Mô tả:
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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.
Period distribution
Items of Teaching
1
Getting started, Listen and read
2
Speaks
3
Listen
4
Read
5
Write
6
Language focus
Lesson 1: Getting started – Listen and read (45min)
I. Objectives:
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- 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
Getting started (15’)
- Showing 6 pictures of people with their - Looking at the 6 pictures and
Warm-up
costumes.
guessing what countries they are.
- Eliciting the name of some countries.
- Answering the questions.
- Asking them some questions.
- Discussing in groups.
1. Where does she come from?
* Sample Key:
2. Why do you know she come from Japan? 1. She comes from Japan
- Teaching new words; a kimono; a sari; a 2. She comes from Vietnam
3. He comes from Scotland.
veil.
- Calling some group reprentatives to 4. She comes from India.
answer in front of the class.
5. He comes from the USA.
6. She comes from (Saudi) Arabia.
- Correcting their mistakes if possible.
-
Listening
explanations
to
the
then
vocabulary down.
Listen and read (30’)
- Listening to the teacher.
- 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:
Leas-in
1.
What is Ao Dai?
- Listening to cassette.
teacher’s
wire
the
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(30’)
2.
What
are
women
do - Answering the question.
nowadays?
3.
What do women also prefer? - Having a silent reading
4.
What do the designer do to
the Ao Dai?
- Listening to the cassette.
- Having them a silent reading then - Writing down the new words
identifing the main idea of the passage.
- Playing cassette again.
- Finding out structures.
- Explaining the new difficult words;
“poet’ mention; consist; of; to slit;
inspiration; unique; convenient; along
silk tunic; ethnic minoritres”
- Identifying new structure.
- Reminding them of new and old
structures:
1. Old Structure: Past habit.
2. Used to + V
- Having silent reading and get more
Eg: Lan used to walk past the mosque on information.
her way to primary school.
3. New structure:
Wish sentence: Present unreal wish
- Saying the choices.
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. - Doing the practice.
- Briefly explaining the used of wish.
1. I wish I had enough money.
=> I wish I had more time.
I wish + clause (Past simple)
2. I wish I could sing that song.
Practice:
1. I don’t have enough money.
3. I wish it’s wasn’t raining.
I wish …………………………
2. I can’t sing that song.
4. I wish I weren’t too fat.
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I wish …………………………
3. It’s raining.
5. I wish the weather were fine today.
I wish …………………………
4. I am too fat.
I wish …………………………
5. The weather is bad today
I wish …………………………
Consolidation
- The present perfect tense.
- Traditions in some countries.
Home work
- Completing the sentences and
answer the questions. (Page 14)
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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
- Asking students to answer some questions - Listening to the teacher’s questions
Presentation
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
and answer.
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Pre-speaking
kinds of clothiers.
- Looking at the new words and
- Asking some questions:
repeats after the teacher.
1. What do you usually wear on the - Learning the new vocabularies.
weekends?
- Answering the questions in pairs.
2. Why are you wearing these clothes?
3. What is your favorite type of clothing?
Why?
4. School uniform: is it comfortable?
- Matching thru picture with the
5. What color is it?
words.
- Asking them to match the pictures the * Key:
given words.
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
Controlled
- Letting the students to ask each other in - SS ask the members of the other
groups about their habit of dressings.
group about the clothes they wear on
- Correcting their mistakes in spelling.
the weekend.
- Calling some groups to present their
interview before class.
practice
Reproduction
class.
- Asking the students to answer the - Answering the questions.
questions:
Post-speaking
- Presetting their interview before
1. What type of clothing do you wear on tet
holiday?
2. What would you wear to a party?
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- Asking them to summarize what kind of - Summarizing the habit of dressing
clothes they usually wear at school, at the on special occasion.
party or on Tet holidays.
Consolidation
- Making up another conversation between
you and your friend referred to the habits of
dressing on special occasion.
- Reminding them the questions “What is
your favorite type of clothing?”
Homework
- Doing exercise 3, 4 workbook (page
14.15).
- Explaining the way how to do the
exercises.
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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
- Introducing the pictures divided into three - Looking at the pictures and discuss
Presentation
groups of different clothes.
their names on groups.
- Asking them some questions to remind - Answering the questions.
Pre-speaking
them the vocabulary questions:
1. What do you call these clothes in - VOC: trousers; shorts; skirt; blouse;
English?
sandals; shoes; boots
2. Have you ever worn them?
- Yes, we have.
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- Introducing the situation of the coming - Listening to the situation.
announcement.
- Listening, and then catching up with
“Mary, a three-year-old girl is reported the necessary information.
missing at the Car Fair”
- Asking them to listen and catch up with
the information “What is Mary wearing?”
While-listening - Playing cassette twice without pause.
- Listening to the cassette.
- Letting them guess in pairs “What is Mary - Doing pair work.
wearing?”, then compare with the pictures.
- Marking the pictures.
- Marking the correct pictures.
- Listening again.
- Play cassette again.
- Making a good choice.
- Letting them make a good choice.
* Tape script:
Attention please. Here is a special
announcement. A little girl is reported
missing. She was last seen 20 minutes
ago near the main entrance to the Car
Fair. Her name’s Mary and she are 3
year old. She has short dark hair. She
is wearing shorts-blue shorts and a
long-sleeved
white
blouse.
She’s
wearing a pair of shoes – brown shoes.
She may be carrying a large doll.
If you see Mary, please bring her to
the information desk. Her father’s
waiting for her there. Thank you.
Post-listening
- Asking the students to compare their - Comparing their choice with partner.
choices with partner.
- Saying the choices before class.
- Calling some students to give the answer.
- Listening to the key and correct.
- Giving them the key.
* KEY:
1. She’s wearing blue shorts.
2. She’s wearing a long-sleeved white
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blouse.
3. She’s wearing brown shoes.
Consolidation
- Repeating the words referred to clothes by
looking at the pictures.
- Reminding them the passive structure.
Homework
- Doing exercise 5, 6 workbook (page
16,17)
- Explaining the way how to do the
exercises.
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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
- Introducing the new reading by asking -
Presentation
some questions:
1. Do you know jeans?
Listening
to
the
teacher’s
introduction.
- Answering the questions freely.
2. Do you like wearing jeans?
3. Who loves wearing jeans?
4. When did jeans appear for the first - Making questions randomly.
Pre-speaking
time?
- Encouraging the students make some
questions about jeans:
“What do you want about jeans?” question
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for elicit.
- Reading the passage for missing
- Having scanning: (task 1)
information.
- Reading quickly to find down the new
words and the information (page 17)
While-reading
- Introduction some vocabularies.
- Listening to the teacher to know the
- Asking the students to have a silent moaning of new words.
reading 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 B in - Doing talk B in pairs.
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 them
key.
Consolidation
Do you like wearing Jeans?
Where do jeans come from?
Who are now often wearing Jeans? Why?
Homework
- Doing exercise 8, 9 workbook (page
18,19)
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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 - Introducing the table showing the three - Looking at the table then discuss in
Pre-writing
parts of showing comments on something pairs.
or
a
problem
using
appropriate -
argumentative language (page 18)
Identifying
the
appropriate
argumentative language.
- Asking the students to read the topic and - Reading the topic and outline a and
outline A and the model passage supporting the model passage, the highlight the
Pre-speaking
the idea that secondary students should sequence words.
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wear uniforms…
- Asking them some questions:
1. “What type of clothing do you wear at - Answering the questions.
school?” (White shirt and trousers).
2. Why do they wear uniform at school?
- Explaining some new words (be equal in,
be proud of, bear one’s name, freedom of
While-reading
choice, self-confident)
- Listening to the explanations,
- Letting them read the outline B.
- Reading outlines B.
- Giving them the meaning of some words: - Knowing the meaning of some
feel comfortable, freedom of choice.
difficult words.
- Asking them discuss in groups outline B
then write down their ideas.
- Discussing in groups outline B then
do the draft of the second passage.
- Asking some students to write their ideas - Writing down their ideas in written
Post-writing
on the board.
forms.
- Correcting the mistakes.
- Correcting the mistakes.
- Giving them suggested writing (see at the
- Writing down the suggested passage.
end of lesson plan).
Consolidation
“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.
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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.
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SEQUENCE:
Organization
Introduction
- Let the reader know the writer’s point of - My opinion is…………………….
view.
Series of
arguments
Argumentative language
I think ……………………………..
- Presents arguments in a logical way (one Firstly………………………………
idea in each paragraph) give examples Secondly……………………….
where possible.
Thirdly ………………………….
Finally/Lastly…………………….
Conclusion
- Sums up the argument
There ………………………….
In conclusion…………………..
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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 perfect.
2. 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
Teacher’s activities
perfect
Student’s activities
with - Letting the students read the model - Reading the model dialogue.
SINCE & FOR
dialogue.
- Underlining the substitution words
* Since: before a certain - Leading them to underline substitution or phrases.
point of time.
words or phrases.
- Answering the questions.
Eg: since 2 o’clock/last - From the underline substitution,
week/last month/last year.
asking them to reproduce the similar - Practicing the dialogue in pairs.
* For: before duration of dialogues using the given word from the
time.
Eg:
box.
for
2
hours/two - Asking them to practice the dialogue
weeks/three years…
in pairs.
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Consolidation
- What is WISH Sentence?
- What tense is used in wish 1st type?
- Remind them the structure of passive
voice.
Homework
- Doing exercise 7 (page 10).
- Explaining the way how to do the
exercise.
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