Review Period 1 Date of teaching: 06/09/2007 I. Objectives. By the end of the lesson, Ss will be able to: - Review how to use “ simple present tense, past tense, past perfect” - Give some exercises to complete the sentences with Infinive or Gerund . II. Method: Intergrated, mainly communicative III. Procedure. Time Steps Work arrangement 10’ Activity 1 Choose the most suitalbe time expression by underlining the wordor phrase ( Using handout ) 1.I went o the cinema with Ann (lately/ lastweek ) 2. My mother goes to the market ( everyday/ yesterday) 3. She studied at university (in/since) 1995 4. Tom is doing his homework ( recently/ at the moment ) 5. How many hours do you work ( today/ a day )? 6. (By/in) 1976 we had moved our house to London. - Ask Ss to speak out. - Correct. Pair work 5’ Activity 2: Choose the correct form of the words by underlining ( Using handout) 1. I m looing forward to (seeing/ see ) him soon.’ 2. I d like (to invite /inviting ) you for meal.’ 3. Do you hope ( to meet/ meeting) your father again this weekend? 4. Never let children (to play/play) alone in the street. 5. Could you please help me (to bring/bringing/bring) these boxes. Pair work 6. I don t mind ( walking/ to walk) in the rain.’ 7. I am bored with ( playing/ to play ) computer games now. 8. My brother really likes ( colleting/ collect ) stamps. - Ask Ss to give their answer. - Correct. 7’ Activity 3: Match two halves of the senteces. Use each item only once ( Poster ) A 1`. Mary is Keen 2. Do you mind 3. The boss has decided 4. My neighbours have affered 5. Can you 6. My brother s interested’ 7. The mail may 8. They all enjoy B A. cleaning the house for me? B. collect the children from school? C. in doing charity work D. arrive on Monday E. on doing needle work F. to give us a rise in salary G. camping in the mountains H. to lend us their car. - Guide the way for Ss to do - Ask Ss to give them answer. - correct : 1. E 2. A 3. F 4. H 5.B 6. C 7. D 8. G 3’ wrapping Summarise the main points Assign homework * Remark: - Ps understand the lesson and practise well. Whole class. Unit 1: A day in the life of Date of prepering: 04 / 09 / 2007 I/ Aim • Theme: Daily routine • Pronounciation /I/ - /I:/ * Grammar: The present simple The past simple Adverbs of frequency II/ Teaching aids: Cards; posters, realthings, pictures. III/ Division of the unit Period 1: Reading Period 2: Speaking Period 3: Listening Period 4: Writing Period 5: Language focus Unit 1 A day in the life of . Period 2 Period 1: reading Date of teaching: 07/09/2007 I. Objectives. By the end of the lesson, Ss will be able to talk about their daily routines by leaning a typical day of a farmer. II. Materials Textbook, pictures about farmers and field work . III. Anticipated problems. Ss may not know what a farmer has to do during his/ her working day. IV. Procedure. Time Steps Work arrangement 7’ Warm – up Chatting Ask Ss to work in pairs. Tell them to ask and answer about their daily routines by using the cues: E.g: What time you often get up. A: What time do you often get up? B: I often get up at six. * What time you go to school/ have breakfast/ lunch/ dinner/ go to bed/ * What do you often do in the morning/ afternoon/ evening. Pair work 10 Before you read Vocabulary pre teach - Plough ( v ) : furrow, turn up the soil ( cày ) - harrow ( v) : break the soil ( bừa ) - plot of land ( translation ) : Một miếng đất, mảnh ruộng. - fellow peasants (n): farmers working in the same field ( đồng nghiệp, cùng là nông dân ) - local tobacco ( translation ) : Thuốc lá đợc sản xuất tại địa phơng. - take a short rest (v): have a rest for a short time : Nghỉ giải lao ngắn. - transplant (v): grow rice : cấy - Crop (n) ( translation ): Vụ mùa. Checking technique Sentence modelling Ask Ss to make sentences with the above words to make sure they understand their meanings. Whole class 5’ 5’ While you read Set the scene You are going to read two passages about a day in the life of two farmers. Task 1 – Multiple choice Ask Ss to read the passages individually and choose the option A, B or C that best suits the meaning of the italicised word(s). Advise Ss to read the passages quiclky and stop at the lines that contain the words to guess the closest meaning. Go around the class and provide help if necessary . Call on some Ss to read aloud their answers. Ask them to explain their choice. Give correct answers: 1. C 2. C 3. A 4. A Note: T may wish to further explain the words in Vietnamese if necessary. Task 2 – Answering question Have Ss work in pair and ask and answer about the passages. Call on some pairs to do the task in front of the class. Give feedback and suggested answers: 1. He s a peasant / farmer.’ 2. He gets up at 4.30 and then goes down the kitchen to boil’ some water for his morning tea. 3. In the morning, he ploughs and harrows 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: Note Completion Ask Ss to come scan the passage and make a brief note about Mr. Vy and Mrs. Tuyet’s daily routines. Tell Ss to compare their notes with a friend. Give correct answers: In the morning In the afternoon 4.30 The alarm goes off and Mr. Vy gets up, goes down the kitchen, boils 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 take a break’ 10:30 : goes home’ 11:30 has lunch with family’ 2:30 p.m: Mr.Vy and Mrs.Tuyet go the field again, repair the banks of the plot of land. He pumps water into the plot of land. She does Individual work Pair work Pair work ================================ Unit 1 A day in the life of . Period 3 Period 2: speaking Date of teaching: 10/09/2007 I. Objectives. By the end of the lesson, Ss will be able to talk about his or her daily routines by using given information and pictures and be more confident in pronouncing the sounds / I / and / i : / II. Materials Textbook, small cards of class timetable . III. Anticipated problems. Ss may have difficulty in arranging daily activities in a good order for describing. IV. Procedure Time Steps Work arrangement 7’ Warm up– Networks Revision of school subjects Ask Ss to work in groups of 3 to 4 and make a list of the subjects they learn at school. The groups with the most words within a limited time will be the winter. Note that all the words with wrong spellings are not counted as the correct ones. Feedback and further explain all the subjects mentioned above especially the ones Ss are not familiar with. Group work 5' Pronunciation Demonstrate the sounds / I / and / i : / by pronouncing them clearly and slowly. Help Ss to distinguish these two sounds. Instruct the way to pronounce: / i : /: open your mouth very little to make the sounds / i : /. / i : / : is a long sound Whole class. Subjects / I / : First practice the sound / i : /. Then open your mouth a little more. / I / is a short sound. 8’ Presentation Set the scene Quan is a tenth-grade student. He goes to school every morning. Now, look at his weekly timetable on page 15. Ask and answer questions with a partner, using the information from the timetable. Examples: A: What time does Quan have Civic Education lesson on Monday? B: He has Civic Education lesson at 7:15 a.m A: What lesson does Quan have at 7:15 a.m on Monday? B: (At 7:15 on Monday he has) Civic Education lesson. Let Ss work in pairs for about 7 to 10 minutes about Quan’s routine. Pair work 15’ Practice Keep Ss work in pair and ask them to study the pictures carefully. If Ss find it difficult to understand the pictures, T may help by asking questions such as: What is Quan doing in picture a ? Is he getting up? . Ask Ss to describe Quan’s activities during the day. Go to different pairs and offer help if necessary. Feedback and give suggested answer. Everyday Quan gets up 14:00. Then he studies for about two hours. He watches TV at 16:30. At 17:00 he rides to the stadium to play football with other boys in the neighborhood. He gets back home at 18:30. After having a shower, he has dinner with his family at 19:00. He prepares for the following day s lesson at’ 20:00 Pair work 7’ Further practice Ask Ss to work in groups of 3 to 4 and talk about their daily routine. Note: Ss only talk about their main/ important activities. Call on some Ss to present in front of the class. Have other Ss comment on presenters’ performance regarding content and pronunciation. Group work 3’ Wrapping Summarise the main points. Whole class Assign homework * Remark: - Time is too short. - Pronunciation is bad. =================================== Unit 1 A day in the life of . Period 4 Period3: Listening Date of teaching: 11/09/2007 I. Objectives. By the end of the lesson, Ss will be able to : - talk about a day in the life a cycle driver. - improve listening skill by doing Pictures Ordering and True or False exercises. II. Materials Textbook, cassette. III. Anticipated problems. Ss may not be familiar with the life of a cycle driver. IV. Procedure. Time Steps Work arrangement 7’ Warm Up– Categorising Ask Ss to work in groups and put the sentences into the correct column. He gets up very early. He works in the streets. He works with children He lives in the country. He gets people from one place to another. He corrects homework. He works in school. He meets a lot of people. He works on the farm He is a farmer He is a teacher He is a cycle driver Feedback and give correct answers: He is a farmer He is a teacher He is a cycle driver He gets up He works He works in Group work very early. He lives in the country. He works in the farm. with children. He corrects homework. He works in school. the streets. He gets people from one place to another. He meets a lot of people. 10 Before you listen Ask and answer Tell Ss to work in pairs to ask and answer the following questions: Have you ever travelled by cycle? When was it? Is it interesting to travel by cycle? Which do you prefer, going by bicycle or by cycle? Give reason(s)? Vocabulary pre teach. - district (n): an administrative division, smaller than a province ( quận, huyện ) - drop (v) leave somebody at a place ( chờ ai đó đến nơi .) - passengers (n): people who travel on the train bus . ( hành khách ) - pedal (n) : a lever operated by foot to control a bicycle or motorbike (bàn đạp ) - purchases (n): small booth, compartment or kiosk in/near a market where food is sold ( quầy bán thực phẩm ) Checking technique Guessing Write all the new words on the board. Explain each word separately and ask Ss to guess what the word is. Set the scene. Mr. Lam a cycle driver. He is working in Ho Chi Minh City. Let s guess his routine. What does he do in his job? Encourage Ss to feel free to have guess about Mr.Lams routine. Pair work and whole class. 10 While you listen Task 1: Pictures Ordering Play the tape several times if necessary. Ask Ss to listen to Mr. Lams talk about his daily routine and number the pictures in their correct order. Individual work and whole class Have Ss compare their answers with a friend. Feedback and give correct answers: a. 3 b. 5 c.4 d.6 e.1 f.2 Task 2: True or False. Let Ss read the statements carefully. Play the tape again and ask Ss to listen and decide whether the statements are true or false. Draw Ss’ attention to key words when they are listening. Call on some Ss to explain their answers. Give correct answers: 1. F ( Not given ) 2. T 3. F ( He takes his passengers from District 5 District 1.) 4. F ( His first passenger is an old man.) 5. F ( He has lunch at a foot stall near Ben Thanh Market.) 6. F ( He takes a short rest ) Tapescript: Hello everyone, my name is Lam. I m a cyclo driver in Ho’ Chi Minh 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 5 to District 1. After I drop him at a cafe near Ho Chi Minh Teachers Training College. 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 Ben Thanh Market. After lunch, I park my cyclo under a tree, take a short rest and then continue my afternoon s work.’ Individual work and whole class 5’ After you listen Tell Ss to work in pairs and ask and answer questions about Mr. Lam’s activities by using the cues below: name start work lunch occupation . passengers rest . Go around the class and offer help if necessary. Pair work [...]... Ho Chi Minh City? 2 How long did you stay there? 3 Who did you come with? 4 When did you live? 5 Why do you learn English? 6 What time is it? 7 How many children have they got? Presentation 3 Distinguish the infinitive and ing form The base form of a verb often functions as an infinitive It is called the bare infinitive because it is used without to We must distinguish it from the to infinitive, where... lesson is too long Some pupils dont know how to use the grammar in this lesson Whole class Whole class Unit 2: School talks Date of prepering: 12 / 09 / 2007 I/ Aim: - Practice listening, writing and speaking, reading skill - Help Ps to undertand Gerund and to infinitive and WH question - Pronounciation /^ / - /a:/ II/ Teaching aids: Cards; posters, realthings, pictures III/ Division of the unit:... corrections Wrapping Summarise the main points Assign homework * Remark: - Listening skill is bad Pupils dont understand the lesson Whole class ===================== Unit 1 A day in the life of Period 4 : Writing Period 5 Date of teaching: 12/09/2007 I Objectives By the end of the lesson, Ss will be able to write a narrative by using given prompts II Materials Textbook, whiteboard markets III Anticipated... the vowels / a : / and / / correctly - distinguish the use of geround and to infinitive II Materials Textbook, cassette, whiteboard markets III Anticipated problems Ss may find it difficult to put the correct ing or infinitive form of the verbs IV Procedure Time 7 Steps Warm up Jumbled words Divide the class into small groups Give each group one card containing 10 words whose letters are jumbled Ask... from you Best wishes, Sonia Practice 4 Further practice with -ing and - infinitive form Ask Ss to work in pairs and complete the sentences using an -ing or to-infinitive form of the verbs in the box Call on some Ss to read their answers aloud in front of the class Feedback and give correct answers: 1 I was a nice day, so we decided to go for a walk 2 I' m not in a hurry I don't mind waiting 3 They were... pictures III/ Division of the unit Period 1: Reading Period 2: Speaking Period 3: Listening Period 4: Writing Period 5: Language focus Unit 3 People's background Period 12 Period 1: Reading Date of teaching: 28/09/2007 I Objectives By the end of the lesson, Ss will be able to: - read better through Matching and True or False exercises - improve background knowledge about famous scientists especially about... about Marie Curie II Materials Textbook, whileboard markers Pictures of some famouus scientists III Anticipated problems Ss may lack of information about Marie Curie IV Procedure Time Steps Work arrangemen t Warm - up 10' Networks Have Ss work in groups o 3 to 4 Ask them to make a list of famous scientists After 5 minutes, the group with the longest list will be the winner Group work Famous scientists... =============================================== Unit 2 school talk Period 3: listening Period 9 Date of teaching: 18/09/2007 I Objectives By the end of the lesson, Ss will be able to make mini conversations about daily topics such as study at school, weather and travelling II Materials Textbook, cassette, III Anticipated problems Ss may have difficulty in catching exact words and phrases to fill the blanks in the conversation IV Procedure Time... past: I remember posing the letters (= I posted them and I remember the action ) Forget + to -infinitive refer to the past: Have you forgotten meeting her? Regret + to -infinitive refers to present or past: I regret buying so many newspapers Try + to - infinitive means " make an effort" You should try to get high marks in the final exam Trying + -ing means " experiment": Try learning French and you will... you will find it interesting Stop + to-infinitive refers to a purpose On the way to school, I stopped to buy a newspaper Stop + -ing :- ing is the object of the verb: We couldn't stop laughing because of his funny story Practice 3 Ask Ss to read the letter carefully and fill in each blank with an - ing and to-infinitive form of the verb in brackets Tell Ss to compare their answers with a friend Call . realthings, pictures. III/ Division of the unit Period 1: Reading Period 2: Speaking Period 3: Listening Period 4: Writing Period 5: Language focus Unit 1. /^ / - /a:/ II/ Teaching aids: Cards; posters, realthings, pictures. III/ Division of the unit: Period 1: Reading Period 2: Speaking Period 3: Listening