Unit 1 a day in a life of

UNIT 1: A DAY IN A LIFE OF …
SECTION A: Reading
 OBJECTIVE:
• Content: to learn about a daily life of a farmer.
• Skills: By the end of the lesson, the students will be able to:
 Guess the meaning of news words in context
 Scan for specific information
 TEACHING AIDS: Students’ books, computer, projector, blackboard, chalk.
 TEACHING METHODS: Communicative approach
 TIMING: 45 minutes
Stages Teacher’s activities Student’s activities Content
Warm-
up
Ask the students to ask and
answers some questions about
their daily routines with the
given structure:
-What time do you …?
-What do you often do …
(time)…?
Give the students some jobs
and ask them to give out their
places of work.
Work in pair, ask and
answer the questions
Listen to the teacher and
raise hand to answer
individually.
- What time do you get up/ have
breakfast/ go to school/ have lunch/…?
- What do you often do in the morning/ on

the weekends/ …?
- Teacher – school
- Doctor – hospital
- Cook – restaurant
- Worker – factory
- Farmer – field
Pre-
readin
g
Introduce the content of the
lesson (Reading task): A daily
life of a farmer
Games: Ask the students to
match each word with its
definition.
Give the meaning of these
words and ask the students to
write down on their notebooks.
Listen to the teacher.
Look at the screen, discuss
with partners and do the
task.
Listen to the teacher and
write down the meaning of
each given word.
1. To go off
2. To get ready
3. A peasant
4. Be contented with
5. A bank

6. An occupation
A. Be satisfied with
B. A career
C. A farmer
D. To prepare
E. A side of a river
F. To ring
While-
readin
g
Ask the students to read and do
Task 1, 2 and 3.
Ask the students to write their
answer on the board.
Correct students’ answers and
translate the text into
Vietnamese if necessary.
Read the text and do the
task.
In turn go to the board and
write down their answers.
Listen to the teacher and
correct the answers.
Task 1:
1. C
2. C
3. A
4. A
Task 2:
1. He’s a peasant/ farmer.

2. He gets up at 4:30 and then he goes
down the kitchen to boil some water for
his morning tea.
3. In the morning, he ploughs and harrows
on 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:
+ In the morning:
- 4:30: alarm goes off, Mr. Vy gets up,
goes down the kitchen, boils some 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 rest.
- 10.30: goes home.
- 11.30: has lunch with family.
+ In the afternoon:
- 2.30: Mr. Vy and Mrs. Tuyet get to the
field again, repair the banks of the plot of
land. He pumps water and she does the
transplanting.
- 6.30: finish work.
- 7.00: have dinner.

+ After dinner:
- Watch TV, go to bed.
- Sometimes visit neighbors and chat with
them.
Post-
readin
g
Ask the students to look at the
chart of Task 3 (page 14) and
retell the daily routine of Mr.
Vy.
Give out the homework: Ask
students to draw a chart like
the one in Task 3, interview
two of their friends and make a
report for the next class.
Look at the chart, discuss
with friends and retell the
daily routine of Mr. Vy.
Write down the homework
and go it at home.
Comment:


Drawing experience:


UNIT 1: A DAY IN A LIFE OF …
SECTION B: Speaking
 OBJECTIVE:

• Content: to learn about a daily routine of a student.
• Skills: By the end of the lesson, the students will be able to:
 Ask for and give information from a given timetable
 Talk about daily activities
 TEACHING AIDS: Students’ books, computer, projector, blackboard, chalk.
 TEACHING METHODS: Communicative approach
 TIMING: 45 minutes
Stages Teacher’s activities Student’s activities Content
Warm-up Ask the students to work in group of
3 or 4 to discuss and make a list of
the subjects that they are learning at
school.
Ask the students to draw their list on
the board and check their answers.
Give out the Vietnamese meaning of
some subjects that the students may
not know and ask them to write
down on their notebooks.
From a group, discuss
with friends and do the
given task.
Go to the board, draw the
list with their subjects.
Listen to the teachers and
write down the new
words.
Physics, Physical Education,
Civic Education, English,
Maths, Literature, Information
Technology, Geography,

Biology, History, Chemistry.
Pre-speaking Introduce some more new words and
ask students to write them down:
- Weekly
- Timetable
Listen to the teacher and
write the words down.
While-
speaking
Task 1:
Give out the situation: Quan is a
tenth-grade student and he goes to
school every day. Ask students to
look at his timetable, ask and answer
the questions using the given
structure and information.
Ex1:
A: What time does Quan have a
Civic Education lesson on Monday?
B: He has a Civic Education lesson
at 7:15 a.m.
Ex2:
A: What lesson does Quan have at
7:15 a.m. on Monday?
B: At 7:15 on Monday he has a
Civic Education lesson.
Task 2:
Listen to the instruction
of the teacher, finish Task
1 by asking and

answering the questions
with the information from
the timetable.
Ask the students to look at the
pictures in Task 2, discuss with
friends and describe what Quan is
doing.
Ask the student to use the
information taken from their
discussion about Quan’s activities to
make questions and answer about
the time.
Ex:
A: What time does Quan get up?
B: Quan gets up at 14:00 in the
afternoon.
Look at the pictures and
tell their friends about
Quan’s activities.
Look at the pictures
again, ask and answer the
questions with the given
structures.
a. Get up
b. Study the lessons
c. Take a short rest, watch
TV
d. Go to football station
e. Play football with friend
f. Ride a bicycle back

home/ cycle back home
g. Take a shower/ have a
bath
h. Have dinner with his
family
i. Study the lessons
a. He gets up at 14:00.
b. He studies his lessons
at 14:15.
c. He takes a rest and
watches TV at 16:30.
d. He goes to the football
station at 17:00.
e. He plays football with
friends at 17:15.
f. The rides his bicycle
back home at 18:30.
g. He takes a shower at
18:45.
h. He eats dinner with his
family at 19:00.
i. He studies his lessons
at 20:00.
Post-speaking Show students some pictures with
time like the one in task 2, ask
students to ask and answer about
these pictures.
Homework: Ask students to make
their own timetable about their daily
routine and interview at least 5 of

their friends and make a report for
the next class.
Look at the screen,
discuss with friends, ask
and answer about the
pictures.
Make their timetable,
interview 5 of their
friends and make a report
a each one.
Comment:


Drawing experience:


UNIT 1: A DAY IN A LIFE OF …
SECTION C: Listening
 OBJECTIVE:
• Content: to learn about a daily routine of a cycle rider.
• Skills: By the end of the lesson, the students will be able to:
 Listen and number the pictures
 Decide True or False statements
 TEACHING AIDS: Students’ books, computer, projector, speakers, blackboard, chalk.
 TEACHING METHODS: Communicative approach
 TIMING: 45 minutes
Stages Teacher’s activities Student’s activities Content
Warm-up Give the students some
sentences describing the
activities of some job, ask

them to work in group of
four and put these sentences
into the correct boxes.
Look at the screen, discuss
in group and do the task.
1. He dances on the stage.
2. He takes people from one place to
another place.
3. He explains the lesson to the
students.
4. He corrects homework.
5. He works for ABC Entertainment
Company.
6. He works on the street.
7. He works with children very well.
8. He wears a lot of beautiful suits to
perform his songs.
9. He gets up very early to take his
first passenger.
A singer
A teacher
A cyclo rider
Pre-
listening
Introduce the main topic of
the listening task: A daily
routine of a cyclo rider. Ask
the students some questions
related to the topic:
-Have you ever travelled on a

cyclo? If yes, when?
-Is it interesting to travel by
cyclo?
-What kind of means of
transportation do you like to
Listen to the teacher, raise
hand and answer each
question.
use when traveling? (car,
bicycle, cyclo, train, plane)
Why?
Introduce some new words,
let the students repeat and
write them into their
notebooks:
- To drop
- A district
- A passenger
- A pedal
- A foot stall
- A cue
- Purchases
Listen to the teacher,
repeat the words and write
them down with their
meaning.
-To drop: để (ai) xuống xe
- A district: quận, huyện
- A passenger: hành khách
- A pedal: bàn đạp (xe đạp, xe xích lô)

- A foot stall: quầy thực phẩm
- Purchases: hàng hóa mua được
- A cue: lời gợi ý
While-
listening
Ask the students to read
through the content of Task
1, Task 2 and four more
questions on the screen.
Show them how to deal with
each of the tasks:
Task 1: listen and number
the pictures, write down any
evidence.
Task 2: listen and decide
whether the statements are
True or False => if the
statements are False, correct
them.
Task 3: listen and answer the
given questions.
Play the CD.
Check the students’ answers.
Listen to the instruction
and read through the tasks.
Listen and do the tasks.
Listen to the teachers and
correct their works.
1. Where does Mr. lam live?
2. What time does he get up and start

working?
3. Who are his passengers?
4. What does he do after he take a
rest?
Task 1:
1e 2f 3a
4c 5b 6d
Task 2:
1F – He lives in district 5.
2T
3F – He takes his passenger from district
5 to district 1.
4F – His first passenger is an old man.
5F – He has lunch at a footstall near BT
market.
6F – He takes a short rest.
Task 3:
1. He lives in District 5.
2. He gets up at five thirty in the
morning and starts working at six.
3. His passengers are an old man, a
lady and two school pupils.
4. He continues his work.
Post-
listening
Give the students some clues
and ask them to retell the
story of Mr. Lam.
Get the clues, discuss with
friends and retell the story.

Name
Occupation
Time to get up and start working
Passengers
Where and when to have lunch
Take a rest.
Listening Script: Hello everyone, my name is Lam. I’m a cyclo driver in HCM 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 1 to District 5. After I drop him at a cafe near HCM City College of Education, 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 BT Market. After
lunch, I park my cyclo under a tree, take a short rest and then continue my afternoon’s work.
Comment:


Drawing experience:


UNIT 1: A DAY IN A LIFE OF …
SECTION D: Writing
 OBJECTIVE:
• Content: to learn how to write a narrative about a hotel fire.
• Skills: By the end of the lesson, the students will be able to:
 Learn to write a narrative
 Review past simple tense
 TEACHING AIDS: Students’ books, computer, projector, blackboard, chalk.
 TEACHING METHODS: Communicative approach
 TIMING: 45 minutes

Stages Teacher’s activities Student’s activities Content
Warm-up Review some irregular Verbs –
Give the students the Bare Verbs
and they will write down the
Verbs in the past simple column.
Listen to the teacher and
speak out the Verbs.
Be => was/ were
Get => got
Take => took
Begin => began
Think => thought
Tell => told
Have => had
Spend => spent
Sing => sang
Smell => smelt
Run => ran
Fight => fought
Pre-
writing
Introduce some new words with
Vietnamese meaning:
- Stare death in the face
- To take off
- To shake
- To fasten
Listen to the teacher and
write down the new
words.

- Stare death in the face: đối mặt
với tử thần
- To take off: (máy bay) cất cánh
- To shake: lắc, rung
- To fasten: thắt chặt (dây an toàn)
- To dip: nhào xuống
- To dip
- To scream in panic
- Air-hostess
- Fire brigade
- Be relieved
Task 1:
-Set the scene of the situation: give
the students some pictures about
plane crash and ask them:
What can they see in the picture?
What is happening?
Describe the scene of a plane crash
-Ask the students to read the
passage and find:
+ all the verbs that are used in
the past simple tense
+ all the connectors (time
expressions)
-Call some students to give the
verbs and the connectors.
Task 2: Ask the students to work
in group and identify the events,
the climax and the conclusion of
the story about plane crash.

Call some representatives from
some group to present the results.
Look at the pictures,
discuss with friends and
describe them
Read the passage, discuss
with friends and underline
all the verbs in past simple
tense and the connectors.
Raise hands and speak out
the verbs and connectors.
Work in group of three or
four and do the task.
Raise hands and report the
ideas.
- To scream in panic: la hét trong sợ
hãi
- Air-hostess: tiếp viên hàng không
- Fire brigade: đội cứu hỏa
- Be relieved: an tâm
-Verbs: stared, was, arrived, got,
took off, began, thought, were old,
seemed, realised, were, screamed,
felt, announced, was, landed.
-Connector: when, at first, on that
day, then…
-The events: got on the plane, plan
took off and began to shake when
the air-hostess started to serve
lunch, plane seemed to dip and

people screamed in panic.
-The climax: people thought they
have only minutes to live
The conclusion: the pilot
announced that everything was all
right and the plane landed safely
While-
writing
Task 3: Ask students to work in
pair, use the prompts in Task 3 and
build up a narrative about hotel
fire.
Remind the students to use the
past simple tense.
Work in pair and write the
narrative onto the
notebooks.
Post-
writing
Ask students to retell the story
about this hotel fire.
Homework: Write a narrative
about the most frightening or the
happiest experience in your life.
Use the prompt and retell
the story.
Write the exercise and do
it at home.
Writing sample: Last year, I spent my summer holiday at a seaside town. The hotel was modern and comfortable.
I had a wonderful holiday until the fire. It was a Saturday evening and everybody was in the discotheque on the

ground floor. It was crowded with people. They were dancing and singing happily. Suddenly, we smelt smoke.
Then 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 cough and choke. Then, just as we all thought we had only minutes
to live, the fire brigade arrived. Fireman fought their ways into the room and soon everybody was safely out of the
building. Luckily, nobody was seriously hurt. It was the most frightening experience of my life.
Comment:


Drawing experience:


UNIT 1: A DAY IN A LIFE OF …
SECTION E: Language Focus
 OBJECTIVE:
• Content: to learn how to distinguish the sounds /i/ and /i:/ and review the present
simple tense, past simple tense and adverb of frequency.
 TEACHING AIDS: Students’ books, computer, projector, blackboard, chalk.
 TEACHING METHODS: Communicative approach
 TIMING: 45 minutes
Stages Teacher’s activities Student’s activities Content
Warm-up Present some sentences with
blanks, let students guess the
words by looking at some
pictures, and then try reading
them out.
Look at the pictures,
guess the words and fill
in the blanks, read out
the sentences
I see a ______ on a ______. (sheep/

ship)
The potato ______ is very ______. (chip/
cheap)
There is no ______ to ______ on. (seat/
sit)
Pronunciation Demonstrate the sounds short
and long i (/i/ and /i:/) by
pronouncing them slowly and
clearly and using a model
video clip.
Write down some minimal
pairs of these two sounds for
students to practice.
Demonstrate some vowels
that are pronounced as these
two sounds.
Listen to the teacher
and repeat to practice
the sounds.
Practice in pairs: one
will say the first
column and the other
will say the second
one.
Listen, repeat and write
the words down.
/i/
hit
Bit
Chip

It
Sheep
Sit
/i/
i it, sit, bit, did, fit, give
e English, example, women
y candy, copy, symbol
ey honey, money, monkey
u busy, business
a village, message, orange
Give out some exceptions and
let students learn by heart.
Let students practice some
sentences in the books.
Call some students to speak
out these sentences then have
more practice in pairs. (go
round to check students’
mistakes)
Look at the book,
repeat and then practice
with friends.
ie Chief, belief, movie, field
ea Easy, eat, cheap, meat
ee Coffee, cheese, see, three
ei Receive, ceiling, either
Exception:
Peasant, friend, lie, tie, science, piece,
niece, height
-Is he coming to the cinema?

-We’ll miss the beginning of the film.
-Is it an interesting film, Jim?
-The beans and the meat were quite
cheap.
-He’s going to leave here for the Green
Mountains.
-Would you like to have some meat,
peas and cheese?
Grammar Present and Past simple
tense
Review the present simple
tense and the past simple
tense
Call some students to talk
about the form and the usage
of each tense, give examples
for each of them.
Remind them the use of two
kind of Verbs (To be and
Verb)
Give the students some bare
verbs and ask students to
change them into V
s/es
and
V
2/ed
. (Call some students to
write on the board, the others
will write on their notebooks)

Exercise 1: Ask students to
use the verbs in the box to fill
in the blanks (use the correct
present simple tense form)
Check students’ answers
Exercise 3: Ask students to
use the correct past simple
tense form of the verbs to
describe a completed action
in the past.
Raise hand and answer
the teacher’s questions
about the two tenses.
Listen to the teacher
and write down the
verbs.
Discuss with friends
and do the task.
Exercise 1:
1.is
Adverb of frequency
Ask the students what they
can remember about adverb
of frequency, then give them
the use as well as some most
commonly used adverbs of
frequency.
Ask the students the position
of adverbs of frequency and
check their answers.

Ask students to make some
examples using adverbs of
frequency.
Exercise 2: Ask students to
put the adverbs of frequency
into the four given sentences.
Check their answers.
Raise hands and
answer the teacher.
Raise hands, answer
the teacher’ questions
and make some
examples.
Discuss with friends
and do the task.
2.fish
3.worry
4.are
5.catch
6.am
1. was done
2. cooked
3. were
4. smelt
5. told
6. sang
7. began
8. felt
9. put out
Use: adverbs of frequency show how

often something happens
Most frequent
100 Always
90 Usually
70 Frequently
Often
50 Sometimes
30 Occasionally
5 Hardly ever
Almost never
0 never
Least frequent
Position:
- In front of normal verbs:
I always do morning exercise.
- Between Auxiliary Verbs and main
Verbs:
She doesn’t always get up late.
- After “To be”:
My mother is always happy.
He always gets up early.
She is always late for school.
Lan always practices speaking English.
Thao is always a hard-working students
Comment:


Drawing experience:

Grammar Content:
1. The Present Simple Tense:
a. Form (Công thức):
Normal Verb To Be
Affirmative
S
I
We, You, They
N(số nhiều)
V
0
He, She, It
N(số ít)
N(không đếm được)
V
s/es
S
I am
Noun
Adj
Prep + obj
He, She, It
N(số ít)
N(không đếm được)
is
We, You, They
N(số nhiều)
are
Negative
S

I
We, You, They
N(số nhiều)
do not
(don’t)
V
0
He, She, It
N(số ít)
N(không đếm được)
does not
(doesn’t)
S
I am not
Noun
Adj
Prep + obj
He, She, It
N(số ít)
N(không đếm được)
is not
(isn’t)
We, You, They
N(số nhiều)
are not
(aren’t)
Interrogativ
e
Do
S

I
We, You, They
N(số nhiều)
Does
He, She, It
N(số ít)
N(không đếm được)
Am
S
I
Noun
Adj
Prep + obj
?
Is
He, She, It
N(số ít)
N(không đếm được)
Ar
e
We, You, They
N(số nhiều)
b. Usage (Cách dùng): Thì Hiện tại đơn dùng để diễn tả:
- Một thói quen, một hành động lặp đi lặp lại.
- Một chân lí, một sự thật hiển nhiên.
- Hành động xảy ra trong tương lai nhưng theo một thời khóa biểu nhất định.
c. V
s/es
(Cách thêm s/es vào động từ):
- Động từ tận cùng bằng O:

+ nếu trước O là một phụ âm => + es: goes, does
+ nếu trước O là một nguyên âm => + s
- Độnng từ tận cùng bằng Y:
+ nếu trước Y là một phụ âm => i + es: try (tries), cry (cries), fly (flies)
+ nếu trước Y là một nguyên âm => + s: plays, stays
- Động từ tận cùng bằng CH, SH, S, X, Z => + es: watches, washes, kisses, fixes, buzzes
- Những động từ còn lại + s
2. The Past Simple Tense:
a. Form:
Normal Verb To Be
Affirmative
S V
2/ed
S
I
He, She, It
N(số ít)
N(không đếm được)
was
Noun
Adj
Prep + obj
We, You, They
N(số nhiều)
were
Negative
S
did not
(didn’t)
V

0
S
I
He, She, It
N(số ít)
N(không đếm được)
was not
(wasn’t)
Noun
Adj
Prep + obj
We, You, They
N(số nhiều)
were not
(weren’t)
Interrogativ
e
Di
d
S V
0
?
Was
S
I
He, She, It
N(số ít)
N(không đếm được)
Noun
Adj

Prep +
obj
?
Were
We, You, They
N(số nhiều)
b. Usage:
- Hành động đã xảy ra và chấm dứt ở quá khứ với thời gian xác định rõ rang.
- Hành độn đã xảy ra ở một khoảng thời gian trong quá khứ và bây giờ đã kết thúc.
- Một thòi quen trong quá khứ đã chấm dứt.
c. Time markers:
- Last week/ month/ year
- One week/ two months/ … ago
- Yesterday
- In + year (past)
- From 1990 to 1999
d. V
ed:
- Độnng từ tận cùng bằng Y:
+ nếu trước Y là một phụ âm => i + ed: try (tried), cry (cried)
+ nếu trước Y là một nguyên âm => + ed: played, stayed
- Gấp đôi phụ âm cuối khi:
+ Động từ một vần, tận cùng bằng một phụ âm, trước phụ âm là một nguyên âm: stopped,
robbed, planned, tipped
+ Động từ hai vần có vần thứ hai được nhấn và tận cùng bằng một phụ âm, trước nó là một
nguyên âm: omitted, permitted