Unit 1. A day in the life of

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UNIT 1: A DAY IN THE LIFE OF…...

(READING)

I. AIMS AND OBJECTIVES:
1. 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.

2. Language Function:

- To enable students to practise asking & answering questions.
3. Educational Aim:

- To teach the students to know more about the life of a farmer
4. Language :

- Vocabulary peasant (n) , transplant (v) , plough (v) , harrow (v) ,
lead buffalo to the field (exp), pump water (exp)
do transplanting/ plot of land/ peasant

5. Educational factor

- To help the students talk or write about the daily routines of a farmer
II. TEACHER’S AND STUDENTS’ PREPARATION

1. Method Communicative Approach

2. Skills Integrated skills. (reading-speaking-writing)

3. Techniques pairwork, groupwork, explanation,example,repetition,synonym,…
4. Materials blackboard, chart,chalk, handouts, flash cards, picture, textbook.
5. 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
&Time

Teacher’s activities Students’ activities The lesson content
 (5’) 1. Lead-in

- Gives handout 1 and gets the
students to work in groups explain
how to match the names of jobs with
the places of working.

Job Where to work

Teacher
 Doctor
 Worker
 Farmer

Professor Farm
School

Hospital
Factory
University

- Asks the students where a
teacher/doctor/farmer does .



Leads to the new lesson.

1. Lead-in

-Work in groups matching the
names of jobs with the places
of working

- Close their books

- answer “ He/ She works at a
school.”

- Go on answering

UNIT 1 :

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7’ 2. 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)
+ do 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

1. boiling water
2. preparing meals

3. leading the buffalo to the field

4.taking care of children

5. transplanting

6. ploughing and harrowing the
plot of land

7. drinking tea and chatting with
friends

- Asks Ss to check the
information, read the passage

2. 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 do
- Read the chart and tick into
the right column

- Open books, read the passage

1. Pre- Reading
a. Vocabulary

+ lead the buffalo to the field

+plough (v)

+ harrow (v)

+ pump water (exp)

+ do transplanting (exp)
+ plot of land (n)
+ peasant = farmer (n)

b. Reading comprehension

Their activities Mr. Vy Mrs. Tuyet
before reading
After reading
1. boiling water

2. preparing meals

3. leading the buffalo to the field
4.taking care of children

5. transplanting

6. ploughing and harrowing the plot of

land

7. drinking tea and chatting with
friends

18’ 3.While-Reading
a/ Task 1:

- Has Students open their books
and read silently in 3 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

3.While-Reading
a/ Task 1:

- Read silently
(skimming skill)

- Work individually, then in
pairs

b/ Task 2:

- Read the passage again,
answer the questions in pairs,
one asks and one answers.
- Listen to the teacher’s
feedback

2.While-Reading
a/ Task 1

(Choose the best answers)
1. C (goes off = rings)

2. C (to get ready = to prepare)
3. A (chat = talk in a friendly way)
4. A (contented with = satisfied with)
b/ Task 2

(Answer the questions)
1. He’s a peasant/ farmer.

2. He gets up at 4:30, goes down the
kitchen, boils some water for
morning tea

3. In the morning, he ploughs his plot
of land, drinks tea and smokes
tobacco during his break.

4. In the afternoon, they repair the

banks of the plot of land. He
pumps water, she does the
transplanting

5. Yes, they are. Because they love
working and they love their
children.

6’

4.Post-Reading

- Divides class into small groups

4.Post-Reading

- Discuss about Mr.Vy’s and

3.Post-Reading

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to discuss about Mr.Vy’s and
Mrs.Tuyet’s

- Gets some representatives to
demonstrate

- Gives marks or remarks

Mrs.Tuyet

- Representatives of each
group demonstrate

Mrs.Tuyet’s daily routines”

C

on

so

li

d

at

io

n

(5

’)

- 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

-Work in pairs checking what
they predict in the pre-reading
stage.

- Remember the content of the
lesson

H

om

ew

or

k

(2

’)

-Asks Students to write a short
passage(about 80 words) about
daily routines of a farmer or their
parents .

- write a short passage

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UNIT 1: A DAY IN THE LIFE OF…...

(SPEAKING)

I. AIMS AND OBJECTIVES:
1. Language Content:

- To help them practise asking for and giving information fluently.
2. 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.
3. Educational Aim

- To make students aware of their own daily routine
4. Language

- Vocabulary : all words related to telling time, subjects, etc
5. Educational factor

- To help the students ask and answer about their personal information and daily routine
II. TEACHER’S AND STUDENTS’ PREPARATION

1. Method Communicative Approach

2. Skills Speaking, listening

3. Techniques Explanation, substitution, pair work, group work
4. Materials textbooks, cassette player, chalks, board

5. 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

&Time Teacher’s activities Students’ activities The lesson content
4’ 1. Lead-in

-Divides the class into 8 groups
and asks them to write down the
names of subjects they learn at
school. The group that has more
subjects and finishes the task the
fastest will win the game.

-Checks the students’ answer and
leads to the new lesson.

* Suggested answer:

1. Civic education 7. Technology
2. Maths 8. Physics
3. Literature 9. Biology
4. Chemistry 10. History
5. Geography 11. Informatics
6. Physical education

- Asks students what subjects they
have on Monday/…?

1. Lead-in

-Work in groups writing
down the names of subjects
they learn at school.

- Remember all these words
- Make a list of subjects as
much as possible

-Answer the teacher’s
questions.

UNIT 1 :

A DAY IN THE LIFE OF…
(Speaking)

7’ 2. 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

2. Pre- speaking :

- Match a number in A with
a suitable phrase

in B

- Work in pairs

- Recall the telling time

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
g. 6:00

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3. five past eight
4. a quarter past seven
5. twenty to eleven
6. half past six p.m
7. 5 o’clock p.m

8. 6 o’clock a.m
* Suggested answer :

a. 4 b. 3 c. 2 d. 1 e.5 f.8 g.6
h.7

20’ 3. While - speaking
a/ Task 1

- Has Students close books
- Introduces Students the situation
- Gives a model conversation (with
a good student)

- Asks Ss to open the books by
looking at the timetable in the
textbook (Handout 1)

- Guides Ss to practise in pairs
- Goes around for help

- Checks before class
b/Task 2

- Has Students look at the pictures
in textbook (Handout 2) and
describe them

- Explains the requirement of Task
2

- Has Students work in groups of 3
or 4 Students)& Checks

c/Task 3

- Gets students to work individually
to tell the classmates about their daily
routine.

-Gives students some help .
- Calls on some students to talk
about their daily routine

- Gives remarks to help the students
speak English naturally.

3. While - speaking
a/ Task 1

- Close books

- Pay attention to the situation
- A good student practises with

Teacher as a model

-Look at the timetable in the
textbook (Handout1) and
practise asking and answering
questions with a partner.
- Practise before class.
b/Task 2

- Look at the pictures in
textbook (Handout 2) and
describe them

- Pay attention to the
requirement of Task 2

- Has students work in groups
of 3or 4 students)

c/Task 3

- Work individually in some

minutes to prepare some main
ideas about their daily
routine.

- Present in front of class.
-Listen to the teacher’s
remarks.

II. Practice
a/ Task 1

(Ask & answer using the information 
from the timetable)

A: What time does Quan have Civic 
education lesson on Monday?
B: Quan has Civic education at a

quarter past seven on Monday
A: What lesson does Quan have at a

quarter past seven?

B: Quan has Civic education at a 
quarter past seven on Monday
b/Task 2

At 2.00 o’clock p.m, Quan gets up
after taking a short nap. He studies his
lesson at 14:15. He watches TV at

16:30. Then he goes to the stadium by
bicycle at 17:00. There he plays
football with his friends.

c/Task 3

“Tell your classmates about your daily
routine”

Suggested cues :
-get up / 6a.m

- have breakfast/6.30a.m
-go to school / 6.45

-have English class / 7.45 a.m
……

5’ 4.Post- speaking

- Gets some representatives to talk
about their daily routine or Quan’s&
gives marks or remarks

4.Post- speaking

-Volunteer to speak in front
of class

Home

wor

3’

-Asks Ss to write a short passage
about their own daily routine

- write a short passage
Self evaluation:

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UNIT 1: A DAY IN THE LIFE OF…...

(LISTENING)

I. AIMS AND OBJECTIVES:
1. Language Content:

- To introduce students to a set of vocabulary relating to a cyclo driver
-To enable students to enrich their knowledge .

2. Language Function:

- To enable students to practise asking & answering questions.
3. Educational Aim:

- To teach Ss to know more about the life of a cyclo driver
4. Language :

- Vocabulary revised ( pedal/ passenger/ food stall/ routine)
5. Educational factor

- To help the students talk or write about the daily routines of a cyclo driver
II. TEACHER’S AND STUDENTS’ PREPARATION

1. Method Communicative Approach

2. Skills Integrated skills. (Listening-speaking-writing)

3. Techniques pairwork, groupwork, explanation, using pictures ,example,
4. Materials Explanation, using pictures, pairwork, groupwork.

5. 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
&Time

Teacher’s activities Students’ activities The lesson content

4’

1. Lead-in

- Hangs on a picture of a man on the

blackboard and asks the students to
guess his job by using the cues
given :

“Who is he?” :
+ He has a cyclo

+ He drives passengers everyday
+ He usually has meals at a food
stall

*Expected answer :
He is a cyclo driver.

-Asks them something about the
daily activities of a . cyclo driver
- Leads into the new lesson

1. Lead-in

- Observe the picture
- Try to guess “ Who is
he?” in groups .

- Answer the questions
-Listen to the introduction
and open the books

UNIT 1 :

A DAY IN THE LIFE OF…
(Listening)

1.Pre- Listening 
*. Vocabulary :
(Listen & repeat)

District Routine Office
Pedal Purchases Drop
Ride Park Food stall
Passengers

7’ 2.Pre- Listening

- Helps the students know the
meaning of some words and their
pronunciation .

District Routine Office
Pedal Purchases
Drop

Ride Park 
Food stall Passengers 
-Asks the students to listen to the
tape to & repeat the words
- Asks them to work in pairs,
asking & answering the questions in
the textbook.

2.Pre- Listening 
-Listen to the teacher’s
explanation.

-Say the meaning of some
words if they know.

-Listen and repeat them
-See the questions and try
to answer them in pairs
15’ 3. While- listening

a/ Task 1:

3. While- listening
a/ Task 1:

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- 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.
b/ Task 2:

-Helps the students know the
purpose of this part.

-Asks the students to predict if the
statements are true or false.
-Plays the tape twice and gets the
students to listen & check the
information

- Elicits the Students’ answers
- Plays tape again

- Gives feedback

- Work in groups, guessing
the right order of the
pictures.

- Compare their answer
with other groups.

-Listen to the tape & check
their guessing

-Listen to the tape again.
-Listen

b/ Task 2:

-Listen to the teacher’s
instruction.

-Work in pairs predicting if
the statements are true or
false.

-Listen to the tape.
-Compare their answers
with the partner .

- Listen again and check the
answer.

(Listen and number the pictures in
the correct order)

1.Picture e
2. Picture f
3. Picture a
4. Picture c
5. Picture b
6. Picture d

b/ Task 2:

(Listen & decide whether the 
statements are true or false)
1. F  In district 5

2. T
3. F



He gives an old man a ride from
District 5 to District 1.

4. F



Mr. Lam’s passenger is an old man.
5. F



Mr. Lam has lunch at a food stall near
Ben Thanh Market .

6. F After lunch, he parks his cyclo
under the tree and takes a short rest.
5’

Consolidati

on

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.

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.

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
- gives a game “ Noughts and

Crosses”

- play the game “ Noughts
and Crosses”

Homewo
rk:

-Gets the students to write a short
passage about their daily activities.
-Asks the students to prepare the
next part ( Writing)

-Listen to the teacher’s
instruction & do it at

home.

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UNIT 1: A DAY IN THE LIFE OF…...

(WRITING)

I. AIMS AND OBJECTIVES:
1. 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)
2. Language Function

-To enable the Students to talk about their experiences in life
3. Educational Aim

- To develop students’ appreciation of a piece of class literature.
4. Language

- Vocabulary: - get on plane/ take off/ hostess / shake/ scream in panic / announce/…
- Structure : - The simple past tense ( Review)

- The connectors ( time expressions)
5. Educational factor

-To help the students talk or write about their experiences (frightening or interesting stories)
II. TEACHER’S AND STUDENTS’ PREPARATION

1. Method Communicative Approach

2. Skills Reading , speaking, writing

3. Techniques Explanation, using pictures, pairwork, groupwork
4. Materials textbooks , chalks, sub-board

5. 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
&Time

Teacher’s activities Students’ activities The lesson content
4’ 1. 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 do during your
holiday?

(3) Did it make you bored /happy/
frightened /…?



Leads to the new lesson.

1. Lead-in

Listen to the teacher’s
questions & answer .

Listen

UNIT 1 :

A DAY IN THE LIFE OF…
(Writing)

7’ 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

-Take notes & try to get
the meaning of the words.

1.Pre- Writing
* SOME NOTES :
+ 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
20’ 3. While- Writing

(1). Task 1:

-Asks students to work in groups,
read the passage and find all the

3. While- Writing
(1). Task 1:
-Work in groups

2. While- Writing
(1). Task 1:

* Verbs: (Past simple)

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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
2

- 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 3

- 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.

-Try to work effectively
- Listen & take notes

- Look at the chart and take

notes

(2). Task 2:

- Pay attention to the
requirement of Task 2
- Work in their groups and
identify the events, the
climax, and the conclusion
of the story.

- Ask for help

- Practise before class.

(3). Task 3:

- Pay attention to the
requirement of Task 3
- Work in their groups and
write down the paper-board
-Try to work effectively

- Listen & take notes

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

(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:
Suggested writing:

Last year, I spent my summer
holidays at a seaside town. 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 (which was) 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 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.
5’ 4. Post- writing

- Asks groups to exchange their 
hand-writing to correct mistakes

4. Post- writing

- Do as directed 3. Post- writing“exchange your hand-writing to correct
mistakes”

II.

Homewor
k

3’

-Gets the students to write about
their experiences (frightening or
interesting stories)

-Asks the students to prepare the
next part ( Language Focus)

-Listen to the teacher’s
instruction & do it at
home.

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UNIT 1: A DAY IN THE LIFE OF…...

(LANGUAGE FOCUS)

I. AIMS AND OBJECTIVES:
1. 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.
2. 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
3. Educational Aim

- To encourage Students to speak English grammatically
4. Language

- Vocabulary: : No

- Structures : The simple present & The simple past
Adverbs of frequency

5. Educational factor

- To introduce Students some enjoyable ways of spending their free time: fishing and camping
II. TEACHER’S AND STUDENTS’ PREPARATION

1. Method Communicative Approach

2. Skills speaking, writing

3. Techniques Explanation, gap filling, pair-work, group-work,
4. Materials textbooks , chalks, sub-board

5. 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.
3. Luckily/ nobody/ be / seriously hurt.

4. 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.

3. Luckily, nobody was seriously hurt.

4. It was the most frightening experience in my life.
3- Presentation of the new materials:

Teaching
steps
&Time

Teacher’s activities Students’ activities The lesson content
4’ * A. PRONOUNCIATION:

1. Lead-in

- Writes the sentences down on
the blackboard & asks the

students to pronounce. The
students who pronounce correctly
will receive a present

1. I need a little meat.

2. I can see a sheep on the sheep.



Leads to the new lesson.

1. Lead-in

- Try to pronounce the
sentences correctly.

- Listen to the teacher

4’ 2. Pre-practice:

Introduces the sounds /I/and /I:/
by pronouncing them clearly and
slowly.

Helps students to distinguish
these two sounds .

/ i: / : open your mouth very little 
to make the sound / i: / .

2. Pre-practice:

- Listen and repeat. First in
chorus, then individually
* Pronunciation :

/ I/ /i:/

Hit heat

UNIT 1 :

A DAY IN THE LIFE OF…
(Language Focus)
I/ PRONUNCIATION: 
( / I / - / i: /)

1. Pronunciation :

/ I/ /i:/

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Teaching
steps
&Time

Teacher’s activities Students’ activities The lesson content

4’

2’

/ I / : first practice the sound /i:/ . 
Then open your mouth a little
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:
-Play the tape and ask them to
repeat .

-Calls on some students to repeat
the sounds clearly to class.
-Asks students to work in pairs
and practice the sentences .
-Goes around the class and
provide help if necessary.

4. Free- practice:

- Has Students give some words
with these sounds.

- Give feedback

Sit seat
Little pean
Click green

3.Controlled- practice:
-Listen to the tape
-Pronounce the words
- Pair-work

4. Free- practice:
- Six groups

Sit seat
Little pean
Click green

2. 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?

3’

4’

7’

4’

* B. GRAMMAR:
1. Lead-in:

-Asks the students to give correct
form of the verb .

* She usually (1-get) up at 6
o’clock . Then she ( 2-have)
breakfast and ( 3-go) to school.
Asks:which tense do you give ?

Says and introduces the part.
2. Pre-practice:

- Asks Students to review the form

& uses of the simple present and the
simple past.

- Has Students tell how to use
adverbs of frequency and the
position of them in the sentences.

- Corrects mistakes.
3. Controlled- practice:
- Asks Students to do the
exercises on pages 20 and 21.
- Feedback

4. Free- practice:

-Asks the students to tell each
other about the things they did in
the summer .

-Calls on some students to tell .
-Corrects the mistakes .

1. Lead-in:

- Look at the sentences on the
blackboard & give the correct
form of the verbs.

(1) gets
(2) has

(3) goes

2. Pre-practice:

- Write down some
necessary things.

- Tell the structures and the
usage of the simple present,
simple past and adverbs of
frequency.

3. Controlled- practice:
- Do the exercises
individually and then check
with their partners.

4. Free- practice:
- Groups of four

- Listen

II.GRAMMAR :

1. The simple present tense : 
Ex: She gets up early everyday.

2.The simple past tense :
Ex: I met her at the supermarket
yesterday.

3. Adverbs of manner 
Ex: She usually gets up early.
She is never late for class.
III. EXERCISES :

* Exercise 1:

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
* Exercise 2:

(Put adverbs of frequency in its 
appropriate place in the sentences)
Ex: He usually gets up early
* Exercise 3:

</div>
(12)<div class='page_container' data-page=12>

Teaching
steps
&Time

Teacher’s activities Students’ activities The lesson content
13. was 14. leapt
15. hurried 16. found
17. wound 18. flowed

C

on

so

li

d

at

io

n

5’

Asks students to review the tenses
they have just learnt and make
some sentences using two tenses &
adverbs of frequency.

- Do as directed

H

om

ew

or

k

3’

-Asks students to do some
exercises at home

-Asks the students to prepare for
the next part Unit 2 -Reading)

-Listen to the teacher’s
instruction & do it at home.

* Give the correct tense of the verbs in
brackets:

1. Janet (take ) the bus to work every
day.

2. Last Monday while we were
watching in our living room an exciting
game on television, the electricity
(go)out.

3. She (wait, usually) for the bus at that
corner .

Self evaluation:

</div>

Unit 1. A day in the life of

<b>UNIT 1: A DAY IN THE LIFE OF…...</b>

<b>UNIT 1: A DAY IN THE LIFE OF…...</b>

<b>UNIT 1: A DAY IN THE LIFE OF…...</b>

<b>UNIT 1: A DAY IN THE LIFE OF…...</b>

<b>UNIT 1: A DAY IN THE LIFE OF…...</b>

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