SOLUTIONS 6B GIAOAN - Doc-1

Lesson plan
Date:
Period 2
Unit 4: TIME TO PARTY
Lesson 1: Section A: Vocabulary and listening
CLOTHES
I. OBJECTIVES :
After this lesson, students will be able to :
- describe what someone is wearing
- develop listening skills
II. LANGUAGE CONTENTS :
1. Vocabulary: clothes, adjectives (colors),
2. Listening: descriptions of people’s clothes
3. Speaking: describing a person’s clothes, talking about clothes, making arrangements.
4. Topic: people
5. Writing: a party invitation.
III. TECHNIQUES :
- Question – Answer
- Group work, pair work.
IV. TEACHING AIDS :
- Textbooks, chalks, board, pictures.
V. TIMIE : 90 minutes
VI. PROCEDURES :
Steps/ Time Teacher’s activities Students’ activities

Warm- up - Bring an item of clothing that students may - Watch the teacher
(5 minutes) know the name of ( jeans, a sweater in a
surprising color).
- Ask students some questions: “What are
these ?, Are they blue jeans?...” - Answer the questions.
- Say: Today, we ‘re going to talk about
clothes and colors. Look around ! Do you know - Listen to the teacher
other names of clothes or colors that anyone is
wearing here today ?
- Elicit any names of clothes and colors.
Pre-learning Task 1: - Do the exercise in groups
- Ask students to work in groups, match the
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Lesson plan
(10 minutes) pictures with the words in the box.

- KEY:
1. shirt 2. jacket 3. dress
4. top 5. trousers 6. shoes
7. boots 8. skirt 9. blouse
10. cap 11. sweatshirt 12. jeans
13. trainers 14. T-shirt
Not illustrated : shorts, jumper, socks , tie,
tracksuit bottoms
While- Task 2: - Listen to the recording
learning - Play the recording through once for ss to carefully.
(60 minutes) check their answers
- Play again and pause after each item for - Repeat chorally and
students to repeat chorally and individually. individually.
Task 3: - Do the exercise in pairs.
- Ask students to work in pairs, take turns to
identify the colors in the picture.
KEY:
1. green 2. purple 3. pink
4. grey 5. black 6. Brown
7. black 8. orange 9. Red
10. white 11. Brown 12. Blue
13. white 14. yellow
Task 4: - Work in groups of 2 or 3.
- Ask students to do the work in groups of 2 or - Watch the teacher and their
3 friend.
MODEL:
A: Who’s got a pink dress?
B: Christina
C: What color is Bill’s sweatshirt?
A : It’s brown.
- Ask students to do Vocabulary Builder
(part 1): Students’ Book page 131 - Do Vocabulary Builder
KEY: (part 1): Students’ Book
1. page 131
1. a blue top
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Lesson plan
2. a black and white dress

3. a purple blouse
4. brown boots
5. red shorts
6. blue tracksuit bottoms
7. grey trousers
8. an orange and yellow T-shirt
9. a pink shirt
10. a green tie.
2. as above
3 – 4. Open answers
Task 5: - Write sentences.
- Ask students to write sentences describing
three people in the picture
- Encourage students to produce more than one
sentence for each person they describe.
- Circulate and monitor, identify a few
particularly well written sentences. - Read their sentences aloud.
- Ask ss to read aloud.
Task 6: - Listen to the recording.
- Ask ss to listen to the teenagers talking about
their clothes.
- Play the recording through once, then stop - Listen and check the answers.
after each speaker to check answers.
Key : David and Fiona have to wear uniform.
Task 7: - Listen to the recording
- Ask students to listen to the tape again, again.
remind ss to understand they are to listen out for
the names of clothes.
- Stop if they need to hear it more times.
- Key: 1. trousers, jumper ; 2. skirts,
dress; 3. T-shirt, jeans ; 4. top, jacket.
Task 8: - Practice with their partners.
- Ask ss to take turns asking and answering the
questions.
- Encourage ss to include some details in their
descriptions of clothes.
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Lesson plan
- Model by describing what the teacher are

wearing. - Watch their teacher.
Ex : Around the house, I often wear old black
tracksuit bottoms and my favorite old T-shirt,
which is blue, with Snoopy on it.
Task 9: - Watch the teacher.
- Model a description to ss : This classmate
has got jeans and trainers. He’s got a white T-
shirt and a blue top. - Do the task in groups.
- Ask ss to write 1 or 2 sentences describing a
classmate’s clothes. - Read aloud their sentences
- Ask one of them to read aloud to the class.
Consolidation - Ask ss: What did we talk about today ? - Answer : clothes
(10 minutes) - Ask some ss to say one name of an item of
clothing - Answer the questions.
- Remind ss about the clothes and pay
attention to the lesson statement : I can describe - Remember carefully.
what someone is wearing.
HOMEWORK : (5 minutes)
- Learn the vocabulary and the structure by heart.
- Practice reading the text fluently.
- Finish the exercise in workbook.
Date:
Period 2
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Lesson plan
Lesson 2: Section B: Grammar

PRESENT CONTINUOUS
I. OBJECTIVES :
– describe what is happening in a picture
1. Grammar : Present Continuous
2. Speaking : describing what people in a picture are doing
III. TECHNIQUES :
IV. TEACHING AIDS :
V. TIME : 90 minutes
VI. PROCEDURES :

Warm- up - Remind ss: We have already studied one - Listen to the teacher.
(5 minutes) English Present tense. Do you remember what it
was called ?
- Elicit: Present simple tense. ( Quickly go over
the affirmative, negative and question forms )
- Say: English has more than one present tense
and today we are going to see why, or what for. - Listen to the teacher carefully.
The present simple is used to talk about things
that happen regularly. Today, We are going to
look at a present tense used to say what’s
happening now.
Pre- learning Task 1: - Keep the books closed.
(10 minutes) - Ask ss to close their books and tell them they
are going to listen to a phone conversation
between Jane and Alan.
- Write the questions from the exercise on the - Look at the questions on the board
board: Where’s Jane ? Where’s Alan ? and write down.
- Let students listen to the dialogue first without - Listen carefully.
transcript in the book.
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- Ask them to open the books and listen again

KEY: Jane is at home.
Alan is at Sarah’s party.
While- Task 2: - Listen to the teacher’s introduction.
learning - Explain: Jane and Alan are using the new
(60 minutes) tense, the present continuous tense, to say what
they are doing now at this moment. “ I’m not
having a good time. I’m sitting in the living
room.” - Look at the sentence in the book and
- Ask students to look at the first sentence in the do the task.
chart in their book. Elicit the form of "be" and
ask the students to complete the exercise in the
book.
KEY : 1. leaving, 2. is, 3. watching, 4. am not,
5. are you.
Task 3: - Listen to their teacher.
- Explain that students may not be aware which
vowels are long and which are short.
- Give example of /i/ : in words where the letter I - Look at the board and observe
is not pronounced /at/ ( which is long), it is the carefully.
short /i/, as in swim- swimming.
- Write some examples of each spelling on the
board, e.g. watch - watching, have - having, sit - - Listen carefully and finish the task.
sitting.
KEY : Verb + ing : doing
Verb ending in –e: having, dancing,
leaving
Verb ending in short vowel +
consonant : sitting.
Task 4: - Listen to the teacher.
- Explain to the students : you are going to hear
some sound effects. And you have to decide
what’s happening. - Do the task.
- Ask them to read the verbs first to know what
kinds of sound they are going to listen.
- Play the recording through the once. - Listen to the sounds and identify
- Play it a second time stopping after each sound
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Lesson plan
and write the answers on the board. them.

KEY : 1. B , 2. D , 3. F, 4. C , 5. A , 6. E
Task 5: - Do the task individually.
- Ask students to write the sentences individually
or in pairs. When they‘ve finished, ply the
sounds one more time, pausing after each one
and asking one by one to read the sentence that
describes it.
KEY: 1. She’s singing
2. They’re chatting.
3. She’s doing gymnastics.
4. He’s shouting.
5. He’s playing the guitar.
6. He’s eating.
Task 6: - Do the task individually.
- Ask students they have to write true sentences
about what is happening now, using the given
words with the present continuous tense,
affirmative and negative.
- For further practice of the present continuous
tense, ask students to do the Grammar Builder
4b ( Students’ Book ) on page 114.
Task 7: - Do the task in pairs.
- Ask students to do the task in pairs, ask and
answer about the people in the picture by using
the verbs from the box. - Students switch roles after a
- May ask students to do it as a memory game : specified number of questions.
students look at the picture for a minute, then
close the book and the other quizzes him/het
about what the people in the picture are doing.
Task 8: - Do the task in pairs or groups.
- Explain : after writing the descriptions,
students may read them to one another in pairs
or group of three and identify the person who’s
being described.
Consolidation - Ask students : - Listen and answer the teacher’s

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Lesson plan
(10 minutes) questions.

What did we work on today ? - The present continuous tense.
What are you doing now ? - We are learning the new tense- the
Are you listening to me ? present continuous
- Remind the students the adverbs and the
formations of this new tense again.
- Learn the vocabulary and the new tense by heart.
- Practice reading the text fluently.
Date:
Period 2
Lesson 3: Section C: Culture
MUSIC FESTIVALS
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Lesson plan
I. OBJECTIVES :
- describe a photo and talk about music festivals
- develop reading skill
1. Reading : a text about 3 music festivals.
2. Listening : a song I’m sailing
3. Speaking : speak about music festivals.
4. Topic : Sport and culture.
III. TECHNIQUES :
IV.TEACHING AIDS :
V.TIMIE : 90 minutes
VI.PROCEDURES :

Warm- up - Write the questions on the board : - Listen to the teacher ( with
(5 minutes) + What kinds of music do you like ? book closed)
+ Do you go to the concert ?
+ Do you go to the music festivals ?
- Ask students to do the task in groups of three : - Do the task in groups of
Everyone must interview 3 people, then report three.
in front of the class what they discovered, try
to find out anyone has been to a music festival. - Listen to the teacher to
- Introduce the topic of the lesson. begin the lesson.
Pre- learning Task 1: - Listen to the teacher.
(10 minutes) - Tells the students they are going to talk about
the photo in a moment. - Read the speaking tip.
- Ask them to read the speaking tip first.
- Ask them to explain foreground and - Listen and read the words,
background. look some new words in the
- Ask students to read the words in the box wordlist.
and look up the new words in the wordlist.
- Teach some new words: audience, band, - Read the new words.
enormous, stage, performance, perform,
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Lesson plan
comedy show, circus acts…

- Ask students to read the words aloud. Read
the word audience a few times and ask a few - Read the new words aloud
students to repeat. and write down in their
- Ask students to describe the photo in pairs: notebooks.
one person starts, says 2-3 times sentences, the - Word in pairs.
other add 2-3 more.
- Circulate and monitor
- Pick up a few students whose description - Watch the teacher and their
were good for different reasons, ask them to friends.
repeat their description to the whole class. - Repeat the description in
Correct mistakes in the use of the present front of the class.
continuous.
While- Task 2: - Read the text aloud
learning - Have students to read the text quickly and quickly.
(60 minutes) read the names of the festivals aloud so that
they will know how to pronounce them:
GLASTONBURY , WOMAD.
- Check answer with the whole class.
KEY : - Check their answers with
1. The International Dance and Music friends.
Festivals in Rexburg, Idaho.
2. Glastonbury Festivals.
3. WOMAD.
Task 3: - Read through the text.
- Ask students to read through the questions.
- Explain: take place, stand for, and last. - Listen, repeat and write
- Ask students to read the text in more details down the new words.
and answer the questions. - Read the text in more
- Ask them to check the answers with their details and answer the
friends, remind them the meaning of about questions.
150.000. - Check their answer with
- Point out Idaho on the map if necessary. friends.
KEY :
1. On the farm in the south-west of Britain.
2 About 150.000.
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Lesson plan
3.World of Music, Arts and Dance”

4. In different countries.
5. In Rexburg, Idaho.
6. Two weeks.
Task 4: - Word in groups.
- Ask students to work in group of 3 or 4.
- Ask them to list the musical festivals they - List the musical festivals.
know in their country and try to remember what
they know about them. - Share their information to
- Ask them to share their information to the the class.
whole class.
Task 5: - Listen to the teacher’
- Tell the students they are going to hear the introduction.
song “I am sailing”, ask if anyone knows it .
- Ask students to close the books and play the
song once. - Close the books and listen.
- Ask if anyone can repeat any words or
phrases at all.
- Ask students to open their books and read
the task and the gapped lyrics. Play the song - Listen again carefully and
once or twice again for students to finish the do the task.
task.
KEY:
1. I am sailing
2. I am flying
3. passing
4. I am dying
5. trying
6. We are sailing
CULTURE NOTE – I AM SAILING:
I am sailing is the biggest selling hit by British
singer-songwriter, Rod Stewart, who is now in
the fifth decade of his singing career.
Task 6: - Read the sentences and do
- Ask students to read the three sentences and the task.
say which one they think is an accurate
interpretation of the song. Then ask them to
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Lesson plan
talk in group of 3 and try to come up with some

tittles of song with a similar message.
KEY: b
Consolidation - Ask students : - Answer the teacher’s
(10 minutes) + What have we talked about today ? questions and remember the
+ What they learned about music festivals. new words.
- Remind them some vocabulary from the
lesson : take place, last, stand for and the words
from the exercise 1.
- Pay attention to the lesson statement : I can
describe a photo and talk about the music
festivals.
- Learn the vocabulary and by heart.
- Practice reading , singing the song fluently.
- Prepare the next lesson.
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Lesson plan
Date:
Period 2
Lesson 4: Section D: GRAMMAR
CAN AND ADVERBS
I. OBJECTIVES :
- say how well I can do something
- use modal verb can
- identify adjectives and adverbs
1. Grammar : can and adverbs
2. Listening : an interviewer
3. Speaking : talking about skills and abilities.
III. TECHNIQUES :
IV.TEACHING AIDS :
VI.PROCEDURES :

Warm- up - Write two or three statements about some skills - Watch the teacher’s
(5 minutes) such as sports , playing an instrument or introduction.
speaking a usual language … on the board.
Ex : Ana can play the guitar.
Simon can jump on his bike.
- Point to the statement and read aloud or
indicate the person with hands, then point to
yourself and say : I can’t play the guitar. - Look at the board and answer
- Ask a student : Can you play the guitar ? the questions
- Elicit : Yes/No.
-Repeat the statement with the second sentence.
Circle the verb CAN in the two sentences on the
board and ask :
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Lesson plan
So, what does CAN mean ?

- Elicit the correct translation, conclude by - Answer with Yes/No.
saying: Today, we are going to talk about what
we can do and what we cannot do. - Listen to the teacher.
Pre- learning Task 1: - Look at the board.

(10 minutes) - Draw students’ attention to the photo and ask
if anyone knows the person in it and can say
something about her. - Read the text and answer the
- Ask students read the text and answer the two questions.
questions.
KEY: Buffy the Vampire Slayer.
Martial arts, ice skating and
rollerblading.
CULTURE NOTE : - Listen carefully and try to
- Buffy the Vampire Slayer is the hugely remember.
successful cult American TV series, which was
broadcast between 1997 and 2003, about a young
woman with supernatural powers who tries to
lead on normal life.
While- Task 2: - Do the task.
learning - Ask students to complete the Learn this box,
(60 minutes) circulate and look over their shoulders to see if
they are getting it right.
( may ask them to write the answers on the board
and ask them to look for some examples of
affirmative, negative and interrogative sentences
in the text )
KEY : can’t/ cannot, can
Task 3: - Do the task and check the
- Do the first 2 or 3 sentences as the class and ask answers.
students to do the rest ones.
- Check the answer as a class.
KEY :
1. can’t drive
2. can’t dance
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Lesson plan
3. can play, can do

4. can’t speak
5. can count
6. can’ swim
7. can’t talk.
Task 4: - Listen to the teacher carefully.
- The word Adverb came out when Adverbs of
frequency were studied in lesson 2D.Find out if
students remember what it means.
- Elicit a translation, read the Learn this box with - Watch and read aloud.
the whole class.
- Have students translate the examples into their - Translate into Vietnamese.
own language.
- Point out the spelling change in easy – easily. - Watch their teacher.
- Point out that it is the same change as in study
– He studies
- Do the sentences 2, 3 of the exercise as a class
and ask students to continue individually . - Do the task and check their
- Check as a class, may be write the answers on answers with friends.
the board.
KEY :
1. slowly
2. carefully
3. early
4. late
5. well
6. easily
Task 5: - Read the introduction and

- Have students read the instructions and the phrases’ then check their
phrases in the table. answers.
- Play the recording twice or more, an ask
students to check.
- Explain that Andrea can do those things, but - Try to understand the
not quickly, fluently or well. meaning of those adverbs.
KEY : Tick 1, 5 and 6.
Task 6: -Do the task.
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Lesson plan
- Ask students get to think about themselves and

relate the target language to their own
experience.
Task 7: - Work in pairs.
- Have students talk in pairs, circulate and listen. Answer:
May ask students addition questions: Can you Yes.
play an instrument ? What instrument can A piano.
you play ?
- Can also get into little conversation with fast
finishers, pushing them to say more and give
details.
Task 8: - Report to the class.
- Ask students to report to the class, tell the class
only 2 or 3 most interesting things about their
partners.
Consolidation - Ask students : So what did we talk today ? - Answer the questions.
(10 minutes) - Elicit: can / I can / What we can do ?
- Ask a few students to say a few things they can
or cannot do.
- Practice reading the text again.
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Lesson plan
Date:
Period 2
Lesson 5: Section E: Reading
IT’S PARTY TIME
I. OBJECTIVES :
- understand a magazine article and describe photos
- develop reading skill
1. Reading: an article; reading for gist and for specific information.
2. Speaking: speaking about music and parties ; describing a picture.
3. Vocabulary: musical instruments.
4. Topic: people
III. TECHNIQUES :
IV.TEACHING AIDS :
V.TIMIE : 90 minutes
VI.PROCEDURES :

Warm- up - Ask students: Do you like going to parties ? - Listen to their teacher.
(5 minutes) what do you like doing at a party ? Do you like
organizing parties ?
- Write on the board : At a good party, there is - Answer the questions.
……, ask students to suggest ways of finishing
this sentence ( orally, no preparation ) .
- Say: Today, we are going to read and talk - Listen carefully.
about parties.
Pre- learning Task 1 - Read the speaking tip and
(10 minutes) - Tell students they’re going to describe a do the task in pairs.
photograph. Read the speaking tip aloud.
- Ask students to describe the photo of the
woman using the questions in exercise 1 in pairs.
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Lesson plan
- Ask some pairs to perform to the whole class. - Work in pairs.

While- Task 2 - Do the task and check the
learning - Ask students to read the reading tip first and answers.
(60 minutes) then allow 1-2 minutes for them to read through
the text quickly.
- Check their answers.
KEY: 1. She organizes parties.
2. Yes, she does.
Task 3 - Do the task.
- Ask students to read the text a second time and
do the task.
- Check the answers with the whole class.
KEY: 1. b , 2. c , 3. a, 4. b , 5. c
Task 4 - Find the word and check
- Allow students about 4 - 5 minutes to find the the answers.
words, when checking the answers to questions
3, point out that hard and fast can be adjectives.
- Give examples: a hard bed, a hard exam, a
fast car, but in this sentence, they are adverbs : - Look at the board and listen
She has to work hard, She has to work fast. carefully.
- Explain to students as it shows students that a
word only achieves its full meaning in context.
- Write examples on the board with the heading - Remember the contrast in
Adverbs – Adjectives examples.
- Ask students to work in pairs, then compare the
answers with the whole class.
KEY: 1. parrot, elephant - Write down in their books.
2. dress, shoes
3. ( to work ) hard, fast - Do the task in pairs.
4. castle, house
Task 5 - Do the task in pairs.
- Ask students to do the matching exercise in
pairs.
- Explain they can use Wordlist or dictionaries,
ask them try to pay attention to pronunciation
/ei/, /ai/, and the stress in guitar, saxophone
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Lesson plan
KEY: 1. violin
2. cello
3. guitar
4. piano
5. drums
6. saxophone
7. trumpet
8. bass guitar
Task 6 - Listen and remember the
- Check and explain the difference between a difference.
grand piano and an upright piano.
KEY: guitar, grand piano
Task 7 - Listen and try to find out
- Play the recording twice without stopping, the instruments.
pausing after each instrument at the second time.
KEY: 1. guitar
2. drums
3. saxophone
4. cello
5. piano
6. trumpet
7. bass guitar
8. violin
Task 8 - Do the task in pairs or
- Ask students to do the task in pairs or groups of groups of 3.
3, may turn it into a competition : which group
can list the largest number of musicians each
playing a different instrument.
Consolidatio - Ask students: What did we talk about today ? - Answer the questions.
n Try to elicit something like : parties and music.
(10 minutes) - Ask everyone to say one new word they learned
in the lesson ( they should not repeat words ). - Say new words
- Draw the students’ attention to the lesson individually.
statement : I can understand a magazine article
and describe photos. - Pay attention to the
statement.
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Lesson plan
- Practice reading the text , describing the photos.
Date:
Period 2
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Lesson plan
Section F: Everyday English

MAKING ARRANGEMENTS
I. OBJECTIVES :
- make arrangement to meet somebody
1. Grammar: present continuous for future use
2. Listening: dialogues
3. Speaking: making arrangements
4. Function of English: making arrangements
5. Vocabulary: let’s, preposition of time, collocations : activities
6. Topic : people
III. TECHNIQUES :
IV. TEACHING AIDS :
V. TIMIE : 90 minutes
VI. PROCEDURES :
Steps Teacher’s activities Students’ activities

Warm- up - Put this question to the class in general : Have you - Listen and answer the
(5 minutes) got any plans for this afternoon ? (or for the questions.
weekend), and say : I’m going to the British Council
library.
- Ask students : Are you doing anything this
afternoon, Lan?, and give remarks like : Very good,
good……
- Announce the topic of the lesson : Today, we’re - Answer the questions.
going to talk about making arrangements.
Pre- learning Task 1 - Read the instructions,
(10 minutes) - Ask students to read the instructions, the box and the the box and the
dialogue. dialogue.
- Ask them to do the task individually and compare - Do the task in pairs.
their answers in pairs.
- Play the recording twice- first without stopping, then
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Lesson plan
pausing after each gap to check. While checking, work - Listen to the
a bit on intonation in the phrases : This is Harry, what recording twice and
about Tuesday ? Let’s meet. See you there. check the answers.
KEY: 1. This
2. want
3. can’t
4. What
5. meet
6. see
While- Task 2 - Read the Learn this!
learning - Ask students to read the Learn this! Box and then Box, and then the
(60 minutes) read the dialogue. dialogue.
KEY: I’m playing volleyball. Are you doing
anything?
Let’s meet outside the bowling alley.
Task 3 - Study the Free- time
- Allow students about 30 – 40 seconds to study the box.
Free-time activities box.
- Circulate and listen, ask 1-2 pairs to act out the - Work in pairs and act
dialogue in front of the class. out the dialogue.
KEY : 1. are (you) doing
2. am staying
3. are going
4. are (you) going
5. is working
6. am meeting
Task 4 - Read the Prepositions
- Ask students to read the Prepositions of time in 30- of time and listen , and
40 seconds and tell them they are going to hear 3 complete the chart.
conversations between two friends who arrange to
meet. The task is to write down in the chart details of
activities the friends arrange to do together - Ask to check the
- Ask them to check the answers. answers with friends.
KEY
Activity Day Time
1. go to the tomorrow At 8 o’clock
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Lesson plan
disco
2. play football on Saturday At 2 o’clock
in the park
3. go for a On Sunday At 3 o’clock
coffee
Task 5 - Do the task and check

- Ask students to complete the sentences. Maybe play the answers.
the recording while students are doing it, or let
students do the task looking at the rules and using their
memory, then play the recording to check.
KEY : 1. –
2. at
3. on
4. in
5. at
6. on
7. on
- Ask students to work on their conversations.
- Circulate and monitor, correcting errors and doing
some pronunciation practice if needed - Practice pronounce
- Ask students to practice pronounce these tone units : some phrases.
I’d love to- Great idea – I’m afraid I can’t – I’m busy
then . - Practice speaking.
- Ask students to practice speaking without writing
their dialogue down.
Task 7 - Act out the dialogue
- Ask students to act out the dialogue in front of the in pairs, may sit back to
class. back as talking on the
phone.
Consolidation - Ask students: What have we looked at today ? - Listen to the teacher
(10 minutes) - Elicit: making arrangements (arrange to meet), and try to remember.
prepositions of time ( at 5 o’clock , in the morning, on
Monday, tomorrow evening ).
- Draw students to pay attention to the lesson
statement: I can make arrangements to meet
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Lesson plan
somebody.
Date:
Period 2
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Lesson plan

Lesson 7: Section G: Writing
AN INVITATION
I. OBJECTIVES :
- write an invitation to a party
1. Grammar/ Vocabulary: can for requests
2. Topic: home
3. Reading: invitations
4. Writing: an invitation
III. TECHNIQUES :
IV.TEACHING AIDS :
VI.PROCEDURES :

Warm- up - Write an invitation on the board, ask students - Look at the board and listen
(5 minutes) who knows what it means ( accept a translation ). carefully, then answer the
- Have the chat with the class about invitations. questions.
Ask : When you are having a birthday party, do
you write invitation ? Who does ? How about
your 18th birthday, would you like to have written
invitations/ invitations on paper then ? How about
a party at school ? should there be invitations ?
What do you think – is a written invitation a very
formal thing ?
- Say: Today, our lesson is about writing - Listen and write down the
invitations. lesson.
Pre- learning Task 1 - Do the task individually.
(10 minutes) - Ask sty to look at the photos and ask students to
answer the questions individually.
25
Lesson plan
- Ask students to describe the photo in as much

detail as possible.
While- Task 2 - Look at Wordlist or
learning - Encourage students to look up all the types of dictionaries to look up the
(60 minutes) parties in the Wordlist or their dictionaries. meaning of the words.
- After checking the answers, ask additional - Answer the questions.
questions : Which types of parties did you have in
the last year ? was it a good party ? Did you write
invitations ? Did anyone have a fancy dress
party ?What did you wear ?....
KEY: 1. fancy dress party
2. birthday party
3. end-of-term party
Task 3 - Study the Learn this ! box.
- Ask students to study the Learn this! box,
explain the word Request and go over the text
again.
KEY: Can you invite Mandy, please.
Can you bring some CDs, please ?
Can you bring something to eat or
something to drink ?
- Ask students to read the invitations again, while
checking may point out that time and place do not
necessarily have to come in this order ; or state
the place first and the time afterwards.
KEY : 1. the event
2. the day
3. the time
4. the place
5. extra information or request
- Allow 30-40 seconds, then go through the
openings and the endings as the class.
KEY : Hi/ Dear See you soon.
Love
26
Lesson plan
Cheers
Task 6 - Read the tip and try to
- Ask students to read the Writing tip together, identify the errors, then
may provide the following additional information correct them.
on the board :
+ wrong verb form
+ 2 x spelling mistakes
+ wrong preposition
+ one word to delete.
- Ask students to identify the errors and correct
them, write the correct versions on the board.
KEY: We’re having
Christmas
On Saturday
House
You can to come
Task 7 - Read through the
- Ask students to read through the instructions instructions and guidelines.
and guidelines, ask students to discuss what extra
information there could be.
- Ask students to proofread each other’s work.
They could replies to each other’s invitations,
refusing them politely, explaining why they
cannot come and suggesting meeting some other
time.
Consolidation - Ask students: What did we work on today ? - Answer the questions and
(10 minutes) Elicit : invitations remember the lesson
- Elicit a few phrases that can be used in statement.
invitations.
- Draw students to the lesson statement : I can
write an invitation to a party.
27
Lesson plan
28
Lesson plan
Date:
Period 2
Unit 5: WILD
Lesson 1: Section A: Vocabulary and Listening
GEOGRAPHY
I. OBJECTIVES:
After this lesson, students will be able to
- talk about places in the world
- develop listening skill
II. LANGUAGE CONTENT:
1. Vocabulary: geographical features and geographical names
2. Listening: a quiz
3. Grammar: the use of articles with geographical names
4. Speaking: ask and answer quiz questions
5. Topic: features and environment
III. TECHNIQUES:
- Play role
- Question – answer
- Communicative approach
IV. TEACHING AIDS:
- Textbooks, chalks, board
V. TIME: 90 minutes
VI. PROCEDURES:

Warm- up - If T has access to a large physical map of the - Follow T’s activities
(5 minutes) world, display it in the classroom.
- Ask students if they can name any of the things
on it
for example, this is an ocean and pointing to
one).
 introduces new lesson
Pre- learning Task 1 - Do exercise 1 in pairs
(10 minutes) - Ask students to label the pictures with words
from the box.
29
Lesson plan
KEY:
1. island, sea
2. river
3. mountains, valley
4. desert
5. rainforest
6. forest
7. ocean
8. hill
9. beach
10. waterfall
Not illustrated: lake
While- Task 2 - Listen to the recording
learning - Play the recording once without stopping for
(60 minutes) students to check their answers.
- Play the recording again, pausing after each - Repeat individually
word and asking different students to repeat
individually.
- Try to make sure that mountains is
pronounced /"mauntmz/ not /'maonteinz/, and
that valley is /'vaeli/ not /'vaslei/.
Also pay attention to the reduced vowel hi in
unstressed syllables in island, desert, ocean, etc.
Task 3 - Listen
- Play the recording once for them to check. KEY:
Then play it again, pausing and asking students 1. the Amazon Rainforest
to repeat first chorally, then individually, paying 2. the Baltic Sea
attention to pronunciation, especially intonation.
3. the island of Tasmania
- Draw students' attention to the Look out! box
4. the Tatra Mountains
with rules for the use of articles with place
5. the River Ganges
names. N.B.: The aim is to make students aware
6. the Sahara Desert
of those rules, so that they may notice examples
7. Lake Superior
and with time build the habit of correct usage.
It would be unrealistic and unhelpful to expect
elementary level students to memorize such rules
and to use articles accurately at this stage.
30
Lesson plan
- If you have a map of the world in the - Listen and repeat

classroom, walk up to it and point out the KEY:
continents as their names are spoken on the Africa
recording. Ask students to repeat individually. Asia
- Point out that the 'Au' in Australia is /D/ not Australia
/ao/. The same is true about Austria. North Europe
America and South America are tone units North America
(pronounced as single words). South America
Task 4
- Model the activity by asking one student the
question in the book: Where is the Amazon
Rainforest? You can help by pointing at the map.
- If you want more control over their
performance at this stage, it can also be done in
open pairs across the class.
• There is a potential problem with is/are: Where
is the Tatra Mountains? With a stronger class,
simply correct the error if it occurs. With a
weaker class, write: Where is ...? Where are ... ?
on the board before or while asking the model
question and ask what the difference is.
Task 5 - Do Vocabulary Builder
- Ask students to do Vocabulary Builder
- T corrects the answers
KEY
Part 1
1.hill 2.lake 3. river
4.beach 5.sea 6. valley
7.island 8. Waterfall 9. forest
10. desert
Part 2
1.North America 2.South America
3.Europe 4. Africa
5. Asia 6. Australia
Part 3
31
Lesson plan
2. Spain is in Europe.
3. Brazil is in South America.
4. Canada is in North America.
5. Nigeria is in Africa.
6. India is in Asia.
7. Argentina is in South America.
8. Finland is in Europe.
Task 6 - Listen
- Play the questions once without stopping, then - Answer in pairs
pausing after each one to check. When everyone 6.
is sure what the questions are, allow 2-3 minutes
for students to answer in pairs.
KEY:
1.Europe 2.River 3.ocean
4.Desert 5.islands 6.Lake
Task 7 - Listen and check
- Play the whole quiz to allow students to check
their answers. Check that everyone is sure what
the answers are.
Task 8 - Work in pairs
- Ask students to work in pairs - Write questions
- This can be done in pairs or groups of three,
and it's essential that there should be an even
number of pairs/ groups. It would be helpful to
have a big map of the world on the wall and/or
atlases for each team.
- Circulate and help.
Task 9 - Work in groups
- Each pair or group gets together with another
and they quiz each other.
- Circulate and supervise, paying special
attention
to the pronunciation of place names.
Consolidation - Ask students: What did we work on today ? - Answer the questions and
Elicit : invitations remember the lesson statement.
32
Lesson plan
(10 minutes) - Elicit a few phrases that can be used in

invitations.
- Draw students to the lesson statement : I can
write an invitation to a party.
33
Lesson plan
Date:
Period 2:
Unit 5: WILD
Lesson 2: Section B: Grammar: COMPARATIVE ADJECTIVES
I. Objectives:
By the end of the lesson, students can make comparisons.
II. Language content
- Vocabulary: wildlife
- Listening: a quiz
- Grammar: comparative adjectives
- Speaking: ask and answer quiz questions
- Topic: features and environment
III. Technique:
- Play role
- Question – answer
- Communicative approach
IV. Teaching aids
- Textbooks, chalks, board
V. Time: 90 minutes
VI. Procedures:
Warm- up - Ask two students of very different height - Stand up
(5 minutes) to stand up Who is taller? Indicate tall and - Answer T’s questions
taller with your hand.
- Ask students to say what taller, longer are
in their own language.
- Introduce the grammar of the lesson:
comparative adjectives, and ask for the
equivalent in the students' own language.
Pre- learning Task 1: - Look at the photo
(10 minutes) Draw students’ attention to the photo of the - Answer T’s question
two elephants. - Read and do the task
- Ask: “Do you know which is the African
and which the Asian elephant?”
KEY: 1. African elephant
34
Lesson plan
2.Asian elephant
- Ask all students to read the text in
exercise 1
While- learning Task 2: - Listen to T
(60 minutes) Focus students' attention on comparative
forms to the elephants and saying: “The
Asian elephant is bigger than the African
elephant.”
- Explain that comparative adjectives are
constructed in several different ways
English and that all those ways are
presented in the exercise 2. -Fill in the table
- Students fill in the table with comparative
adjectives Circulate and monitor.
- Go over the answers with the class.
KEY: 1. larger 2. heavier
7. more intelligent 4. better
Task 3: - Listen and repeat the sentences
- Play the recording, pausing after each
sentence and asking several students to
repeat individually.
- Point out that the r is silent and the word
than in the two sentences also has the weak
vowel /a/.
Task 4: - Listen and do the task
- Play the first sentence twice and ask
students to do the task.
KEY: 1. River, Volga, longer
1. America, further, Australia, Asia
- If few students seem to have identified
all the words, play the sentence again.
- Repeat the words and sentences
- Ask a few students to repeat first the
individual words, then the whole sentence.
- Repeat the procedure with the second
sentence.
35
Lesson plan
Task 5: - Read the instructions

- Ask students read the instructions. - Work in pairs
- Ask students compare answers in pairs
first.
- Check with the whole class
KEY: 1.wider 2.bigger 3.heavier

4.further 5.faster 6.more intelligent
7.more expensive
 CONSOLIDATION:
Steps Teacher’s activities Students’ activities
Consolidation - Ask students: What have we talked about - Answer T’s questions
(10 minutes) today?
- Elicit: geographical features and
geographical names; wildlife and adjectives
for measurement
- Ask students to make some comparative
sentences
- Draw students attention to the lesson
statement: “I can talk about geographical
features; I can make comparisions.”
Homework: (5 minutes)
- Learn new words
- Do workbook on page 48, 49
Date:
Period 2
36
Lesson plan
Unit 5: WILD
Lesson 3: Section C: Culture: NATIONAL PARKS
I. OBJECTIVES:
By the end of the lesson, students will be able to:
- describe a National Park
II. LANGUAGE CONTENT
- Reading: a text about the Lake District
- Listening: a profile of some National Parks
- Speaking: talk about parks
III. TECHNIQUES:
- Group work, pair work
- Question - Answer
IV. TEACHING AIDS:
- Textbook, chalks, board, pictures
V. TIME: 90 minutes
VI. PROCEDURES:

Warm- up - Write National Parks on the board and say - Answer T’s question
(5 minutes) this is going to be the topic today.
- Ask: “What kind of things can you see in
national parks?”
- Accept any sensible answers, e.g. trees,
animals, but try to elicit some of the
vocabulary from lesson 5A.
While- learning Task 1 - Repeat words
(70 minutes) - Read through the phrases in the box. - Answer T’s question
- Ask students to describe the photo in pairs.
- Ask few students to repeat the description
to the whole class; then ask who would like
to add something.
- Elicit as complete a description.
Task 2 - Look at the photo
- Tell students they are going to read a text - Read the text
about the Lake District National Park in
37
Lesson plan
England.
- Ask students to read through the text
quickly first and do the task in exercise 2 in
1-2 minutes.
- Go over answers with the whole class.
KEY: 1. C 2. A 3. B
Task 3 - Read the text and do the task.
- Draw students’ attention to the text
- Explain that first ss have to read the text
carefully again and do a simple task
- It would be good to have dictionaries
available; otherwise, they can use the
Wordlist.
- Go over answers with the whole class.
KEY:
IF 2F 3F 4T 5F 6T
Consolidation - Ask students: “What have we talked about - Answer T’s question
(10 minutes) today?”
- Elicit: wildlife, National Parks;
- Ask students to name words they remember.
- Draw students’ attention to the lesson
statement: “I can describe a National Park”
- Learn new words
- Do workbook on page 50
38
Lesson plan
Date:
Period 2
Unit 5: WILD
Lesson 4: Section D: Grammar: SUPERLATIVE
I. OBJECTIVES:
- describe people and things using superlative adjectives.
- Speaking: talk about parks
- Grammar: superlative adjectives
- Vocabulary: geographical features
III. TECHNIQUES:
- Question - Answer
IV. TEACHING AIDS:
V. TIME: 90 minutes
VI. PROCEDURES:

Warm- up - Ask students: “What is the fastest car in the - Answer T’s question
(5 minutes) world? What is the best film of this month?
What is the most beautiful animal in the world?”
- Write on the board: the fastest, the best, the most
beautiful and ask students for translations.
- Elicit a translation
Pre- learning Task 1
(10 minutes) - Draw students' attention to the photos and - Look at the photos
ask them to prepare to talk about them using the
words in the box
- Explain new words to class.
- Encourage students to use the Wordlist.
- Prepare the task
- Allow a minute for preparation.
- Work in pairs
- Ask students to work in pairs.
While- learning Task 2
39
Lesson plan
(60 minutes) - Ask students to read the first sentence of the - Read the first sentence
text.
- Ask: “What is the text about?” (Antarctica) - Answer T’s question
“Why is the climate extreme?” (Because it's
cold/the coldest place in the world.)
- Ask students to read the instructions for
exercise 2 and identify the superlative forms.
KEY:
1. the coldest 2. the worst

3. the lowest 4. the wettest
5. the driest 6. the most difficult
Task 3
- Draw students' attention to the Learn this! box - Focus on the Learn this!
- Ask students to compare it with the box on box
comparative adjectives on page 49. - Answer T’s question
- Discuss the differences and similarities.
- Play the recording to check answers and practice - Do the task
pronunciation.
KEY:
1. the largest 2. the heaviest
3. the hottest 4.the most difficult
5. the worst
Task 4
- Ask students to complete the sentences - Complete the sentences
individually and decide if they think they are

true.
- Check with the whole class.
- Answer T’s question
- Ask different students read the sentences
aloud and ask them for true versions, e.g.
Student: I'm the funniest person in the class. -
Not true.
Teacher: So who is the funniest person in the
class?
Task 5
- Ask students to ask and answer in pairs using - Ask and answer ( in pairs)
WHO or WHAT & the superlatives form of the
40
Lesson plan
adjectives.
KEY (Answers will vary)

1. Who's the most beautiful actress in the world?
2. What's the most interesting city in your
country?
3. What's the best programme on TV?
4. Who's the worst singer in the world?
5. What's the easiest subject at school?
6. Who's the best football player in the world?
7. Who's the funniest actor on TV?
Elicit: wildlife, wild animals
- Ask students to name words they remember.
Draw students’ attention to the lesson statement:
“I can describe people and things using
superlative adjectives.”
- Learn new words
41
Lesson plan
Date:
Period 2
Unit 5: WILD
Lesson 5: Section E: Reading: DANGEROUS!
I. OBJECTIVES:
- read for detail and describe animals
- Vocabulary: wild animals
- Reading: an article about the most dangerous animal in the world
- Topic: wild animals
III. TECHNIQUES:
- Question - Answer
IV. TEACHING AIDS:
V. TIME: 90 minutes
VI. PROCEDURES:

Warm- up - Ask students to remember as many - Mention names of animals
(5 minutes) names of animals as they can.
- Choose 2-3 winners and start the lesson.

(10 minutes) - Draw students' attention to the photographs. - Look at the photographs
- Ask students to name any of the animals. - Answer T’s question
- Ask students to do the task, using dictionaries or
the Wordlist if they need to.
KEY:
1. tiger 2.whale 3.snake 4.lion
5.mosquito 6.eagle 7.jellyfish
8. hippo 9. bear 10. shark
While -learning Task 2
(60 minutes) - Play the recording once for students to check - Listen to the recording and
their answers and a second time to practice practice pronunciation
42
Lesson plan
pronunciation.
Task 3
- Ask students to classify the animals, then - Work in pairs
compare in pairs and add more. - Write down on the
- Check with the whole class. notebook
- Write the additional ideas on the board.
KEY:
Land: bear, elephant, hippo, lion, snake, tiger
Sea: jellyfish, whale, shark
Air: eagle, mosquito
Task 4
- Ask students: Which animals do you think are - Answer T’s question
the most dangerous?
- Elicit a few responses, then direct students'
attention to the text.
- Ask students to read it once and - Read the text and match the
a) match the photos and the paragraphs; photos
b) find out which is the most dangerous animal

in the world and why.
KEY
A Hippos (photo 2)
B Box jellyfish (photo 3)
C Mosquitoes (photo 1)
Task 5
- After the practice in exercise 5, ask the students - Do the task
to do the same with the five highlighted words in
the text
KEY
1. aggressive (adj.)
2. tentacles (n.)
3. population (n.)
4. cartoons (n.)
5. insect (n.)
- Ask additional questions to reinforce the - Answer T’s question
vocabulary, e.g: Chi, is your dog aggressive? Do
you like Garfield cartoons? etc.
43
Lesson plan
- Elicit: wildlife, wild animals
- Ask students to name some (dangerous) animals
they remember.
- Draw students’ attention to the lesson
statement: “I can understand an article about
animal.”
- Learn new words
44
Lesson plan
Date:
Period 2
Unit 5: WILD
Lesson 6: Section F: Everyday English: Making a phone call
I. OBJECTIVES:
- ask for and give information.
- Vocabulary: shopping and services
- Pronunciation
III. TECHNIQUES:
- Question - Answer
IV. TEACHING AIDS:
V. TIME: 90 minutes
VI. PROCEDURES:

Warm- up - Inform the class of the lesson objectives. - Answer T’s questions
(5 minutes) - Ask a few students: Do you ever go to the
zoo? Do you ever go to museums? Do you like
going to zoos?/ to museums? What do you
need to know before you go?
- Elicit the idea of opening hours and ticket
prices, in any form, but preferably in English.
(10 minutes) • - Draw students' attention to the photos. - Focus on the photos
• - Say they are going to hear a phone - Listen carefully to the
conversation: a girl is calling the Bronx Zoo conversation
(in New York) to ask for some information.
- Play the recording once, asking students to
complete the dialogue.
- Play it a second time, asking them to - Repeat the phrases
concentrate on the intonation. Pause after the
45
Lesson plan
four phrases, which were missing and ask

students to repeat them.
KEY
1. How can I help you?
2. What time do you open?
3. And what time do you close?

4. How much does it cost to get in?
(60 minutes) - Read the Learn this! box together.
- Focus on the Learn this! box
- Elicit the example of would like from the
dialogue in exercise 1.
KEY
I'd like some information about the zoo,

please.
Task 3
- Ask students to read the dialogue in pairs in - Read the dialogue
the form in which it appears in the book.
- Ask students to substitute different names
- Name different museums and
of museums and different times and prices.
different times and prices.
- Task one or two pairs to perform for the
class.
KEY:
Tickets : Adult $14 , Children $8 , Students $
10
Opening hours : 10.00 -17.45
Last entry 17.00
Task 4
- Ask students (in pairs) to imagine that one - Choose partner and practice
of them works in one of the museums in your their dialogues.
town or a nearby city and the other is a visitor
looking for information.
- Encourage them to choose a real museum.
Pairs prepare and practice their
dialogues.
Task 5
- Ask 2-6 pairs act out their dialogues to the
46
Lesson plan
class. - Perform their dialogues in front

- Comment on any recurring errors, praise of class
good performances.
- Try to elicit: asking for information or a
similar answer.
- Elicit some of the questions practiced in the
lesson.
- Draw students' attention to the lesson
statement: “I can ask for and give
information.”
- Learn new words
47
Lesson plan
Date:
Period 2
Unit 5: WILD
Lesson 7: Section G: Writing: A postcard
I. OBJECTIVES:
- write a postcard
- Vocabulary: prepositions of place
- Pronunciation
III. TECHNIQUES:
- Question - Answer
IV. TEACHING AIDS:
V. TIME: 90 minutes
VI. PROCEDURES:

Warm- up - Write postcards on the board.
(6 minutes) - Have a chat with students about writing - Answer T’s question
holiday postcards. Use these questions: Do

you ever write holiday postcards? Who do
you write to? How much do you write?
- Conclude: Today we are going to work on
writing postcards.
Pre- leaning Task 1
(10 minutes) - Draw students' attention to the postcard - Look at the postcard photos and
photos and then two texts. then two texts.
- When checking answers, you may ask: - Answer T’s question
Where is Mallorca?
KEY: 1. Scotland 2. Mallorca
- If you have a map of the British Isles in
your room, you can point out the location of
Loch Ness.
48
Lesson plan

(60 minutes) -Ask one student in each pair reads the - Do the task
Mallorca card, the other the one from
Scotland; they answer the questions and then
exchange information.
KEY
Sally's card:
1. In Scotland
2. They think it’s great.
3. Not very
4. In a youth hostel
5. Loch Ness
6. They go walking in the mountain.
- Later ask everyone to read the card they
haven't yet read and go over the answers as a
class.
Task 3
- Ask students write the phrases. With a - Write the phrases
weaker class, you could write them on the
board as well.
KEY
1. It's lovely here and the weather is
fantastic.
2. Wish you were here.
3. See you next week.
- Wish you were here! is a fixed expression
typically used in postcards.
Task 4
- Draw students' attention to the box with - Focus on the box with
prepositions of place. prepositions of place.
- Ask a few students questions like: Do you - Answer T’s question
prefer being at the seaside or in the
mountains? Or maybe near a lake?
- Ask students to find the expressions with - Do the task
prepositions in the two postcards they have
read.
49
Lesson plan
KEY
- We're in Mallorca.
- We're at a campsite in a small village, the
beach near the campsite
- We're in Scotland
- We're in a youth hostel near Loch Nesting
the mountains
Task 5
- Draw students' attention to the photos at - Look at the photos at the
the bottom of the page. bottom of the page.
- Say: These are different kinds of
accommodation- places where you can stay.
- Ask students to do the matching exercise, - Match the accommodation with
using dictionaries. correct kinds of places
KEY
Italy-Villa
Las Vegas - hotel Ireland - campsite
Spain - apartment Finland - cottage
Austria - youth hostel
- Check with the whole class. Ask a few - Answer T’s question
students questions like: Do you prefer

staying in a villa or at a campsite?
Would you like to stay in a cottage like this?
Consolidation - Ask students: What did we look at today? - Answer T’s question
(10 minutes) - Elicit: postcards or holidays.
- Elicit any useful tips students have learned.
statement: I can write a postcard describing
a place.
- Learn new words
50
Lesson plan
Date:
Period 2
Unit 6: OUT AND ABOUT
Lesson 1: Section A: Vocabulary and Listening
In Town
I. OBJECTIVES:
- identify and talk about the location of places in town
- Vocabulary: places in town, time expressions.
III. TECHNIQUES:
- Question - Answer
IV. TEACHING AIDS:
V. TIME: 90 minutes
VI. PROCEDURES:
Warm- up - Put this question to the class in general: Can - Answer T’s questions.
(5 minutes) you name any places in our town? What's
near our school?
- Announce the topic of the lesson: Today,
we’re going to talk about places in town.
- Ask “Can you name some of the places in the
map?”. - Do the task in pairs, using
- Check the answer with the whole class the Wordlist
KEY 9.tourist information
1. Park office
2. Cinema 10. library
3.Church 11.theatre
4. town hall 12.carpark
5. post office 13.police station
6. museum 14.art gallery
7. library 15.railway station
8. department store 16.bank
51
Lesson plan

(10 minutes) - Play the recording once for students to check - Listen and repeat and check
their answers to exercise 1. their answers
- Play it a second time, pausing after each item
and asking students to repeat first individually,
then chorally.
- Correct students’ pronunciation if necessary.
- Ask some additional questions: What can you
do there? Is there one in our town? Where is
it?
(60 minutes) - Ask students to complete the sentences with - Do the exercise individually.
words from exercise 1 individually.
- Correct the answer.
KEY
1. railway station
2. library
3. post office
4.tourist information office
5. park
6. bus station
7. car park
8. cinema
9. theatre
10. art gallery
Task 3
- Tell students they are going to listen to 8 - Listen and write the names of
short conversations happening in some of the the places.
places listed in exercise 1 and they have to
guess which place it is.
- Play the recording.
- Check the answers.
KEY
1. car park
2. art gallery
52
Lesson plan
3. theatre
4. tourist information office
5. post office
6. railway station
7. library
8. bus station
Task 4
- Ask students to write sentences about their - Do the exercise individually.
town or city
- Encourage students to make use of all the
language on the page - the box with names of
places and the prepositions, and possibly
words from other lessons(e.g. zoo or museum
from Unit 5)
- Encourage the use of different sentence
structures - there are three models in the
exercise:
 Three’s a cinema opposite the church.
 There are four churches.
 The town hall next to the museum.
- Elicit: places in town/ our town.
- Ask students: Can you give me some words
for places in a town?
statement: I can say where places are in my
town.
Homework:
- Learn new words.
53
Lesson plan
Date:
Period 2
Lesson 2: Section B: Grammar
PAST SIMPLE: BE & CAN
I. OBJECTIVES:
- talk about skills and abilities in the past
- Vocabulary: time expressions, prepositions of place
- Grammar: past simple of "be" and can
III. TECHNIQUES:
- Question - Answer
IV. TEACHING AIDS:
V. TIME: 90 minutes
VI. PROCEDURES:

Warm- up - Give examples of the past simple tense: I - Answer T’s question
(5 minutes) am at school now, but at 8 o'clock last
night I wasn't at school. I was at home.
Where were you at 8 o'clock last night?
-I can swim now, but when I was 5 years
old, I couldn't swim. Could you swim
when you were 5 years old? (Again, Yes /
No is enough.)
- Write on the board: past simple be: I
was at home last night, can: I could swim
when I was 10.

(10 minutes) - Tell the students they are going to listen - Open the books and follow the
to a phone conversation between Cathy, dialogue in the book
who is on holiday in the United States,
54
Lesson plan
and Tom, who's at home.

- Play the recording once.
- Play it a second time.
- Elicit answers to the questions.
KEY 1. in Boston 2. in New York
(60 minutes) - Explain the usage of the past simple - Write down in the notebook
forms of be and can.
Verb “Be” in past tense has 2 forms:
was and were.
+ Was goes with Singular or
Uncountable subject.
+ Were goes with Plural subjects.
Modal verb “can” in past tense has
one form: could
- Ask students to fill in the table and - Do the exercise individually or in
compare answers in pairs. pairs.
- Check with the whole class. - Complete the sentences with was,
KEY wasn’t or weren’t, could or
1. Were couldn’t.
2. Wasn’t
3. Was
4. Were
5. Wasn’t
6. Were
7. Weren’t
8. Was
Task 3 - Do the task
- Read the example and do sentence 2
with the whole class to make sure
everyone knows what they have to do.
- After students have finished, check with
the whole class. Ask: Which of these
people do you know?
KEY:
1. Budhia Singh could run marathons
55
Lesson plan
when he was three.

2. Maria Sharapova could play tennis
when she was four.
3. Vanessa Mae could play the violin
and piano when she was five.
4. Michael Schumacher could drive
when he was four.
5. Sergey Karjakin could play chess
when he was four.
6. W.A. Mozart could write music
when he was five.
Task 4
- Make sure everyone knows what - Work individually and compare
because means. answers in pairs
- Read the example and do sentence 2
with the whole class to make sure
everyone knows what they have to do.
KEY
1. I couldn't go to school because I was
ill.
2. I couldn't read my book because it was
dark.
3. She couldn't swim because the water
was very cold
4. We couldn't eat our dinner because we
weren't hungry.
5. I couldn't speak to Kevin because he
wasn't home.
6. They couldn't play tennis because it
was wet.
7. I couldn't sleep because I wasn't tired.
Task 5
- Ask students to work in pairs. Ask and - Do the task (in pairs)
answer questions in exercise 6
- Tell students to pay attention and
56
Lesson plan
remember the most interesting things they

find out about their partner, as they will
have to report them to the class.
- Correct students’ pronunciation if
necessary.
Consolidation - Ask students: “What have we talked - Answer T’s question
(10 minutes) about today?”
- Elicit: time expressions, prepositions of
place; past simple of "be" and can
- Ask students: Can you give me some
words for places in a town?
statement: I can say where places are in
my town.
- Learn new words.
57
Lesson plan
Date:
Period 2
Lesson 3: Section C: Culture: TOURIST INFORMATION
I. OBJECTIVES:
- understand information and write a tourist information leaflet.
- Vocabulary: travel and tourism.
- Reading: an article about London
- Listening: radio advertisements
III. TECHNIQUES:
- Question - Answer
IV. TEACHING AIDS:
V. TIME: 90 minutes
VI. PROCEDURES:

Warm- up - Ask students for anything they know - Answer the questions and listen
(5 minutes) about London.: What do you know about carefully.
London? Anything you can remember
about it?
- Introduce the topic of the lesson by
saying : Today we are going to talk about
London.
(10 minutes) - Ask students to look at the photos. Do - Do the task individually or in pairs.
they recognize any of the places?
- Draw their attention to the task.
- Remind students to use the Wordlist.
KEY
1. E 2. A 3. D 4. B 5.C
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Lesson plan

(10 minutes) - Ask students to read the text more - Do the task individually or in pairs.
carefully and answer the questions
individually
- Do the first sentence as a class and
remind them to include the preposition in
the answer, e.g. Where can you relax and
walk? - In Hyde Park
- Check the answers with the whole class.
KEY
1 In Hyde Park
2 At Stamford Bridge
3 At Madame Tussauds
4 At the Tate Modern
5.At Wimbledon
6. In the West End
7. In street markets
8. From the London Eye
Task 3
- Explain the exercise and has students do - Read the text and match the
the task. highlighted adjectives in the text
- Check with the whole class. When with opposites in the box
checking, ask students to say what the - Do the vocabulary exercise
adjective describes in the text: What does individually
the text say is exciting? (exciting things to
do in the evening).
KEY
boring- exciting
dangerous- safe
dirty- clean
expensive- cheap
old- modern
terrible- fantastic
Task 4
- Play the recording once and check how - Listen again and complete the
many students know the answer sentences with the correct times,
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Lesson plan
- Repeat the procedure with all five dates or prices

advertisements.
- As students read the answers, make sure
they say the times and prices correctly
(Three pounds fifty etc.).
KEY:
1 10, 5
2 1st of June, 30th of September
3 3 o'clock, half past 7
4.10, 7 and 12, 6
5.£9, £3.5.
Consolidation - Ask students: What have we talked about - Answer T’s question
(10 minutes) today?
- Elicit: London/ cities.
- Ask students if they learned anything
new about London. Elicit some of the
vocabulary from the lesson.
statement: I can understand and write a
tourist information leaflet.
- Learn new words.
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Lesson plan
Date:
Period 2
Lesson 4: Section D: Grammar
PAST SIMPLE : AFFIRMATIVE (Regular verbs)
I. OBJECTIVES:
- can talk about their past activities.
- Pronunciation: past simple endings
- Vocabulary: time expressions
III. TECHNIQUES:
- Question - Answer
IV. TEACHING AIDS:
V. TIME: 90 minutes
VI. PROCEDURES:
Warm- up - Ask students: Where were you yesterday - Listen carefully and answer the
(5 minutes) evening? on Saturday afternoon? Last questions.
August?
- Elicit the meaning of these words: decide,
agree, jog, arrive, hurry, reply.
 Now, we move to learn more past tense
forms, so we will be able to say more about
what happened.

(10 minutes) - Introduces the text: in this text a boy - Answer True or false
named Joe tells the story of what happened
last Saturday when he and his friend Laura
wanted to go to the cinema.
- Ask students to read first the task and the
text, then do the task.
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Lesson plan
- Check answers with the whole class.

KEY: 1. T 2.F 3. T 4. F
(60 minutes) - Have students to look at the red verbs in - Pay attention to the teacher and
the text. They are all past simple forms take notes.
- Ask students: What ‘s the ending?
- Explain the simple past form of regular
verbs.
V+ed
 Spelling rules:
-We add – ed to most verbs
E.g. watch - watched
- We add-d to verbs that end in-e
E.g. dance- danced
- If the verbs end in a consonant and-y we
change the y- to- ied
E.g. study- studied
-If the verb end in a short vowel and a
consonant, we double the consonant and
add- ed
E.g. chat- chatted
Task 2
- Ask students to put the red verbs in the - Work in pairs.
text into the correct group.
- Check answers by asking students to come
to the board and write the verbs in
the four groups
Key
1 wanted, waited, asked, answered, walked
2 decided, agreed, arrived, phoned
3 hurried
4 jogged
Task 3
- Asks students to pay attention to the - Listen and repeat
endings.
- Play the tape again. Stop after each of the
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Lesson plan
verbs.
- Ask students: What do you notice about - Answer T’s question
the verbs?
- Explain the rule.
- Point out the difference between /d/ after
voiced consonants (as in phoned, arrived)
and /t/ after voiceless consonants (as in
asked).
- Choose students to read the verbs aloud.
- Correct the pronunciation of the –ed
ending.
Task 4
- Have students listen and put the verbs in - Listen and do the task
the correct column : /t/or /d/, or /id/
- Ask students write 1 for / t/ or/d/, or 2
for/id/
- Emphasize the distinction between a final
1d1 and /t/.
Ex: a liked 1/t/
- Check the answers with the class.
KEY
a liked 1 /t/ e decided 2
b wanted 2 f . hurried 1 /d/
c watched 1 /t/ g . shouted 2
d agreed 1 /d/ h jogged 1 /d/
Task 5
- Ask students to complete the sentences - Work individually.
with the verbs in the box using the past
simple.
- For sentences 1-5, ask the person who is
reading if the sentence is true for them.
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Lesson plan
KEY :
1 visited 5 decided
2 watched 6 asked
3 hurried 7. stopped
4 parked 8. arrived
(10 minutes) today?
- Elicit: the past tense or past simple or a
translation.
- Remind students that this is the past of
regular verbs and elicit the rules for forming
it.
statement: I can talk about past events.
- Learn new words.
64
Lesson plan
Date:
Period 2
Lesson 5: Section E: Reading
OUT ON THE TOWN
I. OBJECTIVES:
After this lesson, students will be able to:
- Read for detail
- Retell a story
II. LANGUAGE CONTENTS:
- Reading: a story; reading for detail
- Vocabulary: verb + noun collocations, sequencing words, prepositions
- Speaking: retelling a story
- Topic: home
III. TECHNIQUE
IV. TEACHING AIDS:
- Textbooks, chalk, board, pictures
V. TIME: 90 minutes
VI. PROCEDURES:

Warm- up - Ask students: Do you sometimes feel bored? - Answer the questions.
(5 minutes) What do you do when you feel bored?
- Explain that they are going to read a story
about two brothers and what they did when
they were bored one evening.
Pre- learning Task 1 - Read the story and put the
(10 minutes) - Ask students to look at the pictures and guess pictures in order
what happened.
- Accept all guesses and don't reveal the true
story.
- Ask them to compare answers with a partner,
then check with the whole class.
- Ask: So, were you right about what
65
Lesson plan

happened?
KEY:
1.E 2. A
3.G 4.B
5.D 6.I
7.C 8.F
(60 minutes) - Asks students to answer the questions - Do the task.
individually and compare answers in pairs.
- If there is some disagreement or uncertainty
about an answer, ask someone to read the
relevant passage from the text aloud and
discuss reasons behind the correct answer.
KEY
1.F 2.T
3.F 4.F
5.T 6.T
7.T
Task 3
- Explain that the idea is to try and do the - Do the task
exercise without looking back at the text at
first,
- Check with the text.
- Ask students to read the answers aloud and
again ask a few questions to reinforce the new
lexis, e.g.: Do you come to school on your
own? Did you study for a long time last night?
Do you like sitting at the back of the class?
KEY
1. at
2. on
3. for
4. with
66
Lesson plan

Task 4
- Point out to students that these words will be - Work on the translation in pairs
useful to them whenever they want to tell a
story but this time without dictionaries at first
- Then, allow them to look the words up in
dictionaries and discuss answers with the whole
class.
Consolidation - Ask students: What did we talk about today? - Answer T’s question
(10 minutes) - Elicit: reading and telling a story, but accept
any relevant answers.
- Go over some of the vocabulary from the
lesson: sequencing words, verb + noun
collocations, prepositions.
statement: I can understand and retell a story
with help
- Learn new words.
67
Lesson plan
Date:
Period 2
Lesson 6: Section F: Everyday English
ON THE PHONE
I. OBJECTIVES:
- make a phone call and leave a message
- Listening: phone calls
- Grammar: I’ll for offers
- Speaking: telephone conversations
- Topic: family life and relationships
III. TECHNIQUES:
- Question - Answer
IV. TEACHING AIDS:
V. TIME: 90 minutes
VI. PROCEDURES:

Warm- up - Have a conversation about telephoning with - Answer the questions.
(5 minutes) your class and ask such questions as: How
often do you use your phone? Your mobile
phone? Who do you usually phone? Who
phones you? What do you do when the friend
you're phoning is not at home? Do you prefer
talking on the phone or sending text
messages?

(10 minutes) - Draw students' attention to the photographs - Do the task.
and the dialogue.
- Play the recording once for students to do
68
Lesson plan

the task.
- Play it again, pausing to explain any
language your students may not have
understood (e.g. ask for the translation of
speaking as used in this dialogue), and to
practice the intonation in: Can I speak to
Penny, please? And do you want to leave a
message?
KEY
1.Is that Mrs. Jones?
2.Can 1 speak to Penny, please?
3.Just a moment.
4.She isn't here.
5.Bye then.
(60 minutes) - Read the example in the Learn this! box - Go over the dialogue again
aloud. - Practice pronounce
- Have students read the whole dialogue in

pairs. Ask one pair who are doing really well
to read it to the whole class.
KEY
I'll see if she's here. I'll tell her you called.
Task 3
- Do the exercise with the whole class, paying - Do the task.
attention to pronunciation: I’ll may be a
difficult combination around it by saying I
will. Do not accept that. Also, each sentence
should be pronounced fluently, as one tone
unit
KEY
a I'll help you.
b I'll give him the message
c I'll phone again later d I'll pay for your
ticket
69
Lesson plan

d. I’ll pay for your ticket
e I'll wait for you.
f I'll give you her number
Task 4
- Tell students they are going to hear two - Listen carefully and do the task
more phone conversations.
- Ask students to read the four sentences.
- Make sure everyone understands the
meaning of He is in/out.
- Play the recording, stopping after the first
call to ask students if they need to hear it
again and to check answers.
- Play the second call using the same
procedure.
KEY
1. out
2. leaves
3. out
4. doesn’t leave
Task 4
- Tell students that they do not have to recall - Listen and work individually
all the answers, as they will have a chance to
listen again.
-. Play the recording as many times as
necessary for everyone to get the answers.
- Go over the answers with the whole class,
paying attention to pronunciation.
KEY
1. sorry
2. take
3. called
4. number
5. in
6. mobile
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Lesson plan

7. number
8. help
(10 minutes) today?
- Elicit: telephoning / telephones.
- Ask: Can you tell me some of the things you
can say on the phone?
- Elicit any of the phrases from the lesson.
statement: I can make a phone call and leave
a message.
- Learn new words.
71
Lesson plan
Date:
Period 2
Lesson 7: Section G: Writing: A Message
I. OBJECTIVES:
- write phone a message
- Writing: a phone message
- Reading: telephone messages
- Listening: telephone conversations
- Topic: family life and relationships
III. TECHNIQUES:
- Question - Answer
IV. TEACHING AIDS:
V. TIME: 90 minutes
VI. PROCEDURES:

Warm- up - Ask the class to remember when they last - Answer the questions.
(5 minutes) answered the phone for someone else. What
did the caller want? Did they write the
message down? Did they remember to pass it
on?
- Say: Today we are going to work on phone
messages
(10 minutes) - Put students in pairs and encourage them to - Answer the questions.
describe the photo in some detail.
- Ask for ideas regarding what the person - Do the task.
is saying.
- Accept anything that makes sense, but try to
elicit: Do you want to leave a message? or, I
72
Lesson plan

can take a message
(60 minutes) - Ask students to read the text and do the task - Read individually and do the
- After checking the answers, write the task.

following words and phrases on the board.
- Ask students to read again and try to work
out what they mean from context.
- Explain that the numbers refer to the texts.
1 .urgent
2 .forages
3. he missed a train
4. garage
LANGUAGE NOTE - NEGATIVE

QUESTIONS
Message 2 contains the question: Haven't you
got a football match this morning? It is not a
real question. It is quite similar to a question
tag: You've got a football match this morning,
haven't you? where the speaker is making a
statement and asking for confirmation.
Negative questions are sometimes used to
'challenge' and express slight annoyance.
Task 3
- Have students go through the four texts one - Do the task.
more time.
- When checking with the whole class, point
out the use of the preposition on with phones
and phone numbers.
KEY:
1.can,on 2.Please, on
3.you,at 4.call
Task 4
73
Lesson plan

- Tell students they are going to hear two - Do the task
phone conversations and that they are the
person who answers the phone and takes a
message.
- Ask them to read the two incomplete
messages.
- Ask: In the first conversation, who calls and
who answers the phone? (a boy, Mandy's
mother) So you are Mandy's mother and
you're taking this message for Mandy.
- Play the recording of the first call twice. - Check answers in pairs

- Repeat the procedure for conversation 2
KEY:
1.Tom
2.cafe’
3.two
4.06588 49327
5.garage
6.ready
7.afternoon
8.five
9.243055
Task 5
- Set up the writing task. - Do the task
- Tell students to decide who the message is

for and who they are in relation to that person
as well as the information in the bullet points.
- Encourage them to use the six messages on
the page as models. If the writing is done in
class, fast finishers can get together in a group
and read each other's messages
ALTERNATIVE WRITING TASK

You are in Britain. You are staying in a
friend's house. You answer the phone. Your
74
Lesson plan

friend's friend is calling to say he/she cannot
meet him/her as agreed. He/she suggests a
different time and place. Write a message to
your friend. Information to include:
• Who called
• The information that he/she cannot
come
• The proposed new time and place
• How to contact the friend who called.
Consolidation - Ask students: What did we practice today? - Answer T’s question
(10 minutes) - Elicit: writing phone messages, or messages.
- Elicit useful phrases for talking on the
telephone.
statement: I can write a phone message.
- Learn new words.
75
Lesson plan
LET’S REVIEW 1
I. OBJECTIVES:
After this lesson, students will be able to:
- review the vocabulary, the grammar and structures
II.LANGUAGE CONTENT:
- Vocabulary: words related to geography and telephone.
- Grammar: simple past tense, comparative and superlative.
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. - Do the task in pairs
- Ask students to try to remember the plural
form of nouns, then choose the correct
answers.
- Ask to do the task in pairs.
KEY:
1 mountains
2 rivers
3 islands
4 beaches
5 deserts
6 seas
7 lakes
8 oceans
Exercise 2 - Ask students to work on the task - Work individually
individually and compare answers in pairs - Check answers with partners
- Ask some students to ask and answer in - Ask and answer in pairs
pairs
76
Lesson plan
KEY:
2 At the theatre.
3 At the bus station.
4 At the park.
5 At the post office.
6 At the art gallery.

7 At the library.
8 At the car park.
9 At the railway station.
Exercise 3 - Ask students to do the task individually and - Work individually
compare answers in pairs. - Check answers with partners
- Ask some students to write these sentences - Write
on the board
Key:
2 Prague is further north than London.

3 The Mediterranean sea is bigger than
the Baltic sea.
4 Waikiki beach is longer than Bondi
beach.
5 Mount Everest is more famous than
Mount Kenya.
6 Africa is hotter than Europe.
7 The Amazon is wider than the Danube.
Exercise 4 - Ask ss to review : superlative - Do the task in pairs.
- Ask students to do the task in pairs.
- Call some students to go to the board and
write their answers one by one.
- Correct ss’ answers.
KEY:
2 The funniest actor in Hollywood is Jim

Carrey.
3 The best football team in the world is
Manchester United.
4 The most important things in life are free.
5 The easiest language to learn is English.
6 The most difficult subject at school is
77
Lesson plan
maths.
Exercise 5 - Ask students to review the simple past - Do the task individually.
tense
- 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. were
2.was
3.wasn't
4.was
5 . couldn't
Exercise 6 - Ask students to do the task individually. - Do the task individually.
- Call some students write their answers on
the board.
- Correct ss’ answers.
Key:
1.information 3 time
2.help 4 entry
5 welcome
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.
Key:
1. Can
2. if
3. leave
Consolidation - Ask students: What did we review today? - Answer T’s questions
- Elicit: about vocabulary and grammar.
Homework:
- Do exercises page 89,90,91,92,93 of workbook
78
Lesson plan
LET’S REVIEW 2
I. OBJECTIVES:
Students can develop 4 skills :Reading, Writing, Listening, Speaking
II. LANGUAGE CONTENT:
- Vocabulary: review vocabulary from unit 1 to unit 6
- Grammar: present simple tense , present continuous tense, simple past tense, comparative and
superlative.
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 - Listen
them to develop their reading, writing,
listening and speaking skills
Exercise 1 - Read the exercise’s requirement aloud. - Do the task in pairs
- Ask students to read the e-mail from
Dave. Put the event in the correct order
- Ask to do the task in pairs.
KEY
1. b
2. e
3. a
4. d
5. c
Exercise 2 - Ask students to work on the task - Work individually
individually and compare answers in pairs - Check answers with partners
- Ask some students write their true
sentences on the board
KEY
1.T
2 F Dave and Penny are staying at a hotel.
3 F Dave and Penny arrived late because
79
Lesson plan
they couldn’t find the hotel.

4 F Derwent Water is a large lake in the
valley of Borrowdale.
5 T
6 T
7 F Penny prefers the countryside.
8 F The rent in
the countryside is
cheaper.
Exercise 3 - Ask students to do the task individually - Work individually
and compare answers in pairs. - Check answers with partners
- Ask some students to write their postcards - Write
on the board
Key:
Open answer
Exercise 4 - Play the CD player and ask students to - Listen to the CD player.
listen - Answer the question in the book
KEY:
He got the job in the Lake District.
Transcript 2.32
Anna Hello?
Dave Oh, hello. Is that Anna?
Anna Yes, speaking.
Dave Hi, Anna. This is Dave - you know,
Marton's friend from
the hotel. Anna Oh, hi! How are
you?
Dave Fine thanks. I'm on holiday in the
Lake District! And I've got some news for
Marton.
Anna OK. I'll see if he's here.
Anna I'm sorry, Dave. He isn't here. Do
you want to leave a message?
Dave No, it's OK, thanks. Anna Well,
I'll tell him you called. Dave Thanks.
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Lesson plan
Bye! Anna Goodbye.

Narrator Dave is back from his holiday,
and back at work.
Dave Hi, Marton!
Marton Hi, Dave! How are you? How was
your holiday?
Dave It was great. But I want a longer
holiday next time!
Marton Yes, a week isn't very long.
Dave Anyway, I've got some news for
you - you know I applied for that job at the
hotel in the Lake District?
Marton Yes?
Dave Oh, wait a moment. One of our
guests is coming ... Good morning. Can I
help you? Guest Hi. I'd like some
information about the Friday night party.
Dave Certainly. How can I help you?
Guest How much does it cost to get in?
Dave It's £12 - but you're staying at the
hotel, is that right?
Guest Yes. I'm in room 32.
Dave Well, it's free for hotel guests.
Guest Really? That's great! And what
time does it start?
Dave About 8 o'clock.
Guest OK. Thanks for your help.
Dave You're welcome. Marton So?
What's your news?
Dave Well - they interviewed me on the
last day of my holiday, and they offered me
the job!
Marton And you accepted, of course.
Dave Yes.
Marton Congratulations!
When do you start?
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Lesson plan
Dave Next month.

Marton That's great!
Exercise 5 - Ask students to do the task individually - Do the task individually.
and compare their answers in pairs.
- Call some students to write their answers
on the board.
- Correct students’ answers
KEY:
1.b
2.c
3.c
4.a
5.c
6.a
Exercise 6 - Ask students to work in pairs, retell the - Retell the events
events that happened in the listening
exercises.
KEY: Open answer
Consolidation - Ask students: What did we review today? - Answer T’s questions
- Elicit: about vocabulary and grammar.
Homework:
Do exercises pages 98, 99, 100 of workbook
82

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Lesson plan

Steps/ Time Teacher’s activities Students’ activities

(10 minutes) pictures with the words in the box.

2. a black and white dress

- Model by describing what the teacher are

Lesson 2: Section B: Grammar

Steps/ Time Teacher’s activities Students’ activities

- Ask them to open the books and listen again

and write the answers on the board. them.

Consolidation - Ask students : - Listen and answer the teacher’s

(10 minutes) questions.

Steps/ Time Teacher’s activities Students’ activities

comedy show, circus acts…

3.World of Music, Arts and Dance”

talk in group of 3 and try to come up with some

Steps/ Time Teacher’s activities Students’ activities

So, what does CAN mean ?

Pre- learning Task 1: - Look at the board.

3. can play, can do

Task 5: - Read the introduction and

- Ask students get to think about themselves and

Steps/ Time Teacher’s activities Students’ activities

- Ask some pairs to perform to the whole class. - Work in pairs.

Section F: Everyday English

Steps Teacher’s activities Students’ activities

Task 5 - Do the task and check

Unit 4: TIME TO PARTY

Steps/ Time Teacher’s activities Students’ activities

- Ask students to describe the photo in as much

- Prepare the next lesson.

Steps/ Time Teacher’s activities Students’ activities

- If you have a map of the world in the - Listen and repeat

3. Brazil is in South America.

4. Canada is in North America.

7. Argentina is in South America.

(10 minutes) - Elicit a few phrases that can be used in

Task 5: - Read the instructions

KEY: 1.wider 2.bigger 3.heavier

Steps/ Time Teacher’s activities Students’ activities

Steps/ Time Teacher’s activities Students’ activities

1. the coldest 2. the worst

individually and decide if they think they are

KEY (Answers will vary)

Steps/ Time Teacher’s activities Students’ activities

Pre- learning Task 1

a) match the photos and the paragraphs; photos

b) find out which is the most dangerous animal

Steps/ Time Teacher’s activities Students’ activities

four phrases, which were missing and ask

1. How can I help you?

2. What time do you open?

3. And what time do you close?

I'd like some information about the zoo,

class. - Perform their dialogues in front

Steps/ Time Teacher’s activities Students’ activities

holiday postcards. Use these questions: Do

While -learning Task 2

students questions like: Do you prefer

Pre- learning Task 1

Steps/ Time Teacher’s activities Students’ activities

Pre- learning Task 1

and Tom, who's at home.

when he was three.