Unit 1 a day in a life of

 TEACHING METHODS: Communicative approach  TIMING: 45 minutes Stages Teacher’s activities Student’s activities Content Warm-up Ask the students to ask and answers some questions about

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UNIT 1: A DAY IN A LIFE OF …

SECTION A: Reading

 OBJECTIVE:

• Content: to learn about a daily life of a farmer

• Skills: By the end of the lesson, the students will be able to:

 Guess the meaning of news words in context

 Scan for specific information

 TEACHING AIDS: Students’ books, computer, projector, blackboard, chalk.

 TEACHING METHODS: Communicative approach

 TIMING: 45 minutes

Stages Teacher’s activities Student’s activities Content

Warm-up

Ask the students to ask and

answers some questions about

their daily routines with the

given structure:

- What time do you …?

- What do you often do …

(time)…?

Give the students some jobs

and ask them to give out their

places of work

Work in pair, ask and answer the questions

Listen to the teacher and raise hand to answer individually

- What time do you get up/ have breakfast/ go to school/ have lunch/…?

- What do you often do in the morning/ on the weekends/ …?

- Teacher – school

- Doctor – hospital

- Cook – restaurant

- Worker – factory

- Farmer – field

Pre-readin

g

Introduce the content of the

lesson (Reading task): A daily

life of a farmer

Games: Ask the students to

match each word with its

definition

Give the meaning of these

words and ask the students to

write down on their notebooks

Listen to the teacher

Look at the screen, discuss with partners and do the task

Listen to the teacher and write down the meaning of each given word

1 To go off

2 To get ready

3 A peasant

4 Be contented with

5 A bank

6 An occupation

A Be satisfied with

B A career

C A farmer

D To prepare

E A side of a river

F To ring

While-readin

g

Ask the students to read and do

Task 1, 2 and 3

Ask the students to write their

answer on the board

Correct students’ answers and

translate the text into

Vietnamese if necessary

Read the text and do the task

In turn go to the board and write down their answers

Listen to the teacher and correct the answers

Task 1:

1 C

2 C

3 A

4 A

Task 2:

1 He’s a peasant/ farmer

2 He gets up at 4:30 and then he goes down the kitchen to boil some water for his morning tea

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3 In the morning, he ploughs and harrows

on his plot of land, drinks tea and smokes tobacco during his break

4 In the afternoon, they repair the banks

of their plot of land Mr Vy pumps water into it and his wife does the transplanting

5 Yes, they are Because they love working and they love their children

Task 3:

+ In the morning:

- 4:30: alarm goes off, Mr Vy gets up, goes down the kitchen, boils some water for tea, drinks tea, has quick breakfast, leads buffalo to field

- 5.15: leaves house

- 5.30: arrives in the field, ploughs and harrows

- 7.45: takes a rest

- 10.30: goes home

- 11.30: has lunch with family

+ In the afternoon:

- 2.30: Mr Vy and Mrs Tuyet get to the field again, repair the banks of the plot of land He pumps water and she does the transplanting

- 6.30: finish work

- 7.00: have dinner

+ After dinner:

- Watch TV, go to bed

- Sometimes visit neighbors and chat with them

Post-readin

g

Ask the students to look at the

chart of Task 3 (page 14) and

retell the daily routine of Mr

Vy

Give out the homework: Ask

students to draw a chart like

the one in Task 3, interview

two of their friends and make a

report for the next class

Look at the chart, discuss with friends and retell the daily routine of Mr Vy

Write down the homework and go it at home

Comment:

Drawing experience:

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SECTION B: Speaking

 OBJECTIVE:

• Content: to learn about a daily routine of a student

 Ask for and give information from a given timetable

 Talk about daily activities

Warm-up Ask the students to work in group of

3 or 4 to discuss and make a list of the subjects that they are learning at school

Ask the students to draw their list on the board and check their answers

Give out the Vietnamese meaning of some subjects that the students may not know and ask them to write down on their notebooks

From a group, discuss with friends and do the given task

Go to the board, draw the list with their subjects

Listen to the teachers and write down the new words

Physics, Physical Education, Civic Education, English, Maths, Literature, Information Technology, Geography, Biology, History, Chemistry

Pre-speaking Introduce some more new words and

ask students to write them down:

- Weekly

- Timetable

Listen to the teacher and write the words down

While-speaking Task 1:Give out the situation: Quan is a

tenth-grade student and he goes to school every day Ask students to look at his timetable, ask and answer the questions using the given

structure and information

Ex1:

A: What time does Quan have a Civic Education lesson on Monday?

B: He has a Civic Education lesson

at 7:15 a.m

Ex2:

A: What lesson does Quan have at 7:15 a.m on Monday?

B: At 7:15 on Monday he has a Civic Education lesson

Task 2:

Listen to the instruction

of the teacher, finish Task

1 by asking and answering the questions with the information from the timetable

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Ask the students to look at the pictures in Task 2, discuss with friends and describe what Quan is doing

Ask the student to use the information taken from their discussion about Quan’s activities to make questions and answer about the time

Ex:

A: What time does Quan get up?

B: Quan gets up at 14:00 in the afternoon

Look at the pictures and tell their friends about Quan’s activities

Look at the pictures again, ask and answer the questions with the given structures

a Get up

b Study the lessons

c Take a short rest, watch TV

d Go to football station

e Play football with friend

f Ride a bicycle back home/ cycle back home

g Take a shower/ have a bath

h Have dinner with his family

i Study the lessons

a He gets up at 14:00

b He studies his lessons

at 14:15

c He takes a rest and watches TV at 16:30

d He goes to the football station at 17:00

e He plays football with friends at 17:15

f The rides his bicycle back home at 18:30

g He takes a shower at 18:45

h He eats dinner with his family at 19:00

i He studies his lessons

at 20:00

Post-speaking Show students some pictures with

time like the one in task 2, ask students to ask and answer about these pictures

Homework: Ask students to make their own timetable about their daily routine and interview at least 5 of their friends and make a report for the next class

Look at the screen, discuss with friends, ask and answer about the pictures

Make their timetable, interview 5 of their friends and make a report

a each one

Comment:

Drawing experience:

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SECTION C: Listening

 OBJECTIVE:

• Content: to learn about a daily routine of a cycle rider

 Listen and number the pictures

 Decide True or False statements

 TEACHING AIDS: Students’ books, computer, projector, speakers, blackboard, chalk.

Warm-up Give the students some

sentences describing the

activities of some job, ask

them to work in group of

four and put these sentences

into the correct boxes

Look at the screen, discuss

in group and do the task

1 He dances on the stage

2 He takes people from one place to another place

3 He explains the lesson to the students

4 He corrects homework

5 He works for ABC Entertainment Company

6 He works on the street

7 He works with children very well

8 He wears a lot of beautiful suits to perform his songs

9 He gets up very early to take his first passenger

A singer

A teacher

A cyclo rider

Pre-listening

Introduce the main topic of

the listening task: A daily

routine of a cyclo rider Ask

the students some questions

related to the topic:

- Have you ever travelled on a

cyclo? If yes, when?

- Is it interesting to travel by

cyclo?

- What kind of means of

transportation do you like to

Listen to the teacher, raise hand and answer each question

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use when traveling? (car, bicycle, cyclo, train, plane) Why?

Introduce some new words,

let the students repeat and

write them into their

notebooks:

- To drop

- A district

- A passenger

- A pedal

- A foot stall

- A cue

- Purchases

Listen to the teacher, repeat the words and write them down with their meaning

- To drop: để (ai) xuống xe

- A district: quận, huyện

- A passenger: hành khách

- A pedal: bàn đạp (xe đạp, xe xích lô)

- A foot stall: quầy thực phẩm

- Purchases: hàng hóa mua được

- A cue: lời gợi ý

While-listening

Ask the students to read

through the content of Task

1, Task 2 and four more

questions on the screen

Show them how to deal with

each of the tasks:

Task 1: listen and number

the pictures, write down any

evidence

Task 2: listen and decide

whether the statements are

True or False => if the

statements are False, correct

them

Task 3: listen and answer the

given questions

Play the CD

Check the students’ answers

Listen to the instruction and read through the tasks

Listen and do the tasks

Listen to the teachers and correct their works

1 Where does Mr lam live?

2 What time does he get up and start working?

3 Who are his passengers?

4 What does he do after he take a rest?

Task 1:

Task 2:

1F – He lives in district 5

2T 3F – He takes his passenger from district

5 to district 1

4F – His first passenger is an old man 5F – He has lunch at a footstall near BT market

6F – He takes a short rest

Task 3:

1 He lives in District 5

2 He gets up at five thirty in the morning and starts working at six

3 His passengers are an old man, a lady and two school pupils

4 He continues his work

Post-listening Give the students some cluesand ask them to retell the

story of Mr Lam

Get the clues, discuss with friends and retell the story NameOccupation

Time to get up and start working Passengers

Where and when to have lunch Take a rest

Listening Script: Hello everyone, my name is Lam I’m a cyclo driver in HCM City I usually have a busy working

day I get up at five thirty in the morning I start work at six My first passenger is usually an old man I take him from District 1 to District 5 After I drop him at a cafe near HCM City College of Education, I pedal to Thai Binh Market My next passenger is a lady who does shopping there every two days I help her put all her purchases into

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the cyclo and then take her to her shop in Tran Hung Dao Street At about ten thirty I ride off toward Nguyen Thi Minh Khai School There I park my cyclo, chat with some of my fellows and wait for my third passengers They are two school pupils, a girl and a boy I take them home At twelve I have lunch at a food stall near BT Market After lunch, I park my cyclo under a tree, take a short rest and then continue my afternoon’s work

Comment:

Drawing experience:

SECTION D: Writing

 OBJECTIVE:

• Content: to learn how to write a narrative about a hotel fire

 Learn to write a narrative

 Review past simple tense

Warm-up Review some irregular Verbs –

Give the students the Bare Verbs

and they will write down the

Verbs in the past simple column

Listen to the teacher and speak out the Verbs BeGet => was/ were=> got

Take => took Begin => began Think => thought Tell => told Have => had Spend => spent Sing => sang Smell => smelt Run => ran Fight => fought

Pre-writing

Introduce some new words with

Vietnamese meaning:

- Stare death in the face

- To take off

- To shake

- To fasten

Listen to the teacher and write down the new words

- Stare death in the face: đối mặt với tử thần

- To take off: (máy bay) cất cánh

- To shake: lắc, rung

- To fasten: thắt chặt (dây an toàn)

- To dip: nhào xuống

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- To dip

- To scream in panic

- Air-hostess

- Fire brigade

- Be relieved

Task 1:

- Set the scene of the situation: give

the students some pictures about plane crash and ask them:

What can they see in the picture?

What is happening?

Describe the scene of a plane crash

- Ask the students to read the

passage and find:

+ all the verbs that are used in the past simple tense

+ all the connectors (time expressions)

- Call some students to give the

verbs and the connectors

Task 2: Ask the students to work

in group and identify the events,

the climax and the conclusion of

the story about plane crash

Call some representatives from

some group to present the results

Look at the pictures, discuss with friends and describe them

Read the passage, discuss with friends and underline all the verbs in past simple tense and the connectors

Raise hands and speak out the verbs and connectors

Work in group of three or four and do the task

Raise hands and report the ideas

- To scream in panic: la hét trong sợ hãi

- Air-hostess: tiếp viên hàng không

- Fire brigade: đội cứu hỏa

- Be relieved: an tâm

-Verbs: stared, was, arrived, got, took off, began, thought, were old, seemed, realised, were, screamed, felt, announced, was, landed -Connector: when, at first, on that day, then…

- The events: got on the plane, plan

took off and began to shake when the air-hostess started to serve lunch, plane seemed to dip and people screamed in panic

- The climax: people thought they

have only minutes to live

The conclusion: the pilot

announced that everything was all right and the plane landed safely

While-writing Task 3: Ask students to work in pair, use the prompts in Task 3 and

build up a narrative about hotel

fire

Remind the students to use the

past simple tense

Work in pair and write the narrative onto the

notebooks

Post-writing Ask students to retell the story about this hotel fire

Homework: Write a narrative

about the most frightening or the

happiest experience in your life

Use the prompt and retell the story

Write the exercise and do

it at home

Writing sample: Last year, I spent my summer holiday at a seaside town The hotel was modern and comfortable

I had a wonderful holiday until the fire It was a Saturday evening and everybody was in the discotheque on the ground floor It was crowded with people They were dancing and singing happily Suddenly, we smelt smoke Then the black smoke began to fill the room Everybody started to scream in panic People ran toward the fire exits One door was blocked Many people began to cough and choke Then, just as we all thought we had only minutes

to live, the fire brigade arrived Fireman fought their ways into the room and soon everybody was safely out of the building Luckily, nobody was seriously hurt It was the most frightening experience of my life

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Drawing experience:

SECTION E: Language Focus

 OBJECTIVE:

• Content: to learn how to distinguish the sounds /i/ and /i:/ and review the present

simple tense, past simple tense and adverb of frequency

Warm-up Present some sentences with

blanks, let students guess the words by looking at some pictures, and then try reading them out

Look at the pictures, guess the words and fill

in the blanks, read out the sentences

I see a on a (sheep/ ship)

The potato is very (chip/ cheap)

There is no to on (seat/ sit)

Pronunciation Demonstrate the sounds short

and long i (/i/ and /i:/) by pronouncing them slowly and clearly and using a model video clip

Write down some minimal pairs of these two sounds for students to practice

Demonstrate some vowels that are pronounced as these two sounds

Listen to the teacher and repeat to practice the sounds

Practice in pairs: one will say the first column and the other will say the second one

Listen, repeat and write the words down

/i/

hit Bit Chip It Sheep Sit

/i/

i it, sit, bit, did, fit, give

e English, example, women

y candy, copy, symbol

ey honey, money, monkey

u busy, business

a village, message, orange

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Give out some exceptions and let students learn by heart

Let students practice some sentences in the books

Call some students to speak out these sentences then have more practice in pairs (go round to check students’

mistakes)

Look at the book, repeat and then practice with friends

ie Chief, belief, movie, field

ea Easy, eat, cheap, meat

ee Coffee, cheese, see, three

ei Receive, ceiling, either

Exception:

Peasant, friend, lie, tie, science, piece, niece, height

-Is he coming to the cinema?

-We’ll miss the beginning of the film -Is it an interesting film, Jim?

-The beans and the meat were quite cheap

-He’s going to leave here for the Green Mountains

-Would you like to have some meat, peas and cheese?

Grammar Present and Past simple

tense

Review the present simple tense and the past simple tense

Call some students to talk about the form and the usage

of each tense, give examples for each of them

Remind them the use of two kind of Verbs (To be and Verb)

Give the students some bare verbs and ask students to change them into Vs/es and V2/ed (Call some students to write on the board, the others will write on their notebooks)

Exercise 1: Ask students to use the verbs in the box to fill

in the blanks (use the correct present simple tense form) Check students’ answers

Exercise 3: Ask students to use the correct past simple tense form of the verbs to describe a completed action

in the past

Raise hand and answer the teacher’s questions about the two tenses

Listen to the teacher and write down the verbs

Discuss with friends and do the task

Exercise 1:

1.is

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