Thursday, August 18th,2011

Unit 1: A DAY IN THE LIFE OF…

Lesson A: Reading (Period 2)
I. Objectives:
By the end of the lesson, Ss will be able to talk about their daily routines by learning a typical day
of a farmer.
II. Materials: Text book, pictures about farmers and field work…
III. Anticipated problems
Ss may not know what a farmer has to during his/her working day.
IV. Procedure.
Stages Procedure Interaction Timing
1)Warm Chatting.
up Ask Ss to work in pair. Tell them to ask and answer about
their daily routines by using the cues: Pair work 7’
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 / go to
bed.
* What you often do in the morning/ afternoon / evening
Set the scene
2) Pre- Vocabulary pre-teach.
reading Plough(v) Whole class 10’
Harrow(v)
Plot of land (translation)
Fellow peasants
Local tobacco
Take a short rest
Transplant (v)
Checking technique
Sentence modeling.
Ask Ss to make sentences with the above words to make sure
they understand their meanings.
Set the scene
3)While- You are going to read two passages about a day in the life of
reading two farmers.
Task 1- Multiple choice. Individual 5’
Ask Ss to read the passages individually and choose the work
option A,B, or C that best suits the meaning of the italicized
word(s).
Advise Ss to read the passages quickly and stop at the lines Individual 5’
that contain the words to guess the closest meaning. work
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 questions
Have Ss work in pair and ask and answer about the passages
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 Call on some pair to do the task in front of the class.
Give feedback and suggested answer: Pair work 5’
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,
drink tea and smoke 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 scan the passage and make a brief note about Mr
and Mrs. Tuyet’s daily routines.
Tell Ss to compare their notes with a friend Pair work 10’
Give correct answers:
In the morning
4: 30. The larm goes off…
5:15 : leaves house
5: 30: Arrive in the field…
7:45: takes a break…
…
In the afternoon:…
In the evening….

Ask Ss to work in groups and talk about Mr. Vy and Mrs.

Tuyet daily routines.
4) Post - Call on some Ss to give a short talk about the daily routines Group work
reading of these two farmers. Correct Ss’ pronunciation mistakes.

5) Wrap Summarise the points Whole class 3’

up Assign homework.

Friday, August 19th, 2011

Unit 1: A DAY IN THE LIFE OF……
Lesson B: Speaking (Period 3)
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
II. Materials: Text book, small cards of class table…
III. Anticipated problems
Ss may have difficulty in arranging daily activities in a good order for describing..
IV. Procedure.
Stages Procedure Interaction Timing
1)Warm up
Networks
Revision of school subjects Group work
Ask Ss to work in group of 3 to 4 and make a list of the 10’
subjects they learn at school.

2
 The groups with the most words within a limited time
will be the winner
Note that all the words with wrong spellings are not
counted as the correct ones.
Feed back and further explain all the subjects mentioned
2) above especially the ones Ss are not familiar with.
Presentation 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 10’
information from the timetable.
Example:
A: What time does Quan have Civic Education lesson on
Monday? Pair work
B: He has Civic Education lesson at 7: 15 am.
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 pair for about 7 to 10 minutes about
Quan’s routine.
Keep Ss work in pairs and ask them to study the pictures
carefully. If Ss find it difficult to understand the pictures,
T may help by asking question such as:
3) Practice What is Quan doing in picture a? Is he getting up?...
Ask Ss to describe Quan’ s activities during the day. 5’
Go to different pair and offer help if necessary.
Feedback and give suggested answer. Pair work
Everyday Quan gets up at 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.
4) Further Ask Ss to work in groups of 3 to 4 and talk about their
practice daily routines. 5’
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

5) Wrap up
Summarise the points Group work 3’
Assign homework. Whole class

Wednesday, August 24th, 2011

Unit 1: A DAY IN THE LIFE OF…
Lesson C: Listening (Period 4)
I. Objectives
By the end of the lesson, Ss will be able to:
- talk about a day in the life a cyclo driver.
- Improve listening skill by doing pictures Ordering and true or false exercises.
II. Materials
3
 Textbook, cassette, lesson plan
III. Anticipated problems
Ss may not be familiar with the life of a cyclo driver.
IV. Procedure
Stages Procedure Interaction Timing
I) Warm Categorising
up Ask Ss to work in groups and put the sentences into the correct
column.
1. He gets up very early Group work
2. He works in the streets 7’
3. He works with children
4. He lives in the country
5. He gets people from one place to another
6. He corrects homework
7. He works in school.
8. He meets a lot of people.
9. He works on the farm.
Feedback and give correct answers
He is a farmer He is a teacher He is a cyclo driver
1; 4; 9 3; 6; 7 2; 5; 8
2) Pre-
listening
Ask answer.
Tell Ss to work in pairs to ask and answer the following Pair work & 10’
questions: (in the textbook). whole class
Call on some pairs to answer in front of the class. T corrects
their mistakes in grammar
Vocabulary pre- teach.
District (n)
Drop (v)
Passengers (n)
Pandal (n)
Purchases (n)
Foodstall (n)
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 is a cyclo driver. He is working in Ho Chi Minh city.
Let’s guess his routines. What does he do in his job?
Encourage Ss to feel free to have guess about Mr. Lam’
routine.

3) While Task 1- Pictures ordering

listening Play the tape several time if necessary. Individual
Ask Ss to listen to Mr. Lam’s talk about his daily routine and work &
number the pictures in the correct order. whole class
Have Ss compare their answers with a friend. 10’
Feedback and give correct answers:
4
 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 Individual
statements are true or false. work & 10’
Draw Ss’ attention to key words when they are listening. whole class
Call on some Ss to explain their answers.
Give correct answers:
1. F (not )
2. T.
3. F (He takes his passengers from District to district 1).
4. F (He has lunch at a food stall near Ben Thanh
Market.)
5. F (He takes a short rest.)
Play the tape the last once and ask Ss to listen and check again.

Tell Ss to work in pairs and ask and answer questions about Mr

Lam’s activities using the cues below:
Name…………start…………..work…………..lunch
……..occupation…………….passengers…….rest
4) Post- Go around the class and offer help if necessary.
reading Call on some pairs ask and answer in front of the class. Pair work
Feedback and give suggested answers:
What’s the man’s name? 5’
What does he do?
What time does he start work?
Who are his passengers?/ Is his first passenger an old man?
Where does he have lunch? What time does he have lunch?
Does he take a rest?
If time allowed, ask Ss to gather all the information they have
from the above activity and retell the story in front of the class.
Comment and make necessary corrections.

5) Post - Summarise the main points Whole class 3’

reading Assign homework
Thursday, August 25th, 2011
Unit 1: A DAY IN THE LIFE OF…
Lesson D: writing (Period 5)
I. Objectives
By the end of the lesson, Ss will be able to write a narrative by using given prompts.
II. Materials
Textbook, whiteboard markers…
III. Anticipated problems
Ss may not be familiar with the use of connectors in writing a narrative.
IV. Procedure
Stages Procedure Interaction timing
1)Warm up Noughts and crosses Group work 10
Draw a table containing 9 words in each cell.
Divide class into two groups: Noughts (o) and

5
 crosses (X).
Ask Ss to choose word by word in the cells and
make sentences with each word. A correct
sentence gets one O or X. the group with 3 O
or X vertically, horizontally first will be the
winner.
At first before Until
Then after As soon as
In the end While Since then
Note: The sentences must be grammatically
correct and make sense.
2)
Presentation Vocabulary pre teach
Be due to (a) Because of
Stare death in the face (v) so scared, afraid Whole class and
Take off (V) (plane) leave the ground pair work 10’
Airhostess (n)
Fasten seatbelt (v)
Be in danger (v)
Ask Ss to work in pair, read the passage (a
narrative) in the book and find all the verbs that
are in the past simple and connectors in front of
the class.
Give suggested answers
Verbs: started, was, arrived, got, took off,
began, thought, were, told, seemed, realized,
were, screamed, thought, felt, announced, was,
landed.
Connectors: on that day, at first, then. Just, a
few minutes later, one hour later.
Explain to Ss the format of a narrative: the
events, the climax, and the collusion.
Tell Ss to work in groups and identify the events,
the climax, and the conclusion of the story. Ask
them to report the result to class.
Give the answers and explain the development of
the story.
The event: got on plane, plane took off,
hostesses were just beginning to serve lunch
when plane began to shake, plane seemed to dip,
people screamed in panic.
The climax: We thought we had only minutes to
live.
The conclusion: Pilot announced that everything
was all right, we landed safely.
Instruct the task. Tell them to work individually,
use the prompts and follow the development of
3) Practice. writing sample in the Task 1 to build up a
narrative about a hotel fire.
Go around the class and offer help if necessary.
Individual work
6
 Encourage Ss to finish the writing under time 15’
pressure.
Ask Ss to have peer correction. Tell them to pay
attention to mistakes regarding verb tense and
preposition.

Call on some Ss to read aloud their writing in

front of the class. Comment and correct
4) necessary mistakes.
Production Give suggested answer:
Last year, I spent my summer holidays at a
seaside town. The hotel was modern and Individual work
comfortable I had a wonderful holiday until the and whole class
find. 7’
It was Saturday evening and every body was
sitting in the discotheque (which was) on the
ground floor. It was crowded with people. They
were dancing and singing happily. Suddenly we
smelt smoke. 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 coughing and
choking.
The, 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
5) Wrap up seriously hurt. It was the most frightening
experience of my life.

Summarise the main points

Assign homework
Friday, August 26th, 2011
.Unit 1: A DAY IN THE LIFE OF…
Lesson E: Language focus (Period 6)
I. Objectives:
By the end of the lesson, Ss will be able to be more confident in pronouncing the sounds /I/ and /i:/
and better at using the present and past simple tense and adverbs of frequency.
II. Materials: Text book, whiteboard markers,…
III. Anticipated problems
Ss may not know how to pronounce the sounds / I/ and /i:/ correctly.
IV. Procedure.
Stages Procedure Interaction time
1) Warm up Categorising. Group work 5’
Ask Ss to work in groups.
Give out 10 to 15 words and tell Ss to put them under
appropriate heading:
Adverbs of Adverbs of Adverbs of
manner frequency time

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2) Adverbs: tomorrow, usually, carefully, beautifully, hardly
Pronunciation ever, yesterday,…. Whole class 5’
Presentation 1.
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 sound /i:/.
/ i:/: is a long sound
/I/: first practice the sounds /i:/. Then open your mouth a
little more.
/I/ is a short sound.
Practice 1
Play the tape and ask them to repeat. 5’
Call on some Ss to repeat the sounds clearly to class. Pair work
Ask Ss to work in pairs and practice the sentences.
Introduce peer correction.
Go around the class and provide help if necessary.

Presentation 2
Review the present simple tense
3) Grammar Ask Ss to work in pair and discuss the form and use of the
and vocabulary present simple tense. 5’
Call on some Ss to answer some questions regarding the use Pair work
and form of the present simple tense:
When do we use this tense?
What adverbs of frequency does it go with?
Note: Ss have been quite familiar with this tense so Ts are
suggested not to spend too much time on this presentation.
Practice 2
Ask Ss to work individually and complete the blanks in the Individual
passage. Use the correct simple present form of the verbs in work & pair
the box. (There are more verbs than needed and you will work
have to use some verbs more than once.
Give correct answers: 5’
1. is 2. fish 3. worry 4. are
5. catch 6. am 7. catch 8. go
9. give up 10. says 11. realize.
12. am.
Presentation 3
Revision of adverbs of frequency.
Use
Adverbs of frequency show how often something happens.
5’

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Position
We put the adverbs of frequency: Individual
- in front of normal verb: work
We never go to bed late…
- Between an auxiliary verb and the main verb:
He doesn’t usually read newspapers after dinner.
- after the verb to be: Whole class
I’ m always free on Sundays.
Note: We put as a rule at the beginning of the sentence. 5’
Practice 3.
Ask Ss to do exercise 2. Put each of the adverbs in its
correct order into sentences in the book.
Note: this is an easy exercise. For the better classes, this
exercise can be done orally.
Call on some Ss to read aloud their
Sentences to class.
Feedback and give suggested answers:
He usually gets up early
She is never late for school.
Lan sometimes practices speaking English. 5’
Thao is always a hard working student. Pair work
Presentation 4
Revision of the past simple tense.
Use
We use the past simple tense to describe: Whole class
a complete action or situation in the past.
We went to the cinema yesterday.
Ask Ss to make more sentences with the past simple tense. 5’
Practice 4
Ask Ss to work in pairs and supply the correct simple form
of the verbs in brackets.
Remind Ss to have correct past form of some irregular
verbs.
Call on some Ss to read the completed passage aloud in
front of the class.
Give correct 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.