Giáo án Tiếng Anh lớp 9 - Unit 2: Clothing

Period 7. Unit 2: clothing
Lesson 1: getting started + listen and read. p.13 - 14
I. Aims: 
- To help students read a text about the traditional dress of Vietnamese women, Ao dai for details.
- To help students improve their reading skill.
II. Objectives: By the end of the lesson, students will be able to know some more about Ao dai, the traditional dress of Vietnamese women and do all the tasks.
III. Ways of working: T - WC, Team work, group work, individual work.
IV. Materials: Textbook, pictures in the textbook on page 13, tape, cassette.
V. Anticipated problems: The lesson may take time.
VI. Teaching steps:
1. Warm up(1 minute)- Teacher greets and checks the students’ attendance
2. New lesson:
STAGES
ACTIVITIES
THE CONTENT ON BOARD
PRESEN
TATION
(12 minutes)
* Getting started. P.13
Picture cue drill
Example exchange:
S1: Where does the woman in picture a come from?
S2: She comes from Japan.
Or:
S1: What is the woman in picture a) wearing?
S2: She is wearing a Kimono.
S1: Where does she come from?
S2: She comes from Japan.
S1: Yes, that’s right. 
* Note:
- a kimono: áo Kimono (bộ áo dân tộc truyền thống của người Nhật Bản)
- a sari: xa - ri (vải quấn quanh thân người thay cho quần áo).
- a veil: mạng che mặt
- a kilt: áo váy xếp nếp bằng vải len kẻ ô vuông (của người miền núi Scotland).
* Preteach vocabulary:
- T. uses techniques to teach ss new words.
- Checking understanding:
Rubout and remember.
* Set the scene:
You are going to read a text about the traditional dress of Viet Nam, Ao dai.
* Pre questions:
What do you know about Ao dai, the traditional dress of Viet Nam?
Where do these people come from?
a) b) c) 
d) e) f)
* Answer key:
a) She comes from Japan. (She is wearing a Kimono).
b) She comes from Viet Nam. (She is wearing an Ao dai).
c) He comes from Scotland (UK). (He is wearing a kilt).
d) She comes from India. (She is wearing a sari).
e) He comes from the USA. (He is wearing jeans).
f) She comes from (Saudi) Arabia. (She’s wearing a veil).
I. New words:
a poet:
nhà thơ
a long silk tunic:
áo lụa dài
loose pants:
quần rộng
(to) slit:
xẻ
(to) take inspiration from:
lấy cảm hứng từ
PRACTICE
(13 minutes)
* Listen and read. P.13 - 14.
- Students read the text as they listen to it and check their predictions.
* Gap fill:
- Students read the text again and complete the sentences using the information from the text.
* Comprehension questions:
- Students read the text and answer the questions given.
II. Listen and read. P.13 - 14
1. Gap fill:
* Answer key:
1. For a long time the “ao dai” has been 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 women 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”.
PRODUC TION
(7 minutes)
* Retell story:
- Teacher gets students to use their own words to tell what they have known about the “ao dai”
3. Summary:(1minute)
- Repeat the content of the lesson: Introduce the Ao dai- the traditional dress of Vietnamese women.
4. Homework ( 1minute).
- Learn by heart the new words.
- 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 students 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, students 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.(6 minutes) - Teacher greets and checks the students’ attendance.
	 - Revision: Slap the board:
 Teacher sticks the pictures of some kinds of clothes on the board and asks students call them in English words.
STAGES
ACTIVITIES
THE CONTENT ON BOARD
PRE
SPEAKING
(14 minutes)
* Preteach:
- T. uses techniques to teach students new words.
* Matching:
- Students match the phrases given to the right pictures.
I. New words:
baggy (adj): rộng thùng thình (quần áo)
casual (adj): bình thường
faded (adj): bạc màu
plain (adj): trơn (không có hoa văn, hình vẽ)
sleeveless (adj): không có tay (áo)
plaid (adj): kẻ ca rô, kẻ ô vuông.
 II. Matching:
 a) b) c) d) e) f)
 g) h) i)
* Answer key:
a) a colorful T - shirt
b) a sleeveless sweater
c) a striped 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 favorite type of clothing, Nam?
S2: My favorite type of clothing is jeans.
S1: What do you usually wear 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
ệ
 2
Mai
dress
trousers and shirt
blouse
ệ
 3
 4
 5
POST SPEAKING
(9 minutes)
* Write it up:
- Students use the information in the complete grid to write the results of their survey.
- Teacher calls some students to read their tasks.
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.
3. Summary: ( 1minute)
- Repeat the content of the lesson.
4. Homework: ( 1 minute).
- Learn by heart the new words.
- Do exercise 2. P.13 - 14 (workbook)
- Prepare “Listen”
Period 9. Unit 2: clothing
Lesson 3: listen. p.16
I. Aims: 
- To help students listen for specific information 
- 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 Mary is wearing.
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.
VI. Teaching steps:
1. Warm up ( 1minute). - Teacher greets and checks the students’ attendance.
 * Test 15' ( at the end of the lesson)
2. New lesson:
STAGES
ACTIVITIES
THE CONTENT ON BOARD
PRE
LISTENING
(12 minutes)
Brainstorming
- Students go to the board and write down the words relating to CLOTHING.
* Preteach vocabulary:
- T. uses techniques to teach students new words.
- Checking understanding:
Rubout and remember.
* Picture drill:
- T. uses pictures on page 16 to help students practice.
Example exchange:
S1: What is it?
S2: It is a blouse.
S1: What color is it?
S2: It is white.
S1: Yes, it is a white shirt.
S3: What are they?
S4: They are sandals.
S3: What color are they?
S4: They are blue.
S3: Yes, they are blue sandals.
* Pre-questions:
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?
Brainstorming
CLOTHING
blouse
shorts
T - shirt
trousers
I. New words:
- an announcement: sự thông báo
- missing (adj): lạc, thất lạc
- entrance (n): lối vào
- car fair: hội chợ triểm lãm ô tô
- The Information Desk: Bàn / Phòng chỉ dẫn thông tin.
II. Practice:
a)
b)
c)
WHILE LISTENING
(10
minutes)
* Listen. P.16
- Students listen for the first time and answer the pre questions. 
- 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 reported 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 pre-questions:
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:
3. Summary: ( 1 minute)
- Repeat the content of the lesson
4. Homework :( 1 minute)
- Learn by heart the new words.
- Do exercises: 1, 3. P.12, 14. (workbook)
- Prepare Read P.17 (student’s book)
 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 tasks.
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: ( 5 minutes)
* Teacher greets and checks the students’ attendance.
	 * Shark attack: JEANS
2. New lesson:
STAGES
ACTIVITIES
THE CONTENT ON BOARD
PRE
READING
(8 minutes)
* Preteach vocabulary:
- T. uses techniques to teach students new words.
- Checking understanding:
What and where.
* Pre-questions:
(cotton; leather; silk; velvet; ...)
I. New words:
material:
style:
(to) embroider:
label:
(to) wear out:
chất liệu, nguyên liệu
kiểu cách, kiểu dáng
thêu
nhãn hiệu
làm rách
II. Pre-questions:
1. What was Jean cloth made from?
2. Where does the word Jeans come from?
WHILE READING
(18 minutes)
* Read. P.17
- Students read the text for the first time and check their answers to the pre-questions.
* 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 pre-questions:
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, 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 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?
3. Summary: ( 2 minutes)
- Repeat the content of the lesson.
4. Homework
- Learn by heart the new words.
- Read the text again.
- Do exercise: 4. P.15 - 16 (workbook)
- Prepare WRITE P.18 - 19.
 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 of 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 be poor in vocabularies to express their ideas.
VI. Teaching steps:
1.Warm up: ( 6 minutes) - Greet and check the students’ attendance
	 - Revision: Lucky numbers! 
	1	2	3
	4	5	6
	7	8	9
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!
2. New lesson:
STAGES
ACTIVITIES
THE CONTENT ON BOARD
PRE
WRITING
(13 minutes)
* Preteach vocabulary:
- T. uses techniques to teach students new words.
- Checking understanding:
Rubout and remember.
* Presentation the outline:
(Bảng trình bày bố cục nội 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:
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.
I. New words:
- (to) be equal in + N/ V-ing: công bằng, ngang bằng, bình đẳng (về việc ...)
- (to) bear one’s name: mang tên ai đó
- freedom of choice: tự do lựa chọn
- self - confident (adj): tự tin
- (to) encourage: động viên
II. Outline: An argument should have:
Organization
(Bố cục)
Language
(Cách diễn đạt)
Introduction
(Mở bài)
lets the reader know the writer’s point of view.
My opinion is....
I think.......
Series of arguments
(chuỗi lập luận)
presents arguments in a logical way (one in each paragraph), gives examples where possible
Firstly,.............
Secondly, .......
Finally, ..........
Conclusion
(kết luận)
sums up the argument
Therefore, .......
In conclusion, .
WHILE WRITING
(16 minutes)
* Read: b). P.19
- Students read the topic, the 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 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 school more colorful and lively.
In conclusion, secondary school students should wear casual clothes. Wearing casual clothes is convenient, comfortable, and fun.
POST WRITING
(8 minutes)
* Correction:
- Students exchange their writing and correct if possible.
- Teacher chooses some students’ writing to correct. 
3. Summary: ( 1 minute)
- Repeat the content of the lesson
4. Homework: ( 1 minute).
- Learn by heart the new words.
- Do exercise: Write a paragraph (80 - 100 words) to support the argument that secondary school students should wear jeans when going to school.
- Prepare: Language focus- P19,20,21.
Period 12. Unit 2: clothing
Lesson 6: language focus 1 - 5. p.19 - 21.
I. Aims: 
- To help students practice the present perfect tense with “already / yet” and “never” “since” and “for”.
- 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 active 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: ( 5 minutes) - Teacher greets and checks the students’ attendance.
	*Matching: 
 Students match the form of active tense with their passive equivalents.
The past simple 	will + be + VPP 
The present perfect	was/ were + VPP 
The present simple	have/ has + been + VPP
The simple future	is/ am / are + VPP
2. New lesson: 
STAGES
ACTIVITIES
THE CONTENT ON BOARD
FURTHER PRACTICE
(37 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 continues.
+ 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:
I. Language focus 1. P.19 - 20:
1. Dialogue:
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. 
* Note:
FOR: period of time (dùng cho khoảng thời gian)
SINCE: a point of time (dùng cho mốc thời 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.
* 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 / already” and the position of them in a sentence. 
E.g:
Những câu trong đoạn hội thoại này là ở thì nào?
Yet: được dùng trong câu gì? (khẳng định / phủ định / nghi vấn?) Vị trí của nó trong câu?
 Còn 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
II. 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 / Reunification Palace X
go / Dam Sen Amusement Park X
eat / vegetarian food 
X
eat / French food
ệ
do / Chinese food
ệ
visit / Zoo and Botanical Gardens ệ
III. Language focus 3. P.20 - 21:
go / movie
see / elephant
go / supermarket
play volleyball
be / Hue
read / comic
try / durian
use / computer
be / Singapore
IV. Language focus 4. P.21:
Change the sentences 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 bottles 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.
V. 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 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.
3. Summary: ( 1 minute)
- Repeat the lesson.
4. Homework: ( 1 minute).
- 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.