Giáo án Tiếng Anh UNIT 2: CLOTHING I General objectives: 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 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: periods Period distribution Items of Teaching Getting started, Listen and read Speaks Listen Read Write Language focus 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 • Getting started (15’) Student’s activities - Showing pictures of people with - Looking at the pictures and their costumes guessing what countries they are - Eliciting the name of some countries - Asking them some questions Warm-up Where does she come from? - Answering the questions Why you know she come from - Discussing in groups * Sample Key: Japan? - Teaching new words; a kimono; a She comes from Japan She comes from Vietnam sari; a veil - Calling some group reprentatives to He comes from Scotland answer in front of the class She comes from India He comes from the USA She comes from (Saudi) Arabia - - Correcting their mistakes if possible Listening explanations to the then teacher’s wire vocabulary down • Listen and read (30’) - Introducing the situation of the passage “ Ao dai is the traditionally unique dress - Listening to the teacher the of Vietnam They are being used by both man and woman in specific occasions It has now being changed in different designs for fashion.” Leas-in (30’) Playing cassette once the - Listening to cassette 1st paragraph - Asking them questions: What is Ao Dai? What are women - Answering the question nowadays? What women also prefer? What the designer to the Ao Dai? - Having them a silent reading then - Having a silent reading identifing the main idea of the passage - Playing cassette again - Explaining the new difficult words; - Listening to the cassette “poet’ mention; consist; of; to slit; - Writing down the new words inspiration; unique; convenient; along silk tunic; ethnic minoritres” - Reminding them of new and old structures: - Finding out structures Old Structure: Past habit Used to + V Eg: Lan used to walk past the mosque on her way to primary school New structure: Wish sentence: Present unreal wish - Identifying new structure Eg: I wish I had more time - Asking them to have silent reading for - Having silent reading and get information to answer the questions more information - Calling some students to say their choices - Briefly explaining the used of wish - Saying the choices => I wish I had more time I wish + clause (Past simple) Practice: I don’t have enough money I wish ………………………… - Doing the practice I can’t sing that song I wish I had enough money I wish ………………………… It’s raining I wish I could sing that song I wish ………………………… I am too fat I wish it’s wasn’t raining I wish ………………………… The weather is bad today I wish I weren’t too fat I wish ………………………… I wish the weather were fine today Consolidatio - The present perfect tense n Home work - Traditions in some countries - Completing the sentences and answer the questions (Page 14) UNIT 2: CLOTHING Lesson 2: Speak (45 min) I Objectives: Competencies: - Develop speaking skill - Ask & answer about the hobby and the habits of dressing 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 Warm – Up Teacher’s activities - Asking students to answer some - Presentation questions about clothes: What type of clothing you wear Student’s activities Listening to the teacher’s questions and answer at school? What’s this? It’s a skirt / a blouse … Pre-speaking - Introducing some new words referred - Looking at the new words and to kinds of clothiers repeats after the teacher - Asking some questions: - Learning the new vocabularies What you usually wear on the - Answering the questions in pairs weekends? Why are you wearing these clothes? What is your favorite type of clothing? Why? School uniform: is it comfortable? What color is it? - Matching thru picture with the - Asking them to match the pictures the words given 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 Whilespeaking - Letting the students to ask each other - SS ask the members of the other in groups about their habit of dressings group about the clothes they wear - Correcting their mistakes in spelling on the weekend - Calling some groups to present their Controlled interview before class - Presetting their interview before practice class Reproduction - Asking the students to answer the - Answering the questions questions : Postspeaking What type of clothing you wear on tet holiday? What would you wear to a party? - Asking them to summarize what kind - Summarizing the habit of dressing of clothes they usually wear at school, at on special occasion the party or on Tet holidays Consolidatio - Making up another conversation n between you and your friend referred to the habits of dressing on special occasion - Reminding them the questions “What is your favorite type of clothing?” Homework - Doing exercise 3, workbook (page 14.15) - Explaining the way how to the exercises UNIT 2: CLOTHING Lesson 3: Listen (45 min) I Objectives: Competencies: - Developing reading skills - Listening for realistic information about some event 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 Warm – Up Teacher’s activities Student’s activities - Introducing the pictures divided into - Looking at the pictures and Presentation three groups of different clothes discuss their names on groups - Asking them some questions to remind - Answering the questions Pre-speaking them the vocabulary questions: What you call these clothes in - VOC: trousers; shorts; skirt; English? blouse; sandals; shoes; boots Have you ever worn them? - Yes, we have - Introducing the situation of the coming - Listening to the situation announcement - Listening, and then catching up “Mary, a three-year-old girl is reported with the necessary information missing at the Car Fair” - Asking them to listen and catch up with the information “What is Mary Whilelistening wearing?” - Playing cassette twice without pause - Listening to the cassette - Letting them guess in pairs “What is - Doing pair work Mary wearing?”, then compare with the - Marking the pictures pictures - Listening again - Marking the correct pictures - Making a good choice - Play cassette again * Tape script: - Letting them make a good choice Attention please Here is a special announcement A little girl is reported missing She was last seen 20 minutes ago near the main entrance to the Car Fair Her name’s Mary and she are 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 their - Comparing their choice with choices with partner partner - Calling some students to give the - Saying the choices before class answer - Listening to the key and correct - Giving them the key * KEY: She’s wearing blue shorts She’s wearing a long-sleeved white blouse She’s wearing brown shoes Consolidatio n - Repeating the words referred to clothes by looking at the pictures - Reminding them the passive structure Homework - Doing exercise 5, workbook (page 16,17) - Explaining the way how to the exercises UNIT 2: CLOTHING Lesson 4: Read (45 min) I Objectives: Competencies: - Developing reading skill - Searching for information about the history of the development of jeans 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 Warm – Up Teacher’s activities - Introducing the new reading by asking - Presentation some questions: Do you know jeans? Student’s activities Listening to the teacher’s introduction - Answering the questions freely Do you like wearing jeans? Who loves wearing jeans? When did jeans appear for the first Pre-speaking time? - Encouraging the students make some - Making questions randomly questions about jeans: “What you want about jeans?” question for elicit - Having scanning: (task 1) - Reading quickly to find down the new - Reading the passage for missing While- words and the information (page 17) - Introduction some vocabularies information - Listening to the teacher to know reading - Asking the students to have a silent the moaning of new words reading to the gap filling A - Having a silent reading - Playing cassette twice - Doing gap filling - Calling some students to read the text - Listening to the cassette aloud - Reading the text aloud - Task 2: asking the students to task - Doing talk B in pairs B in pairs - Lestening to the cassette - Reading the text aloud - Doing taks B in pairs Post-listening - Calling some students to answer the - Listening to the keys questions before class - Correcting their answers - Correcting their answers by giving Consolidatio them key Do you like wearing Jeans? n Where jeans come from? Who are now often wearing Jeans? Why? Homework - Doing exercise 8, workbook (page 18,19) UNIT 2: CLOTHING Lesson 5: Write (45 min) I Objectives: Competencies: - Developing writing skill - Know how to write a paragraph about the secondary school student’s wear 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 - Introducing the table showing the three - Looking at the table then discuss Pre-writing parts of showing something or appropriate argumentative (page 18) a comments problem on in pairs using - the appropriate language argumentative language - Reading the topic and outline a - Asking the students to read the topic and Pre-speaking Identifying the model passage, and outline A and the model passage highlight the sequence words the supporting the idea that secondary students should wear uniforms… - Asking them some questions: - Answering the questions “What type of clothing you wear at school?” (White shirt and trousers) Why they wear uniform at school? - Explaining some new words (be equal in, be proud of, bear one’s name, - Listening to the explanations, freedom of choice, self-confident) While- - Letting them read the outline B - Reading outlines B reading - Giving them the meaning of some - Knowing the meaning of some words: feel comfortable, freedom of difficult words choice - Asking them discuss in groups outline - Discussing in groups outline B B then write down their ideas then the draft of the second passage - Asking some students to write their - Writing down their ideas in Post-writing Consolidatio n ideas on the board written forms - Correcting the mistakes - Correcting the mistakes - Giving them suggested writing (see at - Writing down the suggested the end of lesson plan) passage “Why should the secondary students wear uniforms?” Remind them the argumentative language? Homework - Doing exercise 8, workbook (page 18,19) - Explaining the way how to 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 In conclusion, secondary students should wear casual clothes Wearing casual clothes is convenient, comfortable and fun SEQUENCE: Introduction Organization Argumentative language - Let the reader know the writer’s point - My opinion is…………………… of view Series of arguments I think …………………………… - Presents arguments in a logical way Firstly……………………………… (one idea in each paragraph) give Secondly……………………… examples where possible Thirdly ………………………… Finally/Lastly…………………… Conclusion - Sums up the argument There ………………………… In conclusion………………… UNIT 2: CLOTHING Lesson 6: Language focus (45 min) I Objectives: Competencies: - Reminding them of previous knowledge on present perfect and the passive voice - Know how to used specific words of present perfect Language focus: a Present perfect tense with specific words: (since, for, ever, already, yet,…) b Review passive voice with tenses: - Present simple, Past Simple, Future Simple, Present perfect and modal verb passive II Techniques: Questions – answers; guessing III Teaching aids: Pictures; Laptop; Flash cards; colored chalk; visual aids IV Teaching steps: Steps Present perfect SINCE & FOR Teacher’s activities Student’s activities with - Letting the students read the model - Reading the model dialogue dialogue * Since: before a certain point of time Leading - Underlining the substitution them to underline words or phrases substitution words or phrases - Answering the questions Eg: since o’clock/ last - From the underline substitution, week/ last month/ last asking them to reproduce the similar - Practicing the dialogue in pairs year dialogues using the given word from * For: before duration the box of time - Asking them to practice the Eg: for hours/ two dialogue in pairs weeks/ three years… Consolidation - What is WISH Sentence? - What tense is used in wish 1st type? - Remind them the structure of passive voice Homework - Doing exercise (page 10) - Explaining the way how to the exercise [...]... answers - Correcting their answers by giving Consolidatio them key Do you like wearing Jeans? n Where do jeans come from? Who are now often wearing Jeans? Why? Homework - Doing exercise 8, 9 workbook (page 18, 19) 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.. .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... Firstly……………………………… (one idea in each paragraph) give Secondly……………………… examples where possible Thirdly ………………………… Finally/Lastly…………………… Conclusion - Sums up the argument There ………………………… In conclusion………………… UNIT 2: CLOTHING Lesson 6: Language focus (45 min) I Objectives: 1 Competencies: - Reminding them of previous knowledge on present perfect and the passive voice - Know how to used specific words of present... writing (see at - Writing down the suggested the end of lesson plan) passage “Why should the secondary students wear uniforms?” Remind them the argumentative language? Homework - 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... to do the gap filling A - Having a silent reading - Playing cassette twice - Doing gap filling - Calling some students to read the text - Listening to the cassette aloud - Reading the text aloud - Task 2: asking the students to do task - Doing talk B in pairs B in pairs - Lestening to the cassette - Reading the text aloud - Doing taks B in pairs Post-listening - Calling some students to answer the -... outline A and the model passage highlight the sequence words the supporting the idea that secondary students should wear uniforms… - Asking them some questions: - Answering the questions 1 “What type of clothing do you wear at school?” (White shirt and trousers) 2 Why do they wear uniform at school? - Explaining some new words (be equal in, be proud of, bear one’s name, - Listening to the explanations,