Questions – answers.
III. Teaching aids:

Cassette; Cassette recorder; illustrating picture; OPH; Picture; Visual aids;
Laptop; Flash cards; colored chalk.

IV. Total period distribution: 6 periods.

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. Grammar: The present perfect tense.

III. Vocabulary: word relating to ways of dressings.

Steps 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? ( Because she is wearing a

- Looking at the 6 pictures and
guessing what countries they are.
- Answering the questions.

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Kimono )

- Teaching new words;

a kimono : áo Kimônô ( bộ dân tộc
truyền thống của người Nhật )

a sari : xa-ri ( vải quấn quanh thân
ngưới thay cho quần áo )

a veil : mạng che mặt

- Calling some group reprentatives to
answer in front of the class.

- Correcting their mistakes if possible.

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.

Pre- reading

While
reading

 Listen and read (30’)
Teaching somes new words

+ a poet : ( example : Nguyễn Du, Tố
Hữu , Huy Cận..) nhà thơ

+ a long silk tunic : áo lụa dài rộng
+ to slit ( to make a long thin cut in
something ) : xeû

+ inspiration : cảm hứng , hứng khởi
+ ethnic minorities ( Thai, mường ,
Ede) : các dân tộc thiểu số

+ a pattern : Hoa vaên

* Checking vocabulary : Rub out
and remember

- Introducing the situation of the
passage.

“ Ao dai is the traditionally unique
dress of Vietnam. They are being
used by both man and woman in
specific occasions. It has now being
changed in different designs for
fashion.”

- Playing cassette once the

1st paragraph.

- Asking them questions:

1. What is Ao Dai?

2. What are women do
nowadays?

3. What do women also
prefer?

4. What do the designer do

- Listening to the teacher.
- Write thevocabulary down

- Lislen to the teacher
- Having a silent reading
- Listening to the cassette.
- Writing down the new words

- Finding out structures.

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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 ………

- 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.

Consolidatio

n - The present perfect tense.- Traditions in some countries.

Home work - Completing the sentences and

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- Period: ..08... Teaching date:12…/…09.../…08…….

UNIT 2: CLOTHING

Lesson 2: Speak (45 min)

I. Objectives:

1. Competencies:

- Develop speaking skill.

- Ask & answer about the hobby and the habits of dressing.
2. Language focus:

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.

II. Techniques:

Brainstorming; questions – answers; guessing
III. Teaching aids:

Cassette; cassette recorder; illustrating pictures; ohp; pictures; visual aids; laptop;
flashcards; colored chalk.

IV. Teaching steps:

Steps Teacher’s activities Student’s activities

Warm – Up
Presentation

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?

- Listening to the teacher’s

questions and answer.

- Looking at the new words and
repeats after the teacher.

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3. What is your favorite type of
clothing? Why?

4. School uniform: is it comfortable?
5. What color is it?

- Asking them to match the pictures
the given words.

- Matching thru picture with the
words.

* Key:

a. A sleeveless sweater (5)
b. A striped shirt (6)

c. A plain suit (3)
d. Faded jeans (8)
e. A short-sleeved
f. A blouse

g. Baggy pants (7)
h. A plaid skirt (2)
i. Blue shorts (9)

Practice

While-speaking
Controlled

practice

- Letting 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

Post-speaking

- 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?
- 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.
Consolidatio

n - Making up another conversationbetween you and your friend referred
to the habits of dressing on special
occasion.

- Reminding them the questions “What
is your favorite type of clothing?”
Homework - Ask students to make a list of types

of clothing that most of the students in
the class like wearing on different
special cases.

- Doing exercise 3, 4 workbook
(page 14.15)

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Week ....05... - Period: ..09... Teaching date:17…/09….../…2008…….

UNIT 2: CLOTHING

Lesson 3: Listen (45 min)

I. Objectives:

1. Competencies:

- Developing reading skills.

- Listening for realistic information about some event.
2. Language focus:

a. Grammar:

Passive construction of past simple.
b. Vocabulary:

Attention; special; announce; entrance; wear; long-sleeved blouse; information
desk.

II. Techniques:

Brainstorming; Questions – answers; guessing.
III. Teaching aids:

Cassette; Cassette recorder; illustrating pictures; OHP; Pictures; Laptop; Flash
cards; colored chalk.

IV. Teaching steps:

Steps Teacher’s activities Student’s activities

Warm – Up

Presentation
Pre- listening

* Revision :

- Write the word CLOTHING on the
board

- Divide the class into two teams.
Students from two teams go to on the
board and write the words relating to
CLOTHING .

- The team which write more words in
limited time is the winner

- Introducing the pictures divided into
three groups of different clothes.

- Asking them some questions to

- Looking at the pictures and
discuss their names on groups.

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remind them the vocabulary questions:

1. What do you call these clothes in
English?

2. Have you ever worn them?
I.Pre- teach vocabulary

+ announcement : thông báo , loan báo
+ an entrance: lối vaøo

+ fair : hội chợ
+ a doll : búp bê

* Checking vocabulary
Slap the board

- Put the new on over the board

- Call two students or two teams of
students to the front of the class . Ask
them to stand at an equal distance
from the board.

- Teacher calls out one of the new
words in English in loud voice, the two
students must run fordward and slap
the word on the board . The one who
first slap the correct word is the
winner. If the students play in team
gets a mark Then ask two more
students to come forward…

- 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?”

- 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 wearing?”, then compare with
the pictures.

- Marking the correct pictures.
- Play cassette again.

- Letting them make a good choice.

- Listening to the cassette.
- Doing pair work.

- Marking the pictures.
- Listening again.

- Making a good choice.
* Tape script:

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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.

Post-listening - Asking the students to compare theirchoices 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.
Consolidatio

n - Repeating the words referred toclothes by looking at the pictures.
- Reminding them the passive
structure.

Homework - Ask students to write in their
notebook what they have dscribed to
their friends about one of their friends

- Doing exercise 5, 6 workbook
(page 16,17)

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- Period: ....10... Teaching date:19…/…09.../…2008…….

UNIT 2: CLOTHING

Lesson 4: Read (45 min)

I. Objectives:

1. Competencies:

- Developing reading skill.

- Searching for information about the history of the development of jeans.
2. Language focus:

a. Vocabulary: words related to the history of jeans: sailor; embroidered jeans; 
label; generation worldwide.

b. Grammar: passive voice (past simple).
II. Techniques:

Scanning; Questions – answers; guessing.
III. Teaching aids:

Map; cassette; Cassette recorder; illustrating pictures; OHP; Pictures; Laptop;
Flash cards; colored chalk; visual aids.

IV. Teaching steps:

Steps Teacher’s activities Student’s activities

Warm – Up

Pre-speaking

- 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?

I. Pre teach vocabulary

- material : chất liệu , nguyên liệu
- cotton : bơng , sợi bơng

- a style : kiểu , dáng
- a label : nhãn ,nhãn hiệu
- to embroider : thêu

* Check the vocabulary :

- Write each word in a callout on the
board . Practice saying the words , rub

- Listening to the teacher’s
introduction.

- Answering the questions freely.

- Making questions randomly.

- Reading the passage for

missing information.

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out the words one by one

- Get students to repeat the words
including the rubbed out ones.
Students try to remember all the words

- Pair work

While-reading - Asking students the question : whatdo you want to know about jeans ?
Make questions.

Elicit questions from students
+ Who first designed jeans ?

+ When did jeans become popular ?
why ?

+ Where were jeans made ?
+ What were jeans made of ?
- Playing cassette twice.

- Calling some students to read the text
aloud.

-Ask students to read the text to fill in
the missing dates and words on page
17

- Task 2: asking the students to do task
B in pairs.

- Give feedback

1. The word jeans comes from a kind
of material that was made in Europe
2. The 1960s fashions were
embroidered jeans, painted jeans and
so on

3. Because jeans became cheaper
4. Jeans at last became high fashion
clothing in the 1980s

5. The sale of jeans stopped growing
because the worldwide economic
situation got worse in the 1990

- Listening to the teacher to know
the meaning of new words.

- Having a silent reading
- Doing gap filling.

- Listening to the cassette.
- Reading the text aloud.
- Doing talk B in pairs.
- Lestening to the cassette.
- Reading the text aloud.
1. 18th century….jean cloth
2. 1960s……students…
3. 1970s …..cheaper…
4. 1980s….fashion….
5. 1990…..sale…

Post-listening - Have students work in groups todiscuss the questions
1. Do you like wearing jeans ? why ?
2. What type of jeans do you love

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wearing ?
Consolidatio

n Do you like wearing Jeans?Where do jeans come from?

Who are now often wearing Jeans?
Why?

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Week ...6... - Period: ..11... Teaching date: 23…/….09../…2008…….

UNIT 2: CLOTHING

Lesson 5: Write (45 min)

I. Objectives:
1. Competencies:

- Developing writing skill.

- Know how to write a paragraph about the secondary school student’s wear.
 2. 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.

II. Techniques:

Questions – answers; guessing.
III. Teaching aids:

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

IV. Teaching steps:

Steps Teacher’s activities Student’s activities

Warm – Up

Pre-writing

* Chatting :

- Ask students some questions about
their feeling when wearing different
types of clothing.

+ How often do you wear uniforms ?
+ How do you feel when wearing
uniforms ?

+ If you have a choice , what type of
clothing do you want to wear when
going to school ? Why do you choose
it?

I. Pre teach vocabulary

+ to encourage : ( to give hope, to
somebody ) động viên, khuyến khích

- Answering the questions.

- Listening to the

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+ to be equal in ( ex: Ba is 40 kg in

weigh, Tan is 40 kg , too . They are
equal in weigh ) coâng baèng , baèng
nhau

+ to bear one’s name : mang tên
+ freedom of choice : tự do lựa chọn
+ self – confident (adj ) : tự tin

* Checking vocabulary : Rub out and
remember

- 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?

- Answer the questions

While-writing - Letting them read the outline B.- Asking them discuss in groups outline
B then write down their ideas.

- Ask students on their own to write a
paragraph of 100 – 150 words to
support the argument that secondary
school students should wear casual
clothes , using the outline on page 19

- Reading outlines B.

- Knowing the meaning of some
difficult words.

- 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).

- Take some writings to correct in front

of the class

- Correcting the mistakes
- Writing down the suggested
passage.

Consolidatio

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language?

Homework Ask student to do exersices - Doing exercise 8, 9 workbook
(page 18,19)

- Explaining the way how to do
the exercises.

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.

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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 ……….

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- Period: .12... Teaching date:26…/…09.../…2008…….

UNIT 2: CLOTHING

Lesson 6: Language focus 1 ,2 ,3

I. Objectives:
1. Competencies:

- Reminding them of previous knowledge on present perfect and the passive voice
- Know how to used specific words of present perfect.

2. Language focus:

a. Present perfect tense with specific words: (since, for, ever, already, yet,…)
II. Techniques:

Questions – answers; guessing.
III. Teaching aids:

Pictures; Laptop; Flash cards; colored chalk; visual aids.
IV. Teaching steps:

Steps Teacher’s activities Student’s activities

presentation - Letting the students read the
model dialogue. And introduce
present perfect with SINCE & FOR
+ Since : before a certain point of
time

+ For : before duration of time
- 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 pairs.

- Reading the model dialogue.

- Underlining the substitution
words or phrases.

- Answering the questions.
- Practicing the dialogue in
pairs.

Activiti 2 - Review the present perfect with
ALREADY & YET

* Set the scene : You and your
friend are visiting HCM city . Look
at the notes , there are things you
have done , and some things you
have don’t , what are they ?

- Elicit from students

I have seen Giac Lam Pagoda
I have eaten Chinese and French
food

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Activiti 3

I haven’t seen Unification Palace ,
Zoo and Botanical Gardent ,I
haven’t tried Vietnam vegetarian
- Ask students to look at the
dialogue :

A: Have you seen the Giac Lam
pagoda yet ?

B : Yes , I’ve Already seen it

+ Elicit from students the use and
the position of already and yet in
the sentence

 ALREADY : is used in
affirmative.

( midsentence )

 Yet : is used in the negative
sentence and question ( end
of the question )

- Ask students to practice the

dialogue in pairs

-Review present perfect with
EVER

* set the sence : Tom and Mary are
talking to each other about places
they have been to

Ask students to look at the dialogue
on page 21 and introduce EVER is
used in questions and that
meaning : có bao giờ

Ask students to practice asking and
answering about each of the items
in the box .

Practice on page 20
-Listen

- practice in pairs on page 21

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Period 13 Teachingdate :

26/09/2008

UNIT 2 : CLOTHING

Lesson 7: language focus 4 ,5

I . Objectives

1. Competencies

Reminding the passive voice

2. Language focus

Review passive voice with tense :

Present simple , past simple , Future simple , present perfect and model verbs

II.

Technique

Rewrite

the sentence

III. Teaching aids

Picture

IV. Teaching procedures

Step

Teacher’s activities

Student’s activities

Presentation 4

-

Rewrite the passive form of

present perfect , simple

present , simple past and simple

future

- Ask students to look at the examples in

exercises 4 on page 21

- Elicit from students the passive forms

of the present simple , past simple ,

presents perfect , simple future .

BE + PAST PARTICIPLE

-

Ask students to do exercise

* Answers :

a. Jeans cloth was made competely from

cotton in the 18

century.

b. Rice is grown in tropical countries

c. Five million bottles of champagne will

be produced in France next year.

d. A new style of jeans has just been

-listen

-

look at the

book

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Presentation 5

Consolidation

homework

introduced in the USA

e. Two department stores have been

built this year

- Correct the answer

- The passive forms of models verbs

and the verb patterns HAVE TO / BE

GOING TO

-Elicit from students the modal verbs

must ,can ,should , might

and the

pattern have to / be going to

Form :modal verb + be + pp

Have to /be going to + be +pp

- Ask students to do exercises 5 on page

21 * Answer:

a. The problem can be solved

b. Experiment on animals should be

stopped

c. Life might be found on another planet

d. All the schools in the city have to be

improved.

e. A new bridge is going to be built in

the area.

- Correct the answer

- Ask students to complete the

sentencces , using the passive forms

1. Have you ever………….?

2. A new road………

3. You can……….

- Ask students to copy the sentences into

their notebooks.

-

Listen

carefully

-

Do exercises

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WEEK 07 ( 29 /09-04 / 10 /2008 )

Period 19 : Revision

Period 20 : The first test

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Week ....08... - Period: ...22.,23.. Teaching date:06 /10 /2008.

UNIT 3: A TRIP TO THE COUNTRYSIDE

Lesson 1 ,2 : Getting started – Listen and Read

I. Objectives:

- By the end of the lesson, Ss know about the life and activities in the countryside.
II. Language contents:

* Grammar:

- Modal could with wish
- The Past Simple with wish
*Vocabulary:

- Home village, bamboo forest, banyan tree, shrine, river
III. Technique:

Question – Answer.
IV. Teaching aids:

Picture, cards
V. Time:

45 minutes
VI. Teaching procedure:

Steps Activities Work

arrangement
Warm-up - Asking Ss some question about the countryside

+ Have you ever been to the countryside?
+ How often do you go there?

+ Where is it?

+ Have you got any relatives there?

+ Are you used to the country life and activities?

T- whole class

Pre-reading I. Pre – teach vocabulary

- Asking Ss to look at the picture and describe what
the people are doing in the picture:

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3. feeding the pigs

4. harvesting (the farmers are harvesting)
5. feeling the pigs

6. Plowing in the field.

7. A buffalo boy is flying his kite
8. Some children are playing football.

- Pre-teaching new words: home village, bamboo
forest, banyan tree, shrine, river

While-reading - Asking Ss read the text and answer the questions:a. What did Ba, Liz and his family do on their journey
to his home village?

b. What did Liz think of the trip?
* Answers:

a. They visited Ba’s uncle, walked up the mountain to
visit a shrine, went boarding in the river and had a
picnic on the riverbank.

b. Liz enjoyed the trip very much, she took a lot of
photos.

- Asking Ss to read the statements on page 23 and
decide which is true and which is false (pair work)
- Giving feedback:

1 F ( Ba and his family had a day trip to there home
village)

2 T

3 F (There is a big old banyan tree at the entrance to
the village)

4 F ( People had a snack under the banyan tree)
5 T

6 F ( People had a picnic on the river bank)
7 T

8 F (Liz had a lot of photos to show her parent)
9 T

- Having Ss work in pairs to answer the questions
(page 23)

1. It’s 60 kilometers the north of Hanoi
2. They got to village by bus

3. It’s is at the entrance to the village

4. They saw the shrine of a Vietnamese hero on the
mountain.

5. They had a picnic on the river bank

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

Homework:

- Learn by heart new words

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Week ... - Period: ... Teaching date:…/….../……….

UNIT 3: A TRIP TO THE COUNTRYSIDE

Lesson 2-3:

SPEAK AND LISTEN

I. Objectives:

By the end of the lesson, Ss know how to

- Ask for and give information about their home village
- Develop listening and speaking skills

II. Language contents:
 1. Grammar:

- Simple Present
- Simple Past
 2. Vocabulary:
III. Technique:

Question – answer
IV. Teaching aids:

Picture, cards.
V. Time:

45 minutes
VI. Teaching procedure:

Steps Activities

Warm-up Asking Ss some questions about the countryside:
+ Where is your home village?

+ What can you see on the way to your village?
+ How far is it from the city?

+ Are there any interesting places in your village?

Speaking - Having Ss read the questions in exercise a – page 24,
work in pairs, ask and answer about their partner’s home
village, using information in the box.

- Telling Ss to cover the role that they don’ts play.
Example:

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B: It’s about 15 kilometers from the city.
A: How can your get there?

B: We can get there by bus.

A: How along does it take to get there?
B: It takes an hour.

A: What do the people do for a living in your village?
B: They plant rice and raise cattle.

A: Does you village have a river?

B: There aren’t any rivers, but there is a big lake.

- Asking some opairs to perform their dialogue in front of
the class.

- Giving remarks

Pre-listening - Teaching some new words: a route – a pond – parking
lot = car park – to pick someone up

- Introducing the text: You will listen to the trip to Ba’s
village

- Asking Ss to look at the map, guessing where the places
on the map are and compare with their partners.

- Writing their guesses on the board.

While-listening - Having SS listening to the tape and check theirpredictions.
- Matching the places on the bus route with the letter on
the map is and compare with their partners.

- Giving feedback:
* Answer:

A banyan tree
B airport

C highway No 1
D Dragon bridge
E Gas station
F store
G pont

H bamboo forest
I parking lot

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Homework:

- Learn by heart new words.

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Week ... - Period: ... Teaching date:…/….../……….

UNIT 3: A TRIP TO THE COUNTRYSIDE

Lesson 4:

READ

I. Objectives:

By the end of the lesson, Ss will able to
- Understand the text in details.

- Develop reading skill
II. Language contents:

1. Grammar:
2. Vocabulary:

- Exchange students – grow maize – grocery store - baseball
III. Technique:

Question – Answer
IV. Teaching aids:

Pictures, cards
V. Time:

45 minutes

Steps Activities

Warm-up - Asking Ss “exchange students” means
Pre-reading - Introducing the text:

Van is an exchange student. He is from HCM city. He is now studying
in the USA. He is living with the Parker family on a farm outside
Columbus, Ohio.

- Having Ss tell the class what they know about life in the country, on
the farm – what do the people do? How do they relax? (pair word)
- Pre-teaching some new words: exchange students – grow maize –
grocery store – baseball

While-reading - Asking Ss to read the text to answer the questions:
1. How long will Van stay there?

2. What do Mr. and Mrs. Paker do?
3. How many children do they have?

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1. He will stay there till the beginning of October.

2. Mr. Parker is a farmer and Mrs. Parker works part time at a
grocery store.

3. Two girls.

4. He feeds the chicken and collects their eggs.

5. They eat hamburger or hot dog while they watch Peter play.

- Asking Ss to work in pairs read the text and match the words in
column A with the explanation in column B.

- Giving feedback.

Answer: maize corn

Feed give food to eat

Grocery store where people buy food and small
things

Part-time shorter or less than standard time
Collect bring things together.

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

- Asking one student to read the complete summary in front of the
class.

Answer:

a. Ohio 2. Farmer 3. works part-time at a grocery
store

4. Petter 5. Sam 6. After 7. farm
8. They watch 9. Baseball 10. member

- Correcting their mistakes.

Post-reading - Asking Ss to work in pair. One is Van who has just come back from
the USA. The other is a student who is going to the USA as an
exchange student.

A: Hi, Van. I’m going to the USA next month as an exchange student. I
want to know what o should do when I’m in the USA. Can you help
me?

B: Sure. Where are you going to stay?

A: I’m going to stay with The Browns. They live in a suburb.
…

Homework:

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Week ... - Period: ... Teaching date:…/….../……….

UNIT 3: A TRIP TO THE COUNTRYSIDE

Lesson 5:

WRITES

I. Objectives:

By the end of the lesson, Ss can

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

- Develop writing skill
II. Language contents:

1. Grammar:

- Past Simple Tense
2. Vocabulary:

Blanket – to lie out – to gether – site
III. Technique:

Question – Answer
IV. Teaching aids:

Pictures, cards
V. Time: 45 minutes.
VI. Teaching procedures:

Steps Activities

Warm-up - Ask Ss to answer some questions about going on a picnic
+ Have you ever gone a picnic?

+ When did you go?
+ How did you get there?
+ What did you come back?
+ Did you enjoy it?

Pre-writing - Pre-teach vocabulary: blanket-to play out –to gather-site
- Ask Ss to look at the picture and read the cues.

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- Ask Ss to use the picture and cues to write the passage:

It was a beautiful day, my friends and I decided to go on a picnic. We took
a bus to the countryside and then walked about 20 minutes to the picnic
site next to the river. We put down the blanket and laid out the food. After
meal we played the games “What song is it?” and blind man’s buff. Late
in the afternoon we went fishing. We enjoyed our picnic. When we looked
at the time, it was nearly 6.30pm. We hurriedly gathered our things and
ran to the bus stop. We were lucky to catch the last bus and we arrived
home very late in the evening.

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

Homework:

- Write their passage in the notebook

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Week ... - Period: ... Teaching date:…/….../……….

UNIT 3: A TRIP TO THE COUNTRYSIDE

Lesson 6:

LANGUAGE FOCUS

I. Objectives:

- By the end of the lesson, Ss can review:
Modal could with wish

The past simple simple with wish
Prepositions of time

Adverb clauses of result
II. Language contents:

1. Grammar:

Modal could with wish

The past simple simple with wish
Prepositions of time

Adverb clauses of result.
III. Technique:

Questions – Answer
IV. Teaching aids:

Pictures, cards
V. 45 minutes

VI. Teaching procedure:

Activities

Exercise 1 - Revision: WISH: expresses wishes about the present / future.
WISH + S + Simple Past (be_were)

- Asking Ss to look at the picture and answer the questions:
a. Where is Hoa now? How does she feel?

b. What is the boy doing? What does he have in his mind?

…

- Asking Ss do exercise 1 – page 28, 29 (pair work)
- Correcting the mistakes.

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- Looking at he itinerary on page 30 and answers the questions:
+ What does he do on first day?

Exercise 3 - Reviewing the use of the Past Simple and the Present Perfect.
We use The Past Simple tense to talk about definite. The Present
Perfect Tense to talk about indefinite past time.

- Asking Ss to read dialogue

- Asking Ss to word in pairs to practice asking and answering about
each of the items in the box.

- Correcting the mistakes if necessary.

Exercise 4 and 5 - Reviewing the passive voice: BE + Past Past Participle
- Having Ss do exercises 4 and 5

- Correcting theirs mistakes.
Homework:

- Do exercises page 20 - 21?

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Week ... - Period: ... Teaching date:…/….../……….

UNIT 4: LEARNING A FOREIGN LANGUAGE

Lesson 1: Section

- Listen and read (page 32-33)

Period 20:
Aim

Reading a dialogue for details about the questions in an exam.
Objective

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

Teaching aids

Text books

PRUCEDURE

Stage Steps/ Activates Word

arrangement
Warm – up * Lucky numbers:

- Write 10 numbers on the board, from 1 to 10.

- Tell students each number is for questions but 4 of them
are lucky number, they do not need to answer any

questions but they get 2 points, and they can choose
another number.

- Divide the class into teams. The teams take turn to choose
the numbers.

- Tell students that they have to make questions about
personal information when teacher gives them a word as a
cue.

Egg: Teacher: from

Students: where are you from?
1. Name

(What’s your name?)
2. Lucky number
3. Live

4. Live which

(Whom do you like with?)
5. Lucky number

6. Old

(How old are you?)
7. Lucky number

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Pre-reading

8. Learn English

(When did you start learning English?)
9. Lucky number

10. Hobbies

(What are your hobbies?)
I. Pre-teach vocabulary:

- Aspect (n): Lĩnh vực, mặt, khía cạnh.
(translation)

- Examiner (n): giám khảo

(definition: a person who ask questions)

(Spoken or written) o find out how much a person know.)
- coming (adj): sắp đến

(translation)

- college (n): trường Cao đẳng hay Đại học.
(exeample)

Candidate (n): thí sinh

(definition: one who takes part in an cam)
-write examination / oral examination:
Cuộc thi viết  cuộc thi vấn đáp
Checking vocabulary: what and where

- Write the new words on the board, each word in each
circle.

- Ask students to repeat the words chorally.
- Rub out word by word but leave the circles.
- Go on until all the circles are empty

- Get students to go to the blackboard and write the words
in their correct circles.

II. Pre-questions:

- Set the scene: Lan is talking to Paola, a foreign student,
about the oral examination that she has just taken.

- Give students 2 questions

T-whole
class

Written exam Examiner

College Aspect Oral

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While
reading

1. Were the questions in oral exam difficult or easy?
2. How many questions did the ask Lan?

- Have students work in park to answer them.
- Give feedback.

I. Reading and checking

- Ask student to read the dialogue between Lan and Paola
on Page 32-33 ad check if their answer are correct or not.
* Answers:

1. They are difficult (according to Lan)

2. About over 7 questions. Besides, she was asked to read a
passage.

II. True- False statements:

- Get students to read to list of questions for the oral
examination of Royal English College.

- Get them to read to dialogue again and decide what
questions that the examiner asked Lan.

- Let the students do exercise individually then compare
with their partners.

* Answer keys:

Royal English College

- Ask students to compare the direct questions and the
reported speech.

* Answer key:

1. What is your pet name?

 She asked me what my name was.

Individuale
work

Individuate
work

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Post –
reading

Homework

2. Where do you come from?

 She asks me where I came from.
3. Do you speak any other languages?

 She asks me if I spoke any other languages.
4. Why are you learning English?

 She asked me why I was learning English.
5. How did you learn English in your country?

 She asks me how I learned English in your country.
6. How will you use English in the future?

 She asks me how I would use English in the future.
7. What aspect of learning do you find most difficult?
 She asked me what aspect of learning English I found
most difficult.

8. Read this passage.
* Speaking/role play:

- Ask students to word in pairs to practice asking and
answering. One student plays the role of examiner and
another plays the role of Lan.

- Call on some pair to demonstrate before the class.
- Give feedback and correct.

- Have students play the role of Paola and Lan.

- Call on some pairs to play the roles of Paola and Lan
before the class.

- Correct their pronunciation / intonation.

- Ask student to write the direct questions and their

reported speech in their notebooks.

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Week ... - Period: ... Teaching date:…/….../……….

UNIT 4: LEARNING A FOREIGN LANGUAGE

Lesson 2: Speak (45 min)

I. Objectives:

- Developing speaking skill to persuade others to do something.

- Students will be able to persuade their friends to attend the school they like.
II. Language content:

 Grammar: Expressions of opinion to persuade someone to do something.
 Key words: dormitory (N); reputation (N)

III. Teaching aids:

 Some advertisements of English language courses.

Steps Teacher’s guiding activities

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

1. Do you know what there are?
2. What are they about?

3. What much you do if you want to attend the course?

4. Which school would you like to choose if you passed the
exam? Why?

Pre-speaking 10’ * Pre-teaching:
- Setting the scene

- Explaining some new words.

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

+ Demonstrating the new words

(Using pictures/ situasitions/ Vietnamese explanations)
* Pre-activity:

- Asking students to give some expressions to express opinions in
order tp persuade others to do something.

- Getting students to write them into the board.
- Giving more expressions if necessary.

While-speaking

20’ - Calling on one student to read the instruction aloud.- Asking sts to read the 3 ads. As well as the sample conversation to
get 2 ads left.

- Having sts work in group of three to active. Using information from
the 2 ads left.

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class.

- Giving comments.

Post-speaking 10’ - Introducing some English language centers operating in VN at
present such at ILA, SEAMEO, British, Council…

- Having sts work in groups to discuss which English language school
in VN they will attend this summer.

- Calling on 2 groups to act out their conversation.
- Giving comments.

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Week ... - Period: ... Teaching date:…/….../……….

UNIT 4: LEARNING A FOREIGN LANGUAGE

Lesson 3: Listen (45 min)

I. Objectives:

- At the end of lesson, students can realize the importance of learning a foreign
language, especially English.

- Students are able to develop their listening skill.
II. Language content:

III. Teaching aids:

Cassette recorder, tape, visual aids, colored chalk, students’ book.
IV. Time: 45 minutes

V. Teaching procedure:

Steps Activities

Warm-up (5’) - T shows sts brochures of studying abroad and asks them some
questions:

1. – Are you interested in studying abroad?
2. – What should you prepare for your studying?

- T uses the sts’ answers to lead to the topic of the lesson

Pre-listening (7’) - T puts some questions based on the tape script (yes – No question, or
questions).

While-listening

(20’) - Sts listen to the tape (1

st time), the answer the teacher’s questions.
- Sts listen to the tape (2nd time) and do the exercise (true/false) (pair 
word)

- T checks their answer.

- Sts correct the false sentences (group work), then check their own
ones by listening to the tape (3rd time).

Post-listening

(11’) - Sts summarize the dialogue (group work)

Homework (2’) - Write the summary of the dialogue in your exercise books.

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Week ... - Period: ... Teaching date:…/….../……….

UNIT 4: LEARNING A FOREIGN LANGUAGE

Lesson 4: Read (45 min)

I. Objectives:

By the end of this unit, students will know how to scan for specific information
from an advertisement.

II. Language content:

- Grammar: Present and past simple tenses (review)

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

III. Techniques:

Question – answer, scanning.
IV. Teaching aids:

Textbook, worksheet.
V. Time: 45 minutes

VI. Procedure:

Steps Activities

Pre-reading (10’) -Warm up: T has Ss answer some questions:
1. What did you do last summer?

2. Did anyone attend a summer class?

3. If you want to attend an English school, what should you do to know
that is a suitable language school for you?

- T has Ss have a look at the pieces of advertisement on p.36 then asks
Ss:

1. What are they? ( piece of advertisement)

2. What are they about? ( foreign language school)
- T has Ss do TASK 1: exercise a/p.36.

While-reading

20’ * TASK 1- Silent reading, group work: T shows Ss the sheet (copied from the: Ss read advertisements to complete the table on page 36.
table on p.36) and has Ss complete the table in 5 minutes. The fastest
group will go to the board to complete the sheet.

School Class time

(morning /
afternoon /
evening…)

Language
level (beginner
/ intermediate /
advanced)

Time to start

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Language
Foreign
Language
Council

New English
Institute

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

Answer:

School Class time

(morning /
afternoon /

evening…)

Language
level (beginner

/ intermediate /

advanced)

Time to start

Academy of
Language

Morning,
afternoon,

evening

Advanced First week of
November
Foreign

Language
Council

Morning and

evening intermediateBeginner/ 3

rd November

New English

Institute Afternoon,evening,

weekend

Beginner (today)
- Ss correct themselves

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

- Pair work: T has Ss read the notes Mr. Lam made then have a look at
the advertisements and choose suitable language school for him in 3
minutes.

- Ss compare their answer with some others pairs to correct themselves.
- T asks some Ss to give their answer and the reason they have that
answer.

- T corrects Ss’ answer if necessary.

Post-reading 12’ - T has Ss work in groups of three to discuss which school in the
advertisements is suitable to each one and their reason.

- T has some Ss present their choices in front of the class.
- T corrects Ss’ answer if necessary

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Week ... - Period: ... Teaching date:…/….../……….

Lesson 4:

Section:

- Write (page 37)

Period 23:
Aim

Writing a letter of inquiry
* Objectives:

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

* Teaching aids:
Text books.

PROCEDURE

Stage Steps/Activities Word

arrangement

Warm-up  Jumbled words:

 Versetimadnet  advertisement
 Swine  news

 Resetting  interest
 Atmorfioinn  information
 Eel  fee

 Sasecenry  necessary
 Pulpy  supply.
- Divide the class into two teams.

- Ask students from 2 teams to go to the board and write

the correct words.

- The team which is faster with more corrects words will
win the game.

Pre-writing I. Pre-teach vocabulary
- Request (n/v): đòi hỏi
(synonym: ask for)
- Detail (n): chi tiết

(definition: a small part of whole, particular fact)
- Look forward to (v): trông mong, trông chờ
(synonym: expect)

- Express (v): bày tỏ, biểu lộ

(definition: show or make known a meaning, idea or

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While-reading

fleeing)

- Exactly (adv): một cách chính xác.
(translation)

- Edison (n): ấn baûn
(translation)

* Checking vocabulary: Step the board

- Put the Vietnamese translation all over the board.

- Call on two students from both sides of the class.
- Ask them to stand at an equal distance from the board.
- Call out the English word, the students run forward and
slap the Vietnamese word on the blackboard.

- The students slapping the right word first is the winner
and gets a point for his / her team.

- Continue until students have slapped all the words.
II. Reading comprehension:

- Have students read the letter written by John Robinson
on page 37.

- Ask them work in pairs to answer some questions about
the letter.

* Questions:

a. Where did Robinson see the school’s advertisement?
b. What language does he want to learn?

c. What aspect of Vietnamese does he want to
improve?

d. What does Robinson want to know?
- Give feedback and correction.

* Answers:

a. He saw the school’s advertisement in today’s edition
of Vietnamese news.

b. He wants to learn Vietnamese.

c. He wants to learn to read and write Vietnamese
d. He wants to know some details of the courses and
fees.

III. Marching:

- Give students four parts of a letter of inquiry.
a. Introduction

Pair word

Pair word
Thỉnh

cầu

Bày tỏ Chi tiết

Trông

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Post writing

b. Request

c. Further information.
d. Conclusion

- Ask students to divide the letter (written by Robinson)
into 4 parts and match each paragraph with a suitable
headline.

- Let students word in pairs compare their the answer.
* Answer keys:

a. I saw your school’s advertisement in Introduction:
today’s edition of the Vietnamese News.

b. Request: I saw your school’s advertisement in today’s
edition of the Vietnamese News.

c. Request: I am interested in learning Vietnamese
end’s I like some information about your school.

d. Father information: I speak little Vietnamese, but I
want to learn read and write it. Could you please send
details of courses and feed? I can complete a spoke
Vietnamese test if necessary.

e. Conclusion: I look forward to hearing from you.
* Writing a letter:

- Have student read again the three advertisements on

page 36 and choose one of the schools they want to
attend to improve their English.

- Get students to write a letter of inquiry to the intuition
requesting for more information about the courses and
fees. The exercise Matching above will help students
write their letters easily.

- After finishing the letter, students have to compare
with their partners and make some correction.

- Give feedback. Call on some students to read their
letter before class.

- Make some corrections.
* Suggested letter:

Dear Sir,

I saw your Instates advertisement on today’s TV program.
I am very interested in learning English and I would like
some more in formation about your Institute.

I can speak a little English, but I read it very slowly and
my writing is bad. So want to improve my reading and
writing.

Could you please provide more information about the
length of the courses and fees for beginners? I can supply

- Individuate
work

Pair word

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my record of English study necessary.
I look forward to hearing from you soon.
Your faithfully,

Lan

- Choose three letters which were written to 3

schools.

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

Individuate
work

Home work - Ask student to write the letters in their

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Week ... - Period: ... Teaching date:…/….../……….

UNIT 4: LEARNING A FOREIGN LANGUAGE

Lesson 6: Language focus (45 min)

I. Aims: Practice:
- Modal with IF

- Here and now words with reported speech.
- Direct and reported speech.

II. Procedures:

Steps Activities

Warm up - Teacher comes in the class and whispers a sentence with one student.
Then this student tells one another.

Presentation - Teacher gives some direct sentences and asks students to change into
indirect sentences.

* I’m happy to see you.

 Aunt Xuaân said she was happy to see you.
* “Do you like pop music”

 She asked me if/ whether I like pop music
* Where do you live?

 She asked me where I lived.
- Ss complete the table / p.38 in pairs.
- Ss compare their tables.

- T. corrects.

Practice - One student read the instruction 3/p39
- Ss work in pairs.

- Some of pairs practice in front of the class
- T.corrects their mistakes.

- One student reads the instruction 4/p39
- Ss work in pairs.

- Some of pairs practice in front of the class.
- T. corrects their mistakes.

Consolidation - Ss work in group (3 ss/a group) using reported speech and another asks
the last what did she / he say / talk – the last answers in reported speech)
- Some group practice in front of class.

- Teacher gives some picture and asks Ss to give some advices using
model verbs with if.

- Ex: Mrs. White is too fat. She wants to get thinner.
 If she wants to lose weight she should / must …
- Teacher asks some students to answer 1 / p.38
- Teacher corrects their mistakes.

Homework - Do exercise 1/ p38

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Week ... - Period: ... Teaching date:…/….../……….

UNIT 5: THE MEDIA

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

I. Objectives:

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

II. Language contents:

1. Vocabulary: Words refer to the media “town crier – interactive TV –
the latest news information – remote controls”

2. Grammar: Gerund after some verbs
III. Techniques:

Miming; Pair / Group work; Question – Answers.
IV. Teaching aids:

Cassette recorder; tape; illustrating pictures; visual aids; Flash cards; colored
chalk’ student’s book

V. Time: 45 minutes
VI. Teaching procedures:

Steps Activities

Warm-up

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

- The others of the group guess and say the name of the activity. Then
they write the name of the activity on the board. (If the members of the

group cannot say the name of the activity, the rest of the class can join
the game).

Presentation

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

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

A B C D

Television
The latest news

Newspapers & magazines
Interactive TV

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Remotes controls

- Students listen to the tape (2nd times) and check the answers.
- Students read the text silently and complete the table (p.41)
- Teacher checks the student’s answers and explains new words if

necessary. (Students listen & take notes).
Practice

(12’) - Group work:- Students ask & answer the questions (p.42)

- Teacher checks the student’s answers. Then students write the
answer in their exercise books.

- Students ask & answer the questions about their favorite

activities in their free time, the benefits of these actives (if they
know) and how much time they often spend on each activity.
- Teacher gives some advices if necessary.

Consolidation

(5’) - Students summarize the development of the media, using works / groups of works / statements on the board.
Homework (3’) - Read the text again and learn the vocabulary by heart.

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Week ... - Period: ... Teaching date:…/….../……….

UNIT 5: MEDIA

Lesson: Speak (45 min)

I. Objectives:

By the end of the lesson, sts will be able to talk to their friends about the T.V
programs that they like or dislike.

II. Teaching aids:
A4 papers, tape
III. Teaching procedure:

Steps Activates

Warm up Let sts listen to some introductory music and ask them to say in which TV
programs these music playing  cartoon, folk music, show game, …

Pre-speaking Let sts listen to some introductory music and ask them to say in which TV
programs these music playing  cartoon, folk music, show game, …

- Ask sts some questions about the TV programs they like best.

- Have some Sts Read the dialogue in pairs before class check their
pronunciation / intonation of TAG question.

- Let sts work in pairs to practice the dialogue.

- Have sts pick out sentences showing agreement and disagreement

and ask them to practice.
a. Agree:

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

b. Disagree:

 Not really

 I don’t like watching sports.
 I’m the opposite.

Documentaries seem quite boring to me.

While-speaking Have sts talk each other about the TV programs they like or dislike
(making similar dialogue).

Post-speaking - Have sts copy down this table (work in group).

MAI TUẤN THÁI …

News v x

Movies x v

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Sports v x

Game show v v

Cartoon v x

- Get sts to ask and answer question about TV programs that

people in their group like and dislike, using TAG question.

- Have sts find out the most and the least favorite TV programs

of their group.

Homework - Have sts rewrite the dialogue they made (while doing

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Week ... - Period: ... Teaching date:…/….../……….

UNIT 5: THE MEDIA

Lesson 3: Listen (45 min)

I. Objectives:

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

II. Language content:
1. Vocabulary:

- Assignment (n)
- Telegraph (n)
- Newsreel (n)
2. Grammar:

- Simple past tense

III. Teaching aids: cassette recorder and tape, handout (for exercise)
IV. Teaching procedures:

Steps Teacher’s guiding activates

Warm up

3’ -write on the board.Teacher’s asks students to give some means of media, and then

- Suggesting: newspaper, radio, television, internet, etc.

Pre-listening

7’ -television… there are other means of media such as: telegraph,Teacher shows a telegraph and says: besides newspaper,
newsreel, etc (teacher explains these words).

- Teacher asks students if they know when the telegraph was

invented.
While listening

18’ -father about her assignment (a test)Teacher introduces the conversation between Chau and her

- Teacher asks students top pay attention to the dates when

listening to the tape.

- Students listen for the 1st time.

- Students listen again and complete these information in the table

(group work)

- Students listen for the last time to check the answers. (The groups

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Post listening

15’ -answer on the board.Teachers asks some students (leaders of the groups) to stick the

- Teacher corrects the mistakes and gives the right answers.

- Teacher gives them points and congratulates the swimming

group.

- Matching exercise:

Dates Means of media

a. The 8th century AD.
b. Between the 7th and 8th.
c. Early in 19st century.
d. Late 19st century.
e. Early in 20st century.
f. In 1940s.

g. In 1950s.
h. Early 1990
i. Late 1990.

j. Mid and late 1990.
k. Late 20st century.

- Teacher gives feedback.

1. Television
2. telegraph
3. internet

4. radio and newsreels
5. First printed newspaper.

(group work)

Homework

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Week ... - Period: ... Teaching date:…/….../……….

UNIT 5: THE MEDIA

Lesson 4:

Section:

- Read (page 43-44)

Period 31:
Aim

Reading a text about the internet.
Objective

By the end of the lesson, students will get some knowledge about the internet.
Teaching aids

Text books, posters, pictures.

Stage Steps/Activities Word

arrangemen
t
Warm – up * Charting:

- Show a picture of a computer and ask students about it.
 What’s this?

 Can you use computers?

 What subject help you to use computers?
 Have you ever used Internet?

 Do you find the Internet useful?
 What do you use the Internet for?
I. Pre-teach vocabulary

- Forum (n): diễn đàn
- (translation)

- Sift (v): lướt sóng, lướt mạng Internet
- (translation)

- Deny (v): từ chối, phủ nhận
- (synonym : refuse)

- Get access to: tiếp cận.

- Limitation (n): sự giới, hạn chế
- Spam (n): thư rác

- (translation)

- Alert (adj): tỉnh táo, nhanh trí, cảnh giác.
- (definition: quick in movement of the body or
mind)

- Wander (v): ñi lang thang

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While
reading

* Checking vocabulary Matching:

- Write the new words in the list on the left hand
side of the blackboard.

- Write the translations on the right hand side of
the blackboard.

- Have student’s com to the blackboard to match
items on the left with those on the right by driving a
line connecting them.

II. True – false stamens prediction

Set the science: There is a forum on the Internet. You will
read some opinions about the advantages and disadvantages
of the Internet.

- Ask students to read the stamens (on poster)
and word in pairs to predict they are true or false.
True – False statements

a. Internet is a wonderful invention of modern
life

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

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

d. Bad program is one of the limitations of the
Internet

e. You should be alert when using the internet.
- Give feedback

I. Reading and checking prediction:

- Have students read the text on page 43, 44 and
check their predictions. Then ask them to correct the
false stamens.

- Give feedback and correct.
* Answer keys:

a. T

b. F

c. F

d. T

e. T

* Corrections:

a. The Internet is availed only in cities.

b. People use the Internet for many purposes: education,
information, communication, commerce, entertainment.
II. Guessing meaning of the words. Ask students to work 
in pairs to guess the meanings of the works.

Individuate
work

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

A B

a. increase
b. convenient
c. explore
d. risk

e. electronic junk mail
f. time – consuming

1. khám phá
2. sự rủi ro
3. tăng lên

4. thư rác điện tử
5. tiện lợi

6. mất nhiều thời gian
* Answer keys:

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

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

- Get students to work in pairs, practicing asking
and answering.

- Call on some students to call out their answers.
- Give feedback and correct.

* Answer keys:

1. What does Sandra use the Internet to get information and
to communicate with friends and relatives?

2. Why is it uneasy for Honghoa to get access to the
Internet?

- Because she lives in the countryside where the Internet
is unavailable.

3. According to Huansui, why do people use the Internet?
- People use the Internet for education, communication,

commerce and entertainment.

4. Make a list of benefits of the Internet according to the
three responses.

-Benefits:

 Fast and convenient way to get information.
 Communication

 Education
 Entertainment

 Commerce

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

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Production

Homework

 Costly

 Dangerous because of virus\s and bad
programs.

 Spam/electronic jock mail.
 Personal information leaking.

- Have student work in pairs, practice asking
and answering.

* Discussion:

- Divide the class in to four teams.

- Give them the questions and ask them to
discuss in groups.

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

- Get students to write their responses in their
notebooks.

Pair work

Group work

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Week ... - Period: ... Teaching date:…/….../……….

UNIT 5: THE MEDIA

Lesson 4: Write (45 min)

I. Objectives:

- By the end of the lesson, students will be able to express their ideas about a

certain problem in their writing.

- Develop speaking and writing skills
II. Language contents:

1. Grammar: review: present simple tense and modal verb CAN
2. Vocabulary: words related to the new topic “The Internet”
III. Techniques:

- Question – answer (communicative approach)
- Brainstorming.

- Eliciting.
IV. Teaching aids:

- Blackboard and chalk.
- Pictures, flash cards.
- Sheers of paper, pens.
V. Time: 45 minutes.

VI. Procedures:

Steps Activities

Pre-writing
20’

 Warm up:

- T hands out some picture articles… to the sts. Sts will take their turns to

look ask them.

- T ask: “Do you know where I got these?” On the Internet.
 Preparation:

- T introduces these pictures/articles … are for:
+ information

+ entertainment
+ education

- T points out the benefits of the Internet. (That means we can get many
things we need on the internet)

- T asks sts to read the reading text (5.Read) again and discuss in groups to
give more ideas about the three main contents on the internet.

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While-writing
17’

* Information:

+ We can check weather conditions before we go on a pick nick or we can
book the tickets, find time tables and maps foot the trip reserve rooms in a
hotel …

* Entertainment:

+ We can listen to music or radio, watch films or play games…

+ We can communicate with our friends or relatives by means of e-mail or
chatting …

* Education:

+ We can teach ourselves. We can look up the new words…
- Sts are divided into 3 groups.

- T hands out some sheets of paper, asking sts to write a passage about the
benefits of the internet, using the cues in their text books (p44)

Information Entertainment Education

New,
articles,
weather
forecast

Music, movies, games,
chatting, e-mail, web

cam…

On-line school,
on-line lessons,

self-study, ...
- T sticks their tasks on the blackboard.

- T invites representatives of each group to read their passages in front of

the class.

- T takes one of their tasks and corrects the mistakes, the others will be
corrected at home by the teacher (notice the use of simple present tense)
- Sts exchange their tasks for comparison.

Post – writing

(8’) - T gives conclusion:“We can use the Internet for many purposes. It is really a wonderful
invention of our modern life. But be alert while enjoying surfing.”

- T asks some questions:

1. What do you have to do before having a picnic or a trip?

2. How can you communicate with your friends or relatives on the fastest
way?

3. Do you usually listen to music/radio on the internet?
4. Do you usually chat with someone on the internet?
………

- And the last question: “What do you usually do on the internet?”

- T asks sts to ask and answer the question => make a deep impression on
their minds about what they have studied.

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Week ... - Period: ... Teaching date:…/….../……….

UNIT 5: THE MEDIA

Lesson 6:

Section: - Language Focus 3-4 (page 46)

Period 33:
Aim

Further Practice on using gerunds after some verbs.
Objective

By the end of the lesson, students will be able to talk to their friends about their
likes or dislikes.

Teaching aids

Text books, posters.

PROCEDURE

Stage Steps/Activities Word

arrangemen
t
Warm-up * Word square:

L M P R A C T I S E

I O M I S S D N I M

K I R L S T C C K B

E N J O Y L O V E O

A F V S V U N A K N

F I S V O R S V I M

I N U U T S I O L L

N I G Y N E D I S H

I S G E S T E D I I

S H B C D E R O D U

- Stick the poster on the board.

- Ask students to find out 13 verbs in the word square.

- Divide the class into two teams, students from each team go
to the board and circle the words they have found, and then
write them down in the column of their team.

- The team which has more right words will be win the game.
* Answer keys:

Like, consider, finish, avoid
Love, enjoy, miss, pat ice

</div>
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Presentatio
n

Deny, mind
Suggest, finish
Dislike

* Dialogue Build:

Set The Science: Hoa and Lan are talking about their favorites
in their free time.

- Show the open dialogue and ask students to build a complete
dialogue.

Lan: (1) You (2) (3) soccer?
Hoa: No, I (4) it.

Lan: (5) (6) enjoy (7) TV?
Hoa: Yes, I (8) it.

Lan: (9) You (10) finish?

Hoa: I don’t know. I’ve (11) tiered (12)
* Answer keys:

(1) do
(2) like
(3) playing
(4) hate
(5) do
(6) you
(7) Watching

(8) Love
(9) do
(10) Enjoy
(11) never
(12) it

* Revision of Gerunds After Some Verbs
* Form:

Like
Love

Enjoy + V-ing (Gerund)
Dislike

Hate

Teacher can remind some other verbs
Mind

Finish
Suggest
Consider
Deny

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Practice

Production

Keep on (continue)

Miss

Can’t help
Practice
Stand (bear)

- Get student to do exercise 3 on page 46

- Have students ask and answer questions about each item in the box.
Soccer fishing movies

Detective stories Candy Music
- Give an example.

a. Soccer:

- Do you like playing soccer?
- Yes, I do.

- Call on some pairs of students to practice asking and
answering.

- Give feedback and correction.
b. Fishing:

- Do you enjoy fishing?
- No, I hate it.

c. Movies:

- Do you love going to the movies?
- Yes, I love it.

d. Detective stories:

- Do you like reading detective stories?
- I don’t know. I’ve never read them.
e. Candy

- Do you love eating candy?

- Yes, I like it. Especially chocolates.
f. Music

- Do you love listening music?

- Yes, I love it. Especially pop music.

- Have students work in pairs to ask and answer questions.
* Writing: (substitution box)

- Have students write true sentences about their family
members, relatives, friends and themsevelves.

- Ask students to look at the works in the three box on the page
46 and use them as cues.

- Give example

My father likes watching sports but my mother doesn’t. She

loves listening to music.

- Ask some students to read then write their sentences on the

Pair work

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Home work

board.

- Give feedback and correction.

- Get students to continue to write individually.

a. My mother hates advertisements on TV but little brother
doesn’t, he loves it very much.

b. I like writing letters to my friends but my sister doesn’t. She
hates writing.

</div>

giao an tieng anh 9

<b>UNIT 1: A VISIT FROM A PEN PAL</b>

<b>Lesson 1: Getting started – Listen and read (45 min)</b>

<b>UNIT 1: A VISIT FROM A PEN PAL</b>

<b>Lesson 2: Speak – Listen (45 min)</b>

<b>UNIT 1: A VISIT TO A PEN PAL</b>

<b>Lesson 3: Read (45 min)</b>

<b>UNIT 1: A VISIT TO A PEN PAL</b>

<b>Lesson 4: Write (45 min)</b>

<b>UNIT 1: A VISIT FROM A PEN PAL</b>

<b>Lesson 5: Language focus (45 min)</b>

<b>UNIT 2: CLOTHING</b>

<b>Lesson 1: Getting started – Listen and read (45min)</b>

<b>UNIT 2: CLOTHING</b>

<b>Lesson 2: Speak (45 min)</b>

<b>UNIT 2: CLOTHING</b>

<b>Lesson 3: Listen (45 min)</b>

<b>UNIT 2: CLOTHING</b>

<b>Lesson 4: Read (45 min)</b>

<b>UNIT 2: CLOTHING</b>

<b>Lesson 5: Write (45 min)</b>

<b>UNIT 2: CLOTHING</b>

<b>Lesson 6: Language focus 1 ,2 ,3</b>

<i><b>Period 13 Teachingdate :</b></i>

<i><b>26/09/2008</b></i>

<i><b> UNIT 2 : CLOTHING</b></i>

<i><b> Lesson 7: language focus 4 ,5</b></i>

<i><b>I . Objectives</b></i>

<i><b> 1. Competencies</b></i>

Reminding the passive voice

<i><b>2. Language focus</b></i>

Review passive voice with tense :

Present simple , past simple , Future simple , present perfect and model verbs

<b>II.</b>

<i><b> Technique</b></i>

<i><b> </b></i>

Rewrite

the sentence

<b>III. Teaching aids</b>

Picture

<b>IV. Teaching procedures</b>

<i><b>Step</b></i>

<i><b>Teacher’s activities</b></i>

<i><b>Student’s activities</b></i>

<i><b>Presentation 4</b></i>

<b>Rewrite the passive form of </b>

<b>present perfect , simple </b>

<b>present , simple past and simple </b>

<b>future</b>

- Ask students to look at the examples in

exercises 4 on page 21

- Elicit from students the passive forms

of the present simple , past simple ,

presents perfect , simple future .

<b>BE + PAST PARTICIPLE</b>

<b>-</b>

Ask students to do exercise

* Answers :

a. Jeans cloth was made competely from

cotton in the 18

<sub> century.</sub>

b. Rice is grown in tropical countries

c. Five million bottles of champagne will

be produced in France next year.

d. A new style of jeans has just been

-listen

look at the

book

<i><b>Presentation 5</b></i>

<i><b>Consolidation</b></i>

<i><b>homework</b></i>

introduced in the USA

e. Two department stores have been

built this year

- Correct the answer

<b>- The passive forms of models verbs </b>

<b>and the verb patterns HAVE TO / BE </b>

<b>GOING TO </b>

-Elicit from students the modal verbs

<b>must ,can ,should , might</b>