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Lesson Plan

Lesson Plan

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MODULE 9: BUYING AND SELLING Language focus 1 – Comparative Adjective/ Practice/Adjective Vocabulary/pg 78 – 79 K16E23, Term II/ 2010 – 2011 Goals Upon completing the lesson, students will: 1. Understand the types of comparative adjectives; and its irregular form 2. Know how to compare things using comparative adjectives structure 3. Know vocabulary related to clothes and shopping. Material Textbook: New Cutting Edge Elementary s/ Delivery material: projector, white-board; Supplie s Procedure 20’ I/ COMPARATIVE ADJECTIVE: Warm-up: − Teacher gives examples about cars then asks students to identify the adjectives and its opposites (1.a; 1.b/ pg 78, student book) − Teacher gives students a picture and explains Julian’s situation asks them to talk about Julian’s demand. (2; 3/pg 78, student book). − Gives students a small exercise of Julian’s situation leading them to recognize the structure of comparative form. 35’ Presentation Form: comparative adjective 1. Short Adj. (1-syllable; 2-syllable ending Y,consonant –vowel -consonant): small, old, tall, busy, lazy etc. Adj. Old Small Big Ugly Pretty lucky comparative Old + er Small + er Big + g + er E.g. Older, cheaper smaller, newer,

Bigger, hotter, fatter, thinner

Ugl + i + er Uglier, prettier, luckier, Prett + i + er friendlier Luck + i + er  S1 + to be + one syllable adj + er + than S2  S1 + to be + one syllable adj. + (double final consonant) + er + than S2 (consonant – vowel + consonant) S1 + to be + two syllable adj. ending in Y + (reject Y) + ier + than S2

2. Long adj. (two syllable): expensive, attractive, important, etc.
Adj. expensive comparative More + Expensive E.g. More comfortable, more difficult, more interesting, more intelligent

S1 + to be + more + adj. + than + S2

3. Irregular adjective and Exception:
Adj Irregular Bad, little, far Exception Narrow Clever Simple Narrow + er = Narrower Clever +er = Cleverer SimpleàSimpl Simpler +er = E.g.: Bad – worse, little – less; far further


II/ PRACTICE: 1/Correct sentences

a) My brother is (tall) than me. b) This topic is (easy ) than the others.
c) The road in Hanoi is (narrow) than in Bangkok

d) Is there anything (boring) than watching a bad movie? e) My sister is (careful) with her writing than I am with


15’ 20’ 35’

2/Exercise 1: pg 79 1. Correct sentences (1/ pg 79, student book): 10’ 2. Work in pair using the comparative form to compare the products (2a; 2b/pg 78, student book): 10’ 3/Exercise 2 (follow-up: strong elementary level): 20’ • Work in pairs to talk about another topics: Laptop and PCs, different TV channels (VN Ido and potential music star); two famous actors; etc. Pronunciation: stress/ weak syllable • Listen to the recording and identify the stress/weak syllable (T9.1 ; T9.2/ pg79 - Rec. 41; 42/ disk two) • Help Ss practice the pronunciation Break Additional Practice: pg 52, Workbook (optional) 1. Adjectives opposite, pg 52 2. Comparative adjectives, pg 52 II/ VOCABULARY: SHOP & SHOPPING Activity 1: Matching the pictures to the shop (1/pg 82, student book): 10’ 1. A bakery (cake, bread…) - A 2. A butcher’s (cheese, sausage, all kind of meat…) - B 3. A clothes shop (pants, skirt, dress, pull, pull-over, shirt…) - D

4. 5. 6. 7. 8. 9.

A dry-cleaner’s - C A gift shop (present, gift, souvenir…) - E A hairdresser’s (hair cut, nail repaired, hair washed…) - F A local shop (food, drink, newspaper, magazines…) - G A pharmacy (medicine, toothpaste…) - H A post office (sending letter, buying stamp, making phone call, posting parcel…) – I

Activity 2: Checking meaning: T asks Ss the meaning of the bold word in sentences giving then asks them write the answers to the questions (2/pg 82, student book): 10’ abcdefghiA dry-cleaner A hairdresser’ Bakery A clothes shop A gift shop A Post office A butcher’s A local shop A pharmacy

Acitivity 3: (15’) T makes a shopping list and asks students where to buy those things. Shopping list: − Thing to buy: A news paper, meat, bread and cakes, jeans; − Thing to do: wash dress, get hair-cut. Question for asking: − I need a news paper. Where can I buy it?--> a local shop − I also need to wash my dress to go to my friend’s birthday. Where should I go? Answers: a. Local shop b. B……………….. ..(butcher’s) c. B…………………. (bakery ) d. C………………… (clothes shop) e. D…………………. (dry-cleaner) f. H………………….. (hair dresser’s) 5’ Homework: − Learn by heart form of comparative adj./ vocabulary of clothes and shopping. − 1, 2/pg 85 (Ss’ book) − Vocabulary: Shops and Shopping, pg 54 (work book):

MODULE 9: BUYING AND SELLING Language focus 2: Superlative Adjective/Practice/Reading “the world’s famous market” K16E23, Term II/ 2010 – 2011 Goals Upon completing the lesson, students will: 1. Understand the types of superlative adjectives; and its irregular form 2. Know how to compare things using superlative adjectives structure Skills involved: reading Material Textbook: New Cutting Edge Elementary s/ Delivery material: projector, white-board; video clips Supplies Procedure Time Activity 10’ I/SUPERLATIVE ADJECTIVE Review comparative adjective form (10’) − Group: 5-6 − Situation: A woman is declaring her losing things to a caption. She describes its feature to receive them back. (Video: Comparative – Listening-Practice2)

− Requirement: Ss listen to a dialogue between a woman and a caption.

Write down the comparative adj. while a woman is describing the things she lost.


Presentation Form of superlative adjective + examples (15’) 1. Short Adj. (1-syllable adj.; ending Y, consonant +vowel +consonant): Old, big, ugly Adj. old Small Big Ugly Pretty lucky Superlative The + old + est The + small + est E.g. Oldest, smallest, cheapest hotter, newest, fatter,

The + big + g + Biggest, est thinner

The + ugl + i + Ugliest, prettiest, luckiest, est friendliest The + prett + i + est The + luck + i + est  to be + the + one syllable adj + est  to be + the + one syllable adj. + (double final consonant) + est (consonant – vowel + consonant) to be + the+ two syllable adj. ending in Y + (reject Y) + iest

: Adjective Comparatives (2 things/ persons/ places) Superlative (>= 3 things/ persons/ places) Fast Big Easy Difficult Good Bad faster Bigger Easier More difficult Better Worse The The The The The The fastest Biggest Easiest most difficult best worst Examples: − The King of Thailand owns the biggest diamond in the world.g. and exception Adj Irregular Bad. 3. Exercise 2: 2a.2. the most interesting. 20’ II/PRACTICE Exercise 1: T9. Long adj. the Expensive most comfortable.the best. expensive superlative The E.65 seconds − Some people think that Chinese is the most difficult language. the most difficult. good.3/ pg 80 – Recording 3: T43/disk two (10’) − Additional activity: T helps student correct their pronunciation while they 30’ are responding to the answers in exercise 1.g. and Superlative Adj. Comparative Adj. far –the farthest/ furthest Narrow à the narrowest/ the most narrow Simple à the simplest/ the most simple Cleverà the cleverest/ the most clever 4. It weights 2. comfortable Adj.6 kg − The most expensive car in the world is Farrari.: expensive. Irregular adj.: Bad – the worst. far Exception Narrow Clever Simple E. It is also the fastest car which can drive from 0 –100 km/h in 3. good. 2b/ pg 147 (10’) III/ READING: THE WORLD’S FAMOUS MARKET Pre-reading: Activitie1: . the most intelligent  to be + the most + adj. + most + The most expensive.

food. in medicines or for their pleasant smell. Ss do the rest video clips. famous. (10’) o What is the name of the markets? o Where is it? (Italy. attract Tourist) (15’) • Ask Ss some information they have just seen in each videos. Parsley. etc. help student practice pronunciation (20’) Carpet /ˈkɑːpɪt/: a thick woven material made of wool. flowers. like a blanket. 15’ 40’ Break While reading Instruction: Examine 5 paragraphes in the reading lesson. that is used for wrapping around your legs to keep warm Toy/ tɔɪ/: 1 an object for children to play with Gift/ ɡɪft/: a thing that you give to somebody. And briefly introduce the markets in the videos (only where. Mexico. in pairs.25’ Ss. vegetable. Thailand.…) Lexicon/ Vocabulary check: show image + explain in English. etc.) on boats. flowers or seeds are used to flavour food. In the first video clip. mint and oregano are all herbs Decoration/ˌ dekəˈreɪʃn/: a thing that makes something look more attractive on special occasions Medicine / ˈmedsn/ : the study and treatment of diseases and injuries Floating market: a traditional market where people sell and buy things (fruits. Most birds can fly Herb / hɜːb/: a plant whose leaves. clothes. take turn to ask and answer 3 questions related to market(10’) • Show videos (with subtitle) about the markets mentioned in the reading material. for covering floors or stairs Rug / rʌɡ/: • a piece of thick material like a small carpet that is used for covering or decorating part of a floor • a piece of thick warm material.…) o Which things do you see there? (food. clothes. teacher answers the following questions as an examples for students. Instruct students . especially on a special occasion or to say thank you • Bird/ bɜːd/: a creature that is covered with feathers and has two wings and two legs.

vegetables When/ time opened Not mentioned Early morning till late night/ every day 6am – midday Campo de Fiori Rome. Assign each group fills in the blank table to complete information about 5 markets in the reading lesson (10’) Activity 3: after finishing completing the table. herbs and natural medicine Fresh tropical fruit.it sells a lot of…. instruct Ss how to introduce a market (5’). Using comparative adj. is encouraged Template: The market is called…. Home work: divide class into groups. Ask them to re-write 5 markets they have read (8’) and response in front of the class (7’) Write about a market where you often visit to or a famous market in your local. Mexico 100km from Bangkok. hand-made gifts. scanning and − Predict text content − Guess word meaning via context/ inference clues Activity 2 (group work): Invite students into groups of 5-6. One group asks and another answers to check their comprehensive reading ability (10’) Name The Grand Bazaar Sonara Market Floating Market.to comprehend the topic by flowing techniques Paragraph 1: statement of markets/Paragraph 2/Paragraph 3/ Paragraph 4/ Paragraph 5 (20’) − Indentify the main idea by using visual image. vegetables 7am – midday/ every day (except Sunday) End of Nov till Xmas Nurnberg Christmas Market Nurnberg. Turkey Mexico. fruit. Thailand What/Goods Any thing. food & drink 20’ Post reading: Activity 2 (individual work): delivery a very simple template to students. Xmas decorations. birds. Let each group search information about few floating markets in the world then write an essay based on information they got with a template they have learned at the class .. German Toys.. I often go there because I like……I prefer to go to A market because it is ………than B market/ it is the most…. rug and carpet (popular) Toys.it opens from…to….in my city. Italy Flowers. Damnoen Suduak Where/Locatio n Istanbul.

Talk confidently with people via a role play section and other speaking practice work related to shopping and souvenir topics 3. etc.materials for writing and for using in an office. beautiful − Stationery/steɪʃənri/ (Bri.the process of making perfume − Cosmetic /kɒzˈmetɪk/: a substance that you put on your face or body to make it more attractive.) /ˈsteɪʃəneri/ (Ame. Know new words of shops and shopping 2. usually below ground level. I/ ASKING IN SHOPS Presentation: T explains in English then asks Ss what does that mean in Vietnamese. Understand the rule of present continuous tense Skills involved: listening. − Perfumery /pəˈfjuːməri/: . Finally. teacher corrects in Vietnamese and help them practice pronunciation (10’) − Basement /ˈbeɪsmənt/ (n): the lowest floor of a building. students will: 1.a place where perfumes are made and/or sold .Goals Material s/ Supplie s Procedure Time Activity 20’ MODULE 9: BUYING AND SELLING Real Life :Asking in shops-Task : Choose Souvenirs from your country MODULE 10: STREET LIFE Language focus 1: Present continuous K16E23.) . Term II/ 2010 – 2011 Upon completing the lesson. white-board. for example paper. pens. such as pans. bowls. speaking Textbook: New Cutting Edge Elementary Delivery material: projector. envelopes . usually used for car-park (tầng hầm) − Ground floor /ground flɔː(r)/: the floor of a building that is at the same level as the ground outside.special paper for writing letters on . (tầng trệt) o Note: First floor (in USA) (tầng 1 ở Mỹ) − First floor: the level of a building above the ground level (tầng 1) o Note: Second floor (in USA) (tầng 2 ở Mỹ) UK 2 floor 1st floor Ground floor Basement nd USA 3 floor 2nd floor 1st floor Basement rd − Kitchenware /ˈkɪtʃɪnweə (r)/ used in shops/stores to describe objects that you use in a kitchen.

C 4. Anna wants to buy a CDà T/CD players 2.20 3. She buys a diaryàF/ they only sell diaries in November and December 9. Answer: The Food hall/ in the basement The DVD/Video/ Music department/ on the 2nd floor The Books department/ on the 3rd floor The Stationery department/ on the ground floor The ladies’ clothes department/ on the 1st floor Activity 3: Exercise 1b/pg 81: Play the recording. A Activity 4: True/ False questions (T/F): Ask students work in pair to check T/F answer then report to the class.20à F/ £50. E 3. list of vocabulary: explain the unknown words then help students practice with pronunciation (10’) Answer: 1. T makes an example then goes around to supervise whole class.g: picture (a) − Student 1: which department is it? − Student 2: it is a Food hall − Student 2: Where is it? − Students 1: It is in the basement. book store. The top team member hears and writes down the list then reports to teacher. They sell diaries in the book departmentàF/ stationery department 7. B 2. D 5. He/she whispers to her nearest team member. b. The final one of the line will be received a message with a list of shop/store/selling department’s name. Post-cards/2. There’re a restaurant on the fourth flooràT Activity 5: Exercise 2/ pg 83 (10’) 2a. e. bakery shop. (10’) 1. Anna likes color of the topàT 4. (Recording T44-48/ CD2) (10’) Answer: 1. The message will be conveyed through the line to the top. The quickest team is the winner Vocabulary List: gift shop. The book about Greece in the travel sectionà T 6. in pairs. d. CD shop Activity 2: Exercise 1a/pg 82: Look at the pictures a-e. jewellery shop.T-shirt/ 3. c. She pays £ 15. In each line. She doesn’t buy the topàT 5.Batteries for − Jewellery /’dʒuːəlri/: objects such as rings and necklaces that people wear a.30’ as decoration Activity 1: Game to review vocabulary – The Messenger (người đưa tin): (15’) Divide class into groups forming lines. take turn to ask and answer which departments/ floors they are on. Matching the questions with answers (5’) 2b. cosmetic shop. 1 person stands 1 meter length and faces his/ her face to the others. dry-cleaner’s. kitchenware store. stationery. She buys a penàT 8. (10’) E. ask Ss to listen and compare their answers with partner. 35’ . Listen again and check: (T49/CD2) (5’) Answer: 1G/2F/ 3H/4A/5B/ 6C/7D/ 8E Activity 6: Exercise 3/ pg 83 (25’) 3a.Fruit/ 5. She buy a pain muffinàF/ chocolate muffin 10. Ss. Stamps/ 4.

Study/ Practice: Asking in shops/ pg 85 2. Listen and tick the thing Peter buys. − C1: Thanks − A: You’re welcome! Have a nice day.80 altogether Dialogue 2: P: Do you sell batteries? A: Yes. How many have you got? P: Eight A: That’s two pounds? P: And I’d like two stamps for Canada A: That’s £ 4. in pairs. Homework: 1. Yes. (5’) − Play the recording. Toothpaste/ 8. I have blue shoes here. a lamp f. Ss work in pair acting as they are Peter (P) and shop assistant (A): Ss listen to the audio than try to practice the dialogue. − C1: Can you give me some discount? − A: 15 dollars. please A: That’s £ 2. Bye bye. Hand-out: Mod9 -Asking in clothes shop − A: Hello.Sunglasses/ 7.10 Activity 7: Exercise 4/ pg 83: Role Play (RP): Ss. − C1: How much is this? − A: It cost 20 dollars.Okay. a leather bag e.Bread /9. assume they are in a store. a CD c. Students work based on the information given in hand-outs. − C1: You too. welcome to our shop. − C1: Do you have another color? − A: Yes. − A: Oh shoes. − A: Bye bye. how many do you want? P: Two. we have a lot shoes right here. Can I help you? − C: Hello. (see transcript of the dialogue/ Module 9/ pg 171) (10’) Dialogue 1: P: How much are these post-cards? A: twenty –five pence each.Cake 3b. cheese d. Student is a shop assistant (A). what size? P: It’s for this camera A: Let me see…. Workbook: Asking in shop/ pg 57 II/TASK: CHOOSE SOUVENIR FROM YOUR COUNTRY Preparation: Listening Activity 8: 1/ pg 84: Match the words and phrases in the box with photos: ask students discuss in pair and then report to the class (4’) Answer: a. I am looking for shoes please. − Students work in individuals then check the answer with their partners − Recording T50-53/ CD2 Answer: the underline words above 3c.10’ 10’ camera / 6. a doll Activity 9: 2/pg 84: Listen to the recording (T54/ CD2) and number the . a silk scarf b. Student A play a role of a client (C).

Cheese – Silk Scarf Task: Speaking: Activity 10: 1-3/pg 84 − Explain the usage of useful language related to giving ideas. • How about (a book)? b.g 2: − Helen likes ethnic clothes. Thai food. • Yes. in pairs. Decision: • Saying what you decided: • (For Amy) we want to buy a… • The best souvenir for (Tom) is a… • In (Italy) we make/have the best (leather) so we decided to give (Helen) (a leather handbag). − Leave 3’ to Ss. Amy likes unusual food and drink/ cheese. Tom loves folk musicàCD of Tung Duong. or around now. not necessarily at this moment) . E. cookery book. d. platesà Hoian lanterns b.g 1: − I think a doll is a good present for Anna. discussing and saying what you decided. How about if we buy Ao Dai for her? − That’s good ideas. I think we can buy dolls for them because they like toys. bread. • Yes. E. Ngoc Khue singers Helen likes ethnic clothesà Ao Dai Their kids like toysàdolls.15’ souvenirs in orders as they are mentioned in 6 talks (6’) Answer: Doll – Lamp – Leather bag – CD . Roberto enjoys travel book.… c. Discussing • What do you think? • I think a (CD) is better because… • I think the best thing to buy is a (book). that’s a good idea. Then they. Giving your ideas • I think (a doll) is good souvenir for (Anna) • (Thailand) is famous for (silk) so… • You can buy some (really good cheese). discuss what the best souvenir is for the people using the useful language given in the book (7’) Suggestions: a. novel. rug. wineà Hue food. Break III/ MODULE 10: STREET LIFE: Language focus 1: Present continuous tense Use 1 : Now (an action is happening now. Let Ss work independently to read about people on page 143 15’ 20’ then write down the souvenirs from Vietnam or others country for the people. lamp. Mark and Anna love ethnic furniture. but… c. What do you think? − I think the best think to buy is lantern because she likes lamp. How about the souvenir for her kids? Yes. Useful language a. poetryàHoian travel’s guide etc. car-toys.

− I am going to the party tonight. she. etc.g: − What am I doing? I am writing on the board (happening right now) − They are running − I am reading the book The Guru of Management (around now. a the present period ) − Tom is looking for a new job. he/she/it is = he’s/she’s/ it’s) 2/ Negative: ask students make the structure by adding not after the previous examples 1 person 2nd person 3rd person st − I meeting some friends after work. Singular I am not working you are not working he/she/it is not working Plural we are not working you are not working they are not working  S + to be + NOT + V-ing (are not = aren’t. or in progress now) Use 2: Near feature (planning already) Then ask student “are you visiting your parents next weekend?” to make them guess this is the use of near feature or not. you’re. you. Lan. they’re. (around now.) (I am = I’m. it. we. we/you/ they are = we’re.E. is not = isn’t) . he. or in progress now. This is also the use of near feature in the present continuous tense. Tom. 30’ Forms: 1/ Positive: introduce and explain example of positive form to elicit the form: Singular Plural st 1 person I am working we are working 2nd person you are working you are working 3rd person he/she/it is working they are working  S + to be + V-ing (S = I. Teacher finally confirms the correct answer.

S + TO BE + V-ing No. getting b/ If the verb ends in consonant + e (share. run. The quickest team is the winner. S + TO BE + not 3. write). you have to double the last consonant.). − Wrong: hiting (x) − Right hitting  Hitting. setting.2/ Question: What/ Where/Who/ Why + TO BE + V-ing *Note: V-ing form: a/ If the verb ends in a short vowel and a consonant (hit. making. then add –ing. running. set. walking. 10’ Running Singing Walking Crying Catching Dancing . The rest if the team will act as shown in the pictures. etc. Then he/she will tell what is it? (Crying. − Wrong: making (x) − Right: making à Sharing. make. writing Activity 11: game (13’) − Divide class into 2 groups − Rule: each group has one member turned her/his back to the screen.3. get).1/ Question: same process 1st person 2nd person 3rd person Singular Am I working? Are you working? Is he/she/it working? Plural Are we working? Are you working? Are they working ?  TO BE + S + V-ing  Short Answer: − Yes. T one after another shows the pictures as given. then you don’t write the e when you add –ing.

students can: 1.Jumping Swimming Homework: Exercises 1-2/58/ workbook Driving MODULE 10: STREET LIFE Practice: Present continuous tense (cont’d) – Vocabulary: Clothes – Listening: People who wear uniform K16E23. especially for planned future events − I am having an arrangement with my partner on Wednesday. they’re. à S + to be + NOT + V-ing Use 2: to talk about activities happening in the near future. not necessarily this very moment. we/you/ they are = we’re. à S + to be + V-ing − You are not studying hard these days. you’re. hand-outs Supplie s Procedure Time Activity 15’ I/ PRESEN CONTINUOUS TENSE – PRACTICE: (cont’d) Review present continuous tense Use 1: to talk about activities happening now or around now. S + to be + V-ing (I am = I’m. Have new words of clothes. Consolidate the use of present continuous tense 2. white-board. à S + to be + V-ing − Be quiet! They are studying next room. à S + to be + V-ing − I am sitting here because I am tired. uniform of some jobs Skills involved: listening Material Textbook: New Cutting Edge Elementary s/ Delivery material: projector. Term II/ 2010 – 2011 Goals Upon completing the lesson. S + to be + NOT + V-ing . − Look! The kid is crying. in progress around now. àS + to be + V-ing − Peter is coming for dinner tomorrow à S + to be + V-ing − Are you eating out tonight? à TO BE + S + V-ing − What are you doing at weekend? Form: 1. he/she/it is = he’s/she’s/ it’s) 2.

(5’) Hand-out 3/ Fix the mistakes in the following sentences: a) Jessica reading a comic book right now. Fix the mistakes in sentences. My mother and father _______ talking about something important right now. so be quiet. I _______ playing tennis right now. do__________ cook__________ make__________ hit__________ play__________ share__________ practice_________ leave _ __________ smile__________ listen__________ look__________ wish__________ sit__________ tidy__________ dream_________ win__________ _ watch_________ say__________ bake__________ rain__________ swim__________ fit__________ clean________ bet__________ sell __________ give__________ put__________ fly__________ 2. Jake and I _______ working hard in school. What/where/why/who +TO BE + V-ing? 5.40’ (are not = aren’t. so please be quiet! ____________________________________________ d) The baby is cry so loudly! I can’t do my homework! ____________________________________________ . V-ing form PRACTICE 1. The fastest one is the winner. Teacher corrects their pronunciation and translation. Kate and Charlie _______ making a pizza for dinner. Add –ing to the verbs (10’): Hand-out – Mod10-V-ing form Put class into 4 groups. Patrick _______ sitting on the floor right now. (10’) Hand-out 2: Write a “Be Verb” in the blanks to complete each sentence: a) b) c) d) e) f) g) h) Billy _______ trying to climb a mountain. To be + S + V-ing? 4. Then ask students read out loud and translate the sentences. Ask them write the V-ing form of the given verbs. Write a “Be Verb” in the blanks to complete each sentence. Wendy _______ going to America. Answers: is/ are/ are/ is/ am/ is/ are/ are 3. Delivery hand-out 1 to 4 groups. My sisters _______ sleeping right now. ____________________________________________ c) I watching a movie right now. ______________________________________ b) They are eat dinner at their favorite restaurant right now. is not = isn’t) 3.

Scarf / skɑːf/: a piece of cloth that is worn around the neck. with long sleeves and no buttons 8. Tights / taɪts/ : a piece of clothing made of very thin cloth that fits closely over a woman's hips. that has sleeves and fastens down the front. Listening (10’) Material: video “ present continuous tense – listening” Task: listen to the conversation between a man and a woman. Trouser /ˈtraʊzəz)/: a piece of clothing that covers the body from the waist down and is divided into two parts to cover each leg separately 2. Women also wear scarves over their shoulders or hair 6. Instruction: Ask students memorize the words listed in the hand-out 1. carried on the back and used especially by people who go climbing or walking Activity 1: 1a-b/pg88: Ss.5/ workbook/pg 58-59) 55’ II/ VOCABULARY: Clothes Presentation: 1/ Meaning of new words (15’) 1. Trainer/ ˈtreɪnə(r)/ : a shoe that you wear for sports or as informal clothing 7. legs and feet 3.4. including a jacket and trousers/pants or a skirt 10. Answers: cleaning/ tidying/ cooking/ wearing/ coming/leaving 5. Coats have sleeves and may be long or short 4. Earring/ ˈɪərɪŋ/: a piece of jewellery that you fasten in or on your ear 9. ____________________________________________ Answers: is/ eating/am/crying/is − − − 4. Jacket / ˈdʒækɪt/ : a piece of clothing worn on the top half of the body over a shirt. look at the picture. Suit/ sjuːt /:a set of clothes made of the same cloth. a short. Backpack / ˈbækpæk/: a large bag. one asks while another answers the following questions: which things are the people wearing? Which are they carrying? (5’) Wearing Pedro suit shirt tie shoes A briefcase Dimitri jeans T-shirt belt trainers Helen jacket T-shirt earrings trousers shoes A backpack sport bag Camilla hat jacket scarf dress sandals A handbag Mel jumper skirt earrings boosts briefcase Carrying . for example for warmth or decoration. He is doing something in his house. Jumper / ˈdʒʌ mpə(r)/: a knitted piece of clothing made of wool or cotton for the upper part of the body.e) Jackie walking to the park right now with her friends. Coat / kəʊt/ : a piece of outdoor clothing that is worn over other clothes to keep warm or dry. in pairs. etc. often supported on a light metal frame. Tell what he is doing by writing down the V-ing. reveal some of them will be appeared in the conversation so that it will be easier for them to listen to the conversation. Briefcase / ˈbriːfkeɪs/: a flat case used for carrying papers and documents 5. light coat 11. Homework: leave homework for students (3.

Workers 4. T makes an example first.g. a suit. doctor. • Michelle: a black and white hat. then tick the clothes they hear that also appear on the list in 1b/pg88 (5’) 15’ LISTENING: PEOPLE WHO WEAR UNIFORMS Warm-up: T shows some pictures and asks Ss to guess who they are in the picture (e. then they have to say who is mentioned (10’) Activity 4: Listen to a song of clothes edited by Peter Weatherall.” Activity 3: Divide class into 2 groups.. you can’t move your head b) because the trousers are leather and uncomfortable . Doctor 2. (10’) Note: useful language to demonstrate the people: “this person/he/she is wearing a blue shirt. Michelle: her clothes look smart) − T explains some new words if necessary. Members in this group describe a member in another group. While – Listening: 2/pg 89 − Let Ss listen and check who they you think wear the clothes in the box. T can play the song twice if needed. Answer: a) because it is small and very heavy. a leather trousers and tights. Let Ss guess and answer the following questions: − What are their jobs? (Andy: guard. describe and guess who he/she is in the picture..Break 60’ Activity2: 2/pg 88: Ss work in pairs. A black and white hat a hat that is 300 years old A white shirt a leather trousers a black trousers − Answer: • Andy: a hat that is 300 years old. etc. a white shirt and very big shoes − Play the recording twice. ask Ss to answer the questions in textbook. Fire fighters (2) (3) 3. Write down the clothes they hear.: teacher.?) (1) Answer: 1. Businessman (4) Pre-listening: 1/pg 89 Refer Ss to look at the picture s of Andy and Michelle in the book pg 89. Michelle: police officer) − What are they wearing? (they are wearing uniform) − Are their uniforms smart /ugly /heavy/ uncomfortable? (Andy: a hat looks uncomfortable. Ss are required to work in pair to discuss and give the answers. (10’) Answers: socks/shirt/shorts/skirt/T-shirt/jeans/dress 2/ Practice pronunciation: Recording 6 (T63/ CDs): Exercise: Listen an audio speaking a list of clothes.

She is getting ready to go out. -> Present simple 2/Presentation: Present Simple: Use: Use 1: we use Present simple to talk about something that is always true or a fact E. would you like to wear a uniform? • Who wears uniform in your country (Vietnam)? Which uniform do you like best? − T can may do example for Ss: “In our school some department have uniform. No. c. -> Present simple f. when it is raining. Yes. she doesn’t. Term II/ 2010 – 2011 − Upon completing the lesson. a blue skirt and quite a lot of make-up. she is. blue Ao Dai is our uniform. • Do you wear a uniform at school? • Do you like it? If not. She usually wears dark colors.--> Present simple d.g: − The Brians come from Canada so that they can speak both English and French. − Water boils at 1000C . Answer: a. -> Present simple e. She wears bright colors. − California is in America. students will have ability to recognize the different between Present simple and Present continuous tense − Check students’ comprehension via regular check. Sometimes. I still like it very much because it our traditional custom. b. Anyway. hand-outs Goals Material s/ Supplie s Procedure Time Activity 75’ I/ PRESENT SIMPLE: 1/Warm-up: Focus Ss on the picture of Michelle. It is representative of Vietnamese woman. clothes MODULE 10: STREET LIFE Present simple or Present continuous tense – Practice – Regular check K16E23. Ask them to read and answer the questions in textbook. white-board. Ao Dai is uncomfortable to wear. She is wearing a new pink top. Homework: − Review form of: Comparative & Superlative. In our accounting department.c) no d) yes. Because they are big and ugly Post-listening: − Ss are asked to discuss in groups the question in the textbook. Present continuous tense − Learn by heart Vocabulary: Shops. Textbook: New Cutting Edge Elementary Delivery material: projector. because it’s smart e) the shoes.

g.: − Michelle usually wears dark colors.) DOES + S + V(inf. I am − My boss always goes to work at reading an interested book of Liz 6. She wears bright colors − I wear suit to go to work but I wear Ao Dai to go to class − Tri doesn’t like tea.) 3/Compare Present simple with Present continuous tense: PRESENT SIMPLE 1/ to talk about the something that is always true/ a fact − Brian comes from Canada so that he can speak both English and French. buy . Murray.: play – plays. then add “IES” − − () (? ) E. she is wearing a pink top top. − I wear suit to go to work but I wear − I like management book.) DO + S + V(inf.goes.Use 2: we use Present simple to talk about habit/routine/schedule E. Kiss . But now she is living in Danang to study MBA.kisses X fix – fixes.: study – studies. I usually Ao Dai to go to class read books of Brian Tracy (Present − I like management book. − Water boils at 1000C − Anh lives with her parents in Kontum PRESEN CONTINUOUS TENSE 1/To talk about something happening now or around now − Water is boiling.? S + DON’T + V(inf. He prefers coffee − Do you like English? − The train leaves tonight at 6 PM.30 am. X. DO + I/we/you/they + wear/come …? DOES + He/she/it + wear/come…. mix. Vs have no consonant before Y: only add -S as usually E. (+ I/we/you/they + wear/come … S + V(inf. − Anh lives with her parents in Kontum. cry – cries Other Verbs: add – S.g. do – does CH watch watches SH wash -washes S Pass. Simple). Billy can you turn it off? (happen now) − She wears dark colors at work.passes.) S + DOESN’T + V(inf. .) ) He/she/it + wears/leaves. But at the moment. Tonight. is … S + V (s/es) Note: V(e/es) − Vs ending in “O.buys I/we/you/they + DON’T + wear/come … He/she/it + DOESN’T + wear/come….g. Form: T introduces the form of Present Simple and asks Ss to refer the examples if needed. Z” à V + ES O go. S.mixes − Vs ending in a consonant and Y à omit Y. 2/ To talk about something happening 2/ to talk about habit/ routine around now: − She wears dark colors at work. SH. CH.

I like habits and routines. hand-outs Supplies Procedure Time Activity . Term II/ 2010 – 2011 Goals Upon completing the lesson. He is very different from me. ask for a time. He likes new clothes and fashion. MODULE 10: STREET LIFE Voc. He plays hard rock in a group called "Metal Bananas" . I always drink two glasses of milk in the morning and I usually arrive at school at twenty five past eight . speak and write about people’s appearance as well as about a picture.Simple & Continuous Homework: − Do related exercises in Workbook − Teacher delivers Hand-out: Mod10-Simple review. for a bill or changes at a restaurant. & W. a schedule. We go to the club on Saturdays. I have a beautiful garden. I also love animals and plants. and he doesn't listen to pop music. He never arrives on time for lunch. For example. Hi everybody! I'm The Present Simple Girl.Real life: Street talk K16E23. The Present Continuous Guy. I love pop music. I live with my parents and my brother. Have ability to ask and give advices (asking for directions. Have ability to understand.: Describing People . I always do the same things and at the same time.45’ II/ PRACTICE Exercise 1-2/ pg 90 Hand-out: Mod10 – Pre. 2. etc) Material Textbook: New Cutting Edge Elementary s/ Aids: projector.Task: complete & describing a picture . I often wear jeans and T-shirts. students will: 1. white-board. images. We are in an English club called The Happy Verby Gang.

They are wearing casual clothes. She has straight long hair. • Describe their appearance including hair. She is in her early forties but she is very attractive. he has short brown hair. He is middle-age. he’s handsome.35’ I/ VOCABULARY – WRITING: DESCRIBING PEOPLE Activity 1 . Justin has short hair. Activity 2 . • Focus on new words of describing these people: middle-age. moustache. body. Bean is ugly. eyes. He is middle-age. They are both young and good-looking Selena has got long hair. She has blonde pony tail hair and grey eyes. tall. Brad Pitt is a famous actor. Deliver hand-out Mod10.Physical App. He has got pony-tail hair. brown hair. He is middle-age but he is handsome. pony-tail. Mr. He has got moustache and beard. etc. . she is slim and tall.Follow-up: (10’) Explain new vocabulary of describing people’s appearance in the previous examples. She is wearing earrings. Naomi Campel is a supper model. Roberto Baggio is a sport star. grey eyes. slim. Jennifer Aniston is a famous actress. beard. he has got dark skin and short black hair He is well-built. − Method: visualize by images − Interaction: teacher – students (T-Ss) − Class management: individual/ whole class activity (follow-up) − Procedure: • Show pictures of some celebrities. He is wearing suit.Warm-up: (10’) − General competence: to understand vocabulary of describing people. Justin and Selena are teen movie stars. He has big dark eyes and short dark hair. age. Ask students to build/complete the hand-out to describe people’s appearance and how they look. She is the first famous black model. He’s around 45. Will Smith is a singer an actor.

middle-age. Jennifer Aniston a bunch of hair tied at the back of the head so that it hangs like a horse's tail 7. heavy. grey. curly. etc Eyes big round blue eyes. etc Face Good-looking. • Who is in her/his twenties/ thirties/ early forties? b/ Writing . Blonde: is referred to woman. black. thin. Moustaches / məˈstɑːʃ/ (plural noun): a very long moustache 3. smart. short. Pony-tail/ˈpəʊniteɪl / (n) à images of Roberto Baggio. shaved head. old. grey. young. Ss-Ss − Class management: individual. Moustache / məˈstɑːʃ/ (n): images of Brad Pitt a line of hair that a man allows to grow on his upper lip 2. etc Black.(twenties)… • She is…(short)…. fat. 5. narrow blue. large. white on Height/ (Not very) tall.Useful language 1 (10’) Hand-out: Mod 10 –Useful language 1: • He has got (a) (moustache/ blonde hair/ blue eyes)… o (*) (students can use “has got” or “has”) • She is in her. formal. blond (e). Slim/ slɪm/ (adj)à image of Naome Campel thin. messy Practice: Complete the description in the picture of hand-out (pg 2/3 of handout) (5’) Activity 3: − General competence: to interact in speaking. well-built. red. beautiful. brown. green.Individual: Ss are asked to write down a description of people in the pictures. color. light. pairs work. bright. etc Body Age In her twenties. pony-tail. in a way that is attractive comfortable clothes that you choose to wear in your free time hair that grows on the chin and cheeks of a man's face. etc. Blond(e) hair /blɒnd/:à image of Jennifer Aniston. boy Hand-out Mod 10 -Physical App (pg 1/3 of handout) Hair bald. kləʊz/: images of Justin and Selena 4. writing of a description of people’s appearance. tidy. nice.whole class activity: Ask students who they are in the pictures below by using sentences (10’) • Who has got (a) moustache? • Who has got blonde hair/medium-length hair/ blue eyes/ pony-tail? • Who is wearing casual clothes • Who is slim/tall/ good-looking. Ss are recommended to use hand-out Mod10 – Physical App. etc Clothes casual.. class activity − Procedure: a/ Speaking . small. − Method: visualize by images. slim. above and following Hand-out Mod10.1.. Casual clothes / ˈkæʒ uəl. in her early forties. straight. Beard/ bɪəd/ (n): image of Brad Pitt 30’ . girl Blond: is referred to man. Complexi Black. brunette.. useful languages (template) − Interaction: T-Ss. similar hair that grows on some animals 6. around 25th.

Get them answer.. David Beckham.Pairs work: Student no. Ask Ss the questions in pg 92. Jennifer Hudson. Check the answers: • It’s morning • It’s growling at a cat Black and White • She’s listening music. Cameron Diaz.. today she is wearing… (suit and tie). and shoes. She isn’t very tall = she is short She isn’t very slim = she is fat c/ Speaking.Individual & whole class activity –: Listening to the Rec. She’s wearing dress.. picture − Method: imagining. 8 . Ss-Ss − Class management: whole class activity − Procedure: a/ Speaking -Individual & whole class activity: Focus picture A in textbook. guessing by picture − Interaction: T-Ss. a hat. The woman has got (blonde) hair. The man has got moustache.(jeans and jumpers)…But. b/ Listening. trousers. (brown) trousers.• • • She usually wears. Vin Diesel. She’s got a cup of coffee or tea • He’s wearing a (yellow) jumper or T-shirt. Prince William.1 (S1) reads her/his description. He is wearing a jacket. S2 must guess who it is (10’) 15’ (Jessica and her husband. Gaga Lady. She is wearing a (purple) dress. Robert Einstein) II/ TASK: DESCRIBING A PICTURE Activity 4: − General competence: comprehension of listening in people’s appearance. Nick Carter. (grey) shoes and sunglasses • They are sitting at the table..

individual − Procedure: • Shows 3 pictures to students. o They are. Ss-Ss − Class management: Individual.. Not white skirt − The dog isn’t running.. It’s growling at the cat − There are a man and a woman sitting at the coffee shop. The others . there are 5 people are having meal. o The floor …. TOEIC test – Test 1) (15’) • Help Ss imagine what people are doing in the picture or what is happening in the picture • Focus Ss on some clues: o The man…is riding his bike on a road…. The father is wearing glasses. on the right Who is doing It’s raining what?/ What is There are 5 people are chatting happening? The man (in the middle) has got long hair The Girl/ she’s eating ice-cream E.. at the bottom.40’ (T66/ CD2) to find 4 mistakes. On the left.has been cleaned… o The school …has been closed down…. then write down a description of a picture.. there are parents. on the left. guessing and checking by listening the audio − Interaction: T-Ss − Class management: whole class activity.Useful language 2b: Position In the middle of the picture. at the top. Activity 6: − General competence: to interact in writing and speaking of a description of a picture − Method: questioning.Listening: − General competence: to understand what people describe in a picture (in short form) − Method: images. play an audio describing a picture (Big step 1. − The girl is wearing a black dress. Ss are recommended to use Mod10-Use language 1 and following Hand-out Mod10 . useful languages − Interaction: T-Ss. Not 2 women − The woman has got long blonde hair. • Ss are asked to add 10 things as given in the box (1/pg93) to one picture. A girl is speaking something. whole class activity − Procedure: a/ Writing (10’) . On the left. there are their kids.discussing a topic…. guessing. pairs work. o There is a picture on the wall. Not black short hair TASK: Speaking Activity 5: (15’) .g: In the middle.Individual • Teacher delivers 2 pictures missing some items...

Ss-Ss − Class management: Individual. Ss-Ss − Class management: Individual. Which team gets the best matching will be the winner. useful words. S2 check the S1’s picture by asking some questions (see Hand-out Mod10-Useful language 2a). Go straight again. o Would/ Could/ Can you tell me the way to …(Danang station) ….g: direction).Pairs work − Student no.2) • Focus Ss on the useful words using in the videos. o Excuse me.(Vietcombank) is.please? o Would/ Could/ Can you tell me where the….(Cham Museum)…. exercises. please? o Go straight. (10’) o What’s the woman (on the right hand) doing? o What’s the man (in the middle) holding? o What’s he/she wearing? o What’s happening in the rooms (above) the café o What kind of hair has he/she got? o Is he/she smiling? Break III/ REAL LIFE: STEET TALK Activity 7: (25’) − General competence: to understand to ask when being at the street.are listening her story carefully. turn left/ turn right into the ABC street. − Interaction: T-Ss. whole class activity − Procedure: • Do an example to the whole class • Ask Ss work in individual then compare with their partner. b/ Speaking (15’) . − Method: useful languages − Interaction: T-Ss. I am looking for….Follow up (35’) − General competence: comprehension of asking and giving information (e. go down. It’ll be on your right hand. pairs work − Procedure: • Show videos (Asking & Giving Direction 1. please? b) Go straight. S2 draws to complete the picture. pairs work. Then turn right into Hung street.1 (S1) reads her/his description. − Method: visualize by videos. − S1 does the same process to draw a picture of S2. c) Where is the nearest Vietcombank ATM? 15’ 60’ . • Check by listening the Recording 9 (T67/CD2) Check answer: 1a/ 2b/3c/4b/5a/6c/7b Practice: workbook: 11a-b/ pg62 Activity 8 .… o You’ll see it on your right hand o Thank you. you’ re welcome. Can you tell me the way to Big Supper Market. After finishing the drawing they compare the pictures to see they are same or different. etc Exercise Exercise 1-Individual Insert the missing words (5’) a) Excuse me.

12/pg 62 − Consolidation: A & C/ pg94 MODULE 12: A WEEKEND AWAY Goals Language focus 1: going to. − Work book: 8/ pg 60. Ask a Tourist information assistant the way to go to school. Homework: − Describe a relative or a friend of yours or a famous person you admired. Can you tell me where it is. Term II/ 2010 – 2011 Upon completing the lesson. Ss will: − Know the use of feature expression (going to) − Understand the polite way express a statement (would you like to.individual insert the missing preposition (10’) a) Take the first turning on the left b) Turn left into Le Loi street c) I am looking for Duy Tan university d) It’ll be on your left e) Can you tell me the way to Green Plaza hotel? Exercise 3-pairs work: Imaging that you are a US volunteer coming to Danang for teaching English at DTU. 2 to make the dialogue. I am looking for the Cathy shop. would you like to.d) Excuse me. Use useful words and exercise 1. want to) . Note: Ss can do the task at class or at home if the class doesn’t have time enough. want to – Practice K16E23. please? Exercise 2. 10. You are just arrived Danang airtport.

Track 11-16/CD3) about 6 people talking about their plan this weekend. camera 7. football 1b/ Form of “ going to”: . 12. 12. this weekend I am going to attend my friend’s wedding party. But. see a film A friend’s wedding Sharif Watch the football Do something with his children. Ss-Ss − Class management: individual/pairs work − Procedure: 2b/pg 104 Answers: 1. may be take them swimming. white-board.2 .Material s/ Supplie s Procedure Time Activity 30’ 30’ Skill involved: speaking. Lunch with her night) grandparents Phil Stay at home and relax. hand-outs Homework check (15’) Regular check’s result and answers (15’) I/VOCABULARY – LANGUAGE FOCUS 1 ( going to) – PRACTICE Presentation: 1a/Usage: − Ask Ss what do they do usually at the weekend? Ss discuss in pairs and answer the question. filling gap. writing. finish his book. − Method: audio (Rec. Get. − Interaction: T-Ss. (Focus Ss on the underline words to remind the different use of Present continuous Tense and Present Simple tense again so that leading them to the usage of future attention) Activity 1 – Listening: − General competence: comprehension of listening about what people talking about a plan.Track 17/ CD3). have lunch 3.1. This weekend 8. big group 2. images. Be/ birth day 4. Finish book 6. Ask students listen and complete the table below: Name Plans for Saturday Plans for Sunday Neela Club with friends (Sat. Friend’s wedding 9.g: This weekend. − Analyze the plans and above example to elicit the usage of “going to” à future intention. sleep a lot Megan Go shopping Have a barbecue Jamie Go a way to the country Anna Work on Sat. I usually stay at home and relax at the weekend. listening Textbook: New Cutting Edge Elementary Aids: projector. − Then play the audios (Rec. Watch. Teacher can may make an example if needed • e. Do much 5.

Ask Ss to elicit the Negative and Question form. is.). direct demand) d. I am going to Hoian tonight for full-moon festival. I’d like to go away somewhere this weekend à (just a plan. not really need to do) e. help SS elicit points of difference between “want to” and “would like to” a. it. invitation. you. suggestion. she. more direct Informal statement customer service a plan. Would you like to go with me? That would be nice! à (a polite way to offer/ invite and order a service) 2b/Usage: want to = would like to Stronger. especially in 40’ 2c/ Form: write positive form on the board and ask students to guess . f. I want to eat a sandwich à(strong. they. are I am = I’m You/ We/ They are = You’re/We’ re/ They’re He/she/it/ Anna… is = he’s/ she’s/ it’s/ Anna’s We don’t usually use “to be going to GO” 20’ Practice Activity 2: 1/ 105-Individual: Ss are ask to write sentences about each person (5’) Activity 3: 2/105. It is my boy friend’s birthday and I want to get him a digital camera à(direct demand) b. B: I don’t want to. would like to) – PRACTICE: Presentation 2a/ Examples: give examples. Child: Mum. offer formal/polite statement.− − − Write on the board the plans of Neela and Phil to elicit the form of going to Write positive form of “to be going to”. Waiter: What would you like to have / drink? Costumer: I would like to have soup / drink water. I am very hungry. he. direct demand) c.Pairs work (15’) a) She’s going shopping b) He’s going to meet his girl friend c) They’re going to take the dog for a walk d) He’s going to have a cigarette e) He’s going swimming f) She’s going to catch a plane II/VOCABULARY – LANGUAGE FOCUS 1 (Want to. (-): S + to be + NOT + going to + V(inf) (?) To be + S + going to + V(inf) Note: • • • • • • S = I. (+) S + to be going to + V (inf. To be = am. we. A: I want to go to the cinema tonight. Anna etc. Because there is a good fild on TV à(strong.

3/105 – Individual/Pairs work: Rec. (-): S + don’t want + V(inf) doesn’t want (?) Do/ does + S + want + V(inf) Break Would like to = ‘d like to (+): S+ would like to/’d like to + V (inf. are c) Do.).and complete the form. Want to: (+) S + want to/ wants to + V (inf. would e) Are.) (-): S + wouldn’t like to + V (inf) (?): Would + S + like to + V(inf) 15’ 60’ 3/Activity 3 – Practice: 3. 4. teacher corrects the form for students.3 (Track 18) (15’) a) Are b) Are.Speaking Going out & Staying in Language focus 2: suggestions and offers – Practice – Tasks: plan a weekend MODULE 12: A WEEKEND AWAY . would Workbook: 2/pg 70.5/pg 71 (30’) Vocabulary. do d) Are. are f) Would g) Do h) Do.T12. After all.

Let groups explains what and why each others. Have a party 9. (15’) E. Term II/ 2010 – 2011 Students will have ability to 1. − Revise above frequency adverbs and where to put these words in a sentence. Group Ss to same groups if they are in common. 4. The winner is the fastest. Make suggestions/ offers 3. Go swimming 10.g: To a concert/ an exhibition/ a Swimming/ shopping museum Go To the theatre/ country/beach/gym Out/for/away cinema/ the Activity 1 (4/pg106): Divide class into 2 groups. Go to the gym 2. 2. − − − − Makes an example to whole class then ask Ss work individually. “2. Stay in bed 7. Do the housework 8. have: same map) e. groups are asked to read an appropriate phase of it. Ask Ss who “never/ usually/ occasionally/ sometimes/ quite often/usually” does the activity in A–work and rest/ B-sport and exercise/ C-social life/ D-culture/ E-go away for the weekend.Goals Material s/ Supplies Procedure Time Activity 40’ away. “4-usually” do. Go for a walk 4. Understand what people talk about a weekend away and can describe their own plan either. Go to the country 3. white-board I/ VOCABULARY – SPEAKING: Going out & Staying in 1/ Warm-up: 25’ − Ask students about their weekend. do. . K16E23. listening Textbook: New Cutting Edge Elementary Aids: projector. writing. Ask them mark the activities that they “1-never”. get students answer then lead them go through the questionnaire from A to E.: the country à go to the country Answers: 1. Go out with friends 5.occasionally”. Stay at home: 6. Respond to suggestions/ offers. (stay. Make maps as following to help student memorize phrasal verbs with go.g. Focus Ss on some phrasal verbs in the questionnaire. “3-sometimes/ quite often”.Go away for the weekend. Skill involved: speaking. Teacher shows the words or phrase on slide. Know phrasal verbs more related to Go and Stay.

fine/ sure/ okay. shall I and let’s” to above phrase. − Refer Ss back to the dialogue and elicit the form of making suggestions/offers and respond to suggestions/ offers Answers: a/ Why don’t we all go out for a meal Yeah. It sounds good. It’d like to try ità restaurant? yeah. good idea.5 – Track 20/cd3) − Ask them what Lisa and Amy decided to do? Answer: they decided to go to a French restaurant/ French Table with some friends. (T12. d/ I’ll speak to Martin and the others e/ Shall I phone the restaurant and Yes. book a table f/ Let’s book it for eight Yes. − How about that new French restaurant? − How about going to the dancing club tonight? b/ Offers and Responses: − Offers with Shall I? and I’ll + V: Offer Positive response Negative response (ask Ss to complete the table after finish Practice 1/pg107) (ask Ss to complete the table after finish Practice 1/pg107) . we could + V: Suggestion e.6 – track 20/cd3): 2-3 times if necessary. Activity 2: 8’ − Focus Ss on the gapped dialogue − Ask them fill in the missing lines in the gaps − Play the audio (T12. Answers: a-5/ b-4/c-1/d-2/e-6/f-3 Grammar: 30’ − Write the following on the board: • we all go out for a meal • that new French restaurant? • phone and book a table? • book it for eight o’clock − Ask Ss remember and add “why don’t we. It sounds good.g. please if that’s okay. Okay. no! good idea!) (+reason) Shall we Watch a Yes. a/ Suggestions and Responses: − Suggestions with let’s. Positive response Negative response Let’s (=let us) Good idea! (that’s Oh. how about. That sounds more fun! b/ Where shall we go? -(name of the restaurant) c/ How about that new French Let’s go there.45’ II/ LANGUAGE FOCUS 2: SUGGESTIONS AND OFFERS Warm-up: 7’ − Ask what they usually do/plan for their birthday? Get them to answer then lead them listen to the conversation of planning a birthday between Lisa and Amy. I am sorry video? (+ reason) We could Go to a club That sounds (more) fun Why don’t we Go on Yeah. holiday? Note: How about + N/ V-ing. shall we.

please if that’s okay Fine/ Ok/ Sure! Thanks. Thanks. But (+ reason) 10’ Activity 3 – follow-up: Individual work (T-Ss): 10’ − Teacher interacts with Ss by making suggestions and offers to Ss.Shall I order a pizza? I’ll make some coffee Good ideal! Yes. That’s very kind of you It’s Ok. Ss work in individual to complete . Let them respond suggestions/ offer in each situation.

Answers: a.4/c-1. Okay.2. − Situation: a suggestion to have a drink at the beach after finishing a class. B: That sounds nice B: I’m ok.6. A: I’ll book the tickets 5. III/ PRACTICE 1a/pg 107 – Individual work (5’) 1b/pg107 (T12.9. A: I’ll take you home B: That sounds nice. cinema B: Yeah. there many great places to go for weekend. − Get them to try to match the words in box to the appropriate photos.8. A: Shall I call you tomorrow? B: Oh.7/d-1. A: Why don’t we go to the B: Great. 3. good idea. thanks. Tell them about teacher’s own weekend away. 2/pg107: encourage Ss to practice as much as possible (10’) Ask Ss what suitable use in each situation is. B: Yeah. that’s a good idea. It’s okay. A: Shall I take your jacket? 7.3. − Show the photos of these places. station? 4.5. etc) • Encourage Ss to answer in positive (interested in) or negative response (not interested in/ or busy). B: No. A: Shall we ask for the bill? 8. encourage Ss to speak out their suggestions. They can use Mini-D to check the meaning of the bold words or ask teachers. the others may suggest another place to go. 9.8 /b-1.25’ the task. A: Why don’t we meet at the B: Yes. • Make a question: “what are you going to do after you finish the class?” • Ask some of them answer the question. • Make a suggestion to have a drink at the beach: “It’s very hot today. − Explain if they are in UK. I’ll call a taxi. 15’ 25’ .6 – track 21/cd3): check pronunciation (10’) Answers: 1. A: Let’s have another drink. A: How about a coffee? 6. Thanks 2. Why don’t we go to the beach for a drink?/ Let’s go to the beach for a drink.6 3/pg 107: Homework Break IV/ TASK: PLAN A WEEKEND AWAY 1/ Pre-reading & Listening: Check the meaning of the words (10’) − Ask Ss do you ever go away for weekend.

traditional music (6). in pairs.8 –track 23/cd3. Sarah and Robin) deciding where to go for the weekend.Dublin: a castle. beaches − Put Ss into groups of 5 or 6. lake with islands.Canterbury and Leed castle: a magnificent cathedral. 2. a golf course 3. a castle. Ss are asked to work individual then check the answer with group. Leave 5’. castle (3. B&Bs. to practice the transcripts.5) .Isle of Wight: Beautiful views. get Ss to listen and repeat without sound − Ask Ss.track22/cd3) − Ss work individual to tick the correct answer then compare the others. B&Bs 2.7. golf course (7. Cliffs and beaches. traditional live music. get them to discuss the question “which would you most like to visit” (do this task if needed) 35’ 3a/ While listening (10’) − Set a situation of 3 friends (Julia.Answers: cliff and beach (1. 11) 2/ While reading -listening: 10’ − Put Ss into groups of 5-6. Answers: 1. a castle. lively bar. Ss can write number 1 for Isle of Wight. lake with and island (9). beautiful views. cathedral (2). Ask Ss read 3 texts from guidebook of England. B&Bs. Give Ss few minutes to read questions (2’) − Play the recording (T12. 3Dublin next to the words.4. sailing (8). sailing.9).9).Canterbury and Leed castle. a) How about Canterbury b) I’d really like to see Leeds Castle c) I’d like to try somewhere different d) There are lots of things to see e) It sounds great to me f) Let’s go to Dublin then g) Where are we going to stay? . B&Bs (10. Answers: a-3/b-3/c-3/d-3/e-2/f-1/g-2 3b/Post listening (10’) − Refer Ss to page 173 − Play recording T12. Ask them to list the things in the box (exercise 1) can find in each place.

We depart Danang at 8 am so that we can arrive the island around noon. We can go up to the hill either we can go fishing at the sea. when they come and get back home. . • We’d like to go to Cham Island in Hoian. • After having lunch with seafood. how to get there. They are asked to describe where to go. That why we will leave Cham Island at 12h30 when it drop passengers to the island next day. where to stay. • There is one round trip from Danang-Hoian. we will go sighting around the island. There are a lot beautiful views for us to see. i) Shall I check the times? Task: Speaking (15’): − Ss work in group and plan a weekend away. − Teacher may make example first. First. what to do.h) I’ll find a B&Bs if you like. − Teacher encourages Ss using the useful language (pg 109) to describe their plan. • It takes 2 hrs to go there. we drive one hr from Danang to Hoian and then take a boat to Cham island. • We’d like to stay in a guesthouse because it’s cheaper and more convenient than stay in a big hotel.

etc.MODULE 12: A WEEKEND AWAY Real life: Talking about weather/ Practice MODULE 14: KEEPING IN TOUCH Reading: Getting in touch through the ages. sunny snowy rainy windy hot icy cold foggy 2/ Form of talking about the weather: Refer Ss back to the ways teacher ask about the weather before “What’s the weather like? Or How is the weather?” and the way to answer it “it’s sunny.” to elicit the form of talking about the weather. K16E23. Get Ss to listen and fill in the gap. winter).  What + to be + the weather + like?  How + to be + the weather?  It + to be + adjective Activity 1: practice with vocabulary of the weather. Ask them match the words in appropriate with the pictures.How is the weather today? o The answer may be: hot. sunny − Then show pictures with words describing the weather. Skill involved: reading Material Textbook: New Cutting Edge Elementary s/ Aids: projector. white-board Supplie s Procedure Time Activity 60’ REAL LIFE: Talk about the weather 1/ Warm-up: − Talk Ss about the weather in UK (spring. Hand out the gapped song about the weather (clip: The weather song by Peter Weatherall. fall/autumn. o Asking the weather: . Ask Ss how about the weather in Vietnam.What’s the weather like today? . hand-out: Mod12 . . Get them to answer then lead them how they feel about the weather right now in Vietnam. Term II/ 2010 – 2011 Goals Students will know vocabulary related to the weather.Weather) Play the song. summer.

2 weeks c) 1969. pen and paper 2. Answers: 1. 6 (underline numbers are true) • Vancouver: 1.Activity 2: Help Ss predict the content by asking “where is the hottest. The average temperature in my city is about…. 5. Ss are recommended to use template: In…. It has keys that you press to make metal letters or signs hit a piece of paper through a strip of cloth covered with ink − Penny /'peni/(n): small British coin and unit of money. Which statements are true about Thailand and Canada? − Listen again (twice if needed) to correct the false statement • Thailand: 1. It’s very…..in (summer) − Do all on pg 111/175 (Practise…) Module 14: KEEP IN TOUCH READING: GET THROUGHT THE AGES: Presentation: New words: − Typewriter / ˈtaɪpraɪtə(r)/ (n): a machine that produces writing similar to print. coldest. From…. 2. 1. 2.3 seconds Activity 2: 2 students discuss and put these ways of communicating in order from the oldest (1) to the newest (7). − Listen to Sumalee from Bangkok and Cathy from Vancouver talking about the weather. There are 100 pence in one pound (£1) − Invention /in'ven∫n/(n): a thing or an idea that has been invented/ the act of inventing something − Incredible /in'kredəbl/ (a) : impossible or very difficult to believe − Demonstrate /'demənstreit/ (v): to show something clearly by giving proof or evidence − Enormous/i'nɔ:məs/(adj) : extremely large Activity 1: Ask Ss “what is your favourite way to keep I n touch?” Elicit the different ways of keeping in touch in the last few hundred of years Then ask Ss to focus on the picture a-c and answer the question Answer: a) 500 years ago. the postage stamp 3.From…. 3.it’s….there are……. to…… it’s……. Answer: • Brazil: it never snows • Chicago: it is called the “Windy city” • El – Azizia: the hottest place in the world • Malaysia: has only two season a year • Mawsynram: the wettest place in the world • Vostok: the coldest temperature in the world Activity 3: True or False.to…...4..seasons.in (winter) and…. 3. 4 Homework: − Ss are asked to write a description about the weather in her/his city. 5 months b) 150 years ago. the typewriter 60’ . driest place in the world you know” − − Show the following place with a map of it. Get them to read the fact in the box and answer the question..

around 1876 f. Answer 1) Scribes were people who wrote letters for everyone else in Ancient Egyptà T 2) The first stamp in 1840 was expensiveà F (one penny) 3) Letter writing was still strange to people in the 1840sà F (so popular) 4) Typewriter was made in 19th century à T 5) The first telephone and the first fax machine were appeared at the same timeà T 6) People didn’t like telephone and fax machine at the first time à T 7) After World War Two. several times a day d. in the same way as in 1871. in pairs. one penny c. in team. e-mail Activity 3: − Ss.5 kilos g.15’ 60’ 4. Answers: a. the telephone 7. because they were heavy. by hand b. the fax machine 6. take turn to ask and answer the questions in exercise 3/ pg 120 − T gives feedback after all. individual. − T then gives feedback. around 13. Ss. in 1992 h. read the text in 5’. thirty six billion Activity 5: exercise 4/pg 120 Post-reading: discussion − − Put the class in to groups of 5-6. discuss these questions: • Which information in the text did you find most surprising? • Do you think people send too many e-mails/ text messages? • Do you ever receive annoying e-mails/ phone calls/ letters? • What do you often do in that case? Homework: − Learn by hear new words − Prepare Present Perfect Tense in advance . − Introduce things mentioned in the reading material − Ss scan the reading to decide whether each statement is T or F. police officers used whistle to call for helpà F(walki-talkiw) 8) It take not too long to send messages and email nowadaysà T Activity 4: − Ss. ill the letters in the world “typewriter” are on the top line e. text message Break While – Reading: 5.

Term II/ 2010 – 2011 Goals − Students will have general knowledge of Present Perfect Tense (use. Regular past participle: verb+ ED Ex: I have owned 3 Pcs in my life/ or (I’ve owned…) My boss has not checked any email this week.P (?) have/ has + S + P. gone. Have you finished your homework yet? = Is your homework ready? Tip! We often use since. = I don't have it now. Irregular past participle: read. already and yet in the Present Perfect Tense 2/ Form: (+) S + have/has + P.P (-) S + have/has + not + P.MODULE 14: KEEPING IN TOUCH Language Focus 1: Present Perfect – Language focus 2: Time Phrase with Present Perfect & Past Simple Past – Practice K16E23. We haven't seen Janine since Friday. form) − Students will ability to recognize the different between Present Perfect Tense and Simple Past Tense Material Textbook: New Cutting Edge Elementary s/ Aids: projector. He is going far away for holiday. . = He isn't here now. sent. just. How long have you been at this school? I have lost my wallet already. Jimmy has just gone to South America. b.P Note: a. for. Very often they happen in a time period that is not finished Examples: I have been a teacher for more than ten years. written. drunk. white-board Supplie s Procedure Time Activity 45’ I/ PRESENT PERFECT TENSE: Presentation: 1/ Use: We use the Present Perfect to describe past actions that are connected to the present.

Have you been/ gone to stay with friends recently? Who did you visit? 8. in 2004. Ex: I’ve sent about 10 emails today I have never been UK before. in September. etc. Have you eaten in a restaurant this week? When and where did you go? 4. this month. so far this week. all weekend. Have you ever been/gone on a long flight? When and where did you go? 7. Have you passed your driving test? When did you pass? 2. Activity 1: PP form − T gives a list of verbs. − T gives feedback after all. PRESENT PERFECT Use: − is used when we don’t know exactly when our action finishes. since Activity 4: Practice: 2/pg 125 Answer: 1. Ask Ss to change them into PP. just. Have you ever been in hospital? 6. in my life.etc. Have you taken any exams recently? When did you take them? 3. − an action can happened at the present Time phrase: this year. T gives feedback PAST SIMPLE Use: − is used to know exactly when an action happened. − it can be a short action (phoned) or a longer one (was in bed. 3/ pg 123 . − an action is finished.Exercise 3/pg 127 30’ II/ TIME PHRASE PRESENT PERFECT & PAST SIMPLE Activity 3: 1-2/pg 124 Ask students to read the e-mails and answer the questions. ever/ never (in your life till now). . Has anyone you know started a new job recently? When did they start? 45’ III/ PRACTICE Exercise 1: Please fill in the blanks using the present perfect simple tense (has/have + past participle). believed) Time phrase: last night. recently. last month. − List of verbs: a/Loose b/Forget c/ phone e/ Check f/ Leave g/ receive i/ buy j/keep k/ have d/pay h/ use l/ bring a/ Lost e/ Checked i/ bought Answers: b/Forgotten f/ Left j/ kept c/ phoned g/ received k/had d/paid h/ used l/ brought Activity 2: Exercise 1. Then. yesterday afternoon. Have you been ill at all this year? Where were you ill? 5.

Exercise 2: Loch Ness is a lake between the Scottish towns of Inverness and Fort Augustus. 3) My mom has not cleaned out the basement yet. Let's take a break. 6) Neither my brothers nor my mother have gone to Disneyland before. 8) The Cardinal baseball team __________ (win) the championship three years in a row. 8) The Cardinal baseball team has won the championship three years in a row. 6) Neither my brothers nor my mother __________ (go) to Disneyland before.1) I __________ (recently finish) reading that book. 10) My dog __________ (not get) his shots yet. . Will I need to go home and get it? 5) Everyone __________ (practice) for an hour already. We have to beat them this year. 10) My dog has not gotten his shots yet. Loch Ness is famous for its friendly monster. 3) My mom __________ (not clean) out the basement yet. 7) The class __________ (already sing) their song. It was very interesting. but every year tourists from all over the world come to Loch Ness and hope that they will see the monster. 2) Tony and Margaret __________ (sing) in the church choir since they were little kids. 4) I have forgotten to bring my driver's license. 4) I __________ (forgot) to bring my driver's license. We have to beat them this year. Will I need to go home and get it? 5) Everyone has practiced for an hour already. It was very interesting. Nessie. 9) The symphony __________ (play) in both Europe and Asia this year. the deepest part is 226 m. Most people think that this is only a legend. Answers: 1) I have recently finished reading that book. Loch Ness is about 37 km long and extremely deep. The word loch is Scottish for lake. Let's take a break. 9) The symphony has played in both Europe and Asia this year. 7) The class has already sung their song. 2) Tony and Margaret have sung in the church choir since they were little kids.

She / write / a novel. 9. He has acted in ten films. Answers 1. I have lost my keys. I have studied hard for years. I / answer / six / phone calls / since / lunchtime. 3. I have not received your letter. 12. Jane has returned from office.15’ 60’ Write the verbs in present perfect simple 1) Tourists from all over the world (be) to Loch Ness. 6. 12. 7. 9. 1. however 3) Only very few people say that the Loch Ness Monster (appear) in front of them 4) Even scientists (come) to Loch Ness to find the monster. 5) And the boss of the Guinness brewery (promise) to pay 500. A: (you / buy) the tickets for our journey yet? 2. Look. 5. She has lost her money. 10. 5. 1. I have answered six phone calls since lunchtime. 10. Honey. Exercise 3: Simple Past or Present Perfect Simple A) Put the verbs into the correct tense (simple past or present perfect simple). 11. 7. 3. I / not / receive / your / letter. Jane / return / from / office. what John has given me! 8. A 24-year old woman has been killed in an accident. She / lose / her / money. I / study/ hard / for years. She has written a novel. Look / what / john / give / me! 8. 4. Honey / I / lose / my keys. 2. A 24-year old / woman / kill / in an accident. 4. 3. I (go) to the station yesterday and (buy) the tickets. 6. A: What time (you / go) there? . B: Yes. 2) Most of them (see/not) Nessie.000 Pounds to the person who catches Nessie Break Exercise 3: Write sentences in present perfect tense using the words or phrases given in each question. I / never / hear /of that / place. 2. Police have arrested 80 suspected drug traffickers in raids. I have never heard of that place. Police / arrest / 80 suspected / drug traffickers / in raids. He / act / in / ten films. 11.

Homework: Workbook: all exercises of Present perfect and Simple Past tense MODULE 14: KEEPING IN TOUCH (cont’d) Real life: Telephoning Task: Analyze a question K16E23.I (go) to the shopping centre and (buy) a new computer game. Come on. Look! There is so much food left. T plays the recording twice if needed. B) Put the verbs into the correct tense (simple past or present perfect simple). And I (ask / already) my neighbour to empty my letter box. 5.4: Track 43-46/cd3).I (break) my leg. − Then T plays recording T14. Yesterday. A: (you / pack) your bags yet? 6. B: I (take) a friend to the station in the morning. it's raining and I (leave) my umbrella at home. Answer: . white-board Supplie s Procedure Time Activity 90’ I/ REAL LIFE: Telephoning: Activity 1: 1/pg 125 − Ask Ss “Have you ever made a call phone in English?”. 3. 1.Julia (about her plane ticket)/ 3. Do you find it easy or difficult? − Focus Ss to a picture of Jane. Nobody (eat) anything. Complete the sentences in the textbook. What about you? 7. There (be) an accident. Oh no. Where (you / be) yesterday? . let's celebrate! Our team (win) the match. 4 (Track 43 -46/cd3). B: Of course. Term II/ 2010 – 2011 Goals Students will have − ability to make and respond to a call phone − ability to discuss (agree.4. I (have) an accident when I (be) in Manchester last year.Tanila/ 4-Dad Activity 2: 2/pg 125 − Listen 4 conversations (T14. 4. 7. disagree) and compare an opinion Skill involved: speaking. The road is closed. listening Material Textbook: New Cutting Edge Elementary s/ Aids: projector. Answer: 1. 6. 8.Paul/ 2. His train (leave) at 9:45. 5. Why don't you want to play football with us this weekend? . B: I (pack) my bags two days ago. Ss listen and answer the question. (switch) on the TV and 2. (watch) TV until dinner (be) ready. Ss read her note list and answer the questions. my brother (come) home from school.

please speak after the tone àThis is…. (tell your name). please! Leave a message – Dialed call: − Can you call me back? − Can you ask him/ her call me back? Offer – Received call: − Would you like to leave a message? − Can I leave a message? Voicemail: Hello. he’s not here. he is not here c. − Ss. He’s probably still at college. He’s usually here after four o’clock. can I speak to b. Dad there i.. complete the telephone calls. this is. what’s your number? • You: (3) _____________________________ • Suzi: Okay. in pairs or individual. (tell your name). Activity 4: 3b/pg 12 Activity 5: 4/pg 127 Activity 6: 4/pg 125 – Role play − Ss are asked to practice both calls in situations 3a -3b.I am afraid I am not here at the moment. bye. (your phone number) 4. • Suzi: Hello? • You: (1) ____________________________ • Suzi: I’m not sure if he’s in…just a minute. please? 2. JOE!!! Sorry. Can you call me h. I’m calling about e. I am speaking (normal) When the line busy/ or in waiting: − Hold on please! − Hold a second/ few minutes/a moment. • You: (4) _____________________________ • Suzi: Bye Answers: 1. I’ll tell him. Activity 3: 3/pg 125 − T asks Ss to collect the languages using in the lesson to help them elicit the useful languages to make and respond a call phone in English T may add more useful languages if necessary: Useful language Greeting – Dialed call: − Hello. Ask him to call me. Leave a message g. • You: (2)_____________________________ • Suzi: Okay.a. It’s me. use in customer service) − Hello. If you’d like to leave a message. . Can I speak to Paul pls? (polite. I am ringing to…. Can I speak to Joe. This is…. Thank you. This is…Can I help you? (polite. used in customer service) − Is that Julia? Is that Dad (friendly only) Greeting – Received call: − Hello. he’ll be back d. Can you ask him to phone me? 3. I’m not here at the moment f.

• Personally. but I (love them) Homework: − Practice exercise 11/pg 86/ workbook − All exercise of the lessons − Prepare for revision and final test . While one is stating her/his ideas. • I am the same… • I am completely different because…. • He thinks (computers are boring). take turn to explain why they feel as the idea they chose. but I never (use) it • She never (send emails) • He loves/hates (new things). − Explain new words to Ss if necessary Activity 7: − Ss. II/ ANALYZE A QUESTIONAIRE: Preparation – Reading: − Ask Ss to work individually to complete the questionnaire. I (love the phone) because… Activity 8: Student who has the same idea (similarity) and another who has the different idea (different) will work in pair to compare their idea. her/ his partner is required to remember all ideas either taking note all the ideas (if needed) − Ss are required to use useful language (a) to express her/his own ideas. Ss are asked to use the useful language b to complete their task: • She uses (internet ) a lot.− 30’ Ss are recommended to use useful language. in pairs. • I agree….

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