Unit one
A DAY IN THE LIFE OF ………………
Period:…………….
Reading
I. Objectives:
1- Educational aim :
o By the end of the lesson , the Ss will be able to understand farmers' activities and talk
about the daily routines and the. love of the work
2- Knowledge :
- General knowledge : Students should know how to do their daily activities
effectively and be in love with their work.
- Language : - Sts can learn some new words related to farming , the daily activities
- Sts can read for gist and for information and summarize the content of
the reading.
3- Skills : reading for gist, reading for details.
II. Teaching method: integrate, mainly communicative approach
III. Teaching aids: textbooks, pictures, handouts, reference books,
IV. Procedures:
Teacher’s activities Students’ activities
Warm-up: 4’
• Stick the picture of the farmer on the bb and
ask Sts about it.
 What is his job?
 Where does he work?
• Can you tell me what a farmer usually does
every day?
• Look at it and answer the questions
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* Brain-storming:
Get up go to the field
DAILY ACTIVITIES OF A FARMER

- Get the handout
- Look at the hand out
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- Read the activities and ask Ss to repeat
- Ask Ss to pick out some activities which
farmers usually do.
- Ask Ss to give their chosen ones.
- Check the information chosen by the groups in
front of the class.
- Give feedback
- Repeat them after teacher
- Do the task: Ss work in groups and choose
some
- The representatives of some groups present
their information.
Suggested answers
(Ss’ answers may vary)
leading the buffalo to the field,ploughing and
harrowing, transplanting, pumping water into the land,
getting up early,chatting with friends, drinking tea.
While-reading: 25’
- Ask Ss to read the text
- Ask Ss to work in groups to check the
information
- Go around to help them to do the task if
necessary
- Ask Ss to give their answers again
- Give feedback.
Activity 1.(Task 1)
- Run through the requirement

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: takes a break
10:30: goes home
11:30: has lunch with family
In the
afternoon
2:30pm: Mr. Vy and Mrs. Tuyet go
to the field again, repair the banks of
the plot of land. He pumps water
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- Give feedback
Activity 3.(Task 2)
- Ask Ss to tell what they are going to do in task 2.
- Run through the questions in task 2
- Ask Ss to reread the passage and answer them in
groups
- Go around and monitor.
- Ask some pairs to practice in front of class.
into the plot of land. She does
transplanting.
6:00pm: finish work
7:00pm: have dinner
After dinner
Watch TV, go to bed

Homework: 2’
- Ask Sts to write a short passage about Mr. Vy
and Mrs. Tuyet’s daily routines.
- Suggest Ss’ homework
- Have Ss prepare “speaking” for the next
period.
- Fulfill their tasks at home
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Comment
Unit one
A DAY IN THE LIFE OF ………………
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Period:……………. Speaking
Time: 45
minutes
I. Objectives
1- Educational aim : By the end of the lesson , the Ss will be able to understand farmers'
activities and talk about the daily routines and the love of the work
2- Knowledge :
- General knowledge : Students should know how to do their daily activities
effectively and be in love with their work.
- Language :
+ Ss can learn some new words related to farming , the daily activities …
+ Ss can read for gist and for information and summarize the content of the
reading.
3- Skills : asking for and giving information from a timtable; taking about daily
activities
II. Teaching aids: Text books, handouts, posters, ect.
III .Teaching method: integrate, mainly communicative approach.
IV. Procedures:

a. a quarter to ten
b. five to nine
c. five past eight
d. a quarter past
seven
e. twenty to eleven
f. half past six p.m
- Work in pairs
- Do the matching.
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7. 17:00 g. five p.m
h. six a.m
- Ask Ss to work in pairs to do the task
- Go around and monitor class
- Ask Ss to go to the board to do the
task as directed
- Give feedback
- Ask pupils some questions about
their real lives:
+ What time is it ? = What is the
time?
+ What time do you get up ?
+ What time do you go to school ?
+ What do you do at … ?
- Give pupils clear instructions and
model conversations:
A: What time does Quan have a Civic
Education lesson on Monday ?
B: (He has a ) at 7: 15 a.m.
A: What lesson does Quan have at 7:15 a.m

- Go around and help pupils.
- Ask some students to speak in front
of the class.
- Comment Ss’ presentation
- Work in groups to talk about the pictures in
the textbook
- Speak in front of the class
Suggested answer
Every afternoon Quan gets up at 14:00. then he
studies for about two hours. He watchs 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 at
18:45, he has dinner with his family at 19:00. He
studies the lessons at 20:00.
Post-speaking: 10’
Task 3:
- Give pupils some cues by asking
quetions.
“ what do you usually do at …………?”
- Ask pupils to work in groups and talk
about their daily routines.
- Ask some students to tell their daily
activities in front of the class, and
other pupils will ask some
questions.
- Comment Ss’ presentation/ Give feedback
- Listen, ask and answer questions.
- Work in groups.
- Tell their friends about their daily activities.

Teacher’s activities Students’ activities
Warm up: 5’
- Stick the poster on the board
- Ask Ss to look at the poster and read the
instruction
- Get Ss to work in pairs to supply activities of a cyclo
driver
- Get Ss to go to the board to do the task
- Give feedback
Pick the passengers up take the passengers to
- Look at the poster
-Work in pairs to do the task(listing activities)
- Go to the board to do the task as directed
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- Introduce the new lesson
Pre-listening: 10’
- Ask Ss to look at the task in Before you listen
- Explain some new words if necessary
- Asks Ss to discuss the following questions in pairs
a. Have you ever traveled by cyclo?
b. When was it?
c. Is it interesting to travel by cyclo?
d. Which do you prefer, going by bicycle or
by cyclo?
- Has some pairs to present their discussion
- Give feedback
 New words:
District (n): (example)
Ex: I live in Mo cay
Drop (v): to stop so that someone can get out

+ Task2:
- Get Ss to read the instruction
- Has Ss work in pairs and predict the statements (T/F)
- Asks Ss to listen to Mr. Lam’s talk and check their
predictions
- Checks Ss’ answers and let them listen again
Post-listening: 8’
- Ask Ss to work in pairs, take turns to ask and answer
questions about Mr.Lam’ activities, using the cues below,
and then retell his story to the class.
- Call some pairs to present their practice
- Repeat
- Work in groups and supply the
numbers of the pictures
- Listen and check their predicted
answers.
Suggested answers
a.3 b.5 c.4 d.6 e.1 f.2
- Read the instruction
- Read the statements and predict the answers.
- Listen and give the answers
Suggested answers
1.F 2.T 3.F 4.F 5.F 6.F
- Work in pairs and do the last task
1. What’s his name?
2. What’s his job?
3. What time does he start work
…………………………………………………
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- Remark and give marks

word has five letters ”, ……………
- Introduce the new lesson
Pre – writing: 17’
- Ask Ss some questions
a. Have you ever heard a frightening story?
b. When / where did it happen?
c. How did you feel about that?
+ Task 1
- Ask students to open books and do the 1st task in
group of four.
- Go around and give help if necessary
- Ask some Ss to tell the answers.
- Give feedback
Ask students about the tense used in the story and
revise the uses of the past simple
- Look at the poster and do as directed
- Work in groups
- Write the words on the blackboard and say them loudly
- Listen
- Answer the teacher’s questions
Suggested answers
a. yes, I have
b. last year / lastweek/ lastmonth / etc
c. I felt frightened / horrified
Open their books and find all the verbs that are used in
the past simple and the connectors.
- Work in groups
- Ask Ss to give their answers
Suggested answers
+ Stared, was, arrived, got , took off , began , thought,

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- Ask Ss to read the passage in the textbook
- Have students do the task after having given
clear instructions and the context of the
passage
“this narrative tells about a hotel fire which
happened last year”
- Walk around the class and offer ideas and
comments when students need help
- Ask students to write on a poster
Post - writing: 10’
- Conduct the correction
- Ask some students to stick their posters on the
board.
- Ask others to read and give comment
- Give feedback
Homework
Write the passage more carefully at home
Prepare for Language Focus
Comment
- Work in groups
- Retell the story in front of class
Suggested answers
-The events : got the plane, plane took off,
plane began to shake, plane seemed to dip……
− The climax: we thought we had only minutes to
live
− The conclusion: the pilot announced everything
was all right, we landed safely.
- Open the books

1. Educational aim: By the end of the lesson, the students will be able to know
their useful pastime in the life.
2. Knowledge :
General knowledge: - Identify and practice pronouncing well / I/ , / i: / .
- Use the correct tenses : simple present tense, simple
past tense
- Understand adverbs of frequency
Language : Words related to daily activities
3. Skills : writing , speaking , listening , reading
II - Teaching method : Communicative approach
III - Teaching aids : Pictures, posters, reference books, etc.
IV - Procedures :
Teacher’s Activities Students’ Activities
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A. Pronunciation: 15’
1/ pre-task
- Ask Ss to close their books
- Use a picture (a sheep and a ship), show the
picture and ask : “what’s this ?”
- Ask them to listen and repeat the words“ship”
and “ sheep”
- Introduce sounds
- Teach Ss how to pronounce the sounds
/i:/ is a long sound
/i:/: open your mouth very little to make the sound /i:/
/I/ is a short sound.
/I/: open your mouth a little more.

2/ While - teaching task:
Listen and repeat

+ How do you usually go to school
everyday?
+ Do you often get up early?
- Ask students the ways of using the simple
present and the adverbs of frequency”
+ When do we use this tense?
+ What adverbs of frequency does it go with?”
+ What are the positions of adverb of
frequency in a sentence?

- Remark their answers or support their answers
if necessary
 While- task
- Make two sentences
For example:
I like eating a lot of meat
His teacher hit him on the fingers.
- Listen and answer
- I go to school by bicycle today.
- I usually go to school by bicycle

- I always get up early.
- Discuss in pairs and answer the questions.
+ We use the simple present when we say how
often we do things.
+ The adverbs of frequency:always, usually,
normally, often, sometimes, never.
+ Before ordinary verbs and after to be
- Listen and copy down
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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: The answers may vary depending on Ss’
choice
- Take notes
- Gives- gave
- Answer
- Take notes
- Work in pairs
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- Go around and give help if necessary
- Ask some Ss to write the answer on the board
- Conduct correction
- Give feedback
Consolidation / Post- task
- Ask Ss to write 2 sentences using adverbs of
frequency
- Give feedback
- Stick the poster on the board
- Ask Ss to work in groups to do the Matching
task
A B
1.Where do you live?
2.Whom did you meet
at the party last night?
3.Why were you absent
from class yesterday?
4.What do you often do
in your free time?