Unit 1 a day in a life of

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. 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: UNIT 1: A DAY IN A LIFE OF … SECTION B: Speaking  OBJECTIVE: • Content: to learn about a daily routine of a student. • Skills: By the end of the lesson, the students will be able to:  Ask for and give information from a given timetable  Talk about daily activities  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 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. 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: UNIT 1: A DAY IN A LIFE OF … SECTION C: Listening  OBJECTIVE: • Content: to learn about a daily routine of a cycle rider. • Skills: By the end of the lesson, the students will be able to:  Listen and number the pictures  Decide True or False statements  TEACHING AIDS: Students’ books, computer, projector, speakers, blackboard, chalk.  TEACHING METHODS: Communicative approach  TIMING: 45 minutes Stages Teacher’s activities Student’s activities Content 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. 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: 1e 2f 3a 4c 5b 6d 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 clues and ask them to retell the story of Mr. Lam. Get the clues, discuss with friends and retell the story. Name Occupation 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 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: UNIT 1: A DAY IN A LIFE OF … SECTION D: Writing  OBJECTIVE: • Content: to learn how to write a narrative about a hotel fire. • Skills: By the end of the lesson, the students will be able to:  Learn to write a narrative  Review past simple tense  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 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. Be => was/ were Get => 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 - 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. Comment: Drawing experience: UNIT 1: A DAY IN A LIFE OF … 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.  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 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 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 V s/es and V 2/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 [...]... Sometimes Occasionally Hardly ever Almost never never Least frequent Position: - In front of normal verbs: I always do morning exercise - Between Auxiliary Verbs and mai Verbs: She doesn’t always get up late - After “To be”: My mother is always happy He always gets up early She is always late for school Lan always practices speaking Engl Thao is always a hard-working stud Comment: ... 3.worry 4.are 5.catch 6.am Adverb of frequency Ask the students what they can remember about adverb of frequency, then give them the use as well as some most commonly used adverbs of frequency Raise hands and answer the teacher Ask the students the position of adverbs of frequency and check their answers Ask students to make some examples using adverbs of frequency Raise hands, answer the teacher’ questions... questions and make some examples Exercise 2: Ask students to put the adverbs of frequency into the four given sentences Check their answers Discuss with friends and do the task 1 2 3 4 5 6 7 8 9 was done cooked were smelt told sang began felt put out Use: adverbs of frequency show how often something happens 10 0 90 70 50 30 5 0 Most frequent Always Usually Frequently Often Sometimes Occasionally Hardly... We, You, They N(số nhiều) Noun Adj Prep + obj Noun Adj Prep + obj ? b Usage: Hành động đã xảy ra và chấm dứt ở quá khứ với thời gian xác định rõ rang Hành độn đã xảy ra ở một khoảng thời gian trong quá khứ và bây giờ đã kết thúc Một thòi quen trong quá khứ đã chấm dứt c Time markers: Last week/ month/ year One week/ two months/ … ago Yesterday In + year (past) From 19 90 to 19 99 d Ved: Độnng từ tận cùng... watches, washes, kisses, fixes, buzzes - Những động từ còn lại + s 2 The Past Simple Tense: a Form: Normal Verb To Be Affirmative V2/ed S I He, She, It N(số ít) N(không đếm được) was We, You, They N(số nhiều) S were Noun Adj Prep + obj Negative did not (didn’t) V0 S was not (wasn’t) We, You, They N(số nhiều) S I He, She, It N(số ít) N(không đếm được) were not (weren’t) Interrogativ e Di d S V0? Was... Drawing experience: Grammar Content: 1 The Present Simple Tense: a Form (Công thức): Normal Verb To Be Affirmative I We, You, They N(số nhiều) He, She, It N(số ít) N(không đếm được) S V0 Vs/es S I He, She, It N(số ít) N(không đếm được) We, You, They N(số nhiều) am Noun Adj Prep + obj is are Negative S I We, You, They... He, She, It N(số ít) N(không đếm được) Interrogativ e Do S Does - do not (don’t) does not (doesn’t) I We, You, They N(số nhiều) He, She, It N(số ít) N(không đếm được) V0 S I He, She, It N(số ít) N(không đếm được) We, You, They N(số nhiều) Am Is Ar e S am not is not (isn’t) are not (aren’t) I He, She, It N(số ít) N(không đếm được) We, You, They N(số nhiều) b Usage (Cách dùng): Thì Hiện tại đơn dùng... động xảy ra trong tương lai nhưng theo một thời kh a biểu nhất định c Vs/es (Cách thêm s/es vào động từ): Động từ tận cùng bằng O: + nếu trước O là một phụ âm => + es: goes, does + nếu trước O là một nguyên âm => + s Độnng từ tận cùng bằng Y: + nếu trước Y là một phụ âm => i + es: try (tries), cry (cries), fly (flies) + nếu trước Y là một nguyên âm => + s: plays, stays Noun Adj Prep + obj ? Noun Adj Prep... bằng Y: + nếu trước Y là một phụ âm => i + ed: try (tried), cry (cried) + nếu trước Y là một nguyên âm => + ed: played, stayed Gấp đôi phụ âm cuối khi: + Động từ một vần, tận cùng bằng một phụ âm, trước phụ âm là một nguyên âm: stopped, robbed, planned, tipped + Động từ hai vần có vần thứ hai được nhấn và tận cùng bằng một phụ âm, trước nó là một nguyên âm: omitted, permitted  . 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. 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. 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: