Giáo án Tiếng Anh 9 tiết 7 đến 13 - Unit 2: Clothing

een the subject of poems, novels, and songs.
2.The “ao dai” is described as a long silk tunic with slits up the sides worn over loose pants.
3. the majority of Vietnamese wome prefer to wear modern clothing at work.
4. Some designers have modernized the “ao dai” by printing lines of poetry on it.
5. Another alternative is to add symbols such as suns, stars, crosses, and stripes.
2. Answer the question. P.14
* Answer key:
1. Traditionally, men and women used to wear the “ao dai”
2. Because it is more convenient.
3. They have printed lines of poetry on it or have added symbols such as suns, stars, crosses, and stripes to the “ao dai”.
POST READING
(7 minutes)
* Retell story:
- Teacher gets ss to use their own words to tell what they have known about the “ao dai”
4. Homework:(2 minutes)
- Learn by heart the new words.
- Read the text on page 13 - 14 again.
- Do exercise: Use your own words to write what you have known about the “ao dai”. Begin with: The traditional dress of Vietnamese women is Ao dai................................ 
- Prepare Speak on page 14 - 16 (text book)
Period 8. Unit 2: clothing
Lesson 2: speak. p.14 - 16.
I. Aims: 
- To help ss ask and respond to questions on personal preferences about their wear and habits.
- To develop students’speaking skills.
II. Objectives: By the end of the lesson, ss will be able to ask and answer about personal preferences about their wear.
III. Ways of working: T - WC, team work, individual work.
IV. Materials: Text book, pictures in the textbook on page14 - 15.
V. Anticipated problems: Some weak students may have difficulty in complete the “survey” and the class may be very noisy during the survey activity.
VI. Teaching steps:
1. Warm up: (1 minute) Greet and check the students’attendance.
2. Revision: (6 minutes) Slap the board:
- Teacher sticks the pictures of some kinds of clothes on the board and call in English words.
3. New lesson:
STAGES
ACTIVITIES
ON BOARD
PRE
SPEAKING
(14 minutes)
* Preteach:
- T. uses techniques to teach ss new words.
* Matching:
- Students match the phrases given to the right pictures.
I. New words:
baggy (adj): réng thïng th×nh (quÇn ¸o)
casual (adj): b×nh th­êng
faded (adj): b¹c mµu
plain (adj): tr¬n (kh«ng cã hoa v¨n, h×nh vÏ)
sleeveless (adj): kh«ng cã tay (¸o)
plaid (adj): kÎ ca r«, kÎ « vu«ng.
 II. Matching:
a) b) c)
d) e) f)
g) h) i)
* Answer key:
a) a colorful T - shirt
b) a sleeveless sweater
c) a stripeped shirt
d) a plain suit
e) faded jeans
f) a short sleeved blouse
g) baggy pants
h) a plaid skirt
i) blue shorts
WHILE SPEAKING
(14 minutes)
* Survey:
- Students go round the class and interview their friends about their casual clothes / favorite clothes / clothes for Tet holiday ................................
Example exchanges:
S1: What is your favortie type of clothing, Nam?
S2: My favorite type of clothing is jeans.
S1: What do you usually waer on the weekend?
S2: I usually wear shorts and T - shirts.
S1: What do you usually wear on Tet holiday?
S2: I usually wear beautiful shirts.
S1: Do you like our school uniform?
S2: Yes, of course. 
III. Survey:
N0
Name
favorite clothes
casual clothes
clothes for Tet holidays
school uniform
 1
Nam
Jeans
shorts and T - shirt
shirt
Ö
 2
Mai
dress
trousers and shirt
blouse
Ö
 3
 4
 5
POST READING
(8 minutes)
* Write it up:
- Students use the information in the complete grid to write the results of their survey.
IV. Write:
Example:
- Nam said she usually wore shorts and T - shirt on the weekend.
- All the people said they liked their uniform.
- Mai said her favorite type of clothing was dress.
4. Homework: (2 minutes)
- Learn by heart the new words.
- Do exercise 2. P.13 - 14 (workbook)
* T. guides students to do the exercise: 
Chia ®éng tõ cho trong ngoÆc: dïng th× hiÖn t¹i hoµn thµnh hoÆc th× qu¸ khø ®¬n.
Planning date:15/9
Period 9. Unit 2: clothing
Lesson 3: listen. p.16.
I. Aims: 
- To help ss listen for specific information and further practice in the present perfect with FOR and SINCE.
- To develop students’skills.
II. Objectives: By the end of the lesson, students will be able to listen and choose the correct pictures to show what is Mary wearing; describe what peole are wearing and further practice in the present perfect tense with FOR and SINCE.
III. Ways of working: T - WC, team work, pair work, individual work.
IV. Materials: Textbook, pictures in the textbook on page 16, tape, cassette, color chalk.
V. Anticipated problems: 
-Some weak students may find listening very difficult.
- The lesson may take time.
VI. Teaching steps:
1. Warm up: (1 minute) Greet and check the students’attendance.
2. Revision: (5 minutes) Brainstorming
- Students go to the board and write down the words relating to CLOTHING.
clothing
T - shirt
shorts
blouse
trousers
3. New words:
STAGES
ACTIVITIES
ON BOARD
PRE
LISTENG
(15 minutes)
* Preteach vocabulary:
- T. uses techniques to teach ss new words.
- Checking understanding:
Rubout and remember.
* Picture drill:
- T. uses pictures on page 16 to help ss practice.
Example exchange:
S1: What is it?
S2: It’s a shorts.
S1: What color is it?
S2: It’s blue.
S1: Yes, it’s a blue short.
S3: What are they?
S4: They are sandals.
S3: What color are they?
S4: They are blue.
S3: Yes, they are blue sandals.
* Prequestions:
You are going to hear a public announcement about a lost little girl called Mary. Guess:
1. How old is she?
2. What color is her hair?
I. New words:
 an announcement: sù th«ng b¸o
 missing: l¹c, thÊt l¹c
 entrance: lèi vµo
 The Information Desk: Bµn / Phßng chØ dÉn th«ng tin.
II. Preactice:
a)
b)
c)
WHILE LISTENING
(7 minutes)
* Listen. P.16
- Students listen for the first time and answer the prequestions. 
- Students listen for the second time and check the letter of the correct pictures to show what Mary is wearing.
*Tapescript:
Announcer (on Public Announcement):
Attention please. Here is a special announcement. A little girl is resported missing. She was last seen 20 minutes ago near the main entrance to the Car Fair. Her name’s Mary and she is 3 years old. She has short dark hair. She’s 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.
III. Listen. P.16
1. Answer the prequestions:
1. She is 3 years old.
2. Her hair is dark.
2. Check the correct pictures:
* Answer key:
a) B. (She’s wearing blue shorts)
b) A. (She’s wearing a long - sleeved white blouse).
c) C. (She’s wearing brown shoes).
POST LISTENING
(5 minutes)
* Kim’s game:
(Team work)
- T. has some pictures of some people.
- Students look at the picture and describe what they are wearing.
E.g:
- One of them is wearing a blue blouse.
- All of them are wearing jeans.
IV. Kim’s game:
FURTHER PRACTICE
(10 minutes)
* Language focus 1. P.19 - 20:
- Presentation dialogue:
Note:
+ The present perfect tense is used to express an action which began in the past and still coninues.
+ We usually use FOR and SINCE as the prepositions of time in this usage.
FOR: with a period of time.
SINCE: with the point of time.
* Word cue drill:
V. Language focus 1. P.19 - 20:
1. Dialogue:
Nga:
Come and see my photo album.
Mi: 
Lovely! Who’s this girl?
Nga:
Ah! It’s Lan, my old friend.
Mi:
How long have you known her?
Nga:
I’ve known her for six years.
Mi:
Have you seen her recently?
Nga:
No, I haven’t seen her since 2003. She moved to HCM City with her family then.
* Note:
FOR: dïng cho kho¶ng thêi gian.
SINCE: dïng cho mèc thêi gian.
2. Practice:
a) Lan - old friend - six years - since 2003.
b) Quang - brother’s friend - seven months - January.
c) Hoa - new friend - three weeks - Moday.
4. Homework: (2 minutes)
- Learn by heart the new words.
- Do exercises: 1, 3. P.12, 14. (workbook)
- Prepare Read P.17 (student’s book)
* T. guides ss to do the exercises:
Bµi tËp 1: Dïng tõ / côm tõ gîi ý ®Ó viÕt c©u víi th× hiÖn t¹i hoµn thµnh.
Bµi tËp 3: Dïng tõ / côm tõ gîi ý ®Ó viÕt mÈu héi tho¹i t­¬ng tù nh­ mÈu héi tho¹i mÉu.
Period 10. Unit 2: clothing
Lesson 4: read. p.17.
I. Aims: 
- To help students read a text about the history about jeans for details.
- To help students improve their reading skill.
II. Objectives: By the end of the lesson, students will be able to understand the text and do all the task.
III. Ways of working: T - WC, team work, group work, individual work.
IV. Materials: Text book, picture in the textbook on page 17.
V. Anticipated problems:
VI. Teaching steps:
1. Warm up: (1 minute) Greet and check the students’attendance.
2. Revision: (2 minutes) Shark attack: JEANS
3. New lesson:
STAGES
ACTIVITIES
ON BOARD
PRE
READING
(8 minutes)
* Preteach vocabulary:
- T. uses techniques to teach students new words.
- Checking understanding:
What and where.
* Prequestions:
I. New words:
material:
style:
(to) embroider:
label:
(to) wear out:
chÊt liÖu, nguyªn liÖu
kiÓu c¸ch, kiÓu d¸ng
thªu
nh·n hiÖu
lµm r¸ch
II. Prequestions:
1. What was Jean cloth made from?
2. Where does the world Jeans come from?
WHILE READING
(20 minutes)
* Read. P.17
- Students read the text for the first time and check their answers to the prequestions.
* Gap fill:
- Students read again and fill in the missing dates and words.
* Comprehension questions:
- Students read again and answer the comprehension questions on page 18.
III. Read. P.17
1. Key to the prequestions:
1. Jean cloth was made from cotton.
2. The word Jeans comes from a kind of material that was made in Europe. 
2. Gap fill:
* Key:
1. 18th century: .............jean cloth..............
2. 1960s: ......................students.................
3. 1970s: ......................cheaper.................
4. 1980s:..................... .fashion..................
5. 1990s: .......................sale.......................
3. Answer the questions:
1. The word jeans comes from a kind of material that was made in Europe.
2. The 1960s’ fashions were embroidered jeans, paited 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 1990s.
POST READING
(11 minutes)
* Discussion:
- In groups, students discuss the questions:
4. Discussion:
Discuss these questions:
a) Do you like wearing jeans? Why? Why not?
b) What type of jeans do you love wearing?
c) Do you think jeans are in fashion now?
4. Homework: (3 minutes)
- Learn by heart the new words.
- Read the text again.
- Do exercise: 4. P.15 - 16 (workbook)
- Prepare WRITE P.18 - 19.
* Teacher guides students to do the exercise:
Bµi tËp 4: 
a) Cho d¹ng ®óng cña ®éng tõ trong ngoÆc, dïng th× hiÖn t¹i hoµn thµnh, th× qu¸ khø ®¬n hay th× hiÖn t¹i ®¬n.
b) Hoµn thµnh nh÷ng c©u hái vÒ John Brown.
Period 11. Unit 2: clothing
Lesson 5: write. p.18 - 19.
I. Aims: 
- To teach students how to present one side of an argument in general and write an exposition about the argument that secondary school students should wear casual clothes in details.
II. Objectives: By the end of the lesson, students will be able to write an exposition presenting secondary school students should wear casual clothes.
III. Ways of woking: T - WC, team work, individual work.
IV. Materials: Text book, color chalk.
V. Anticipated problems: Some students may poor in vocabularies to express their ideas.
VI. Teaching steps:
1. Warm up: (1 minute) Greet and check the students’attendance.
2. Revision: (10 minutes) Lucky numbers! 
	1. Where does the word Jeans come from?
	2. Lucky numbers!
	3. Why did more and more people begin wearing jeans in the 1970s?
	4. What were the 1970s fashions?
	5. Lucky number!
	6. When did jeans at last become high fashion clothing?
	7. Why did the sale of jeans stop growing?
	8. Do you think jeans are in fashion now?
	9. Lucky number!
3. New lesson:
STAGES
ACTIVITIES
ON BOARD
PRE
WRITING
(15 minutes)
* Preteach vocabulary:
- T. uses techniques to teach students new words.
- Checking understanding:
Rubout and remember.
* Presentation frame:
(B¶ng tr×nh bµy bè côc néi dung)
T: In writing, there is an argumentative writing. It is used to persuade readers to believe or do something. Now look at the structure of an argumentative writing:
I. New words:
(to) be equal in: c«ng b»ng, ngang b»ng, b×nh ®¼ng
(to) bear one’s name: mang tªn ai ®ã
Freedom of choice: tù do lùa chän
self - confident (adj): tù tin
II. Frame:
An argument should have:
Organization
(Bè côc)
Language
(C¸ch diÔn ®¹t)
Introduction
(Më bµi)
lets the reader know the writer’s point of view.
My opinion is....
I think.......
Series of arguments
(chuçi lËp luËn)
presents arguments in a logical way (one in each paragraph), gives examples where possible
Firstly,...............
Secondly, .........
Finally, .............
Conclusion
(kÕt luËn)
sums up the argument
Therefore, .......
In conclusion, ..
Questions:
- How many parts in an argument are there? What are they?
(3. Introduction, series of arguments and conclusion)
- What do we write in the introduction? What language is used?
- What about series of arguments? / Conclusion?
* Reading: Write a). P.18 - 19
- Students read the topic, the outline A and the passage.
WHILE WRITING
(12 minutes)
* Read: b). P.19
- Students read the topic, outline B and in groups they discuss and get more ideas about the topic.
* Write:
- In individual, students write a paragraph of 100 - 150 words to support the argument that secondary school students should wear casual clothes.
III. Write:
Example paragraph:
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 have right to choose sizes, colors, and shashions of clothes that they love.
Thirdly, casual clothes make students feel self - confident when they are in their favorite clothes.
Finally, casual clothes make school more colorful and lively.
In conclusion, secondary school students should wear casual clothes. Wearing casual clothes is convenient, comfortable, and fun.
POST WRItING
(5 minutes)
* Correction:
- Teacher correct students’writing. 
4. Homework: (2 minutes)
- Learn by heart the new words.
- Do exercise: + Write a paragraph (80 - 100 words) to support the argument that primary school students should learn English.
Period 12. Unit 2: clothing
Lesson 6: language focus 2 - 6. p.20 - 21.
I. Aims: 
- To help students practice the present perfect tense with “already / yet and never”.
- To help students review the passive forms of the present perfect, the past simple tenses and the passive form with the model verbs.
- To develop students skills.
II. Objectives: By the end of the lesson, students will be able to:
+ Use the present perfect with “already / yet / ever”
+ Distinguish the different between the present perfect and the past simple tenses.
+ Change the actie sentences into the passive ones with the tenses: the present perfect, the future simple, the past simple and with the model verbs.
III. Ways of working: T - WC, team work, pair work, individual work.
IV. Materials: Text book, cards.
V. Anticipated problems: the lesson may take time.
VI. Teaching steps:
1. Warm up: (1 minute) Greet and check the students’attendance.
2. Revision: (5 minutes) Pelmanism (team work)
- In teams, students find the form of active tense and their passive equivalents.
the present simple
the present perfect
am / is / are +Vpp
will + be + Vpp
the past simple
was / were + Vpp
the future simple
have / has + been + Vpp
3. New lesson:
STAGES
ACTIVITIES
ON BOARD
FURTHER
 PRACITCE
* Presentation dialogue:
(Language focus 2. P.20
The present perfect)
- Teacher elicits the dialogue and asks students questions to find out the use of “yet / aready” and the possition of them in a sentence. 
E.g:
Nh÷ng c©u trong ®o¹n héi tho¹i nµy lµ ë th× nµo?
Yet: ®­îc dïng trong c©u g×? (kh¼ng ®Þnh / phñ ®Þnh / nghi vÊn?) VÞ trÝ cña nã trong c©u?
 Cßn Already?
* Word cue drill:
* Word cue drill: 
Language focus 3. P.20 - 21:
Example exchange:
S1: Have you ever read a comic?
S2: Yes, I have.
S1: Have you ever been to Singapore?
S2: No, I haven’t.
* Transformation drill:
- Language focus 4 +5. P.21 (The passive form)
- Students change the sentences from the active into the passive.
-Language focus 5. P.21:
- Students change the active sentences into the passive ones.
Note:
modal verb + be + Vpp
have to / be going to + be + Vpp
I. Language focus 2. P.20
1. Dialogue:
S1: Have you seen Giac Lam Pagoda yet?
S2: Yes. I have already seen it.
S1: Have you eaten Vietnamese food yet?
S2: No, I haven’t. 
2. Note:
- Already and Yet: are used in the present perfect tense.
- Yet: is used in the interrogative sentences and it often stands at the end of the sentence.
- Already is used in the affirmative sentences and it often stands between “have / has” and Vpp.
3. Practice:
visit / Zoo and Botanical Gaderns Ö
visit / Reunification Palace X
go / Dam Sen Amusement Park X
eat / vegetarian food 
X
eat / French food
Ö
do / Chineese food
Ö
II. Language focus 3. P.20 - 21:
read / comic
be / Hue
play voleeyball
go / supermarket
see / elephant
go / movie
try / durian
use / computer
be / Singapore
III. Language focus 4. P.21:
Change the sentences from the active into the passive.
* Answer key:
a) Jean cloth was made completely from cotton in the 18th century.
b) Rice is grown in tropical countries.
c) Five million botles of champagne will be produced in France next year.
d) A new style of jeans has just been introduced in the USA.
e) Two department stores have been built this year.
IV. Language focus 5. P.21
Change the sentences from the active into the passive.
* Answer key:
a) The problems can be solved.
b) Experiments on animals should be stopped.
c) Life might be found on the 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.
4. Homework: (2 minutes)
- Do exercises: 5, 6, 7, 8 on pages 16 - 19 (workbook)
- Review unit 1 and unit 2 to prepare for the forty - five minute test.
* Teacher guides students to do the exercises:
Bµi tËp 5: §iÒn vµo chç trèng víi d¹ng ®óng cña ®éng tõ cho trong khung.
Bµi tËp 6: ViÕt l¹i c©u sao cho nghÜa cña c©u kh«ng thay ®æi. L­u ý: ChuyÓn c©u chñ ®éng sang c©u bÞ ®éng.
Bµi tËp 7: ChuyÓn c©u chñ ®éng sang c©u bÞ ®éng. L­u ý trong c©u sö dông ®éng tõ khuyÕt thiÕu.
Bµi tËp 8: Dùa vµo nh÷ng tõ cho trong ngoÆc ®Ó viÕt c©u, sö dông cÊu tróc c©u bÞ ®éng
Period 13: TEST - no1
A. Aims:
- To check students’ knowledge from unit 1 to unit 2.
- To appriciate students and have the suitable solutions to help students learn better.
B. Objectives: by the end of the lesson the student will be able to
- Check their understanding on the language that they have learnt
- Find out what they need to consolidate.
C. Procedures:
I. Stablization: checking the enrolment of the class.
II. Deliver the tests.
III. Student do the test and teacher observe.
IV. Collecting the test and give remarks
THE PAPER OF THE TEST:
Phßng GD Mü §øc ENGLISH TEST MARK:
 Truêng THCS Th­îng L©m Allowed time : 45 ms
 Full name.. Class:9 . Code 01
I. Choose the best answer: (4 pts)
1. Lan wishes Maryam .............................leave.
	A. doesn’t have to	B. didn’t have to	C. won’t have to	D. don’t have to
2. We wish ................... .in the countryside
	A. haven’t live	B. don’t live	C. not to live	D. didn’t live
3. Thechi