drinking tea and chatting with friends - Asks Ss to check the information, read the passage 3.While-Reading a/ Task 1: - Has Students open their books and read silently in 3 minutes - As[r]
(1)UNIT 1: A DAY IN THE LIFE OF… (READING) I AIMS AND OBJECTIVES: Language Content: -To introduce students to a set of vocabulary relating to farming, life in the countryside -To give students guidance in way of guessing the meaning of unknown words using contextual clues -To practise intensive reading by scanning for specific information Language Function: - To enable students to practise asking & answering questions Educational Aim: - To teach the students to know more about the life of a farmer Language : - Vocabulary peasant (n) , transplant (v) , plough (v) , harrow (v) , lead buffalo to the field (exp), pump water (exp) transplanting/ plot of land/ peasant Educational factor - To help the students talk or write about the daily routines of a farmer II TEACHER’S AND STUDENTS’ PREPARATION Method Communicative Approach Skills Integrated skills (reading-speaking-writing) Techniques pairwork, groupwork, explanation,example,repetition,synonym,… Materials blackboard, chart,chalk, handouts, flash cards, picture, textbook Students’ preparation prepare the lesson at home III PROCEDURE IN CLASS 1- Stabilization (2’) Warm up: Greeting 2- Checking up the previous knowledge : (No) 3- Presentation of the new materials: Teaching steps Teacher’s activities Students’ activities The lesson content &Time (5’) Lead-in Lead-in - Gives handout and gets the -Work in groups matching the UNIT : A DAY IN THE LIFE OF… students to work in groups explain names of jobs with the places (Reading) how to match the names of jobs of working with the places of working Job Where to work - Close their books Teacher Doctor Worker - answer “ He/ She works at a school.” Farmer Professor Farm - Go on answering School Hospital Factory University - Asks the students where a teacher/doctor/farmer does Leads to the new lesson Lop10.com (2) 7’ 18’ Pre- Reading - Preteaches some key words& phrases to help the students master the reading passage more easily + lead the buffalo to the field (picture) +plough (v) (explanation) + harrow (v) (translation) + pump water (v) (mine) + transplanting (picture) + plot of land (translation) + peasant (synonym) -Checks students’ words by using the game “ Slap the board” - Asks them to close their books and predict what Mr Vy does and what Mrs Tuyet does.” (Handout 2) Their activities Mr Vy Mrs Tuyet boiling water preparing meals leading the buffalo to the field 4.taking care of children transplanting ploughing and harrowing the plot of land drinking tea and chatting with friends - Asks Ss to check the information, read the passage 3.While-Reading a/ Task 1: - Has Students open their books and read silently in minutes - Asks Ss to work individually, then in pairs - Listens & gives feedback b/ Task 2: - Asks students to answer in pairs - Listens to students’ answers & gives feedback 4.Post-Reading Pre- Reading -Listen to the teacher’s guiding questions - Pay attention and take notes - Play the game “ Slap the board” -(books closed) guess what Mr Vy and Mrs Tuyet - Read the chart and tick into the right column Pre- Reading a Vocabulary + lead the buffalo to the field +plough (v) + harrow (v) + pump water (exp) + transplanting (exp) + plot of land (n) + peasant = farmer (n) b Reading comprehension Their activities Mr Vy Mrs Tuyet before reading After reading boiling water preparing meals leading the buffalo to the field 4.taking care of children - Open books, read the passage transplanting ploughing and harrowing the plot of land drinking tea and chatting with friends 3.While-Reading a/ Task 1: - Read silently (skimming skill) - 2.While-Reading a/ Task (Choose the best answers) C (goes off = rings) C (to get ready = to prepare) Work individually, then in A (chat = talk in a friendly way) A (contented with = satisfied with) pairs b/ Task 2: - Read the passage again, answer the questions in pairs, one asks and one answers - Listen to the teacher’s feedback 4.Post-Reading Lop10.com b/ Task (Answer the questions) He’s a peasant/ farmer He gets up at 4:30, goes down the kitchen, boils some water for morning tea In the morning, he ploughs his plot of land, drinks tea and smokes tobacco during his break In the afternoon, they repair the banks of the plot of land He pumps water, she does the transplanting Yes, they are Because they love working and they love their children 3.Post-Reading (3) Homework (2’) Consolidation (5’) 6’ - Divides class into small groups to discuss about Mr.Vy’s and Mrs.Tuyet’s - Gets some representatives to demonstrate - Gives marks or remarks - Asks students to work in pairs to check what they predict (Handout2) the one previously done in the pre-reading stage -Reminds the content of the lesson - Emphasizes some key words -Asks Students to write a short passage(about 80 words) about daily routines of a farmer or their parents - Discuss about Mr.Vy’s and Mrs.Tuyet - Representatives of each group demonstrate -Work in pairs checking what they predict in the pre-reading stage - Remember the content of the lesson - write a short passage Self evaluation: Lop10.com “Discuss about Mr.Vy’s Mrs.Tuyet’s daily routines” and (4) UNIT 1: A DAY IN THE LIFE OF… (SPEAKING) I AIMS AND OBJECTIVES: Language Content: - To help them practise asking for and giving information fluently Language Function - To encourage the students to ask for and give information from a timetable & help them talk about daily activities - To improve the students’ speaking skill Educational Aim - To make students aware of their own daily routine Language - Vocabulary : all words related to telling time, subjects, etc Educational factor - To help the students ask and answer about their personal information and daily routine II TEACHER’S AND STUDENTS’ PREPARATION Method Communicative Approach Skills Speaking, listening Techniques Explanation, substitution, pair work, group work Materials textbooks, cassette player, chalks, board Students’ preparation prepare the lesson at home III PROCEDURE IN CLASS 1- Stabilization (1’) Warm up: Greeting 2- Checking up the previous knowledge : (5’) -Asks the students some questions about Mr Vy’s Mrs Tuyet’s daily activities - Listens and gives marks/ remarks 3- Presentation of the new materials: Teachin g steps Teacher’s activities Students’ activities The lesson content &Time 4’ Lead-in Lead-in -Divides the class into groups -Work in groups writing and asks them to write down the down the names of subjects UNIT : names of subjects they learn at they learn at school school The group that has more A DAY IN THE LIFE OF… (Speaking) subjects and finishes the task the - Remember all these words fastest will win the game -Checks the students’ answer and leads to the new lesson - Make a list of subjects as much as possible * Suggested answer: Civic education Technology Maths Physics Literature Biology -Answer the teacher’s questions Chemistry 10 History Geography 11 Informatics Physical education - Asks students what subjects they have on Monday/…? Lop10.com (5) 7’ Pre- speaking : - Gives a chart and asks Ss to match a number in A with a suitable phrase in B - Asks Ss to work in pairs - goes around to help Ss - Has a check - Revises about telling time - Confirms the way of telling time in Practice Pre- speaking : - Match a number in A a suitable phrase in B - Work in pairs I Revision of telling time A B a 7:15 b 8:05 c 8:55 d 9:45 e 10:40 f 17:00 - Recall the telling time g 6:00 h 18:30 a quarter to ten five to nine five past eight a quarter past seven twenty to eleven half past six p.m o’clock p.m o’clock a.m * Suggested answer : a b c d e.5 f.8 g.6 h.7 20’ While - speaking While - speaking II Practice a/ Task a/ Task a/ Task - Has Students close books - Close books (Ask & answer using the information - Introduces Students the situation - Pay attention to the situation from the timetable) - Gives a model conversation (with - A good student practises with A: What time does Quan have Civic a good student) Teacher as a model education lesson on Monday? - Asks Ss to open the books by -Look at the timetable in the B: Quan has Civic education at a looking at the timetable in the textbook (Handout1) and quarter past seven on Monday textbook (Handout 1) practise asking and answering A: What lesson does Quan have at a questions with a partner quarter past seven? - Guides Ss to practise in pairs - Goes around for help - Practise before class B: Quan has Civic education at a quarter past seven on Monday - Checks before class b/Task b/Task - Look at the pictures in - Has Students look at the pictures textbook (Handout 2) and describe them in textbook (Handout 2) and b/Task describe them - Pay attention to the At 2.00 o’clock p.m, Quan gets up after taking a short nap He studies his - Explains the requirement of Task requirement of Task 2 - Has students work in groups lesson at 14:15 He watches TV at 16:30 Then he goes to the stadium by - Has Students work in groups of of 3or students) c/Task bicycle at 17:00 There he plays or Students)& Checks c/Task - Work individually in some football with his friends - Gets students to work individually minutes to prepare some to tell the classmates about their daily main ideas about their daily c/Task routine routine “Tell your classmates about your daily -Gives students some help routine” - Calls on some students to talk - Present in front of class Suggested cues : -Listen to the teacher’s -get up / 6a.m about their daily routine - Gives remarks to help the students remarks - have breakfast/6.30a.m -go to school / 6.45 speak English naturally -have English class / 7.45 a.m …… 5’ 4.Post- speaking 4.Post- speaking - Gets some representatives to talk -Volunteer to speak in front about their daily routine or Quan’s& of class gives marks or remarks Home -Asks Ss to write a short passage - write a short passage wor about their own daily routine 3’ Self evaluation: ………………………………………………………………………………………………………………………… Lop10.com with (6) UNIT 1: A DAY IN THE LIFE OF… (LISTENING) I AIMS AND OBJECTIVES: Language Content: - To introduce students to a set of vocabulary relating to a cyclo driver -To enable students to enrich their knowledge Language Function: - To enable students to practise asking & answering questions Educational Aim: - To teach Ss to know more about the life of a cyclo driver Language : - Vocabulary revised ( pedal/ passenger/ food stall/ routine) Educational factor - To help the students talk or write about the daily routines of a cyclo driver II TEACHER’S AND STUDENTS’ PREPARATION Method Communicative Approach Skills Integrated skills (Listening-speaking-writing) Techniques pairwork, groupwork, explanation, using pictures ,example, Materials Explanation, using pictures, pairwork, groupwork Students’ preparation prepare the lesson at home III PROCEDURE IN CLASS 1- Stabilization (1’) Warm up: Greeting 2- Checking up the previous knowledge : (5) - Asks the students to tell about their daily routine 3- Presentation of the new materials: Teachin g steps Teacher’s activities Students’ activities The lesson content &Time Lead-in Lead-in 4’ - Hangs on a picture of a man on - Observe the picture - Try to guess “ Who is the blackboard and asks the he?” in groups students to guess his job by using the cues given : UNIT : “Who is he?” : A DAY IN THE LIFE OF… + He has a cyclo (Listening) + He drives passengers everyday + He usually has meals at a food stall *Expected answer : He is a cyclo driver -Asks them something about the - Answer the questions daily activities of a cyclo driver -Listen to the introduction and open the books - Leads into the new lesson 7’ 2.Pre- Listening 2.Pre- Listening 1.Pre- Listening - Helps the students know the -Listen to the teacher’s * Vocabulary : meaning of some words and their explanation -Say the meaning of some (Listen & repeat) pronunciation District Routine Office words if they know District Routine Office Pedal Purchases Drop Pedal Purchases Ride Park Food stall Drop Passengers Ride Park Food stall Passengers -Listen and repeat them -Asks the students to listen to the -See the questions and try tape to & repeat the words to answer them in pairs - Asks them to work in pairs, asking & answering the questions in the textbook Lop10.com (7) 15’ While- listening a/ Task 1: - Asks the students to work in groups guessing the right order of the pictures before listen -Gets them to compare their answer with other groups - Checks before listening - Helps the students know the purpose of listening task & plays the tape twice -Asks the students to check their guessing -Plays the tape again and helps students correct their answers While- listening a/ Task 1: - Work in groups, guessing the right order of the pictures - Compare their answer with other groups b/ Task 2: -Helps the students know the purpose of this part -Asks the students to predict if the statements are true or false b/ Task 2: -Listen to the teacher’s instruction -Work in pairs predicting if the statements are true or false -Listen to the tape -Plays the tape twice and gets the students to listen & check the information - Elicits the Students’ answers - Plays tape again - Gives feedback 5’ 4.Post- listening - Asks the Ss to work in pairs asking and answering the questions about Mr Lam’s activities using the cues given: name, occupation, start work, passenger, lunch, rest,… -Has the Ss to take turns to practise in pairs- Encourages them to retell his story to the class - gives a game “ Noughts and ConsolidatiCrosses” on 5’ -Listen to the tape & check their guessing While-Listening : a/ Task 1: (Listen and number the pictures in the correct order) 1.Picture e Picture f Picture a Picture c Picture b Picture d -Listen to the tape again -Listen b/ Task 2: (Listen & decide whether the statements are true or false) F In district T F He gives an old man a ride from District to District F Mr Lam’s passenger is an old man -Compare their answers F with the partner - Listen again and check the Mr Lam has lunch at a food stall answer near Ben Thanh Market F After lunch, he parks his cyclo under the tree and takes a short rest 4.Post- listening Work in pairs, asking & answering the questions about Mr Lam’s activities -take turns to ask and answer about Mr Lam’s activities, using the cues - play the game “ Noughts and Crosses” 3.Post- listening “ Take turns to ask and answer about Mr Lam’s activities, using the cues.” Cyclo Passengers food stall All day Cyclo driver pedal Early Purchases ride Homewo -Gets the students to write a short rk: passage about their daily activities -Asks the students to prepare the next part ( Writing) * Self-evaluation: -Listen to the teacher’s instruction & it at home Lop10.com (8) UNIT 1: A DAY IN THE LIFE OF… (WRITING) I AIMS AND OBJECTIVES: Language Content: - To enable the Students to write a passage about a fire hotel - To help the Ss to review the simple past tense and the connectors (time expressions) Language Function -To enable the Students to talk about their experiences in life Educational Aim - To develop students’ appreciation of a piece of class literature Language - Vocabulary: - get on plane/ take off/ hostess / shake/ scream in panic / announce/… - Structure : - The simple past tense ( Review) - The connectors ( time expressions) Educational factor -To help the students talk or write about their experiences (frightening or interesting stories) II TEACHER’S AND STUDENTS’ PREPARATION Method Communicative Approach Skills Reading , speaking, writing Techniques Explanation, using pictures, pairwork, groupwork Materials textbooks , chalks, sub-board Students’ preparation prepare the lesson at home III PROCEDURE IN CLASS 1- Stabilization (1’) Warm up: Greeting 2- Checking up the previous knowledge : (5’) - Asks the students to tell about their daily routine 3- Presentation of the new materials: Teaching steps Teacher’s activities &Time 4’ Lead-in -Asks the students some questions about their Summer holiday last year ,such as, (1) Where did you spend your summer holiday last year ? (2) What did you during your holiday? (3) Did it make you bored /happy/ frightened /…? Leads to the new lesson 7’ 20’ Students’ activities The lesson content Lead-in Listen to the teacher’s questions & answer UNIT : A DAY IN THE LIFE OF… (Writing) Listen 2.Pre- Writing - Pre-teaches some words& phrases to help the students practice more easily + be due to (adj) = because of + stare death in the face (v) = so scared , afraid + take off (v) + fasten (v) + to keep safe on the plane 2.Pre- Writing 1.Pre- Writing -Take notes & try to get * SOME NOTES : the meaning of the words + be due to (adj) = because of + stare death in the face (v) = so scared , afraid + take off (v) = (plane) leave the ground + fasten seatbelt (v) = fix the seatbelt around the body + to keep safe on the plane While- Writing While- Writing While- Writing (1) Task 1: (1) Task 1: (1) Task 1: -Asks students to work in groups, -Work in groups * Verbs: (Past simple) Lop10.com (9) read the passage and find all the verbs that are used in the past simple and the connectors (time expression) in the story -Goes round and helps students to practice more effectively - Calls on representatives to demonstrate their answer & gives feedback - Hangs on the chart(Handout 1) and explain how to write a narrative well (2) Task 2: - Explains the requirement of Task - Asks the students to work in groups and identify the events, the climax, and the conclusion of the story - Goes around for help - Gets the Ss to report their result and checks before class (3) Task 3: - Explains the requirement of Task - Has the Ss work in groups and build up a narrative about a hotel fire by using the prompts -Goes round and helps students to practice more effectively - Calls on representatives to stick their answer on the black board & gives feedback 5’ Post- writing - Asks groups to exchange their hand-writing to correct mistakes -Try to work effectively - Listen & take notes Stared was arrived took off got began thought felt was announced were landed screamed realised * Connectors : At first then just On that day one hour later A few minutes later - Look at the chart and take notes (2) Task 2: - Pay attention to the requirement of Task - Work in their groups and identify the events, the climax, and the conclusion of the story - Ask for help - Practise before class (2) Task 2: *Events: + got the plane + plane took off +hostesses were just beginning to serve lunch when the plane to shake + plane seemed to dip + people screamed in panic *Climax: we thought we had only minutes to live *Conclusion of the story: the pilot announced everything was all right, we landed safely (3) Task 3: (3) Task 3: Suggested writing: - Pay attention to the Last year, I spent my summer requirement of Task holidays at a seaside town The hotel - Work in their groups and was modern and comfortable I had a write down the paper-board wonderful holiday until the fire It was Saturday evening and -Try to work effectively everybody was sitting in the discotheque (which was) on the ground - Listen & take notes floor It was crowded with people They were dancing and singing happily Suddenly we smelt smoke Then 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 coughing and choking Then, just as we thought we had only minutes to live, the fire brigade arrived Firemen fought their way into the room and soon everyone was safely out of the building Luckily, nobody was seriously hurt It was the most frightening experience of my life Post- writing Post- writing - Do as directed “exchange your hand-writing to correct mistakes” II -Gets the students to write about -Listen to the teacher’s Homewortheir experiences (frightening or instruction & it at k interesting stories) home 3’ -Asks the students to prepare the next part ( Language Focus) Self evaluation: Lop10.com (10) UNIT 1: A DAY IN THE LIFE OF… (LANGUAGE FOCUS) I AIMS AND OBJECTIVES: Language Content: -To help students distinguish /i / from /i: / in words - To enable students to use the simple present and the simple past & Adverbs of frequency Language Function -To help students pronounce exactly two vowels /i / and /i: / -To help students review some grammar points: simple present, simple past and adverbs of frequency Educational Aim - To encourage Students to speak English grammatically Language - Vocabulary: : No - Structures : The simple present & The simple past Adverbs of frequency Educational factor - To introduce Students some enjoyable ways of spending their free time: fishing and camping II TEACHER’S AND STUDENTS’ PREPARATION Method Communicative Approach Skills speaking, writing Techniques Explanation, gap filling, pair-work, group-work, Materials textbooks , chalks, sub-board Students’ preparation Review the grammar points and consult the grammar books III PROCEDURE IN CLASS 1- Stabilization (1’) Warm up: Greeting 2- Checking up the previous knowledge : (4’) - Asks one St to go to the board and write some sentences using the words given: 1.Last year/ I spend/ summer holidays/ a seaside town 2.The hotel/ be modern/ comfortable Luckily/ nobody/ be / seriously hurt It / be / most frightening experience/ my life - Corrects mistakes and gives remarks and marks * Suggested answers: 1.Last year I spent my summer holidays at a seaside town 2.The hotel was modern and comfortable Luckily, nobody was seriously hurt It was the most frightening experience in my life 3- Presentation of the new materials: Teaching steps Teacher’s activities Students’ activities The lesson content &Time 4’ * A PRONOUNCIATION: Lead-in Lead-in - Writes the sentences down on - Try to pronounce the the blackboard & asks the sentences correctly students to pronounce The students who pronounce correctly - Listen to the teacher will receive a present I need a little meat I can see a sheep on the sheep Leads to the new lesson 4’ Pre-practice: Pre-practice: UNIT : Introduces the sounds /I/and /I:/ - Listen and repeat First in A DAY IN THE LIFE OF… by pronouncing them clearly and chorus, then individually (Language Focus) I/ PRONUNCIATION: slowly Helps students to distinguish ( / I / - / i: /) * Pronunciation : Pronunciation : these two sounds / i: / : open your mouth very little / I/ /i:/ / I/ /i:/ Lop10.com (11) Teaching steps &Time 4’ 2’ 3’ 4’ 7’ 4’ Teacher’s activities Students’ activities to make the sound / i: / Hit heat / I / : first practice the sound /i:/ Sit seat Then open your mouth a little Little pean Click green more Note : / i: / : ee, ea , e /I/:i - Reads the words in textbook once and tells Students the differences between two sounds /I/& /i: / and how to pronounce them - Reads one by one and has Students repeat - Corrects mistakes 3.Controlled- practice: Controlled- practice: -Listen to the tape -Play the tape and ask them to repeat -Pronounce the words -Calls on some students to repeat the sounds clearly to class - Pair-work -Asks students to work in pairs and practice the sentences -Goes around the class and provide help if necessary Free- practice: Free- practice: - Has Students give some words - Six groups with these sounds - Give feedback * B GRAMMAR: Lead-in: Lead-in: -Asks the students to give correct - Look at the sentences on the form of the verb blackboard & give the correct * She usually (1-get) up at form of the verbs (1) gets o’clock Then she ( 2-have) (2) has breakfast and ( 3-go) to school Asks:which tense you give ? (3) goes Says and introduces the part Pre-practice: Pre-practice: - Asks Students to review the form Write down some & uses of the simple present and the necessary things - Tell the structures and the simple past usage of the simple present, - Has Students tell how to use simple past and adverbs of adverbs of frequency and the frequency position of them in the sentences - Corrects mistakes Controlled- practice: Controlled- practice: - Asks Students to the Do the exercises exercises on pages 20 and 21 individually and then check - Feedback with their partners Free- practice: Free- practice: -Asks the students to tell each - Groups of four other about the things they did in the summer -Calls on some students to tell -Corrects the mistakes - Listen Lop10.com The lesson content Hit heat Sit Little Click seat pean green Practice : a Is he coming to the cinema? b We’ll miss the beginning of the film c The beans and the meat were quite cheap d He’s going to leave here for the Green Mountains e Would you like to have meat , peas and cheese? II.GRAMMAR : The simple present tense : Ex: She gets up early everyday 2.The simple past tense : Ex: I met her at the supermarket yesterday Adverbs of manner Ex: She usually gets up early She is never late for class III EXERCISES : * Exercise 1: is fish worry are catch am 7.catch go give up 10 says 11.realize 12 am * Exercise 2: (Put adverbs of frequency in its appropriate place in the sentences) Ex: He usually gets up early * Exercise 3: was done cooked were smelt told sang began felt (12) Homework 3’ Consolidation 5’ Teaching steps &Time Teacher’s activities Students’ activities The lesson content put out 11 slept 13 was 15 hurried 17 wound 10 crept 12 woke 14 leapt 16 found 18 flowed Asks students to review the tenses - Do as directed they have just learnt and make some sentences using two tenses & adverbs of frequency -Asks students to some -Listen to the teacher’s exercises at home instruction & it at home -Asks the students to prepare for the next part Unit -Reading) Self evaluation: Lop10.com * Give the correct tense of the verbs in brackets: Janet (take ) the bus to work every day Last Monday while we were watching in our living room an exciting game on television, the electricity (go)out She (wait, usually) for the bus at that corner (13)