Solutions 7 - Giáo Án

Lesson plan
Date:
Period 1
Unit 7: WORLD FAMOUS
Lesson 1: Section A: Vocabulary and listening
COUNTRIES and NATIONALTIES
I. OBJECTIVES:
After this lesson, students will be able to:
- talk about countries & nationalities
- describe famous people
II. LANGUAGE CONTENT:
1. Vocabulary: countries & nationalities
2. Listening: describing famous people
3. Grammar: past simple
4. Speaking: talk about famous people & talk about your weekend
5. Topic: people
III. TECHNIQUES:
- Group work, pair work
IV. TEACHING AIDS:
- Textbook, chalks, board, pictures
V. TIME: 90 minutes
VI. PROCEDURES:
Steps/ Time Teacher’s activities Students’ activities

Warm- up - Ask ss to close their books - Close books
(5 minutes) - Inform the class of the lesson objectives by - Name countries and
saying: “Today’s we are going to talk about nationalities as much as ss
countries & nationalities” can.
- Write Countries & Nationalities on the board - Say words aloud
- Ask: “Can you name some of the countries and
their respective nationalities that you know?
- Give some prompt: “For example: America –
American, China – Chinese, France – French”
Pre- learning Task 1:

(10 minutes) - Show the map of the world and ask ss if they
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Lesson plan
can name any countries in English.

- Point to the countries on the map and ask ss.
Key:
1. Russia 2. Latvia 3. Lithuania
4. Britain 5. Germany 6. Poland
7. Ukranie 8. The Czech Rpublic
9. Slovakia 10. France 11. Hungary
12. Italy 13. Croatia 14. Spain
While- Task 2: - Listen to the recording
learning - Play the recording once. -
(60 minutes) - Ss do the exercise individually or in pair.
- Play the recording once for them to check, then
a second time to work on pronunciation.
Key:
1. Austria – Austrian
2.
Task 3: -
- Draw ss’s attention to the photos
- Ask who the people are & wwhat nationality
they are.
- Ask ss more information about them
Key:
Pablo Picasso: Spanish
Zsa Zsa: Hungarian
Marilyn Monroe: American
Pele: Brazilian
Task 4: - Listen and check answers
- Play the recording once for ss to check their
answers
Task 5:
- Ss read the task. - Answer: Aunt or Your
- Make sure ss understands the true/false aunt
sentences. - Study Learn this! box
- Play the recording once & ask if they need to
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Lesson plan
hear it again.
Key: 1. F 2. F 3.T 4.F 5.T

6.F 7.F 8. F
- Complete the puzzles
- Check with their partners
Task 6: - Answer T’s question
- Allow ss a minute to think of person.
- Play the first one or two rounds with one ss - Answer: you – for a girl;
sitting in front of the class and the whole class or your wife – for a boy; or
asking him question. your sister, or your brother’s
- Let ss in groups off 4-5, which will generate wife
more ss talking time.
- Ask ss to go to Vocabulary Builder (part 2): - Work in pairs
Student’s book page 134
Key: - Do exercise in
6. 1. Have 2. Take 3. Do 4. Vocabulary Builder (part
Make 1): Student’s book page 128
7. 1. Phone call 2. Do 3. Dinner 4.
Take 5. Exam 6. Homework 7. - Check answers with the
Have 8. Friends whole class
Consolidation - Ask ss: “What have we talked about today?” - Talk about today’s lesson.
(10 minutes) - Elicit: countries & nationalities
- Ask: “Can you give me some names of
countries?” Ask another ss to give the nationality.
- Draw ss’s attention to the lesson statement: I
can label the countries of the world and describe a
famous person.
Homework: (5 minutes)
- Learn new words
- Do workbook on page 62
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Lesson plan
Date:
Period 1
Lesson 2: Section B: Grammar
PAST SIMPLE: Irregular Verbs
I. OBJECTIVES:
- Understand and know how to look up irregular verbs

1. Grammar: past simple of irregular verbs
2. Speaking: talking about past activities
III. TECHNIQUES:
IV. TEACHING AIDS:
V. TIME: 90 minutes
VI. PROCEDURES:

Warm-up - Say a few very simple sentences about - Look at the board
(5 minutes) yourself in the past tense, with clear
expressions of past time, ex: I was born in
1998.
- Say: Today, we are going to study the past
tense of irregular verbs.
Pre- learning Task 1: - Look at the picture
(10 minutes) - Focus students' attention on the photo. - Try to say answer the
question
- Ask ss who is the man on the right?
-
- Discuss what they know about Václav Havel,
the man on the right.
While- learning Task 2: - Read the text

(60 minutes) - Ask ss read the text and check their answers - Work individually
to exercise 1.
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Lesson plan
- Ss complete the task individually and

compare answers in pairs.
Key: was born, came, had, left, was, got, went,
started, wrote, opposed, spent, became, won
Regular verbs: started, opposed
Task 3: - Look at task 3
- Ss do the exercise individually or in pairs. - Check answers
- Check with the whole class.
- Write the answers on the board or have
students write them
Key:
1 was/were 2 became 3 got 4 went
5 won 6 wrote 7 spent 8 had 9 came
Task 4: - Do task 4 in pairs
- Students work on the exercise in pairs. - Check answer
Check answers with the whole class.
- Ask students: Which of these people do you
know?
- Try to elicit a few more bits of information
about the people.
Key:
1.spent, became 2 went, got
3 was, came, won 4 wrote
5 had
Task 5: - Work individually
- Read the Look out! box aloud. - Check answer
- Do the first sentence as a class.
- Students continue to work individually,
using the list of irregular verbs.
- Allow ss to compare answers in pairs
- Explain that Native Americans is a
politically correct (and also more accurate)
term for "American Indians".
Key:
1 brought, c 2 thought, f
3 taught, a 4 bought, e
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Lesson plan
5 fought, b 6 caught, d
For further practice of past simple irregular - Do exercise page 120
verbs, go to: Grammar Builder 78: Student's - Check
Book page 120
KEY
1 1 I-won 2. I-got
Task 6: - Do task 6
- Play the recording through once for students - Listening
to check their answers.
- Then play it again pausing after each
sentence and asking students to repeat both
chorally and individually.
- Pay particular attention to the pronunciation
of past tense forms.
Task 7: - Do task 7
- Allow some time for students to look up the
past tense forms.
- If ss will not be able to put the verbs in
rhyming pairs without hearing them, play the
recording before they start doing it.
- Allow some time for students to write, then
play the recording for them to check.
- Have some students repeat the rhyming
pairs.
- The most surprising one will be saw-wore;
it may be worth pointing out that both the win
saw and the r in wore are silent
Task 8: - Work in pairs
- Read the example. Ask a few strong - Ask T whether they
students to say a sentence each about don’t understand
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Lesson plan
themselves. - Write sentences

- Point out that the time expression will
always come at the end of the sentence.
- All students write sentences about
themselves. Circulate and help.
- Allow the work to continue until most
students have got nine or ten sentences and
everyone's got at least six.
- Fast finishers may write 2-3 additional
sentences.
Task 9: - Practice speaking
- Ask ss talk in pairs, circulate and monitor. - Focus pronunciation
- Correct the pronunciation of past tense forms
if necessary.
- At the and give some feedback on common
mistakes.
Consolidation - Say to students: Today we studied the past - Answer T’s question:
(10 minutes) simple tense of irregular verbs. The past simple tense
- What's the past tense of become? (Try to
elicit past tense forms of all the verbs that
appeared in the lesson).
- Draw the students' attention to the lesson
statement: I can talk about past events.
- Learn new words
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Lesson plan
Date:
Period 1:
Lesson 3: Section C: Culture
AN AMERICAN HERO
I. OBJECTIVES:
- develop reading and listening skills
1. Reading: a text about Martin Luther King
2. Listening: four people talking about their hero
3. Speaking: a famous person from the past
4. Topic: society
III. TECHNIQUES:
IV. TEACHING AIDS:
V. TIME: 90 minutes
VI. PROCEDURES:

Warm- up - Before students open their books, write on - Answer T’s question
(5 minutes) the board human rights. - Work in groups to find
- Ask if anyone can guess what it means. answers
- Agree a translation with the class.
- Ask if students can name any famous
people who fought for human rights. If Martin
Luther King is mentioned, use that as a lead-in
to the lesson. If he is not, mention him
yourself.
Pre- learning Task 1: - Do task 1
(10 minutes) - Draw students' attention to the photo. - Look at the picture
- Ask: What is he doing? Students may be - Check answers
able to answer: speaking, or speaking to
people, but probably not making a speech.
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Lesson plan
- In that case introduce the phrase yourself by

saying: He is making a speech and possibly
miming the gestures of a public speaker.
- Students answer the question individually.
Key: 2
While- learning Task 2: - Do task 2
(60 minutes) - Students read the text quickly.
- Ask them if their answer to exercise 1
was right.
Task 3: - Do task 3
- Some words in the text may be new: priest, - Observe T’s model
to judge (someone), the content of their - Write new words
character, the law, to continue. - Check answers with
- Teach new words and encourage the use of partners
dictionaries.
- Students read the text in more detail and
answer the questions.
- Check answers with the whole class.
Key:
1 F-MLK Day is an American national
holiday. 2 F-He was born in Georgia.
3T
4T
5T
6 F-In the end they won, and Alabama
changed the law.
7 F-He won the Nobel Peace Prize in 1964.
8 F-All four of his children continued his
work.
Task 4: - Read the text again
- Students go through the text again and - Compare answers
underline or highlight past tense forms. - Check with the whole
- When checking, ask for the sentence in class
which the word appears in the text, e.g. Martin - Answer T’s questions
studied at college.
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Lesson plan
Key:
1 was/were 2 studied
3 got 4 wanted
5 decided 6 won
7 made 8 hated
9 shot 10. had
Task 5: - Ask T what they don’t
- Students do the vocabulary task in pairs. understand
- When checking with the whole class, ask - Do task 5
also for translations of the words (equal,
enemy, nation, etc.)
- To some learners it may appear surprising
that country and nation are treated as
synonyms; explain that in English they can be
treated as more or less synonymous (as in:...
live in a nation where they will be judged not
by the colour of their skin...).
- Point out that when we talk of two
countries being at war it is really the people
that are fighting.
Key:
1 equal
2 enemies
3 nation
4 hero
5 holiday
Task 6: - Do task 6
- If students find the questions too easy, ask - Check answer
them to give some more information about
each of the four people (in English).
KEY
1b 2b
3b 4b
5a 6b
Task 7: - Listening the task
- Play the recording once for students to check - Check answer
their answers.
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Lesson plan
- Play it again once or twice (depending on

how students feel about it) and ask everyone to
write down one fact that they didn't know
before.
Task 8: - Observe T’s model
- Make sure students know that the others will
have to guess the identity of the person from
the sentences they write.
- Encourage them to use not only the phrases
from the box. but also some of the irregular
verbs from Lesson 78.
Task 9: - Read sentences
- All or some students (depending on time)
read their sentences to the whole class, who
guess the identity of the person.
- Give feedback. Praise well-composed and
interesting sentences, and correct errors in the
use of past tenses or past time expressions.
Consolidation - Ask students: What have we talked about - Answer T’s question
(10 minutes) today?
- Accept all relevant answers: Martin Luther
King, heroes, etc. Ask everyone to say one
new fact or new word they learned from the
lesson.
- Draw students' attention to the lesson
statement: I can write about famous people and
their achievements.
- Learn new words
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Lesson plan
Date:
Period 1:
Lesson 4: Section D: Grammar
PAST SIMPLE: negative and interrogative
I. OBJECTIVES:
- use past simple negative & interrogative
1. Grammar: past simple negative and interrogative
2. Speaking: asking and answering questions about past activities
III. TECHNIQUES:
IV. TEACHING AIDS:
V. TIME: 90 minutes
VI. PROCEDURES:

Warm- up - Quickly revise past simple forms: be, can; a - Answer T’s question
(5 minutes) few regular verbs with different-sounding
endings (e.g. help, watch, agree, phone, want,
wait); a few irregular verbs (e.g. come, go,
spend, buy, make).
- Ask a student: Do you watch much TV
nowadays? (If the student answers just Yes or
No, remind them to say: Yes, I do. /No, I
don't.) Then ask: And what about when you
were young, did you watch much TV when you
were a little boy/ girl? Accept Yes or No as an
answer to this.
- Ask another student: Do you like...?
(football, coffee, reading-whatever you think
will be of interest to the student). When they
answer, ask: Did you like... when you were
younger? Explain to students they are going to
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Lesson plan
learn to ask and answer questions about the

past.
Pre- learning Task 1: - Look at the photos
(10 minutes) - Students describe the photo in pairs. - Do task 1
- Circulate and listen.
- Ask two students who had interesting things
to say to describe the photo to the whole class.
(60 minutes) - Words which may need explaining: band, - Check with partners
charity, amazing.
- Teach ss new words. For band, some
students may know the synonym rock/pop
group.
- Let students use dictionaries, but let
individual students decide themselves if they're
going to use them or try to guess from context.
- After playing the dialogue (once or twice,
depending on what the students need) and
making sure everyone has got the answers,
check if they understand the words mentioned
above.
Key:
1 photo 2 London
3 Africa 4 bands
5 speech
Task 3: - Do task 3 individually
- Read the table aloud. - Check answer with the
- When students have finished doing the task, whole class
go over answers with the whole class or write
them on the board
Key:
Negative: I didn't take it.
I didn't go.
I didn't know that.
Interrogative: Did a lot of bands play?
Yes, they did.
Task 4: - Do task 4
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Lesson plan
- Allow students a moment to work out the

answers.
- Ask someone - possibly a weaker student
with clear, neat handwriting-to write the forms
on the board.
- Key:
1 didn't
2 Did
Task 5: - Read the examples
- Read the example aloud or ask a student to - Observe T’s model
read it. - Do task 5
- Do the first one or two sentences as a class.
- When checking the answers, have one
student read the question (e.g. Did Molly take
the photo?) and another one the reply (Yes, she
did.) to make it sound like a natural exchange.
Key:
1 Did Suzie take the photo? No, she didn't.
2 Did Molly take the photo? Yes, she did.
3 Did Molly go to the Live 8 concert? Yes, she
did.
4 Did Suzie go to the Live 8 concert? No, she
didn't.
5 Did Suzie watch the concert on TV? Yes, she
did.
6 Did Jack watch the concert on TV? No, he
didn't.
7 Did Bill Gates make a speech at the concert?
Yes, he did.
- Do the first one or two sentences as a
class.
Key:
1 I didn't watch Live 8 on television.
2 We didn't go on holiday last year.
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Lesson plan
3 It didn't rain last weekend.

4 I didn't have breakfast this morning.
5 My sister didn't break my mobile phone.
6 England didn't win the World Cup in 2006.
7 Joe didn't buy a CD.
For further practice of past simple (negative - Do exercise page 120
and questions), go to: Grammar Builder 70: - Check answer
Student's Book page 120
Key:
4.
1 They didn't watch TV last night.
2 He didn't win a Nobel Prize.
3 I didn't see you at the party.
4 Harry didn't tidy his room yesterday evening.
5 I didn't forget your birthday.
6 We didn't go to school yesterday.
7 She didn't study music at university.
8 You didn't buy a new sweatshirt.
5
2 didn't take 3 didn't do
4 didn't send 5 didn't win
6 didn't work 7 didn't have
8 didn't write 9 didn't become
10 didn't spend 11 didn't finish
6
2 What time did you get up?
3 Did you go to school?
4 Did it rain in the morning?
5 Where did you have lunch?
6 Did you watch television?
7 What time did you go to bed?
7 Open answers
8
2 Who did you go with?
3 What was the weather like?
4 Did you go to / spend any time in Berlin?
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Lesson plan
5 How did you travel / get there?

6 How long did you spend in Germany?
7 What was the food like? / Was the food
good?
8 Did you learn any German (expressions)?
Task 7: - Students work
- Make sure everyone understands the phrases individually.
in the chart and knows what they have to do at
this stage (put ticks in the second column,
ignore the third for the time being).

- Elicit the first 2-3 questions from the class.
- Write them on the board.
- Ask students to repeat them chorally and
individually to practice intonation.
- Model the rising tone for them. As students
talk in pairs, circulate, monitor and help.
Task 9: - Report back to the class

Depending on the size of the class and the
time, have some or all of the students report
back to the class, saying 3-8 sentences about
their partner's weekend.
(10 minutes) today?
- Try to elicit: questions (and answers) in the
past tense or an equivalent.
- Ask students to tell you the rules: How does a
question in the simple past tense begin? How
can you answer it?
- Draw the students' attention to the lesson
statement: I can say what I did and didn't do
last weekend.
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Lesson plan
Date:
Period 1:
Lesson 5: Section E: Reading
DISCOVERIES
I. OBJECTIVES:
- develop reading skill
1. Reading: an article about two great inventors; reading for detail
2. Vocabulary: discoveries; major life events
3. Speaking: asking and answering questions about famous scientists
Topic: science and technology
III. TECHNIQUES:
IV. TEACHING AIDS:
V. TIME: 90 minutes
VI. PROCEDURES:

Warm-up - Ask students if they can name any Nobel Prize - Answer T’s question:
(5 minutes) winners for science. What did they do?
- Say: Today we are going to read about some
famous scientists.
Pre- learning Task 1: - Discuss with partners

(10 minutes) - This task will stimulate some discussion. - Answer questions in pairs
- Some people get married while at university,
- Check answer
some have children before getting married, etc.
- Help with questions: So, do you know someone
who did something different? Who is it? What did
he/she do?
- Help students build sentences, e.g. My aunt/
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Lesson plan
cousin had a child before she got married.

Key:
Possible order: be bom-go to school - go to
university - get a job-get married- have children-
retire-die
While- Task 2: - Practice talking about
learning - Exercise 1 should provide a smooth transition to their family members
(60 minutes) this task. - Write sentences
- After a few students have spoken about their
family members, ask everyone to write sentences
about theirs.
- Ask students to share what they have written in
groups.
Task 3: - Look at the photos
- Look at the two photos which accompany the - Discuss
reading text.
- Discuss student's ideas with the class.
Task 4: - Read the text

- Students read the text. - Check answer
- Check answers to the questions from exercise 3
with the class
Key:
Photo 1: The Biro, invented by László Biró,
Hungarian
Photo 2: The Rubik's Cube, invented by Emo
Rubik, Hungarian
Task 5: - Do the task
- Ask students to complete the task. - Check
Key:
1B
2D
3F
4C
5E
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Lesson plan
6A
Task 6: - Do task 6
- The students have not done an exercise like this - Check answer
yet.
- Make sure they understand the questions must be
formed so that they can be answered with the
exact words of the given reply.
- Students work individually and compare answers
in pairs.
- Finally check with the whole class.
Key:
2 What did he study?
3 What was his mother?
4 When did he move to Paris?
5 How many cubes are there in the world?
6 Where did he die?
Task 7: - Do task 7
- Before doing this exercise, look at the photos - Check answer
and ask how many students can name any of the
inventors.
- Students complete the task in pairs
Key:
1c 2e
3d 4a
5b
This can be done in open pairs with the whole
class: ask student A the first question, A answers
and asks B the next question, B answers and asks
C, etc.
Consolidation - Ask students: What did we do about today? - Answer T’s question
(10 minutes) - Elicit: read about famous scientists or another
relevant answer.
- Ask everyone to tell you one thing they learned
from the lesson, ex a fact or a new word.
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Lesson plan

statement: / can understand a biographical text
- Learn new words and do workbook on page 66
20
Lesson plan
Date:
Period 1:
Lesson 6: Part F: Everyday English
TALKING ABOUT YOUR WEEKEND
I. OBJECTIVES:
- talk about your weekend
1. Functional English: social English; talking about your weekend
2. Listening: listening to friends discussing their weekend
3. Vocabulary: verb + noun collocations: free-time activities; phrases for reacting with
sympathy
4. Speaking: talking about your weekend
5. Topic: people
III. TECHNIQUES:
IV. TEACHING AIDS:
V. TIME: 90 minutes
VI. PROCEDURES:

Warm- up - It would be ideal to do this lesson on a - Answer: T’s question
(5 minutes) Monday or Tuesday. when it's natural to chat
about the weekend.
- Before the lesson, put these sentences on the
board:
It was great. It was OK. It was awful.
- Start by asking: How was your weekend?
You can point to the phrases on the board to
help.
- When a student answers, ask: What did you
do (at the weekend)? You can also tell students
about your weekend.
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Lesson plan
- Finally, announce: Today we are all going to

talk about our last weekend.
Pre- learning Task 1: - Look at the verbs
(10 minutes) - Ask students to look at the verbs in the box, - Listen the dialogue
- Ask: Do you remember what they mean? Do - Do task 1
you remember the past tense forms? - Check answer
- Students do the task using the list of irregular
verbs if necessary.
- Play the dialogue once or twice for them to
check
- Ask why the form in item 2 is go, but in item
3 it is went.
KEY
1 was 2 go
3 went 4 see
5 saw 6 stayed
7 watched 8 made
(60 minutes) Students do the exercise and compare answers - Check answer
in pairs.
KEY
go to the cinema
watch TV
make phone calls
Task 3: - Practice the
- Play the dialogue one more time, asking pronunciation of key
students to focus on pronunciation. phrases
- Practice the pronunciation of the sentence - Observe T’s model
How was your weekend? and the collocations: - Repeat
We saw a film, i stayed in, watched TV, made
some phone calls.
- Students then read the dialogue in pairs.
- Ask two students who were not a pair to read
it aloud to the whole class
- Tell students they are going to hear another - Check answers with
conversation about the weekend. their partners
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Lesson plan
- Ask them to read the task.
KEY
a
- Students do the task individually.
- Go over the answers with the whole class, - Check answers with
paying attention to the pronunciation of the partners
collocations as single tone units: went
shopping, met some friends, etc.
Key:
1 went 2 met
3 had 4 wrote
5 rented
Task 6: - Do task 6
- Ask the students to read the questions. Can - Listen
they answer any of them already? - Check answers
- Play the recording once or twice as
necessary.
Key:
1b 2b
3a 4b
5a
Task 7: - Listen
- Play the recording. Students practice the - Practice the sympathetic
sympathetic responses. responses.
- Try to get them to speak with feeling".
Task 8:
- Do the exercise as a class in open pairs: say - Do task 8
line 1 to student A, A responds and says the
next line to B, B responds and addresses C,
etc.
- Insist on students saying both the complaint
23
Lesson plan
and the response with feeling.

- Model the intonation for them if necessary.
- Support it with exaggerated facial
expressions if you feel comfortable doing that.
Task 9: - Work on activity in
- As students work on the activity in pairs, pairs
circulate and monitor, helping especially with
pronunciation.
- Students may also need some help with
responses to good news -they practiced the
sympathetic phrases in exercises 7 and 8, but
what if their partner had a great weekend?
- Suggest a few simple phrases: Cool! Sounds
super! Oh, fantastic! etc.
Consolidation - Ask students: What have we talked about - Answer T’ question

(10 minutes) today?
- Elicit: weekend/ how was our weekend. Ask:
Can you tell me some of the things you can do
during the weekend?
- Elicit any of the collocations from the lesson.
statement: I can talk about what happened at
the weekend
- Learn new words and structures.
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Lesson plan
Date:
Period 1:
Lesson 7: Part G: Writing
AN E MAIL MESSAGE
I. OBJECTIVES:
- develop writing skill
- write an e mail
1. Writing: an e-mail
2. Reading: e-mails
3. Topic: people
III. TECHNIQUES:
IV. TEACHING AIDS:
V. TIME: 90 minutes
VI. PROCEDURES:

Warm- up - Have a chat with your class about e-mailing. - Answer T’s question
(5 minutes) - Ask any of these questions: How often do you
send e-mails? How many e-mails do you send a
day/ a week? How many did you send last
weekend? Who do you write e-mails to? How
long are your e-mails? Did you ever write or
receive an e-mail in English? in another
language?
Pre- learning Task 1 - Read the e mails
(10 minutes) - Students read the e-mails and decide who had - Answer T’s question
a better weekend.
- Ask: Why? You may also ask: Who do you
think Jack is?
While- learning Task 2 - Work individually
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Lesson plan
(60 minutes) - Students read and do the task individually. - Do task 2

- Check answers with the whole class. - Check answer with
- Try to get students to produce sentences, e.g. partners
Lauren went to bed early rather than go to bed
early-Lauren.
- Work on the pronunciation of the collocations
as single tone units.
Task 3 - Do task 3
- Students go through the two texts one more - Check answer
time.
Key:
1 two new T-shirts
2 Yes (it was exciting).
3 No, she didn't
4 No, they lost.
5 It was boring.
6 Because she didn't feel well.
Task 4 - Read the writing tip

- Students read the writing tip box and find the - Do task 4
phrases in the two e-mails.
- Encourage them to remember to refer to this
box later when writing.
KEY
Great to hear from you! L
How was your weekend? G
Jack) sends his love. L
I hope you're well. G
Say hi to Jack. G
Speak to you soon. L
Task 5 - Ask T new words
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Lesson plan
- Remind students they can use the chart in

exercise 5 and also the lists of activities in
exercises 2 and 5 on page 74 (lesson 7F). If
they want to mention other activities, help with
the necessary vocabulary.
Task 6 - Answer T’s questions

- Ask students: What did we work on today? - Practice writing
Elicit: e-mails, or writing e-mails, Elicit any of
the useful phrases from the lesson.
statement: I can write an e-mail message to a
friend describing my weekend
- Set up the writing task. Tell students to
decide who they are writing to.
- Encourage them to use all available
resources: their notes, the writing tip, the two
e-mails in exercise 1. If the writing is done in
class, fast finishers can get together in a group
and read each other's e-mails.
Consolidation - Ask students: What did we work on today? - Answer T’s questions
(10 minutes) Elicit: e-mails, or writing e-mails, Elicit any of
the useful phrases from the lesson.
statement: I can write an e-mail message to a
friend describing my weekend
- Write an informal letter at home (exercise 9 on page 15)
- Study ordinal numbers
27
Lesson plan
Date:
Period 1:
Unit 8: ON THE MENU
Lesson 1: Part A: Vocabulary and listening
BREAKFAST
I. OBJECTIVES:
- talking about traditional food ordering food in a café
- Writing a formal letter
- LANGUAGE CONTENTS:
1. Vocabulary: breakfast food
2. Listening: short dialogues
3. Grammar: countable and uncountable nouns
4. Speaking: talking about food
5. Topic: food and drink
II. TECHNIQUES:
- Question - answer
III. TEACHING AIDS:
- Textbooks, chalks, board, pictures
IV. TIME: 90 minutes
V. PROCEDURES:

Warm- up - Before students open their books, ask them: - Answer the questions.
(5 minutes) What do you like eating? What kind of food do
you like? What other names of food do you
know in English?
- If possible, elicit one food word from every
student. (There are so many international
names that it should be possible! Pizza,
spaghetti, paella, tortilla, sushi, etc. are all
acceptable answers.)
- Tell the class: Today we start a unit about
food.
Pre-learning Task 1 - Do the task.
28
Lesson plan

- This exercise may not need checking with the
(10 minutes) - Check answers with each
whole class.
other
- Encourage students to check answers with
each other and with the Wordlist if they are not
sure; watch weaker students while they are
working and help them.
1 apples 2 bread
3 bananas 4 cereal
5 bacon 6 coffee
7 cheese 8 tea
9 eggs 10 milk
11 ham 12 hot chocolate
13 sausages 14 jam
15 toast 16 orange juice
17 water 18 tomatoes
While- Task 2: - Read the Learn this box
learning - Read the Learn this box with the whole class. - Read instructions
(60 minutes) - Read the instructions and do the first few - Do task 2
words as examples, to make sure everyone
understands the difference.
Key:
Countable: apples, bananas, eggs, sausages,
tomatoes Uncountable: bacon, bread, cereal,
cheese, ham, jam, toast, coffee, hot chocolate,
milk, orange juice, tea, water
Task 3: - Listen
- Play the recording once without stopping for - Repeat
students to check their answers. Play it a
second time pausing after each item to work on
pronunciation.
- Ask students to repeat Individually and
chorally.
Task 4 - Write
29
Lesson plan
- Write There is... There are... on the board.
- Do the first few examples as a class, do the
whole exercise with the whole class to ensure
accurate production.
For further practice of breakfast food - Do exercises on

vocabulary, go to: Vocabulary Builder (Part
Vocabulary Builder (part 1): Student's Book 1): Student’s Book page
page 135 135
KEY
113 21 34
2 sausages, tomatoes, tea, toast, jam
3 Open answers
Task 5: - Listen and do the task

- Tell students they are going to hear three - Read the menu
hotel guests phoning room service. Explain - Check answer
what room service is.
- Ask students to read the menu. Play the
recording through once. You may invite
students to comment on the surly attitude of
the room service operator: Is he very polite?
- Play the recording again, stopping after each

call. Allow students to compare answers in
pairs, then check with the whole class.
Key:
Caller 1: room 101, cereal, sausages, eggs,
toast, orange juice, hot chocolate
Caller 2: room 257, sausages, banana, toast,
30
Lesson plan

jam, tea Caller 3: room 569, cereal, eggs,
banana, water, coffee
Task 6: - Students match the
- Play the recording once for them to check expressions.
their answers. - Practice
- Practice pronunciation: model the expressions pronunciation
for the students to repeat, taking care that they
be produced as single tone units.
Key:
1d 2a 3c 4b
Task 7: - Practice talking about
- Students talk about their breakfasts. When their breakfasts
they've finished, teacher can ask the whole - Do exercise page 135
class: Who has a very small breakfast? Who
has a big breakfast? Who has the biggest
breakfast?
For work on food categories, go to:

Vocabulary Builder (part 2): Student's Book
page 135
Key:
4 1 salmon, sardines, lobster
2 beef, chicken, lamb,
3 cream, cheese
4 carrots, cabbage, onions, peas, potatoes
5 lemons, oranges, pears
5 Students listen and check
6 2 ham, bacon, sausages

3 milk, eggs
5 banana, tomatoes, apple
31
Lesson plan

7 Open answers
(10 minutes) today? - Say some activities they
- Elicit: food/ breakfast, have learned.
- Ask: Can you give me some names of food?
Accept all answers, but praise especially the
students who come up with phrases (o slice of
toast, etc.).
statement: I can describe what I have for
breakfast
- Learn by heart new words.
32
Lesson plan
Date:
Period 1:
Unit 8: ON THE MENU
Lesson 2: Part B: Grammar
SOME & ANY, HOW MUCH/ HOW MANY
I. OBJECTIVES:
- use some, any & how many, how much
II. LANGUAGE CONTENTS:
1. Vocabulary: food
2. Speaking: talking about quantity
III. TECHNIQUES:
- Question - answer
IV. TEACHING AIDS:
- Textbook, chalks, board
V. TIME: 90 minutes
VI. PROCEDURES:

Warm- up - Write on the board: some, any, How much? How - Answer T’s questions
(5 minutes) many?
- Say a few sentences about what there is in your
classroom, e.g. We've got some plants/flowers in
this room, but we haven't got any goldfish, Hove
we got any chalk? How many desks have we got?
- Explain: Today we are going to talk about how
these words are used.
Pre- learning Task 1: - Listen the dialogue
(10 minutes) - Tell students they are going to hear a dialogue - Do task 1
between a young couple who are at home and
would like to have some lunch.
- Ask them to read the task. Play the recording.
Key:
bread X
33
Lesson plan
butter✔
cheese ✔
ham ✔
pizzas X
While- Task 2: - Analyse the dialogue.
learning - Students analyse the dialogue. - Read examples
(65 minutes) - Ask a few students to read the examples they - Do task 2
found aloud. They should read whole sentences.
Students go on to fill in the Learn this! box and
compare answers with their partners.
- Check as a class.
Key:
In the dialogue: some lunch, any pizzas, some
cheese, some ham, any butter, any bread Learn
this: some any any
Task 3: - Look at & do task 3

- Say something like: Hannah and Oliver still want - Check answer
some lunch. They are looking for some food.
- Ask students to do the exercise, using the
information in the Learn this! box. Check whether
everyone knows what post is.
Key:
1 any 2 some
3 any 4 any 5 some
Task 4: - Listen & check answer

- Play the recording for students to check their - Practice reading
answers.
- Ask if they need to hear it again.
- Explain the British meaning of chips-students
might be more familiar with the American
meaning of potato crisps.
- Ask them to read the whole dialogue between
34
Lesson plan
Oliver and Hannah, change some of the names of

foods, and practise reading the changed version
aloud.
- Circulate and monitor. Pick one or two pairs to
read their versions to the whole class.
For further practice on quantity, go to: Grammar - Do exercise page 122

Builder 8B: Student's Book page 122.
Key:
11u 2u
3 apples 4u
5 sausages 6u
7 tomatoes 8 carrots
2 1 some 2 any
3 some 4 some
5 any 6 any
7 some 8 any
3 1 some 2 any
3 some 4 any
5 any 6 any
7 any 8 any
4 1 how many 2 how much
3 how many 4 how much
5 how much 6 how many
5 Open answers
Task 5: - Check answer

- Check answers with the whole class. - Answer T’s question
- Ask: Would you like to have a pizza like this?
Would you like to have it with your family or your
friends?
Key:
Name: The Big One
35
Lesson plan
Price: $99
Task 6: - Read the Learn this! box
- Read the Learn this! box aloud. Check that aloud.
everybody understands the two phrases How much - Do task 6
and How many. - Check answer
- Use translations if necessary, Read the example
and do sentence 2 with the whole class to make
sure everyone knows how to build the questions.
Explain dough. After students have finished,
check with the whole class.
Key:
1 How much money does the Big One cost? (599)
2 How much pizza dough is there in the pizza? (9
kg)
3 How many slices are there in the pizza? (150)
4 How much cheese is there in the pizza? (7 kg)
5 How many minutes does it take to cook? (40)
6 How many Big Ones do they sell a year? (300)
Task 7: Do this exercise in open pairs, to monitor
how well students cope with saying the numbers. - Do the activity in pairs
7 tomatoes
Task 8: - Compare answers in pairs
- Let students compare answers in pairs, then - Write down
check with the whole class. If an error has been
made, discuss it: ask students to consider the
noun- can it be counted? Is it plural or singular?
Go over the rule for how much/ how many again if
necessary.
- Try to make sure everyone writes down the
correctly built questions, as they are going to need
them in the next exercise.
Key:
1 How much 2 How much
3 How many 4 How much
36
Lesson plan
5 How many 6 How many

7 How many 8. How much

- As students ask and answer in pairs, circulate - Ask and answer
and monitor, helping especially with numbers.
- In this lesson and elsewhere in the unit, there is
food vocabulary throughout the lessons.
- Ask students to look back through lessons A and
B and start compiling a list of all the food as it
comes up. They might want to organise it in
categories, as in Vocabulary Bullder (part 2) or
you could ask students to start to build up a mind
map that they can keep adding to as the unit
progresses.
Consolidation - Ask: What did we talk about today? - Answer T’s question: The
(5 minutes) - Elicit: some and any, how much and how many. present simple tense
- Ask: Can you tell me when any is used? What
about some? And what is the difference between
How many and How much?
- Elicit the rules. (If students look for the rules in
the book, don't stop them - they haven't had the
time to learn them yet, and knowing where to find
the rule is also a skill.)
- Draw students' attention to the lesson statement:
I can talk about quantities
- Learn question words
37
Lesson plan
Date:
Period 1
Unit 8: ON THE MENU
Lesson 3: Part C: Culture
BRITISH FOOD
i. OBJECTIVES:
- talk about food
ii. LANGUAGE CONTENTS:
1. Reading: British food
2. Listening: descriptions of traditional dishes
3. Speaking: speaking about food
4. Topic: culture
iii. TECHNIQUES:
- Question - Answer
iv. TEACHING AIDS:
v. TIME: 90 minutes
vi. PROCEDURES:

Warm- up - Before students open their books, ask them if - Answer T’s question
(5 minutes) they know any traditional British food. If they - Produce their
cannot come up with much, ask them about associations
traditional foods from other countries (it will
provide an opportunity to revise names of
countries. too).
- Teacher may want to give the names of
countries as prompts (e.g. What kind of food
comes from Japan? - Sushi.), or the other way
round (e.g. Where does sushi come from? -
Japan).
Pre- learning Task 1: - Do task 1
38
Lesson plan
(10 minutes)
Ask question 3 of the whole class.
Key:
roast beef, fish and chips, cooked breakfast
While- Task 2: - Do the task 2
learning - Ask students if they have heard any opinions
(60 minutes) about British food.
- Do not agree or disagree with what they say,
but invite them to read the text.
Key:
The text says good things about British
restaurant food.

- Ask students read the text in more detail. They - Do task 3
can compare answers in pairs, then check with - Check answer
the whole class.
Key:
1 No, they don't
2 more than 8,600
3 bacon, eggs, sausages, tomatoes and toast
4 £27
5 about 8,000
6 chicken curry
Task 4: - Do task 4
- Ask students go over the text again. - Check answer
- Check answers with the whole class. If Ts wish
to share your own impressions of British food
with your class, this is a good time to do it -after
all the work with the text has been done.
Key:
1 eating out
2 snacks
39
Lesson plan
3 microwave
4 dish
5 pubs
6 traditional
Task 5: - Listen and do the task.
- Play the recording once and see if most - Check answer
students have got the answers. If not, play it
again.
- Check answers. It would be good to have a map
of Britain available to point out Wales, Scotland,
Lancashire and Cornwall.
Key:
1 Wales 2 Scotland
3 the north of England
4 south-west England
Task 6: - Listen
- Explain ingredients. Make sure everyone reads - Do the task 6.
the instructions and the table. If students need to
check the meaning of the ingredients, talk
through them with the class, to see if anyone
knows them, or encourage students to refer to
page 135.
- Play the recording again, once or twice
depending on students' needs. Students compare
answers in pairs; then check with the whole
class.
Key
Cawl: carrots, lamb, potatoes
Colcannon: cabbage, onions, potatoes Lancashire
hotpot: lamb, onions, potatoes
Stargazey pie: eggs, pastry, sardines
Task 7: - Do task 7
Teacher may wish to photocopy transcript 3.03,
so that students can read it (if there is time) and
have a better idea of whether they would like
40
Lesson plan
each of the dishes or not.

Task 8: - Discuss the questions
- Ask students discuss the questions in groups of - Answer T’s questions
3-4. At the end, share ideas as a class.
- Ask everyone to think about a fairly simple

dish that they like, and that they can name most
of the ingredients of in English. First, they have
to list the ingredients. Then, using their list and
language from the lesson (including the
photocopied transcript 3.03) they write a
description of the dish in a few sentences. They
can then share their descriptions in groups of
three.
(10 minutes)
today?
- Elicit: food/ British food/traditional food.
- Ask students what they learned about British
food. Accept any accurate bits of information
from the lesson.
statement:/ can understand descriptions of
traditional food.
- Learn new words
41
Lesson plan
Date:
Period 1
Unit 8: ON THE MENU
Lesson 4: Part D: Grammar
ARTICLES
I. OBJECTIVES:
- develop listening and speaking skills
1. Grammar: articles
2. Reading: short texts about restaurants
III. TECHNIQUES:
- Question - Answer
IV. TEACHING AIDS:
V. TIME: 90 minutes
VI. PROCEDURES:

Warm- up - Ask students (probably in their own language) if - Answer T’s questions.
(5 minutes) they have observed the little words which appear
before nouns in English and don't seem to mean
anything. What are they? (Elicit a, the, possibly
on.) Say these words are called articles and tell the
class that they are going to learn more about them
today, but they are also going to talk about
restaurants.
- Ask a few students: Do you like eating in
restaurants? Is there a good restaurant near your
house? Why is it good? Which is your favourite
restaurant in our town/city? Why is it good?
Pre- learning Task 1: - Look at the pictures
(10 minutes) - Draw students' attention to the photos. - Answer T’s questions
- Tell them they are going to read what someone
42
Lesson plan
called lack thinks about the restaurants near his

house. Students read the instructions and the text.
- Ask: So, which restaurant is Jock's favourite, do
you think? Why?
KEY
The Italian restaurant because it's cheap and the
food is good.
While- LANGUAGE NOTE THE - Do the task 2
learning The is not normally used when talking about - Check their answers.
(65 minutes) streets. The High Street is an exception
Task 2: - Read the instructions
- Ask students to read the instructions and look at - Do task 2
the Learn this! box. - Check answers
- Elicit what countable and uncountable nouns are.
- Ask for the first one or two examples of a, an, the
together with the nouns that follow. This is
important, because some students may think the
article goes with the adjective it precedes ('o
Chinese).
- Students do the task and compare answers in
pairs.
- Check with the whole class. Emphasise that they
have now learned the first important fact about
articles: that a and an can only be used with
singular, countable nouns, while the can be used
with uncountable and countable, singular and
plural nouns.
- Say something like this: This means a singular,
countable noun can sometimes be preceded by a or
an and sometimes by the. Why? When is it a,
when an, and when. the? This is what we will find
out next the High Street
Key:
a Chinese restaurant an italian restaurant the
Chinese restaurant the Italian restaurant
43
Lesson plan
an Indian restaurant
the Indian restaurant
the food
the pizzas
a/an: singular countable nouns the: all three groups
of nouns
Task 3: - Look at the words
- Ask students to look at the words in the book and - Listen & do the task 3
listen.
- Play the recording through once. Play it again,
stopping after each word and asking students to
repeat.
- Then ask if anyone sees why it is sometimes a
and sometimes on. They can answer in their own
language. Emphasise that the difference between a
and an has to do with pronunciation only, not with
meaning.
Task 4: - Pay attention to T’s
- Ask students to do the exercise according to the explanation
rule they have just discovered. - Do task 4
- Check with the whole class. Insist on clear but - Check answer
fluent pronunciation (each article noun is
pronounced "like one word").
- Students may be more likely to make mistakes in
example 8.
- Ask a few of them to repeat the word young and
ask everyone what the first sound is (not the first
letter).
- Explain that a/an are used depending on the
sound, not the spelling. You can give the example
of an hour (silent h-the spoken word starts with a
vowel sound.)
Key:
1a 2 an 3 an
4 an 5a 6 an
7 an 8a
Task 5: - Do the task 5 individually
44
Lesson plan
- Tell students that they are now going to look at

the difference between a/an and the, and that the
difference has to do with meaning.
- Students do the exercise individually and
compare answers in pairs.
- Point to the examples in the text in exercise 1:
There's a Chinese restaurant and an Italian
restaurant-mentioned for the first time. The
Chinese restaurant is good, but it's expensive-
mentioned again.
Key:
the
Further practice - Do exercises on page 122

Grammar Builder 80: Student's Book page 122
KEY
5 1 an 2a 3a
4a 5 an 6a
7 an 8 an
6 1 a, a, the, the 2a
3 a, an, The, the, the, the
4 a, a, The, the
5 the, a
6 a, a, The, the, an
7 an, the 8 a, a, The
7 1- 2 the 3 the
4a 5 – the - 6–
7 the, the 8 -
45
Lesson plan

- Ask students to read through the text first. - Do the task 6 individually
- Do the first one or two sentences as a class.
Students continue on their own.
Key:
1a 2a 3 the 4 the
5a 6 the 7 the 8 the
9 an 10 the 11 the
Task 7: - Read the Learn this box
- Read the Learn this! box as a class. Students do - Do the task 7.
the exercise Individually.
1✓ 2 the 3✓ 4✓
5 the 6 the 7a 8✓
9 the 10 ✓ 11 ✓
OPTIONAL ACTIVITY - Do optional activity
- Ask students to write a paragraph similar to the
one in exercise 1 about places in their
neighbourhood or in your town/city. The places
could be restaurants/cafés/clubs /shops/ cinemas/
Internet cafés/discos, or any kind of place a
student wishes to write about.
- Tell them to use the text about three restaurants
as a model, changing whatever they need to
change eg. There are two cinemas neer my house
in groups of 3-4, students read one: another's texts.
- Teacher may also wish to ask 2-3 people to read
their paragraphs to the whole class.
Consolidation Ask students: What have we talked about today? - Answer T’s question
(5 minutes) Try to elicit: articles or a, an and the, and
restaurants. Ask students to tell you the rules:
When do we use a/ an? (Please note that the
complete rule: Before singular countable nouns
when mentioning something for the first time was
46
Lesson plan
not formulated in class. If someone manages to

formulate it, they deserve to be praised.) When is
it a and when an? When do we use the? Elicit
answers. Draw students' attention to the lesson
statement: I can correctly use a/an and the with
nouns.
Date:
Period 1:
Unit 8: ON THE MENU
Lesson 5: Part E: Reading
HEALTHY EATING
I. OBJECTIVES:
- know about healthy food
1. Reading: an interview, reading for detail Listening: a song: Junk food junkie
2. Vocabulary: food and food groups
3. Topic: health and fitness
III. TECHNIQUES:
- Question - Answer
IV. TEACHING AIDS:
V. TIME: 90 minutes
VI. PROCEDURES:

Warm- up - Ask students what they consider to be healthy - Answer T’s questions
(5 minutes) food and healthy eating habits.
- Teachers can help with questions: What should
you eat? How often should you eat? At what time?
How much? Brainstorm ideas with the whole
class. Help students express their ideas if they're
47
Lesson plan
struggling for words. You may wish to write the

ideas on the board.
Pre- learning Task 1: - Follow T’s instruction
(10 minutes) - Talk about the diagram with the whole class,
explaining any unfamiliar vocabulary (dairy
protein).
- Teachers may need to explain what cereal is used
to mean in this context--not only breakfast cereal,
but any kind of grain.
While- Task 2: - Answer T’s question

learning - Everyone makes a list for themselves. Teacher
(60 minutes) may ask students to share their thoughts in pairs if
teacher think everyone will feel comfortable
discussing their eating habits. (If so, they should
be allowed to do it with partners of their own
choice.)
- Ask students why they think the diagram is in
the form of a pyramid. What does it suggest about
the proportions of different foods in our diets?
Task 3: - Do task 3
- Do the first example together as a class. Students - Discuss answers
continue the matching in pairs.
- Discuss answers with the whole class.
Key:
1 chicken curry: cereal and rice/protein
2 strawberries and cream: fruit and vegetables / fat
and sugar
3 cheesecake: fruit and vegetables / fat and sugar
4 hot dog: cereal and rice / protein
5 baked beans on toast: cereal and rice / fruit and
vegetables
Task 4: - Read the tip aloud
- Ask a student to read the reading tip aloud. - Look at the photo & do
- Invite students to look at the photo and the title task 4
and consider the question in exercise 4.
48
Lesson plan
- Get a few students to say something about the

photo.
- Ask students which answers they have chosen
and why, but do not reveal the right answer.
- Ask students to read the text. - Do task 5
- Ask what the answer to exercise 4 is. Students
will probably wish to make some comments on
the content of the text.
- Allow them to do this, helping them to express
their thoughts in English.
Key:
d
Task 6:
- Explain to students that you are asking them to - Do task 6
do the exercise without using dictionaries or the - Check answer
Wordlist, because It is the context that will tell
them what the words mean.
- Students work individually.
- Check with the whole class. Teacher may wish
to check understanding by eliciting translations.
KEY
1 healthy 2 natural
3 thin 4 spider
5 nickname 6 take part
Task 7: - Do task 7
- Ask students if they agree with Sonya that eating
competitions are a real sport. Why/ Why not?
KEY
1c 2c 3a
4a 5b
Task 8: - Listen
49
Lesson plan
- Tell students they are going to hear a song about

a junk food addict. - Read the glossary first
- Ask them to read the glossary first. - Do task 8
- Play the song once without stopping, then again
pausing after each gap to check.
Key:
1 microwave 2 junk food
3 bad. 4 know
5 slow 6 stressed
7 arithmetic 8 classroom
Task 9: - Do task 9
Teacher may have to accept yes/no as answers to
the question Do you agree? With a stronger class,
ask: Why?
Key:
C
Consolidation - Ask students: What did we do today? - Answer T’s question
(10 minutes) - Elicit: read about healthy eating or eating
competitions or another relevant answer.
- Ask everyone to tell you one thing they learned
from the lesson, e.g. a fact or a new word.
- Draw students' attention to the lesson statement:
I can understand an interview in a magazine
- Learn new words and do workbook on page
50
Lesson plan
Date:
Period 1:
Unit 8: ON THE MENU
IN A CAFE
I. OBJECTIVES:
- Ordering food
1. Functional English: ordering food, saying prices
2. Listening: short dialogue
3. Speaking: ordering food
4. Topic: shopping and services
III. TECHNIQUES:
- Question - answer
IV. TEACHING AIDS:
V. TIME: 90 minutes
VI. PROCEDURES:

Warm- up - Have a conversation about eating out with
(5 minutes) your class. - Answer T’s questions.
- Teacher can ask such questions as: How often
do you eat out? Do you have a favourite
restaurant? What do you like about your
favourite restaurant? Do you always order the
same favourite dishes or something new every
time? What do you order?
Pre- learning Task 1: - Listen and do the task.
(10 minutes) - Ask students to describe the photo in pairs,
answering the questions in the exercise.
- Share ideas as a class.
While- Task 2: - Do the task individually.
learning - Ask students to read the menu first and decide
51
Lesson plan
(60 minutes) what they would order.

- Then read the instructions for exercise 2 as a
class and point out the waitress notes. Play the
dialogue once. Check with the whole class.
Key:
1 cheese sandwich
2 pizza
3 ham
4 A coffee
5 a Coke
Task 3: - Listen and check answers.

- Play the dialogue again, asking students to - Practice pronunciation
underline the expressions.
- Ask different students to read the expressions,
paying attention to pronunciation.
KEY
1 Could I have.....please? I'd like...
Can I have... please?
2 Sure. No problem.
- Read the Learn this box aloud - Check answers as a class
- Ask students to say the prices, playing the
appropriate bit of the recording after a student
has read a price.
Task 5: - Read the dialogue
- Tell students in a moment they are going to aloud
read the dialogue aloud, but first ask them to
listen to it one more time, paying attention to
pronunciation.
- Play the recording for students to repeat
individually and chorally.
- Put students in groups of three. With a weaker
class, you might ask them to read the dialogue
52
Lesson plan
as it is first.
- Allow a minute for students to decide who is
who and look at the menu to decide what they
are going to order. Students read the dialogue in
groups.
- Circulate and help with pronunciation.
Task 6:
- Play the recording once. - Students read the instructions
- Allow students to compare answers in pairs, and the exam tip.
but don't check with the whole class yet
Task 7: - Do task 7
Play the recording again and check answers - Listen
with the class. whole - Check answers
Key:
woman: fish and chips, a bottle of water
man: tomato soup, chicken curry, tea
Task 8: - Do the task.
Remind students that they can use this lesson
and other lessons in the unit as a resource when
preparing their dialogues.
Task 9:
- Have some of the groups act out their
dialogues to the whole class.
- Give feedback: praise good performance, - Prepare conversations
correct a few mistakes (recurring ones or those
concerning the language from this lesson).
53
Lesson plan
OPTIONAL ACTIVITY
- Students work in pairs.

- Tell them they are opening a café, a snack bar
or a small restaurant. They need to decide what
kind of place it is, what kind of food it serves,
and then write a short menu.
- Give some suggestions for different menus:
for example, it could be just cakes, desserts and
drinks, or just pizzas with different toppings,
etc. Each pair has to write two copies of their
menu.
- When the menus are ready, students get into
new pairs. They read each other's menus and
order. meals from each other.
Consolidation - Ask students: What have we talked about - Answer T’ question

(10 minutes) today?
- Elicit: restaurants or ordering food in a - Say some phrases they
restaurant. learned in the lesson
- Ask: Can you tell me some of the things you
say in a restaurant? Elicit any of the phrases
from the lesson.
statement: I can order food and drink in a café.
- Do workbook on page
- Learn new words.
54
Lesson plan
Date:
Period 1
Unit 8: ON THE MENU
A FORMAL LETTER
I. OBJECTIVES:
- write an announcement
1. Writing: an announcement
2. Reading: announcements, read for specific information.
3. Grammar: imperative
4. Topic: people
III. TECHNIQUES:
- Question - answer
IV. TEACHING AIDS:
V. TIME: 90 minutes
VI. PROCEDURES:

Warm- up - Explain the term "formal letter". Ask students - Answer T’s questions
(5 minutes) around the class for their ideas about when you
would write a formal letter.
- Answers might include job applications, when
you are complaining about something, when you
want information about something.
- Students can use their own language if necessary.
- Compare these to informal letters. Ask Who do
you write informal letters to? (friends, or people
you email for example)
- Tell students that this lesson is about formal
letters requesting information.
55
Lesson plan
Pre- learning Task 1: - Do the task and check

(10 minutes) - Students read the advertisement and the letter. answer
They complete the task individually then compare
answers in pairs.
- Check answers as a class.
KEY
1 ... could you please tell me if there is a good
choice of vegetarian dishes...
2... could you please let me know how much the
set menu costs?
3 ….Could you please let me know if that is
possible?
While- Task 2: - Read and do the task

learning - Read the rubric and the sentences with the individually
(60 minutes)
students, then let them complete the sentences
- With a stronger class, ask individual students for

- Answer T’s questions
their answers.
- With a weaker class, allow them time to compare
their answers before asking for ideas.
KEY
1 Indian
2 ten
3 seven
4 vegetarian

- Students look at the text again and compare the
56
Lesson plan
phrases.
- Check the answers with the class.
KEY
1 let: know
2 could; tell
Task 4: - Do the task individually

- Explain that students will now use the phrases - Check answers
from exercise 3 to make new requests.
- Do the first item as a class, then ask them to
complete the rest in pairs.
- Remind them that the phrases have the same
meanings, and that they should. try to use both of
them in their requests.
- Check answers around the class. As students give
their answers, point out that the auxiliary verb do
is no longer needed in the formal phrase (items 1,3
and 4), and that the word order changes after the
formal phrase from a direct question: are-you-
open on to that of a statement: you -are-open
(items 2 and 5).
KEY
1- Could you please tell me if / Could you please
let me know if you serve fish?
let me know if you are open on Sunday evenings?
let me know if you have a table for five people?
57
Lesson plan
let me know if the restaurant is in the town centre?
Task 5: - Read writing tip

- Ask students to read the writing tip.
- Ask if they would use the phrases in the box to
write to a friend (No).
- When they have read and understood the box,
refer them back to page 15 to compare these
phrases with informal letters
- Set up the writing task. Explain that students are
now going to write their own letter using the notes
they have made.
- Read through the advert for Stefano's and the
writing guide with the class.
- Remind them to include all the information in the
letter, and to use the text in exercise 1 as a model
Consolidation - Ask students: What did we do today? Elicit: - Answer T’s questions
(10 minutes) writing formal letters, or ways of requesting
information.
- Ask students for phrases used in formal letters.
Draw students' attention to the lesson statement: I
can write a letter requesting information.
58
Lesson plan
- Do workbook on page
- Study imperative.
59
Lesson plan
Date:
Period 1
Unit 9: JOURNEYS
Lesson 1: Section A: Vocabulary and listening
TRANSPORT
I. OBJECTIVES:
- Listen to match the photos with words
- Know how to talk about distance,time and means of transportation that students use to get to
school.
- Talk about the way to school.
1. Vocabulary: transport
2. Listening: listening about some students’ journeys to school and how they get to school.
3. Grammar: learning about preposition (by bike/on foot...)
4. Speaking: Asking and answering about distance/transportation
5. Topic: transportation
III. TECHNIQUES:
- Group work, pair work, individual
IV. TEACHING AIDS:
- Textbook, markers, board, pictures
V. TIME: 90 minutes
VI. PROCEDURES:

Warm- up - Ask ss to close their books - Close books
(5 minutes) - Inform the class of the lesson objectives by - Find as many words related
saying: “Today’s topic is transport.” to transport as possible
- Write transport on the board - Say word aloud
- Ask: “Do you know any words about means of
transportation?”
- Give some prompt: “For example, ‘bus’ or
“car” ...
60
Lesson plan
- Write words ss say on the board around the

word transport
Pre- learning Task 1: - Match pictures with
(10 minutes) Ask ss to match pictures with words in pairs or words
individually - Be able to use dictionary
Elicit any names of transportation - Give the correct anwers
Key:
1-Scooter, 2- lorry , 3- ship , 4-
underground, 5- coach, 6- van, 7-tram, 8-
helicopter
While- Task 2: - Listen to the recording

learning - Play the recording once - Repeat chorally and
(60 minutes) - Pause after each item for ss to repeat chorally individually
and individually - Listen to teacher and notice
- Notice to students pronuciaton
Task 3: - Do the exercise in pairs

- Ask students to do the exercise in pairs
- Ask students to give the answer on the board
- Notice to give the correct answers
Key: Land: bicycle, bus, car, coach, lorry, scooter,
taxi, train, tram, underground, van
Sea: boat, trip
Air: helicopter
Task 4: - Look the board and notice
- Listen to 5 teenagers talking about their - Find the question
journey to school. How do they get to school? - Draw the structure
- Draw the picture one of a distance from a house
to one place to introduce the question
“ How far is it from place to place?”
Draw the structure:
“ How far is it from ... to ....?”
It is about ……… kilometer / mile/ meter
-Say a sentence to introduce the question and
answer
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Lesson plan
- Ask students to get the question for the answer

Ex: It’s about 5 minutes to get there.
-Draw the stucture:
How long does/did it take S to do something?
It takes/took + O + time + to V.
Names: Danny, Joe, Charlotte, Craig, Ann -Read the names
-Ask stds to read the names in the table -Listen to the CD
-Open the CD without stopping for the first time -Listen to do exercise
-Play the CD for the second time (should stop the -Change the answer in pairs
CD after each dialogue)
-Play the CD for the third time
-Ask stds to give the answer on the board
- Notice and give the correct answer
-Point out how to say what means transport the use -Listen to check the answers
to go or travel by saying some sentences -Give the answers
-Let stds look at the part of “Learn this” in the -Listen to the teacher and take
students’ book note
-Look at and read individually
Task 5:
-Vocabulary builder (part 1 on page 136) at home -Read the “learn this box”
-Exercise 5: Read the “learn to this” then listen -Listen and do the exercise
again and complete the sentences a/b how they get individually
to school. -Compare in pairs
-Let stds read the “Learn this box” -Listen and check the answers
-Play the recording Key:
-Ask stds to compare their answers with a partner 1. Craig
-Play the CD again 2. Ann
3. Danny
4. Joe
5. Charlotte
Task 6: Speaking -Ask students to work with
-Ask stds to work in pair asking and answering the teacher
questions
-Remind students how to pronounce kilometer,
minute, meter -Work in pairs of three
62
Lesson plan
-Invite a good student to give a model

-Let stds work in pair
-Move around and give hepl if necessary
-Ask stds to present their task
Consolidation -Ask stds what do we have just learned in this - Listen carefully and anser
(10 minutes) section +car, train, plane, couch, …
-Remind stds of means of transport +to catch/take a bus
+to drive somebody to …
+to give sbd a lift
+go/travel to somewhere by …
- Learn new words
- Do the exercise Part 2 page 136
- Prepare section 9B
63
Lesson plan
Date:
Period 1
Unit 9: JOURNEYS
Lesson 2: Section B: Grammar
PRESENT PERFACET: Affirmative
I. OBJECTIVES:
- use present perfect tense: affirmative
- talk about recent events
1. Grammar: present perfect tense: affirmative
2. Speaking: talk about recent events
III. TECHNIQUES:
IV. TEACHING AIDS:
V. TIME: 90 minutes
VI. PROCEDURES:

Warm-up -Say: “I am an English teacher. I have taught -Look at the board
(5 minutes) English for 10 years.” -Listen
-Draw a line to illustrate the present perfect
tense
-Ask stds to recognize the form of verb used in
sentence -Look at sentence and
-Feedback and give the form of verb recognize the form of verb
-Show out what is past participle -Look, listen, write down
Pre- learning -Ask stds to do exercise 1+ 2 - Look at book and do
(10 minutes) exercise 1+2
While- learning -Affirmative
(60 minutes) +I/you/we/they + have + V past participle
+He/she/It + has + V past participle
-Ask stds to look at the picture in students’ -Look at the picture and tell
book to complete the sentences with the names -Describe the picture
-Show each picture and ask “what is the -Work in pairs to complete
64
Lesson plan
problem with him?” the sentence

-Ask students to describe the picture. -Listen to CD and check
-Let stds listen to CD to check the answers the answers
-Give the correct answers Key:
-Give the usage of present perfect tense 1.Simon 2. Sam and Jilie
-Notice regular and irregular verb 3.Lucy
Task 3: Read the information and complete - Stds do the task by
the examples themselves
-Let stds do the task step by step Key:
-Feedback and give the correct answers 1.Have 2. Has 3.Have
Task 4: Write the past perfect of some -Do the task individually
irregular verbs -Give the answers before
-Ask stds to do the task individually class
-Ask stds to share the answers with the whole Key:
class +write => written
-Notice and correct +Have => had
+cook => cooked
+walk => walked
Task 5: Complete the sentences with the -Do the task individually,
present perfect affirmative of the verbs from then compare the answer
exercise 4. Use the short form ‘ve and ‘s with a friend
-Explain how to do the exercise Key:
-Give the model with class 1.’ve walked
-Check the answers with the whole class 2.’ve written
3.’s stopped
4.’ve drunk
Task 6: Read the learn this box -Do the exercise in pair
-Read and expalin to stds -Read the answers
-Notice to stds “just” Key:
-Let stds do the exercise in pairs 1.C I don’t know. I’ve just
-Let stds read the answer arrive
-Notice and correct 2.I I’ve just heard a funny
-Give key story
3.F Yes, he’s just bought it
4.B Sorry, I’ve just eaten
them
65
Lesson plan
5.E she has just gone out

6.D They have just play
football
Task 7: Speaking - Do exercise 6
-Work in pairs. Ask and answer the question in - Give your own opinion
exercise 6
-Ask stds to work in pairs
-Move around to give help
-Let stds present the task in pairs
Consolidation - Teacher says to stds: “Today we have just - Answer T’s question:
(10 minutes) learned about present perfect tense. How is it The present perfect tense
constructed? When is it used?”
-Ask stds to make 10 sentences using the present perfect tense and do the exercise in part Grammar
builder 9B on page 124
- Read the text on page 90 “Multi cultural Britain”
66
Lesson plan
Date:
Period 1:
Unit 9: JOURNEYS
Lesson 3: SECTION C: CULTURE
People on the move
I. OBJECTIVES:
- develop reading, listening and speaking skills
- speak about life in other countries
1. Reading: a text about immigrants in Britain
2. Listening: people talking about life in Britian
3. Speaking: speaking about life in other countries
4. Topic: Society
III. TECHNIQUES:
IV. TEACHING AIDS:
V. TIME: 90 minutes
VI. PROCEDURES:
Warm- up - Ask ss if they know: - Answer T’s question
(5 minutes) +Anyone who has gone to live in Britain? - Work in groups to find
+Why did they do it? answers
+Which city are they in?
+What are they doing there?Are they happy?
+Why in general do many people go to Britain
these days?
-Tell the class that the topic today will be
immigrant in Britain.
Pre- learning Task 1: Do exercise 1 - Do task 1 in pairs or
(10 minutes) - Ask ss to describe the picture and share ideas groups of three
as a class. -Share their ideas
Do exercise 2 - Read the text individually
-Ask ss to do exercise 2 on page 90 and do exercise 2
-Notice and check the answers - Compare the answers in
67
Lesson plan
Key: pairs
A. Introduction - Check with whole class
B. Ireland
C. The former colonies
D. The EU
E. How have immigrants influenced British
life?
While- Task 2: Do exercise 3 -Do task 3 individually
learning -Ask ss to do vocab exercise individually -Check answers
(60 minutes) -Check the answer with whole class Key:
-Translate more difficult words to check 1. colonies
understanding 2. majority
3. settled
4. recently
5. famine
6. immigrants
Task 3: - Do exercise 4
- Ask ss to read the text again and do the -Check answers with partners
exercise 4
- Key:
1.F
2.T
3.F
4.T
5.F
6.F
Task 4:
- Ask ss to listen to the recording -Listen to the recording
- Play the recording once without stop -Answer the question in ex
- Ask std to answers -Answer T’s questions
- Ask stds if they can remember anything else Key:
that the speakers mentioned. a. Abdul
b. Ania
Task 5: -Listen to the tape again
-Play the recording again -Do and check answer
68
Lesson plan
-Then play the part featuring Ania only Key:

-Check answer 1.a 2.b 3.b 4.a 5.b 6.b
-Then play the part featuring Abdul
-check answer
Task 6: -Discuss the questions in
-Divide class into small groups small groups
-Ask ss to discuss the questions -Share the ideas with class
- Move around class and give help
-Encourage ss to share your own ideas
Consolidation - Ask ss: “What have we talked about today?” - Answer T’s questions
(10 minutes) - Elicit: immigrants or an equivalent
- Ask ss if they learned anything new about
immigrants in Britain.
- Draw ss’s attention to the lesson statement: “ I
can talk about living in a foreign country.”
-Learn new words
-Practise speaking at home
69
Lesson plan
Date:
Period 1:
Unit 9: JOURNEYS
Lesson 4: Section D: Grammar
Present perfect: Negative and Interrogative
I. OBJECTIVES:
- use present perfect negative and interrogative
- talk about what you have/haven’t done today
1. Grammar: present perfect negative and interrogative
2. Listening: dialogues about travel
3. Speaking: talk about what you have/haven’t done today
III. TECHNIQUES:
IV. TEACHING AIDS:
V. TIME: 90 minutes
VI. PROCEDURES:
Warm- up -Ask ss some questions in present perfect tense - Answer T’s question
(5 minutes) -Remind ss that they have recently studied - Open the book to start the
about the present perfect tense lesson
-Explain now it’s time to look at questions and
negative sentences
Pre- learning Task 1: -Look at the photos
(10 minutes) -Draw ss’ attention to the photos -Describle the photos
-Ask ss to describle the photos -Present in front of class
- Move around class and give help
-Invite some ss to talk in whole class
While- learning Task 2: -SS do task 2 individually
(60 minutes) -Play the recording -Check their answer
-Notice and correct the answer -Take note
-Clarify meaning of guidebook and suitcase
Some questions: Key:
+What kind of book do you need when going Book tickets, find
on holiday? passports, buy guidebook
70
Lesson plan
+What do you need to pack when you are

going on holiday?
Task 3:
-Ask ss to do exercise individually -Do task 3 individually
-Ask them to compare with parners -Compare answers in pairs
-Check answer with whole class -Check answer with the
Key: Haven’t - have - haven’t whole class
Task 4:
-Ask ss to work in pairs -Do task in pairs
- Ask them to compare with parners -Compare answers
-Check answer with whole class -Check answer with the
Key: whole class
They’ve booked the tickets.
They’ve found the passport.
They haven’t changed the money.
They’ve bought the guidbook.
They haven’t packed their suitcase.
Task 5: - Do exercise quickly
- Ask ss to do exercise quickly -Check answer with whole
-Ask them to compare with parners class
-Check answer with whole class
Key:
Have they booked the tickets? Yes, they have.
Has Sarah found the passport? Yes, she has.
Has Peter bought a guidbook? Yes, he has.
Has Peter changed the money? No, he hasn’t.
Have they packed the suitcse? No, they haven’t
Task 6: - Listen and tick
-Ask ss listen to the recording - Check the answer
-Play the recording twice and check the - Answer T’s question
answers
-Ask which of things they would like to do?
If anyone has been to Paris and done them?
Key:
Tick: climb the Effel Tower, see the paintings
in the Louvre Museum, take a boat trip on the - write sentence about Peter
River Seine, have a meal in the Latin Quarter
71
Lesson plan
-Ask ss to write sentence about Peter and Sarah and Sarah

-Then ckeck the answers -Check the answers
Key:
They’ve climbed the Effel Tower.
They haven’t visited Notre Dame cathedral
yet.
They’ve seen the paintings in the Louvre
Museum.
They’ve taken a boat trip on the River Seine -Do exercise 8
They haven’t walked up the Champs Elysees. -Student A answers T, and
They’ve had a meal in the Latin Quarter. A asks B the next question.
B answers and asks C, ….
-Ask ss to do exercise 8
-Ask ss to work in pairs -Answer exercise 9
-Check their pronuciation and grammar individually
-Read the whole list to
make sure that you
understand
-Ask ss answer exercise 9 individually

-Ask them to read the whole list to make sure
they understand
Task 7: Speaking
-Ask ss to speak in pairs
-Go over all the questions and move around -Work in pairs
class, give help -Report back to the class
-Invite some ss to talk about what they have
found
Consolidation -Ask ss: “What have you talked about today?” - Answer T’s question
(10 minutes) -Elicit: the present perfect, questions and
negative statements
-Draw ss’ attention to the lesson statement: “I
can talk about recent events”
- Do Grammar Builder 9B, students’ book on page 124
Date:
72
Lesson plan
Period 1:
Unit 9: JOURNEYS
Lesson 5: SECTION E: READING
Alone on the water
I. OBJECTIVES:
- learn vocabulary about weather
1. Reading: an article, reading for detail
2. Speaking: an interview
III. TECHNIQUES:
IV. TEACHING AIDS:
V. TIME: 90 minutes
VI. PROCEDURES:

Warm-up -Explain the word disabled -Answer T’s question
(5 minutes) -Write it on the board -Write down 2-3 things
-Ask ss to write down 2-3 things which disabled which disabled people can’t
people can’t do and 2-3 things they can do do and 2-3 things they can do
-Expalin that today the students are going to read a -Write the title down on the
text about a very special disabled person. book
Pre- learning Task 1: -Look at the picture

(10 minutes) - Draw ss’ attention to the pictures -Label the picture
- Ask ss to label the pictures -Answer T question
-Ask additional questions: Do you like stormy
weather?
What kind of weather do you like?
What kind of weather is good for sailing?
Key:
1. Icy, cold, foggy
73
Lesson plan
2. Sunny, warm
3. Stormy
4. Cloudy
5. Rainy
6. Windy
7. Foggy
8. Snowy
-Pronounce the words
-Ask ss to pronounce the words correctly correctly
While- Task 2: - Answer the question

learning -Ask ss to work in pairs or individually
(60 minutes) -Ask them to answer the question
-After going over the pictures, ask
+What’s the weather like today?
(point to the window)
Task 3: -Read the first paragraph of
-Read the reading tips for students aloud and the text
discuss -Discuss answers to
-Ask ss to read the first paragraph of the text, and questions 1+2 with the whole
do the exercise 4 class
Key:
1. She has just sailed alone across the English
Channel.
2. Because she can’t move her arms or legs or
even her head.
Task 4:
-Ask ss to do exercise 5 individually -Read the text carefully
-Encouraging ss to infer meaning from the text -Compare the answers in
Key: pairs
1.e 2.h 3.c 4.a 5.f 6.b 7.g 8.d -Check with the whole class
Task 5:
-Ask ss to do exercise 6 -Do the task individually
-Check the answer with the whole class -check with whole class
74
Lesson plan
Key:
1.sailed 2.become 3.given 4.been
5.had 6.changed
Task 6: - Do the task individually

-Ask ss to do the task individually -Compare answer in pairs
-Explain the opposite meaning -Check with whole class
Key:
1.always 2.left 3.rare 4.found
5.longest 6.alone 7.first
8.loved 9.happy
Task 7: - Do the exercise 8 +9
-Ask ss to do the exercise 8 +9
Key: -Act out their interviews
1. Because it makes me feel happy and free -Check answers to exercise 8
2. A friend took me sailing and I loved it, but I
didn’t want to be a passenger, so I had sailing
lessons.
3. With my mouth.
4. Very tired, but very happy
5. I want to sail around Britain.
Consolidation - Ask ss: “What have we talked about today?” - Answer T’s question
(10 minutes) - Elicit: Hilary Lister or disabled people, or
disabled people who have done something special.
-Draw ss’ attention to the lesson statement: I can
understand a magazine article in detail.
- Learn new words and do workbook
75
Lesson plan
Date:
Period 1:
Unit 9: JOURNEYS
Buying a train ticket
I. OBJECTIVES:
- Learn vocabularies
- Speak how to buy a train ticket
1. Functional English: buying a train ticket
3. Speaking: buying a train ticket
4. Topic: travel and tourism
III. TECHNIQUES:
IV. TEACHING AIDS:
V. TIME: 90 minutes
VI. PROCEDURES:

Warm- up -Put these questions on the board -Answer: T’s question
(5 minutes) -Ask ss to discuss these questions in pairs for
1-2 minutes, the say: “Today we are going to
buy train tickets.”
Pre- learning Task 1: -Do the exercise 1
(10 minutes) -Ask ss to listen to the recording CD. -Listen to the CD
-Check ss answers -Answer the questions
Key: She wants to go to London and to
return today.
While- learning Task 2: - Listen to the recording

(60 minutes) - After ss finish task 1 again, T play the and check answers
recording twice – once without stopping, then
stopping after each gap to check
76
Lesson plan
Task 3:
-Ask ss to read the Learn this box aloud.
-Play the recording through once and then -Read Learn this box aloud.
again, pausing after item to check. -Listen to the recording and
-Write time on the board check answer.
Key: -Write on the book
1. 12:28 2. 09:15 3.18:49
4.06:00
5.23:55 6.17:17
Task 4:
-Ask ss to work individually and do task 3 -Do task 3 individually
-Circulate and monitor -Speak clearly
Task 5:
-Tell ss in a moment will be asked to read the -Ask T’s questions
dialogue -Hear the CD again
-Play the dialogue -Read and do the task 4
-Ask ss to read and do the task 4 to the class
Task 6:
-Ask ss to hear 2 conservations -Hear 2 conversations at a
-Play the recording station ticket office
-Check answers -Check answers
Key: 1. Liverpool- 35 pounds- 7 – 17:35 -Answer T’s question
2. Manchester – 12.50 pounds – 10 – 10:47
Task 7: -Check the answers
-Explain all the sentences come from dialogues

Key:
1.return 2.next 3.change
4.direct 5.same 6.platform
-Play the recording to ckeck the answers -Listen the recording again
-Ask ss to repeat the phrases to check the answer
-Repeat the phrases,paying
attention to intontion
Task 8:
-Read the speaking tips as a class -Practice and check the
77
Lesson plan
-Circulate and monitor, helping with answers

pronuciation
Task 9:
-Ask ss work on their conversations -Work on their
-Invite 3-5 pairs act out their dialogues in front conversations
of class -Speak in front of class
-Give feedback
Consolidation -Ask ss: “What did you learn to do today?” - Answer T’ question
(10 minutes) -Elicit: trains/train tickets/buying tickets
-Elicit: some words and phrases from the - Say some phrases they
lesson learned in the lesson
- Draw ss’ attention to the lesson statement:
“I can buy a train ticket.”
- Do workbook
- Learn new words and structures.
78
Lesson plan
Date:
Period 1:
Unit 9: JOURNEYS
AN E-MAIL
I. OBJECTIVES:
- write an e-mail
1. Writing: an e-mail
2. Reading: an e-mail
3. Topic: travel and tourism
III. TECHNIQUES:
IV. TEACHING AIDS:
V. TIME: 90 minutes
VI. PROCEDURES:

Warm- up -Remind ss the previous lessons - Answer T’s question
(5 minutes) -Ask: Has anyone written an e-mail in
English?
Pre- learning -Ask ss to recognise the places in the photos. -Look at the letter and the
(10 minutes) -Ask ss to do task 1 photo
-Ask some more questions: -Answer T’ questions
+What do you think Debbie is writing about -Do task 1
from Sydney? -Read to check their
+What are they doing there? guesses.
Key: 1. B 2. A
While- learning -Ask ss to work individually - Work individually

(60 minutes) -Read the information and the examples - Do task 2
aloud. - Check answer with
-Ask ss to translate the examples partners
79
Lesson plan
Key:
1. We’ve already spent a lot of time on the
beach.
2. I haven’t visited the opera house yet.
3. Have you booked your holiday yet?
4. We’ve already seen a lot of sights
5. We haven’t seen a ballet yet
-Ask ss to read 2 texts one more time -Read 2 texts
-Check answers with the whole class -Check answers with the
Key: whole class.
1.F 2.T 3.F 4.F 5.T 6.F 7.T 8.F
-Ask ss to read the writing tips -Listen to T’s explanation

-Explain for ss -Reading the writting tips
Key: -Use the same openings as
Love Best wishes for informal letters
-Ask ss to work individually -Work individually
-can odd or two more
ideas
-Check answers with the
whole class
-Ask ss to use other parts of the unit as a -Read the instructions and
resource guidelines
-Ask ss to start writing -Start writing
Consolidation -Ask ss: “What have we talked about - Answer T’s questions
j. minutes) today?”
-Elicit: write e-mails or an equivalent,
various ways of beginning and ending an e-
mail.
-Draw ss’ attention to the lesson statement:
“I can write an e-mail about my holiday.”
- Write an e-mail at home
- Do workbook
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Lesson plan
Date:
Period 1:
Unit 10: JUST THE JOB
Lesson 1: Part A: Vocabulary and listening
Jobs and work
I. OBJECTIVES:
- talk about the jobs and work
- increase more vocabularies
1. Vocabulary: jobs
2. Listening: four people talikng about their jobs
3. Speaking: discussing the best and worst jobs
4. Topic: work
III. TECHNIQUES:
- Question - answer
IV. TEACHING AIDS:
- Textbooks, markers, board, pictures
V. TIME: 90 minutes
VI. PROCEDURES:
Warm- up - Write on the job on the board, say one true - Answer the questions.
(5 minutes) sentence about people job
- Say: Today we’re going to talk about jobs
and work.
Pre-learning Task 1: -Answer the questions.
(10 minutes) -Ask ss to list some jobs in English -Do the task
-Let them do exercise 1
Key:
1.chef 2.bus driver 3.computer programemer
4.shop assistant 6.nurse
While- learning Task 2:
(60 minutes) -Play the first part of the recording once for ss -Listen and check their
to listen and check their answers. answers.
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Lesson plan

-Play the whole recording -Repeat.
-Pause after each item (a second time) and ask -Look up dictionaries
ss to repeat. -Notice and take note
-Point out that endings –or and –er are
pronounced exactly the same.
Task 3: -Read the Look out! Box

- Ask ss to read the Look out! Box aloud aloud
- Ask ss to read their sentences in group of 3 -Read their sentences in
group of 3
Further Practice: - Do exercises on
- Ask ss to go to Vocabulary Builder (part Vocabulary Builder (Part
1) Student’s Book page 137 1): Student’s Book page
Key: 137
Exercise 1
1. scientis 4. Artist 7.builder
2. priest 5. Computer programmer 8.
politician
3. mechanic 6. Cleaner 9.waiter
Exercise 2
1. chef 3. shop assistant 4. Hairdresser 7.
doctor
2. famer 5. Teacher 6.actor
8.engineer
Exercise 3
Open answers
Task 4:
-Read the listening tip aloud -Listen and do the task
-Tell ss work individually. -Add more ideas
Key:
1. dish, kitchen, customers, soup,
vegetables, fresh ...
2. clothes, departmemt store, customers,
jacket,
3. animals, countryside, outside, weather,
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Lesson plan

field
Task 5:
-Ask ss to read the instructions -Read the instructions
-Play the recording through once -Listen and do the task
-Play it again and stop to check answers -Check the answers
-Ask key words.
Key:
1. farmer 2.nurse 3. Chef 4. Shop
assistant
Task 6:
-Ask ss to do individually. -Do the task individually
-Listen and compare the answers in pairs -Listen and compare the
Key: answers in pairs
1. outside 4. Public 7.
computer
2. money 5.hands 8.
customers
3. team 6.feet
Task 7: -Do the task individually
-Ask ss to wite down their own reasons -Ask T if they don’t
-Circulate and help with vocab and structures understand
Task 8:
-Set up the activity carefully. -Make the list.
-Ask ss to work in pairs or groups -Brief their views to the
-After finishing the task, ask ss to go to whole class
Vocabulary Builder (Part 2): Student’s -Go to do Vocabulary
Book page 137 Builder (Part 2):
Student’s Book page 137
Consolidation -Ask ss: What have we talked about today? - Answer T’s question
(10 minutes) -Elicit: Jobs or equivalent. - Say some jobs they have
-Ask ss: Can you give me some names of jobs? learned.
-Draw the ss’ attention to the lesson statement:
I can describe differents jobs.
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Lesson plan
- Learn by heart new words.

- Do workbook on page 137 Vocabulary Bulider (part 1), Vocabulary Builder (Part 2):
Student’s Book page 137
84
Lesson plan
LET’S REVIEW 1
I. OBJECTIVES:
- develop reading, listening, speaking and reading skill.
II. TECHNIQUES:
III. TEACHING AIDS:
IV. TIME: 90 minutes
V. PROCEDURES:
Steps Teacher’s activities Students’ activities

Warm- up - Explain to students that these pages help them - Discus with
review vocabulary and grammar classmates
- Share ideas if they
have
Exercise 1 - Read the exercise’s requirement aloud. - Do the task
- Ask students to try to remember the name of
country or nationality.
- Ask to do the task.
Key:
1 Italian 4 Russian 7 Sweden
2 Germany 5 Chinese 8 Belarus
3 Greek 6 Czech 9 British
Exercise 2 - Ask students to remember the plural form of - Do the task
countable nouns and uncountable noun.
KEY:
1 bananas 4u 7u
2u 5u 8 sausages
3u 6 apples
Exercise 3 - Ask ss read the sentence and complete the - Do the task
task
Key:
1 cereal 2 toast 3 juice
Exercise 4 - Ask ss to review the past simple. - Do the task
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Lesson plan
- Call some students to go to the board and

write their answers one by one.
- Correct ss’ answers.
Key:
1 was 2 went 3 were
4 gave 5 spent 6 won
7 became 8 wrote
Exercise 5 - Ask students to review affirmative and - Do the task
negative of past simple tense. individually.
- Ask students to do the task individually and
compare their answers in pairs.
- Call some students to write their answers on
the board.
- Correct ss’ answers
Key:
1 Не went out 3 Не played 5 Не didn't see
2 Не didn't watch 4 Не didn't write
6 Не bought
Exercise 6 - Ask students to do the task individually. - Do the task
- Call some students write their answers on individually.
the board.
- Correct ss’ answers.
Key:
1 Did he go out with friends? Yes, he did
2 Did be watch TV? No, he didn’t
3 Did he play computer games? Yes, he did.
4 Did he wit alee? No, he didn’t
5 Did he see a film? No, he didn’t
6 Did he buy a CD? Yes, he did.
Exercise 7 - Ask students to choose the correct words - Do the task in pairs.
- Call some pairs to perform their work in
front of the class.
- Ask students to role play - Work in pairs
- Correct ss’ mistakes and pronunciation. - Perform their task.
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Lesson plan
Key:
1 any 2 some 3 many
4a 5 the 6 much
Exercise 8 - Read the dialogue and do the task - Do the task and check
Key: answer
1 How was your weekend?
2 Did you go out on Sunday night?
3 Where did you go?
4 What was the food like?
5 How about Sunday?
Exercise 9 - Read the dialogue and do the task - Do the task and check
Key: answer
1 can 2 have 3 to 4 like
Consolidation - Ask students: What did we do today? - Answer T’s question
- Elicit: listening, speaking, and negotiating
- Ask students if they remember any of the
good advice about doing listening tasks
- Elicit some the phrases for suggesting and
responding to suggestion
HOMEWORK:
LET’S REVIEW 2
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Lesson plan
I. OBJECTIVES:
- review the vocabulary, the grammar and structures
II.LANGUAGE C ONTENT:
- Vocabulary: Travel and tourism
- Grammar: Present perfect
III.TECHNIQUES:
- Pair work, group work
IV.TEACHING AIDS:
- Textbook, chalk, board
V.TIME: 90 minutes
VI.PROCEDURES:

Lead – in - Explain to students that these pages help - Answer T’s question
them review vocabulary and grammar
Exercise 1 - Read the exercise’s requirement aloud - Prepare some vocabulary
- Ask students to prepare some vocabularies before they listen
before they listen - -Do the matching exercise
- Ask to do the matching exercise
KEY:
1.Passenger 2.midnight 3.depart 4.inspection

5.buffet car 6.aplolgise
Exercise 2 - Ask students to read the listening tip - read the listening tip
- Playing the recording -Work individually
- Check the answers with whole class - Listen to the recording
KEY: - Check answers class
1.T 2.F 3.T 4.T 5.T 6.F 7.F
Exercise 3 - Ask ss to prepare some vocabularies which - Work individually
help them to do the task - Write
- Write the categories on the board as column - Answer teacher’s question
headings
- Ask ss to come and write the foods and
drinks underneath
Key:
Meals Snacks Hot Cold
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Lesson plan
drinks drinks
Pasta with A coffee lemonade
mushroom sandwich
sauce
Fish and biscuits Tea Orange
chips juice
Hamburger
Exercise 4 -Ask ss to discuss eating in restaurants with -Discuss eating in restaurants

eating at home versus eating at home in pairs or
-Circulate and monitor. groups of three.
-Ask some ss to tell their ideas to the whole -Work and tell the ideas to the
class whole class
Exercise 5 - Ask students to read the exam task as a class - Read the exam task as a class
and check understanding and check understanding
- Ask students to prepare in some minutes - Tell the ideas with whole class
- Call some students to tell their ideas
Consolidation - Ask students: What did we review today? - Answer T’s questions
- Elicit: about vocabulary and grammar.
Homework:
- Do exercises of workbook
89
Lesson plan
Date:
Period 1:
Unit 10: JUST THE JOB
Lesson 2: Part B: Grammar
GOING TO
VII. OBJECTIVES:
- use: going to
- talk about plans
VIII. LANGUAGE CONTENTS:
1. Grammar: going to
2. Speaking: talking about plans
IX. TECHNIQUES:
- Question - answer
X. TEACHING AIDS:
- Textbook, markers, board
XI. TIME: 90 minutes
XII. PROCEDURES:

Warm- up - Say: “I’ll tell you something about my plans for -Listen to Teacher
(5 minutes) tonight, this weekend and the next holidays.
Tonight, I’m going to ...
-Write one of the sentences on the board and
explain
Pre- learning Task 1: -Look at the picture
(10 minutes) -Ask ss to describe what they see in the photo -Try to describle the
-Ask ss to read the instructions and the text pictures
Key: -Read the instructions
Two or more countries and the text

(65 minutes) -Ask ss to read the first line of the box and first -Listen to T.
example with the whole class. - Read the first line of
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Lesson plan
-Explain that in this form the word going does not the box and first
have its usual meaning of walking, moving,.. it’s example with the
gramatical word, used to show that we are talking whole class.
more about future activity, a plan for the future. -Study the rest of the
Key: information in the box
1. are going to start are we going to go and the text, and find
Aren’t going to stay the relevant forms.
Task 3:
-Ask ss to do the task individually or in pairs -Do the task
-Check with the whole class individually or in pairs
Key: -Check with the whole
2.Aren’t going to work 6.is going to save class
3.Are going to stay 7.is going to have
4.is going to work 8.isn;t going to see
5.isn’t going to work 9.is going to study
Task 4:
-Ask ss work on the sentences in pairs before -Do the task 4.
checking with the class -Check with class
Key:
1. Where is Paul going to go with her friends?
2. Are they going to work?
3. Where are they going to stay?
4. Where is Carl going to work?
5. Is Carl going to have a holiday?
6. What is he going t o do with money?
7. Where is Victoria going to have lessons?
8. Is Victoria going to see her friends?
9. What is she going to study?
Task 5:
-Ask ss ask and answer the questions from exercise -Do the task 5.
4, -Ask and answer and
-Circulate and monitor. turn
Task 6:
-Ask ss to read through the list of activities first to -Read the list of
check understanding. activities
-Explain the list of activities for them. -Ss answer the
questions about
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Lesson plan
themselves
Task 7:
-Ask ss to work in pairs. -Ask and answer in
-Circulate and monitor, paying attention to pairs
pronunciation. -Speak and check with
class
Task 8:
-Call some ss to present -Listen their friends
-Give feedback presentation
-Give feedback
Consolidation -Ask ss: What did we do today? - Answer T’s
(5 minutes) -Elicit: plans with going on question
-Draw ss’ attention to the lesson statement: “I can
talk about my plans for the future”
- Learn question words
- Do workbook
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Lesson plan
Date:
Period 1
Unit 10: JUST THE JOBS
Lesson 3: Part C: Culture
Jobs for teenagers
I. OBJECTIVES:
- talk about part-time jobs
1. Reading: Jobs for teenagers in the UK
2. Listening: teenagers talking about part-time jobs
3. Speaking: talk about part-time jobs
4. Topic: work, society
III. TECHNIQUES:
- Question - Answer
IV. TEACHING AIDS:
V. TIME: 90 minutes
VI. PROCEDURES:

Warm- up -Ask ss to open their books. -Open the book
(5 minutes) -Ask ss: If they have ever done a part-time -Answer T’s question
job?
Have their brothers,sisters or friends done it?
What were the jobs? Were they satisfied?
Why? Why not?
-Inform the class of the topic of the lesson.
Pre- learning Task 1:.
(10 minutes) -Ask ss to look at the photos and discuss the -Look at the photos and
questions in pair discuss the questions in
-Ask question 3 of the whole class pair
-Answer question 3 of
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Lesson plan
the whole class

(60 minutes) -Tell stds they are going to read a text about - Read a text about
teenagers and jobs in the UK. teenagers and jobs in the
-Ask ss to Read through the questions first UK.
Key: -Read through the
5. About half of them questions first
6. Babysitting -Do this exercise
7. Paper rounds
8. 12 hours
9. Yes
10. To earn some money
11. 3.30 pound
12. There isn’t one
Task 3:
-Ask stds work on the task individually -Do task 3 individually
-Compare answers in pairs -Check answers with
-Check with the whole class partners
1. Babysitting class
2. Earn
3. Part-time jobs
4. Minimum wage
5. Not allowed
6. Paper rounds
Task 4:
-Ask ss to read the instructions and the four -Read the instructions
opinions. and the four opinions.
-Play the recording through once, then -Listen the recording and
pausing after to check answer choose the best answer.
Key: 1.a 2.d 3.b
Task 5: -Ask ss to read
-Ask ss to read instructions, the words in the instructions, the words in
box and the six opinions. the box and the six
-Ask them to see if they can complete some of opinions.
the sentences without listening again -Complete some of the
sentences without
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Lesson plan
-Play the recording. listening again

-Check with the whole class and explain any - Check with the whole
unfamiliar words class and explain any
Key: unfamiliar words
1. Experience
2. Advantage
3. Meeting
4. Tired
5. Education
6. paid
Task 6: -Read the expressions in
-Ask ss to read the expressions in the box the box
-Circulate and help -Discuss their view in
pairs
Consolidation -Ask ss: What have we talked about today? -Answer T’s question
(10 minutes) -Elicit: jobs/teenagers and jobs. -Say one word or phrase
-Draw ss’ attention to the lesson statement: I related to work that they
can give an opinion on part-time jobs. learned
- Learn new words
- Do workbook
95
Lesson plan
Date:
Period 1
Lesson 4: Part D: Grammar
WILL
VII. OBJECTIVES:
- Use: will for future
- develop reading and speaking skills
VIII. LANGUAGE CONTENTS:
1. Grammar: Will for future
2. Reading: short texts about entrepreneurs
3. Speaking: predictions about future
IX. TECHNIQUES:
- Question - Answer
X. TEACHING AIDS:
XI. TIME: 90 minutes
XII. PROCEDURES:

Warm- up -Write your future on the board -Answer T’s questions.
(5 minutes) -Ask ss: “What is important in your future?” -Listen and write in the
-Elicit some ideas bool
-Remind ss they have already studied a
structure used to talk about future plans.
-Tell ss now they are going to learn about
another stucture used to speak about future.
(10 minutes) -Draw ss’ attention to the pictures and title. -Look at the pictures and
-Ask them to read the text quickly title
Key: b -Guess the answer
-Answer T’s questions with
96
Lesson plan
their own information.

(65 minutes) -Ask ss to study the information box and the -Study the information box
text and find the relevant and the text and find the
-Check the answers with whole class relevant forms.
- Key: -Check the answers with
I’ll invent a new kind of webpage whole class
He’ll need money
He won’t need
What will he do?
I’ll save some
I’ll spend more
Task 3: -Do the task individually or
-Ask ss to work individually or in pairs. in pairs.
-Check with the whole class -Check with the whole
Key: class
1. will make 3. Won’t carry 5.
Will be
2. will fly 4. Will take
6.won’t get
7.will make 8.will be
Task 4: - Do the task 4
-Ask ss to do exercise quicly with the whole
class
Key
1.will, make 2.will, fly 3. Will, fly
4.will, carry 5. Will,take 6. Will, get
Task 5: -Do the exercise 6 and
-Ask ss work in pairs and do exercise 6 check the answer
Consolidation -Ask ss: What have we taked about today? - Answer T’s question
(5 minutes) -Draw ss’ attention to the lesson statement: I
can make predictions about my future
- Do workbook
97
Lesson plan
Date:
Period 1:
Lesson 5: Part E: Reading
A YEAR ABOARD
OBJECTIVES:
- Know vocab: places of work, verb collocations
LANGUAGE CONTENTS:
- Reading: a magazine article, reading for detail
- Vocabulary: places of work, verb collocations
- Listening: a song
- Topic: work
TECHNIQUES
- Question - Answer
TEACHING AIDS:
TIME: 90 minutes
PROCEDURES:
Warm- up -Write on the board -Look at the board
(5 Minutes) -Ask ss to stand up, ask everyboby in the class -Follow teacher’s
this question and note their answer. instruction
-Explain that the topic today will be people
who do something else.
Pre- learning Task 1: -Look at the photo
(10 minutes) -Point to the photo. -Answer T’s question
-Ask ss to talk about the photos, share their -Share ideas with class
idea.
(60 minutes) -Ask ss to do the task -Read the reading tip
-Check ss answer and explain the photos and the instructions
Key: -Read the text quickly
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Lesson plan
1.a 2.c 3.b and do the task

-Check answers
Task 3:
-Ask ss to work individually or in pairs, taking -Work in pairs
notes on the three people -Take notes on the three
-Check with the whole class people
Jacqui: class
1. She’s going to study physics
2. To Thailand
3. She’ll work at an animal rescue centre
4. Nine months
Oliver:
1. He’s going to start his first job at a sport
centre
2. To Ghana in Africa
3. He’ll teach basketball to schoolchildren
and help with other lessons
4. Six months
Darren
1. He’s going to the bank
2. To the west of France
3. He’ll restore the old castle
4. Seven months
Task 4:
-Ask ss to do the exercise individually -Do the exercise
-Check with the whole class individually
-Ask ss to pracrice the collocations -Answer T’s question
-Write 2-3 sentences each using some of the -Practice the
collocations collocations.
Key: -Write 2-3 sentences
1.c 2.a 3.d 4.g 5.b each using some of the
6.f 7.e collocations
Task 5:
-Ask ss to check the meaning of the words, tick -Check check the
the places where they would like to work and meaning of the words,
put a cross next to the places where they would tick the places where
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Lesson plan
never want to work they would like to work

Key: sport centre school bank and put a cross next to
office the places where they
would never want to
work
-Tell it to their partner
I would like to work
in/at a ….
I would never want to
work in/at a …..
Task 6:
-Ask ss to list the jobs in pairs -List the jobs in pair
-When checking the answers, ask ss: “So which -Answer T’ questions.
is the most universally useful job?”
Key:
Bank: manager, cashier, computer
programmers, cleaner
Building sites: builder, engineer
Café: waiter, cleaner
Factory: worker
Garage: mechanic
Hair salon: hairdresser, cleaner
Hospital: doctor, nurse, cleaner
Office: Secretary, politician, cleaner
School: teacher, cleaner
Shop: shop assistant, cleaner
Theme park: engineer, computer programmer
Task 7:
-Tell ss to hear a song about working at a car -Hear a song about
wash. working at a car wash.
-Ask them to try guess what car wash means? -Try guess what car
-Ask ss to read the words in the box first. wash means
-Play the song once without stopping, then -Read the words in the
again pausing after each gap to check. box first.
Key: -Listen the song and fill
1.Rich 2. star 3. hand 4. star the gap
5.car 6. home 7.pay
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Lesson plan
-Check answers
Task 8:
-Ask ss to quote specific passages from the text -Quote specific passages
to support their answers from the text to support
Key: their answers.
Good things: b, c
Bad things: d, e
Consolidation -Ask ss: What have we studied today? - Answer T’s question
(10 minutes) -Elicit: we read about a gap year or another
relevant answer
-Ask ss to give one new word or phrase they
learned from lesson
-Draw ss’ attention to the lesson statement: “I
can understand a magazine article
- Learn new words and do workbook
101
Lesson plan
Date:
Period 1:
Giving advice
I. OBJECTIVES:
- develop listening and speaking skills.
- Know how to give advice
1. Functional English: giving advice
3. Speaking: giving advice
4. Grammar: should
5. Topic: work
III. TECHNIQUES:
- Question - answer
IV. TEACHING AIDS:
V. TIME: 90 minutes
VI. PROCEDURES:

Warm- up -Write job interview on the board and try to -Answer teacher questions
(5 minutes) elicit the meaning or a translation -Think of any words they
-Ask ss to think of any words they associate associate with a job interview
with a job interview
-Write all ideas on the board
(10 minutes) -Ask ss to discuss the question in pairs -Discuss the questions.
-Try to use the vocabulary
from lesson 4A
(60 minutes) -Ask ss to read the dialogue and the words in -Read the dialogue and the
the box
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Lesson plan
-Ask ss to try the complete the dialogue words in the box

before listening -Try the complete the
-Play the recording once dialogue before listening
-Elicit a translation or provide one -Listen to the recording
Key:
1. Jacket 2. Tie 3. Jeans 4.
T-shirt
Task 3:
-Play the recording once for ss to check the -Listen and check the
pronuciation pronuciation
-Ask ss to repeat. -Listen and repeat.
-Model the intonation
Task 4:
-Ask ss to read the Learn this box loud. -Read the Learn this box
-Ask ss to work on the task individually loud.
-Go over answers with the whole class -Work on the task
Key: individually
You should wear a jacket and tie. -Check the answers with the
You shouldn’t wear jeans and a T-shirt. whole class
-Ask ss to do grammar builder 10F on page -Do grammar builder 10F on

126 page 126
Key:
1. shouldn’t 2. Should 3.
Should
4.shouldn’t 5. Shouldn’t
Task 5:
-Ask ss to hear two dialouges. -Do exercise 5
-Ask ss to read the four problem a-d -Listen two dialouges
-Play the recording through once, then again -Read the four problem a-d
pausing after each part to check answers. -Listen the recording and
Key: check answers
Keith b Sonia d
Task 6:
-Ask ss to complete the sentences -Do the sentences
individually, using the prompts. individually
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Lesson plan
-Check with class -Check with class

Key:
shouldn’t b.should c.shouldn’t
d.should e.should f.should
g.shouldn’t h.shouldn’t
Task 7:
-Ask ss to listen the recording again to focus -Listen the recording again to
on the advice that is offered. focus on the advice that is
Key: offered
Keith’s friend says: d, g
Sonia’s friend says: a, f
Task 8:
-Remind ss about Lesson 7F to use when ss -Work exercise 8+ 9
hear someone’s bad news - Work in pairs and act out
-Circulate and monitor. dialogues in front of class
-Ask ss to do exercise 9
-Divide and invite 3-5 pairs act out their
dialogues in front of class
-Give feedback.
Consolidation -Ask ss: What have we talked about today? - Answer T’ question
(10 minutes) -Elicit: advice or should/ shouldn’t
-Elicit some examples of how should is used
to give advice
-Draw ss’ attention to the lesson statement: I
can give someone advice
- Do workbook
- Learn new words.
104
Lesson plan
Date:
Period 1
AN APPLICATION LETTER
OBJECTIVES:
- write an application letter
LANGUAGE CONTENTS:
a. Writing: an application letter
b. Reading: an application letter
c. Topic: work
TECHNIQUES:
- Question - answer
TEACHING AIDS:
TIME: 90 minutes
PROCEDURES:
Steps/ Time Teacher’s activities Students’
activities
Warm- up -Remind ss that they recently talked about job -Answer T’s
(5 minutes) interviews questions
-Ask: What do you have to do before you can hear a job
interview?
-Tell them the kind of letter you have to write when
looking for a job is called a letter of application
-Elicit ideas
Pre- learning Task 1: -Do exercise 1
(10 minutes) -Ask ss to try and answer the questions as quicly as -Try to answer
possible the questions as
-Elicit or explain that Emily stated the purpose of her quicly as
letter on the first sentence possible
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Lesson plan

(60 minutes) -Ask ss to analyse the letter in more detail. -Analyse the
Key: letter in more
Paragraph 1: detail.
The job she is applying for
Where she saw the advert
Paragraph 2:
Her work experience
Paragraph 3:
Her personal qualities
Who can give refernces
When she can start work
-Ask ss to go through the text one more time -Go through the
-Check answers with the whole class text one more
Key: time
1.From an advertisement in the Coventry Daily News -Check answers
2.In her local pet shop with the whole
3.For six weeks class
4.She says she is honest, reliable and hardworking
5.two
6.on 2nd July
Task 3: -Do the task

-Ask ss to work in pair -Work in pair
-Check the answers -Check the
Key: answers
1.c I am writing to apply for a summer job at W.A.R.C
2.a I saw the advertisement in the Coventry Daily News
3.e I have experience of working with animals
4.d I worked for 6 weeks as a shop assistant
5.b I can spend you a reference from the manager of the
pet shop
Task 4: -Read the writing
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Lesson plan
tip as a class
-Ask ss to read the writing tip as a class -Discuss the
-Discuss the differences between formal and informal differences
letters between formal
-Ask ss to read the advert and consider the question in and informal
exercise 6 letters
-Read the advert
and consider the
question in
exercise 6
Consolidation -Ask ss: What have we learned today? 4. Answer T’s

(10 minutes) -Elicit: write application letters or an equivalent. questions
-Elicit various way of beginning and ending a formal
letter
-Draw ss’ attention to the lesson statement: I can write a
letter applying for a job.
- Write an applicant letter at home
- Do workbook
LET’S REVIEW 1
107
Lesson plan
I. OBJECTIVES:
- review the vocabulary, the grammar and structures
II.LANGUAGE CONTENT:
- Vocabulary: travel and tourism
- Grammar: going to/ will
III.TECHNIQUES:
- Pair work, group work
IV.TEACHING AIDS:
- Textbook, chalk, board
V.TIME: 90 minutes
VI.PROCEDURES:

Lead – in - Explain to students that these pages help - Answer T’s question
them review vocabulary and grammar
Exercise 1 -Ask students to try to remember the -Remind to remember the
vocabularies. vocabularies.
- Ask to read three summaries then read the - Read three summaries then
text read the text
- Choose the one that contains the same - Choose the one that contains
informations the same informations
- Correct their answers - Correct answers with whole
KEY: class
1.b
Exercise 2 - Ask students to read the reading tip and - Work individually
work on the task individually and compare - Check answers with partners
answers in pairs - Ask and answer in pairs
- Ask some students check and justify their
answers by pointing out links
KEY:
1.B 2.F 3.A 4.G 5.D 6.E
C does not belong anywhere and does not
agree with the rest of the text,which indicates
108
Lesson plan
that she was able to walk.

Exercise 3 -Ask students to read the instructions for the - Read the instructions for the
speaking exam task in exercise 5. speaking exam task in exercise
-Tell them to hear 2 candidates doing the task 5.
-Play the recording -Hear the recording of 2
Key: candidates doing the task
1.Paris 2. Train - Check the answer
Exercise 4 -Ask students to read the phrases - Listen and tick the ones they
-Play the recording again use.
- Correct ss’ answers. -Listen the recording again to
KEY: check
I think we should---
I agree.
Let’s agree on----
I disagree.
Exercise 5 - Ask students to work in pairs - Do the task in pairs.
- Call some students to present their ideas - Present their ideas in front of
- Circulate and monitor class
Consolidation - Ask students: What did we review today? - Answer T’s questions
- Elicit: about vocabulary and grammar.
Homework:
- Do exercises on workbook
109

Solutions 7 - Giáo Án

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Lesson plan

Steps/ Time Teacher’s activities Students’ activities

Pre- learning Task 1:

can name any countries in English.

Key: 1. F 2. F 3.T 4.F 5.T

II. LANGUAGE CONTENT:

Steps/ Time Teacher’s activities Students’ activities

the man on the right.

While- learning Task 2: - Read the text

- Ss complete the task individually and

to check their answers.

- Then play it again pausing after each

sentence and asking students to repeat both

chorally and individually.

- Pay particular attention to the pronunciation

of past tense forms.

themselves. - Write sentences

Steps/ Time Teacher’s activities Students’ activities

- In that case introduce the phrase yourself by

- Play it again once or twice (depending on

Steps/ Time Teacher’s activities Students’ activities

learn to ask and answer questions about the

- Allow students a moment to work out the

3 It didn't rain last weekend.

5 How did you travel / get there?

Task 8: - Work individually

Task 9: - Report back to the class

Steps/ Time Teacher’s activities Students’ activities

Pre- learning Task 1: - Discuss with partners

cousin had a child before she got married.

Task 4: - Read the text

- Draw students' attention to the lesson

Steps/ Time Teacher’s activities Students’ activities

- Finally, announce: Today we are all going to

- Ask them to read the task.

and the response with feeling.

Consolidation - Ask students: What have we talked about - Answer T’ question

Steps/ Time Teacher’s activities Students’ activities

(60 minutes) - Students read and do the task individually. - Do task 2

2 Yes (it was exciting).

3 No, she didn't

4 No, they lost.

6 Because she didn't feel well.

Task 4 - Read the writing tip

Task 5 - Ask T new words

- Remind students they can use the chart in

Task 6 - Answer T’s questions

Steps/ Time Teacher’s activities Students’ activities

Steps/ Time Teacher’s activities Students’ activities

each other and with the Wordlist if they are not

sure; watch weaker students while they are

working and help them.

Steps/ Time Teacher’s activities Students’ activities

- Write There is... There are... on the board.

- Do the first few examples as a class, do the

whole exercise with the whole class to ensure

For further practice of breakfast food - Do exercises on

Task 5: - Listen and do the task

- Play the recording again, stopping after each

Caller 2: room 257, sausages, banana, toast,

Steps/ Time Teacher’s activities Students’ activities

For work on food categories, go to:

5 Students listen and check