Period: Date of teaching:14/08/08 Unit 1: A DAY IN THE LIFE OF Lesson: READING I> OBJECTIVES: - Ss should be aware of the farmer’s life - Help Ss learn about daily routines of two farmers II> PREPERATION: Textbook, pictures, extra boards III> PROCEDURE: Teacher’s activities 1/ Warm up:(3mn.s) - Ask Ss some questions: + What does your farther/ mother do? + Where does he/ she work? Listen to Ss’ answers, then introduce the new lesson: To understand more about the life of a farmer, today we study Unit - Show some pictures related to the topic of the reading passage to introduce more 2/ Pre – reading: (12mn.s)  Activity 1: - Ask Ss to work in pairs: Ask and answer about his/ her partner’s daily routine, using the cues given in the text book/p.12 - Go around to help Ss if necessary - Call two or three pair to present in front of class  Activity 2: - Ask Ss to work in groups, discuss the question: What is the work of a farmer? - Call some Ss from different groups to answer the question - Note down Ss’ answers on the board: …………………………………………………………………………… - Suggest some of the work of a farmer: + Leading buffalo to the field + Repairing the banks of the plot of land + Pumping water + Transplanting + Ploughing and harrowing - Students’ activities Answer orally: + My father is a teacher + He works at a school + My mother is a farmer + She works in the field …………………………………………… - Listen to the introduction - - Observe the pictures - Work in pairs - Present their work - Work in groups, list the work they know Answer orally - Take notes 3/ While reading: (18mn.s) - Read the text once or ask Ss to listen to the tape  Task 1: (St’s book/p.13) - Explain how to the task - Ask Ss to reread the text in silence to the task given - Ask Ss to work individually, then compare the answers with their partners - Give feedback  - Task 2: (St’s book/p.14) Explain how to the task Ask Ss to read the questions given carefully before answering them - Ask Ss to work in pairs : one ask and one answer Ask Ss to write down the answers - Give feedback  Task 3: (St’s book/p.14) Explain how to the task carefully - - - Ask Ss to work in groups (6 groups) to the task - Ask Ss to use their extra boards to list the activities - Listen Reread the text and the task given - Work individually, read and explain for each answer Key: 1, c 2, c 3, a d, a - - Read the questions - Read the text again to answer the questions Work in pairs - Write down the answers Key: 1, He is 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 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 Because they love working and they love their children - Listen Scan the passage to the task Work in groups: + Group 1+2: In the morning + Group 3+4: In the afternoon + Group 5+6: After dinner - Write down the activities on extra boards - Others listen and evaluate - Ask groups to show their boards Give feedback 4/ Post reading: (10mn.s) - Ask Ss to work in groups, using the information on the extra boards to talk about Mr Vy and Mrs Tuyet’s daily routines - Go around and help Ss - Call some Ss from different groups to talk in front of class - Listen, evaluate; give mark if possible 5/ Home work: (2mn.s) - Reread the text and redo the tasks - Write a passage about your father or mother ‘s daily routine - - Work in groups - Present their ideas - Others listen IV> COMMENTS: ………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………………………………… ……… Period: Date of teaching: 15/08/08 Unit 1: A DAY IN THE LIFE OF Lesson: SPEAKING I> OBJECTIVES: - Students should have effective daily timetable, good habits in their life - Ss can talk about a daily routine of a student and their own daily routines II> PREPERATION: Textbook, extra boards III> PROCEDURE: Teacher’s activities 1/ Warm up:(5mn.s) - Ask Ss to work in groups to list the subjects they learn at school on their extra boards - Call Ss from different groups to show their extra boards Students’ activities - Suggest some other subjects that Ss don’t know in English (extra board) - Introduce the lesson 2/ Pre – speaking: (10mn.s) - Ask Ss to look at the weekly timetable given in the text book/p.15 and explain its content - Read the subjects and ask Ss to repeat - Review how to tell the time: 14:00: two o’clock p.m.; 14:15: a quarter past two/ two fifteen p.m.; 16:30: half past four p.m.; 18:45: a quarter to seven p.m.,…… 3/ While speaking: (18mn.s) - Explain how to task given in the book /p.14 - Ask Ss to work in pairs, ask and answer about Quan’s timetable - Write down the examples on the board: + A: What time does Quan have a Civic Education lesson on Monday? B: At 7:15 a.m + A : What lesson does Quan have at 7:15 a.m on Monday? B: A Civic Education lesson - Call some pairs to ask and answer in front of the Work in groups and list the subjects Show the boards and tell the class the subjects they know Others listen and name some more subjects if possible - - Look at the timetable - Repeat chorally Review - Listen Work in pair: one asks and one answers, follow the examples - Ask and answer class - Listen, evaluate - Ask Ss to work in groups, observe the pictures in the book /p.15 to talk about Quan’s activities - Go around and ask Ss some questions: + What does he at 2p.m.? + What does he next? ……………………………………………………………… - Ask Ss to use some connectors: Then, after that, next, after……….while speaking - Call some Ss from different groups to talk about Quan’s activities from 2p.m to 8p.m - Listen and evaluate 4/ Post speaking: (10mn.s) - Ask Ss to work in groups to tell about their daily routines - Go around and help Ss - Call some Ss from different groups to talk in front of class - Listen, evaluate; give marks if possible 5/ Home work: (2mn.s) - Write a paragraph about your daily routine - Prepare lesson: Listening - Others listen and evaluate Work in groups - Answer orally - Listen - Talk in front of class - Others listen and evaluate - Work in groups - Present their ideas - Others listen IV> COMMENTS: ………………………………………………………………………………………………………………………………………………………………………………………………… … ………………………………………………………………………………………………………………………………………………………………………………………………… … ………………………………………………………………………………………………………………………………………………………………………………………………… … ………………………………………………………………………………………………………………………………………………………………………………………………… … Period: Date of teaching: 21/08/08 Unit 1: A DAY IN THE LIFE OF Lesson: LISTENING I> OBJECTIVES: - Students should love labors and always try their best in doing any work - Students can listen and understand a monologue about the morning activities of a cyclo driver II> PREPERATION: Textbook, pictures III> PROCEDURE: Teacher’s activities Students’ activities 1/ Warm up:(3mn.s) - Show Ss a picture (picture a/p.16) and ask some - Observe the picture and answer questions: the questions orally: + What is it? + What’s the man’s job? + Who is the woman in the picture? - Introduce the lesson: Today we’ll hear about the morning activities of a cyclo driver 2/ Pre – listening:(12mn.s) * Activity 1: - Ask Ss work in pairs, ask and answer the questions given in the text book/p.16: + Have you ever traveled by cyclo? + When was it? + Is it interesting to travel by cyclo? + Which you prefer, going by bicycle or by cyclo? Give reason(s)? - Call some pairs to the task - Listen, evaluate * Activity 2: - Introduce the words (p.16) that will appear in the listening passage: “district, routine, office, pedal, purchases, drop, passengers, ride, park, footstall” - Ask Ss to give the meanings of the words - Read the words and ask Ss to repeat 3/ While listening:(18mn.s) * Activity 1: + It is a cyclo + He is a cyclo driver + She is one of the man’s passengers Work in pairs *Answers: - + Yes, I have + When I visited Nha Trang last year + Yes, it is + I prefer going by cyclo because I feel more relax and comfortable - Ask and answer orally - Others listen - Give the meanings Repeat chorally - - Ask Ss to look at the pictures (p.16) and ask them to work in groups to describe the pictures Call some Ss to describe - Work in groups, describe the pictures Describe: In the 1st picture, I can see a cyclo driver, he is riding his cyclo,……… Listen, then introduce: Now, you are going to hear Mr Lam, a cyclo driver, talk about his morning activities Listen to his talk and task - Listen Work individually - Explain how to task given in the book /p.16 Ask Ss to work individually to number the pictures in their correct order, then compare the answers with their partners Play the tape once - - Play the tape again - Listen to the tape and number the pictures Listen and finish the task Compare the answers with their partners Check the answers Read the answers - Take notes - Play the tape once more Call Ss to give the answers, evaluate and write down the correct answers: picture e; picture f; picture a; picture c; picture b; picture d * Activity 2: - Explain how to task - Ask Ss to read the sentences carefully before listening again to the tape - - Play the tape twice Play the tape again and ask Ss to check the answers - Call Ss to give the answers - Give feedback 4/ Post Listening:(10mn.s) - Ask Ss to work in pairs to ask and answer questions about Mr Lam’s activities, use the cues given: “name, start work, lunch, occupation, passengers, rest”; after that retell his story to the class - Go around and help Ss - Call some Ss to talk in front of class - Listen, evaluate; give marks 5/ Home work: (2mn.s) - Write a paragraph about Mr Lam’s daily routine - - Listen - Read the sentences and guess the answers, pay attention to task to guess - Listen to the tape and the task - Check the answers Give the answers: 1.F; 2.T; 3.F; 4.F; 5.F; 6.F - - Work in pairs, the task given - Talk in front of class Others listen and evaluate Prepare lesson Writing IV> COMMENTS: ………………………………………………………………………………………………………………………………………………………………………………………………… … ………………………………………………………………………………………………………………………………………………………………………………………………… … ………………………………………………………………………………………………………………………………………………………………………………………………… … Period: Date of teaching: 22/08/08 - Unit 1: A DAY IN THE LIFE OF Lesson: WRITING I> OBJECTIVES: - Students should keep calm in any circumstances - Students know what a narrative is and be able to build up a narrative from some prompts II> PREPERATION: Teaching plan, textbook, a short story III> PROCEDURE: Teacher’s activities 1/ Warm up:(4mn.s) - Ask Ss: Have you got any interesting story to tell the class today? - If not, tell class a short but interesting story: “The Christmas Gift” (prepared at home) - Introduce the lesson 2/ Pre – writing:(12mn.s) * Activity 1: - Ask Ss to work in pairs to read the narrative given in the book /p17,18, then underline the verbs that are used in the past simple and circle the connectors in the story - Go around and help Ss if they need - Call some Ss to give the answers - Listen, give feedback - Ask Ss to pay attention to the simple past tense used to retell a story * Activity 2: - Explain Ss how to task Students’ activities - One Ss stand up and tell his story in front of class Listen - Work in pairs - - Speak out the answers - Others listen *Answers: + Verbs: stared, was, arrived, got, took off, began, thought, felt,… + Connectors: At first, then,… - Others listen - Pay attention - Listen - - Ask Ss to work in groups to the task given Go around and help Ss Give feedback Explain what a narrative is: content, language, and structure 3/ While writing:(18mn.s) - Explain how to task given in the book /p.18 - Ask Ss to work in groups to write in complete sentences on extra boards - Go around and help Ss if necessary 4/ Post writing (10mn.s) - Ask Ss to exchange their extra boards, find and underline mistakes - Call one or two groups to show the boards and help Ss to analyze the general mistakes in each writing lesson in front of class - - Work in group to the task * Answer: + Events: got on the plane, plane took off, hostesses were just beginning to serve lunch when the plane began to shake, plane seemed to dip, people screamed in panic,…… + Climax: “We all thought we had only minutes to live” + Conclusion: “The pilot announced that everything was all right” - Listen - - Listen Work in groups, write on their extra boards Exchange their extra boards, find and underline mistakes Show their extra boards Listen, take notes * Answer: - - Check Ss’ answer - Give feedback Last year, I spent my summer holiday at a seaside hotel The hotel was modern and comfortable I had a wonderful holiday until the fire It was Saturday evening and everybody was sitting in the discotheque on the ground floor It was crowded with people They were dancing and singing happily Suddenly we smelt smoke Then black smoke began to fill in 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 in my life 5/ Home work:(1mn.) - Write a narrative to retell about an unforgettable experience in your life IV> COMMENTS: ………………………………………………………………………………………………………………………………………………………………………………………………… … ………………………………………………………………………………………………………………………………………………………………………………………………… … ………………………………………………………………………………………………………………………………………………………………………………………………… … Period: Date of teaching: 25/08/08 Unit 1: A DAY IN THE LIFE OF Lesson: LANGUAGE FOCUS I> OBJECTIVES: Help Ss to: - Distinguish the two sounds: /i/ and /i:/ - Review the tenses: present simple and past simple - Review some adverbs of frequency and their positions in the sentences II> PREPERATION: Teaching plan, textbook, extra board, pictures III> PROCEDURE: Teacher’s activities 1/ Warm up:(2mn.s) - Show pictures (a sheep and a ship) and ask: + What is it? - Write down the two words on the board: “sheep”, “ ship” - Introduce the lesson 2/ Pronunciation:(10mn.s) * Activity 1: - Read and write down the two sounds: /i/ and /i:/, then ask Ss to repeat - Give the words (extra board): “ hit, heat, bit, beat, little, meat, kick, repeat, click, read, interest, eaten” - Ask Ss to work in groups (book closed) to put them in the right columns: + Column A: The words containing the sound /i/ + Column A: The words containing the sound /i:/ - Go around and help Ss if they need - Call some Ss to give the answers - Listen, give feedback Students’ activities Answer orally: + It’s a sheep/ a ship - - Listen - Copy down and repeat - Work in groups - Speak out the answers Others listen - Ask Ss to practice reading the minimal pairs: hit/ heat; bit/ beat,… * Activity 2: - Ask Ss to work in pairs, read the sentences given in the book and underline the letter(s) which contain the two sounds; write under the sounds /i/ and under the sounds /i:/ - Go around and help - Ask Ss to read the sentences and pick out the words which contain the two sounds - Give feedback Ask Ss to pick out from the sentences the letter(s) which contain the sound /i/ and the one(s) which contain the sound /i:/ - Ask Ss to listen to the tape and practice reading the sentences 3/ Grammar:(15mn.s) - Use a picture (a boy going to school by bike/ on foot) to introduce the tenses: simple past, simple present as well as the adverbs of frequency “ He is a schoolboy He usually goes to school by bike but yesterday, he went to school on foot.” - Ask Ss to pick out from the sentence the adverb of frequency, the verbs in the simple present and simple past tense - * Review the tenses: a, The simple present tense: * Answer: - Column A: hit, bit, little, kick, click, interest - Column B: heat, beat, meat, repeat, read, eaten - Listen and practice reading - Work in pairs Read the sentences and pick out the words which contain each sound * Answer: + Is he coming to the cinema? + We’ll miss the beginning of the film + It’s 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 meat, peas and cheese? - Pick out: /i/: i, ain; /i:/: ea, ee - - Listen and repeat - Listen to the introduction Give answer: + adverb: usually + present: goes + past: went - Review - Take notes - + Form: S + V1(-s/-es) +Uses: ……… + Key words (Adverbs of frequency): always, usually, often, sometimes, seldom, rarely, never, as a rule, normally, occasionally, every +N(every week),… b, The simple past tense: + Form: S + V2(-ed) +Uses: ……… + Key words :yesterday, ago, last + N (last year), in 1998< 2007,…… 4/ Exercises: (17mn.s) - Explain how to each exercise carefully - Ask Ss to work individually or in pairs to the exercises given - Go around and help Ss if they need - Ask Ss to read, explain and write down the answers - Give feedback a, Exercise 1: - Read the words given (st’s book/p.19), ask Ss the meanings - Ask Ss to work individually, then compare the answers with their partners b, Exercise 2: - Ask Ss to work in pairs - Review the positions of adverbs of frequency: + Adv + Ordinary V + To be + Adv c, Exercise 3: - Ask Ss to work individually, then compare the answers with their partners, pay attention to the voice of each sentence - Listen Work individually or in pairs Read, explain and write down the answers: a, Exercise 1: - Give the meanings - - Work individually, then compare the answers * Answers: 1.is, 2.fish, 3.worry, 4.are, 5.catch, 6.am, 7.catch, 8.go, 9.give up, 10.say, 11.realise, 12.am b, Exercise 2: - Work in pairs * Answers: + He usually gets up early + She is never late for school + Lan often practises speaking English + Thao is always a hard-working student c, Exercise 3: - Work individually, then compare the answers * Answers: 1.was done, 2.cooked, 3.were, 4.smelt, 5.told, 6.sang, 7.began, 8.felt, 9.put out, 10.crept, 11.slept, 12.woke, 13.was, 14.leapt, 15.hurried, 16.found, 17.wound, 18.flowed 5/ Home work:(1mn.) - Learn the lesson and redo the exercises given - Do exercises (work book) IV> COMMENTS: ………………………………………………………………………………………………………………………………………………………………………………………………… … ………………………………………………………………………………………………………………………………………………………………………………………………… … ………………………………………………………………………………………………………………………………………………………………………………………………… … ………………………………………………………………………………………………………………………………………………………………………………………………… … ... group to the task * Answer: + Events: got on the plane, plane took off, hostesses were just beginning to serve lunch when the plane began to shake, plane seemed to dip, people screamed in panic,……... what a narrative is and be able to build up a narrative from some prompts II> PREPERATION: Teaching plan, textbook, a short story III> PROCEDURE: Teacher’s activities 1/ Warm up:(4mn.s) - Ask... simple - Review some adverbs of frequency and their positions in the sentences II> PREPERATION: Teaching plan, textbook, extra board, pictures III> PROCEDURE: Teacher’s activities 1/ Warm up:(2mn.s)