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II. Method: Integrated, mainly communicative
III. Teaching aids: Student’s book and pictures
showing farmers’ daily routines, etc.
IV. Procedure:
Teacher’s activities Students’ activities

Notes
Warm-up: (5 minutes)
- Lead out the hand out and
introduce how to put the
name of the job on its place
1. teacher
2. doctor
3. worker
4. seller

- Open the book
- Listen to the
teacher
- Look at the
blackboard and put
two words together

1.b 2.c 3.e 4.a

5. farmer
-
Ask students some
questions
Where does a teacher

- Ask students to use the
suggestion in their books
to work in pairs
- Ask and answer
questions about your daily
routine
- Listen to students and
correct pronunciation and
grammar if necessary

-
Ask students to look at
the picture in the book
- Show students to know
about farmers’ - Look at the book,
listen to the teacher
and work in pairs:
*A: What time do
you often get up?
B: I often get up at
six
*C: What do you
often do in the
evening?

- Listen to the
teacher then read
the passages
-
Ask some new
words if necessary - Keep the book
open
- Let students
work
individual or in groups
-
Help students if
necessary
Keys:
1C; 2C; 3A; 4A Task 2: (4 minutes)
- Ask students to answer
the following questions
- Ask students look
through the passages then
try to answer the questions
in right way
- Let them work in pairs
-
Help students if

After you read: (8
minutes)
- Ask students to close
their books
them down in the
note books
- Ask the teacher if
necessary

- Listen to the
teacher and make a
brief note about Mr
Vy and Mrs
Tuyet’s daily
routines
4.30: alarm goes
off
5.15: leaves the
house
5.30: arrives the
field
-
Ask them to talk about
Mr Vy and Mrs Tuyet’s
daily routines or their
parents’ daily routines
- Listen to students and
correct mistakes

Home work: (2 minutes)

Time: 45 minutes

I. Objectives:
1. Educational aim: Students should know how to
spend their daily time
2. Knowledge:
- General knowledge: Students learn about daily
activities
- Language: asking for and giving information from a
timetable
- New words: words related to students’ daily
activities
3. Skills: talking about daily activities
II. Method: integrated, mainly communicative
III. Teaching aids: pictures
IV. Procedure:

Teacher’s activities Students’
activities
Notes
Warm-up: (5 minutes)
- Ask students to keep
book close
-
Write on the board names
of ten subjects which are
learnt in secondary school:
1. Civic education

- Keep books
- Try to repeat
from memory
(We learn Unit 1, part-

speaking)

Pre-speaking : (12
minutes)
Task 1
- Ask students to ask and
a
nswer about Quan’s
weekly timetable using the
information from the
timetable
- Let them work in pairs
- Listen to students and
correct mistakes


- Let them work in groups
- Walk round and help
them
- Ask some students to
stand up to talk again
loudly
- Listen and correct
Tuesday.
A: What lesson
does Quan have
at 8.55 on
Monday?
B: He has maths
at 8.55 on
Monday. - Open the books
-
Do task 2 in
groups
A:
Quan gets up
at 14.00
B: He does his
homework at
mistakes
Post-speaking : (10
minutes)
Task 3

get up at 5.30, I
have breakfast
at
Homework: (3 minutes)
- Ask students to write a
passage about their daily
routine (50 words)
- Ask students to prepare
Part C- Listening and do
homework
6.00 and go to
school at 6.30
-
Listen to the
teacher
- Write down the
homework

***

Date:………
Period…….
Unit 1 : A day in the life of
Lesson 3: listening

those letters in right orders

- Close the books
-
Listen to the
teacher
- Work in groups

Key:cyclo-driver-
passenger-
foodstall

- Check some students and
mark
- Give some statements:
He has a cyclo
He drives passenger
everyday
He usually has meal at a
foodstall
- Give question:
Who is
he?
-
If you want to know
more details about daily
activities of a cyclo driver,
we will go to Unit 1- part
Listening

- Read loudly the words:
distric; routine; office;
drop; passenger; ride pedal;
purchases parkl foodstall
-
Listen to the
teacher
- Work in pairs
A: Have you ever
travelled by
cyclo?
B: Yes, I have
A: When was it?
B: Last summer
A: Is it interesting
to travel by
cyclo?
B: Yes, it is
-
Repeat loudly
the words and try
to remember
them
- Ask students to repeat
loudly the words

Describe the
pictures
-
Listen to the
tapescript and
number the
pictures
Key: a.3, b.5, c.4,
the pictures
- Help them if necessary
Task 2
- Ask students to look
through the sentences in
task 2
- Ask students to listen to
the tapescript again and
decide whether the
statements are T or F
- Ask students to give
reasons for their answers
Key: 1.F- 2.T- 3.F- 4.F-

5.F- 6.F After-listening: (10
d.6, e.1, f.2

-
Keep book open

- Listen and correct
mistakes

- Open the books
-
Ask and answer
about Mr Lam
A: What’s his
name?
B: His name is
Lam
A: What’s his
job?
B: He’s a cyclo
driver
-
The students
who are called
stand up a
nd
retell Mr Lam’s
story to the class:

Mr Lam is a cyclo Homework: (3 minutes)

2. General knowledge: Students learn how to write a
narrative, stages of a narrative
- Language: The simple past of verbs and the
connectors often used in a narrative
- New words: Words related to problems on a flight
or a fire
3. Skills: Writing a narrative
II. Method: Integrated, mainly communicative
III. Teaching aids: Student’s book, notebook, some
pictures showing flying accidents of hotel fires
IV. Procedure:

Teacher’s activities Students’
activities
Notes
Warm-up: (5 minutes)
- Ask students to keep
book close
-
Ask students some
following questions:
1. Have you ever heard a
frightening story?
2. When and where did i
t
happen?
3. How did you feel?
-
Check and explain them
to the class: