TOTAL - Lesson Plan Revise

GLOBAL ELEMENTARY
National College for Education
LESSON PLAN
Global Elementary
HANOI, 10/ 2014
LESSON PLAN Page 1

GLOBAL ELEMENTARY
UNIT 1
(15 periods)
I- LANGUAGE AIMS AND OBJECTIVES:

1-AIMS:
- To help Sts to develop 4 skills: reading, listening, speaking and writing
- To introduce Sts Global English facts.
- To introduce international words.
- To introduce usage of indefinite article a/an
- To introduce rules of forming plural nouns
- To introduce English alphabet
- To introduce Sts numbers in English.
- To introduce number plates from around the world
- To introduce the form and usage of contractions.
- To introduce the form and usage of be.
- To introduce Sts numbers (cardinal and ordinal).
- To introduce power numbers.
- To introduce telecommunication facts and figures.
- To introduce vocabulary on email and website addresses.
- To introduce the form and usage of possessive adjectives.
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2- OBJECTIVES:
At the end of the lesson, students will be able to:
- Read the text, then listen to the CD and check out the information about Global English facts.
Remember some international words

- Understand and use indefinite article a/an.
- Know how to form plural nouns.
- Remember and use English alphabet.
- Know and use the numbers in English (cardinals and ordinal).
- Know about some power of numbers.
- Know how to use contractions.
- know about the form and usage of be.
- Know and use numbers.
- Know about telecommunication facts and figures.
- Know the vocabulary on email and website addresses.
- Know how to use possessive adjectives.
II-WORKING METHOD:
- Individual work
- Pair work
- Whole class
III-TEACHING AIDS:
LESSON PLAN Page 3
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- Student’s book
- Pictures
- Work book
- Tape and cassette
- Handouts
IV-TEACHING PROCEDURES:
Procedures Teacher’s activities Students’ activities Time

I. Part I 90’
1. Warm up - Teacher shows a picture and ask students some - Students see the picture and answer 5’
questions: (show slide 1) teacher’s questions
+ What are they doing?
+ What language are they using?
- Ask Ss to give answers and give correct answers - Listen to T
- Naturally introduce the lesson - Listen to T
2. Reading - Ask Students to work in pair to complete the quiz - Work in pairs to complete the quiz 20’
about English language. (show slide 3)
- Check the answers to the whole class - Answer the questions of the teacher.
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- Ask students to read the text “Global English facts” - Read the text and listen to the text
and listen to the text.
- Check the answer of exercise 1 - Check the answers
- Give correct answer - Listen to T
Answer:
1. c 2. c 3. C
3. Vocabulary - Ask Students to do exercise 1 on page 7. (show slide - Do the exercise

4) 20’
- Ask Students to listen to the tape to check the - Listen and answer teacher’s
answers and explain new words to students. questions.
- Give extra words and ask students to put them into - Do the exercise given by the teacher
these categories. (show slide 5)
Book duck emperor arm
Cat farm duck yard
Ward xenon zebra veal
Universe ring quiet parrot
Universe month king index song
Ghost jug nurse quiet Table
Arm Book Cat, computers
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Duck Emperor Farm

Drink Expression food
Ghost Home index
Jug, job King land
Month, music nurse Opposite, other
Parrot, places Quiet Ring
Song, sports Table universe
Transport
Veal ward Xenon
yard Zebra
- Introduce students about consonant and vowel
sounds (Teacher can give a clip showing how to
pronounce them). - Listen to the teacher.
- Introduce the rules of using indefinite article a/an.

- Introduce the rules of forming plural nouns. (show
4. Grammar slide 6) - Listen and take note 20’
• use a/an with singular nouns
• use a with a consonant sound and use an with a
vowel sound
• plural nouns are formed with s/ es/ ies
- Ask students do exercises 1, 2 and 3 on page 7
(show slide 7)
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- Ask Ss to give answer - Do the exercises.

- Check and give correct answer
Answer - Give the answer
Exercise 1
an airport a table Buses
an email a chocolate Kilometers
a doctor Universities
a family Windows
a golf
a hospital
a menu
a question
a radio
a sandwich
a virus
a zoo
Exercise 2
an alphabet, an email
a bus, a computer, director, football, hotel, pizza,
telephone
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- Give students the alphabet

- Ask students to listen and repeat the alphabet
5. Pronunciation - Ask students to works in pair to practice the - Listen and take notes 20’
pronunciation of the alphabet. - Listen and repeat the alphabet.
- Work in pair to pronounce the
- Ask Students some questions to recall the lesson alphabet
+ What have we learnt today?
+ Can you name some Global English facts? - Listen and answer the questions 5’
+ Can you name some International words?
+ Can you read aloud the alphabet?
- Give the handout for extra practice at home
II. Part 2 90’

1. Vocabulary and - Ask Students to do exercise 1 on page 8 (show slide - Do the exercise 25’
Speaking 8)
- Check the answer of exercise 1 - Listen and give the answers
Answer
zero three six nine
One four seven ten
two five eight
LESSON PLAN Page 8
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- Ask Students to work in pairs and practice saying

2. Listening letters and numbers on page 130. - Work in pairs 20’
- Ask certain pairs to make as models
- Called students do as required
- Ask students to work in pairs to look at the plates
3. Grammar and guess where they come from. - Work in pairs and do the exercise 25’
- Check the answers to the whole class
- Ask students listen to the two conversations, then - Answer the questions of the teacher
match the number plate to the conversation. - Listen to the tape and do the exercise.
- Let students listen the second time and check the
answers. - Listen and answer the questions.
- Teacher introduces the contraction forms of am, are

and is and their usage.(show slide 9) - Listen to T
- Ask students do exercise 1 on page 9.
- Let them listen to the conversations to check the - Do exercise 1
answers. (show slides 10 and 11) - Listen and check answer
Answer
B: Are your car the BMV?
B: it’s over there
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A: it isn’t my car. My car license plate is 259 HFY

- Ask students to do the exercise 2 on page 9, then
check the answer (show slide 12)
Answer
A: We are here for the car
…
B: the car is in the car park
…
B: it’s the Blue Focus over there
- Ask Ss to work in pairs, choose one of the given

4. Speaking tasks and practice - Work in pairs and practice on of the 20’
- Ask some pairs to stand up and practice given tasks
- Give comment on Ss’ performance and correct any - Stand up and practice
mistake if necessary - Listen to T
III. Part 3 90’
1. Vocabulary - Ask students to work in pairs to do the exercise 1 on - Work in pair to do the exercise. Listen 25’
page 10. Then listen to the tape to check the answers. to the tape and check the answer.
(show slide 13)
- Give correct answer
Answer
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eleven sixteen
twelve seventeen
thirteen eighteen
fourteen nineteen
fifteen twenty - Do exercise 3
- Ask students to do exercise 3 individually - Give answer
- Ask Ss to give answer (show slide 14) - Listen to T
Answer
1. 21 5. 69
2. 30 6. 77
3. 46 7. 80
4. 55 8. 93
- Do exercise 4 and listen to the tape to

- Play the recording 1.09, ask students to listen and do
check the answers.
exercise 4
- Give answer
- Ask Ss to give answer (show slide 15)
- Listen to the recording and the T to
- Play the recording once more, check Ss’ answer and
check answer
give correct answer
2. Reading - Read, listen and do as required by the 20’

- Ask students to read and listen to The power of
teacher.
numbers on page 11 and find example of… (show
LESSON PLAN Page 11
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slide 16)
1. A common number in religion.
2. A lucky number.
3. An unlucky number.
4. A number in sequence.
- Ask students to works in pairs and ask and answer - Work in pairs and answer the
these questions: (show slide 17) questions.
1. Are there special numbers in your culture? What
are they?
2. Do you have a lucky/unlucky number? What is it?
- Ask students to read and listen to ordinal numbers. - Read and listen to the tape.
3. Listening and (show slide 18) 25’
vocabulary - Introduce the usage of ordinal numbers and gives - Listen to the teacher.
examples.
- Let students see some dates and ask them to tell the - see the dates and tell them.
dates.
- Ask students to read and listen to One, two, three, - Read and listen to the tape
five, eight … on page 11.
- Ask them what are the sixth, seventh and eighth - Answer the question
numbers in the sequence.
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Listening and Speaking

4. Listening and - Ask students listen and write the numbers. (slide 19) - Listen and write the numbers. 20’
speaking - Let them listen again and check the answers.
- Ask students to work in pairs and find out what are - Listen and give the answers.
the next two numbers in each sequence? (slide 20) - Work in pairs and answer the
- Let students listen again and check the answers. questions.
- Teacher divided class into groups of three, then ask
each member in groups to create another sequence - Work in groups and do as assigned by
and tell other members in group guess the next two the teacher.
number in the sequence. (slide 21)
- Call one to two groups to make model before class.
IV. Part 4 90’
1. Reading and - Ask students to read and listen to - Read and listen and do exercise 1 20’
listening Telecommunication facts and figures and do exercise
1 on page 12 (show slide 22)
- Ask Ss to give answer - Give answer
- Check and give correct answer - Listen to T and check the answers
1. The words for portable phone in Britain and the
US are different. (T)
2. Britain has more fixed phones per 100 people
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than the US. (T)

3. The emergency number in Britain and the US
starts with the number nine. (T)
4. The freephone numbers are the same. (F)
5. The information number in Britain and the US is
the same. (F)
- Teacher asks students some important phone - List the important numbers in
numbers in Vietnam for example: number for police, Vietnam
number for emergency, number for fire…. (slide 23)
2. Vocabulary - Ask students to listen and repeat the email and - Listen and repeat 20’
website addresses (slide 24)
[email protected]
[email protected]
www.bbc.co.com
www.independent.co.uk/sport
- Ask students to pronounce the symbols (show slide - Pronounce the symbols on the slide
25)
1. @
2.
3. www
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4. /
- Ask students to work in pairs to practice saying - Work in pairs and practice
some email and website addresses.
- Call some students to say aloud. - Called Ss stand up and say loudly
3. Listening - Ask Ss to have a quick look at the three pictures - Have a quick look at the three 15’
pictures
- Play the recordings 1.17-1.18 once and ask students - Listen to the recording and do
to listen and do exercise 1 on page 13 (slide 26) exercise 1
- Play the recording once more and ask Ss to listen - Listen again and do exercise 2
and do exercise 2 on page 13 (show slide 27)
- Play the recordings once more and ask Ss to listen - Listen to the recording and check
and check answer answer
Answer
Exercise 1
1. b 2. c
Exercise 2
Name: Mrs. And Mr. Steinbeck
Nights: 2
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Telephone: 00 44 1845 705 881

Email: [email protected]
Room: 224
4. Grammar - Introduce the form and usage of possessive - Listen to T 20’

adjectives. (slide 28)
- Ask students do exercise 1 on page 13 (slide 29) - Do exercise 1 on page 13
- Check and give correct answer - Listen to T
Answer
1. Your name is Keyi.
2. He is Paolo.
3. Her name is Brigitte.
4. We are Bernard and Julie.
5. Their names are Paolo and Luis.
- Ask students do exercise 2 on page 13. Then let - Do exercise 2
them listen and check the answers. (slide 30)
- Give correct answer - Give answer
Answer
A: I’m Sergei Andropov
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B: My name’s Antonia. Your teacher is Don Miller.

He is from Australia. You’re in classroom 6.
5. Speaking - Ask students to work in pairs to ask each other - Work in pairs 15’
questions to find out their partner’s….
* name
* address
* phone number
* email
- Ask some pairs to stand up and make conversation - Called Ss stand up and make
in front of the class conversation
- Give comment on Ss’ conversation - Listen to T
V. Function globally 70’
1. Warm up
- Ask students work in pairs to introduce oneself to - Students work in pairs and do as 5’
the other. (slide 31) required.
- Teacher asks some students to introduce themselves - Introduce about themselves as
before the class. required.
2. Listening
- Ask students listen to four conversations and match - Listen to the conversations and do as 20’
one to a picture. Listen again and check the answer as required
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well as to find out which conversations are formal

and which ones are informal. (slide 32)
Answer
Exercise 1
1. picture a (I) 2. picture c (F)
3. picture d (I) 4. picture b (F)
Exercise 2
1. the man and he woman are friend
2. It is her first day
3. The man and the woman are in the taxi together.
4. The third man is Mr. Brown
- Let students listen again and choose the correct - Listen to the teacher.
option. (slide 33)
3. Language focus:
meeting people - Ask students to do the exercises 1, 2 and 3 on page - Do the exercises. 20’
14. Teacher checks the answer. (slides 34 and 35)
- Let students listen to four conversations and find out - Listen to the conversations and do as
how they greet each other and whether they are required.
formal or informal. Listen again to check the answer.
Answer
Exercise 1
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1. Pleased to meet you

2. I’m OK, thanks.
3. How’s it going?
Exercise 2
1. Pleased to meet you
2. I’m OK, thanks.
3. How’s it going?
4. Speaking - Teacher asks students to work in pairs to - Work in pairs and do as required 25’
+ read the conversations on page 152, then memorise
and practice them.
+ Write similar formal and informal conversations,
then practice them.
- Teacher calls some pairs to do as a model before - Called pairs stand up and practice
class.
- Give comment on Ss’ performance - Listen to T
VI. Global voices 70’

1. Warm up - Teacher shows some famous people and asks them - Write the names and place where the 5’
to write their names and where they are from. (slide people they see from.
36)
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- Ask students to work in pairs and tell each other - Work in pairs as required
about the people they learnt.
2. Listening - Ask students to listen to ten people saying their - Listen and answer the questions by 20’
names and where they are from, then tick the places the teacher.
they hear. Teacher lets them to listen again and check
the answer to the class. (slide 37)
- Let students listen again and complete the - Listen and complete the information
information about each speaker. Teacher checks the
answer to the class. (slide 38)
Answer
Exercise 1
Tokyo Saudi Arabia Russia
Switzerland Ukraine Moscow
Germany China
Exercise 2
1. Tokyo 6. Ukraine
2. Saudi Arabia 7. Rome
3. Russia 8. Russia, from
Moscow
4. Saudi Arabia, from 9. Germany
Riyadh
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5. Switzerland, from 10. China

Geneva
- Ask student to make sentences about themselves in

3. Language focus five different ways. (show slide 39) - Make sentences about themselves in 20’
- Call some students to introduce themselves before ways.
the class. - Introduce about themselves as chosen.
- Teacher gives students cards for students, then ask

4. Speaking students to move around the class to introduce - Follow the instruction of the teacher. 25’
themselves according to information on the card they
have, then change the card to each student they talk
to.
VII. Writing a form 90’
1. Reading - Ask Ss to read the form and do exercise 1 on page - Do exercise 1 on page 16 10’
16
- Explain any new words in the form if necessary - Listen to T
- Give comment on Ss; answer and give correct - Listen to T
answer
Answer
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It is a US immigration form
- Ask Ss to read the form again and fill in the blanks - Read the form and do exercise 2 on
in exercise 2 on page 16 page 16
- Give comment on Ss; answer and give correct - Listen to T
answer
Answer
1. Izaura Oliveira 2. 11/14/86
3. London, England 4. AA 125
5. 16 Hartfield Ave
2. Writing skill - Ask Ss to read the rules about capital letters in - Read the rules about capital letters 15’
English
- Ask Ss to close their textbooks and answer T’s - Close their textbooks and answer T’s
questions: questions
• When can you use capital letters?
• What words start with capital letters?
- Ask Ss to do exercise 2 on page 16 - Do exercise 2 on page 16
- Give comment on Ss’ answer and give correct - Listen to T
answer
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Answer
a. Nelson Mandela b. High St.
c. Saturday d. April
e. Russian f. Tokyo
g. Global Elementary
- Ask Ss to base on the rules for capital letters and do - Do exercise 3 on page 16
exercise 3 on page 16
Answer
My name is Andrea Hunziker. My date of birth is
16th July 1972. I’m married. My address is 3,
Station rd, Nottingham, Ng 6 ae. My telephone
number is 0115 9691 862 and my email address is
[email protected]
3. Language Focus - Ask Ss to match the words 1-8 to the information - Match the words to the information 15’
a-h on page 16
Answer
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1. e 2. c 3. g
4. Andrea 5. d 6. h
7. a 8. f
4. Preparing to - Give some examples of personal questions: - Listen to T 15’

write • What’s your name?
• What’s your telephone number?
• What’s your email address?
• Are you married?
- Ask Ss to work in pairs, ask and answer personal - Work in pairs
questions using the personal words in the Language
focus section
- Ask some pairs to stand up and practice in front of - Stand up and practice
the class
- Give comment on Ss’ answer and correct any - Listen to T
mistakes if necessary
5. Writing - Ask Ss to complete the table on page 16 with the - Complete the table on page 16 with 20’
information they have just collected in the Preparing the information they have just collected
to write part in the Preparing to write part.
- Ask some Ss to stand up and give personal - Stand up and give personal
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information about themselves and their partners information about themselves and their
partners.
e. g. My name’s…..I’m single…
My partner’s name is….. her date of birth is…
VIII. Global review 85’
1. Grammar - Ask some Ss to stand up and talk about the usage of - Called Ss stand up and talk about the 15’
“a”, “an” usage of “a” and “an”
answer
Answer
1. an airport 2. an email
3. a hospital 4. a key
- Ask Ss to stand up and talk about the rules of - Talk about the rules of forming plural
forming plural form of the nouns form of the nouns
- Ask Ss practice by doing exercise 2 on page 17 - Do exercise 2
answer
Answer
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1. addresses 2. families
3. buses 4. names
answer
Answer
1. are 2. am 3. my
4. your 5. is 6. isn’t
7. her 8. our
- Ask Ss to work in pairs and role play the completed - Work in pairs and role play the
conversation with correct pronunciation and conversation
intonation
2. Vocabulary - Ask Ss to do exercise 1 on page 17 - Do exercise 1 on page 17 20’

- Ask Ss to stand up and read their answer loudly - Asked Ss stand up and give answer
answer
Answer
1. nine + six = fifteen
2. thirteen + fourteen = twenty-seven
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3. eleven + thirty-seven = forty-eight

4. Thirty-two + nineteen = fifty-one
5. sixty-three + thirty-six = ninety-nine
- Ask Ss to do task 2 on page 17. T may give an - Do exercise 2
example
e.g. Western is the seventh word in the sentences
- Ask some Ss to stand up and say their answer loudly - Called Ss stand up and give answer
answer
Answer
1. second 2. ninth
3. first 4. fifth
5. third
3. Speaking - Ask Ss to work in pairs and do exercise 1 and - Work in pairs 20’
exercise 2 on page 17
- Ask some pairs to stand up and practice in front of - Practice in front of the class
the class
- Give comment on Ss’ performance and correct any - Listen to T
mistake if necessary
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4. Classroom - Ask Ss to work in pairs and do exercise 1 on page - Do exercise 1 on page 17 15’
language 17 (one S says the given instruction in English, the
other gives its meaning in Vietnamese. Then swap the
role and repeat)
- Ask some pairs to stand up and practice - Stand up and practice
- Give comment on Ss performance and give correct - Listen to T
meaning of the classroom instruction in Vietnamese
Answer
Listen: Lắng nghe
Repeat: Nhắc lại
Write: Viết
Read: đọc
Open/ close your book: Mở sách ra/ gấp sách vào
Work in pairs: làm việc theo cặp
Ask your partner: hỏi bạn của bạn
Complete the sentences: hoàn thành câu
Put the words in the correct order: xếp từ cho sẵn
theo trật tự đúng
Match the words to the correct pictures: ghép từ
cho sẵn với các bức tranh
Circle the correct answer: Khoanh tròn câu trả lời
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đúng
answer
Answer
1. number plates are yellow
2. 1-one, 2 – two, 3-three
3. two + two = four
4. What’s your phone number
- Ask Ss to do exercise 3 on page 17 - Do exercise 3
answer
Answer
1.b 2. a 3. d 4. c
- Ask Ss to work in pairs and do exercise 4 on page - Work in pairs
17
- Ask some pairs to stand up and practice - Called pairs stand up and practice
- T may ask questions and ask Ss to answer - Listen to T and answer T’s questions
Review - Ask Ss some questions like: - Answer the questions 5’
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• Can you spell your email address now?

• When can you use capital letters?
• When can you use “a”/ “an”
• How can you form the plural form of the nouns?
- Assign home work
UNIT 2
(15 periods)
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I- LANGUAGE AIMS AND OBJECTIVES

1-AIMS
- To help Ss improve four skills: reading, writing, listening, speaking
- To introduce vocabulary related to cities, countries, days of the week, months of the year, descriptive adjectives…
- To introduce the use present simple
- To introduce the way to dictate the times and long numbers
- To introduce the use of full stop and comma
- To introduce different question-words
2-OBJECTIVES
At the end of the lesson, students will able to:
- Read and understand the names of some countries and cities in the world
- Dictate times and long number
- Describe some aspects of some places
- Use simple present to talk about daily routine
- Use questions words
- Use the negative form of simple present
II-WORKING METHOD:
- Individual work
- Pair work
- Whole class
- Work group
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III-TEACHING AIDS:
- Student’s book
- Pictures
- Work book
- Dish and cassette
IV-TEACHING PROCEDURES
Procedure Teacher’s activities Students’ activities Time
I. Part 1 90’
1. Warm up - Show some pictures on the screen of some megacities - Look at the pictures 5’
in the world such as Tokyo, Cairo, New York city.
(Slide 1)
- Ask Ss some questions like: -Answer the given questions
Do you know these cities?
How do you know about them?
What do you know about them?
Have you ever visited these cities?
- Naturally introduce the lesson - Listen to T
2. Vocabulary 20’
and listening - Ask Ss if they know what megacity is (Slide 3) - Answer T’s question
- Give the definition of megacity: megacity is a city - Listen to T
with more than ten million people
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- Ask Ss to work individually and do exercise 1 on - Do exercise 1 page 18

page 18
- Give comment on Ss’ answer and give correct answer - Listen to T
Answer
Tokyo, Japan
Mexico city, Mexico
Delhi, India
Cairo, Egypt
Istanbul, Turkey
Tehran, Iran
- Read the names of the cities and the countries and - Listen and repeat
asks Ss to listen and repeat
- Play the recording 1.34 and ask Ss to listen to six - Listen to the recording and pay
introductions of people from different countries and attention to the nationality words
notice the nationality words
- Ask Ss to do exercise 3 on page 18 (Slide 4) - Do exercise 3
- Play the recording 1.35 and ask Ss to listen and check - Listen to the recording and check
the answer to Vocabulary task 3
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Answer
Suffix Nationality words
-an American Mexican
German Brazilian
-ese Japanese Chinese
-ish Turkish Polish
3. - Play the recording 1.36 and ask Ss to do exercise 2 on

Pronunciation page 18 - Listen to the recording and do exercise 15’
- Ask Ss to give answer 2
- Check and give correct answer - Give answer
Answer - Listen to T
Russian Scottish Swedish
- Ask Ss to listen to the recording and repeat the
nationality words - Listen to the recording and repeat the
- Ask some Ss to stand up and read the nationality nationality words
words loudly -Asked Ss stand up and practice
- Ask Ss to work in pairs, ask and answer the questions
in exercise 4 on page 18 - Listen to T
- Ask some pairs to stand up and practice
- Give comment on Ss’ performance - Work in pair and do exercise 4
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- Ask Ss to work individually and do task 1 on page 19 - Called pairs stand up and practice
(Slide 5) - Do task 1
- Ask Ss to give answer
1. d 2. e 3. b
4. a 5. c
- Play the recordings 1.37-1.39 and ask Ss to listen and

4. Listening do task 2 on page 19 (Slide 6) - Listen to the recording and do task 2 15’
- Play the recordings the second time and ask Ss to
listen and do task 3 on page 19 - Listen and do task 3
- Play the recording once more and check Ss’ answer, - Give answer
pause at the important points - Listen to the recording and check
Task 2
1. c 2. a 3. b
Task 3
1. He’s Scottish
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He’s from Moscow near Glasgow

2. They are from Paris
They are nor French
3. He’s from Madrid
He’s Mexican
- Give some sentences with “from”, “in” and “near”
5. Grammar (show slide 7) - Listen to T 15’
E.g.
We are from Paris, Texas in the US. It’s a small place
50 km from Glasgow. It’s near Dallas.
- Ask Ss to point out the difference among “from”, “in”
and “near” - Point out the difference
- Give the usage of “from”, “in”, “near”
• from: to say your country or hometown or to say the - Listen to T
distance from another place
• in: for countries or regions
• near: to say if it is close to another place
- Ask Ss to practice by doing exercise 1 on page 19
(slide 8) - Do exercise 1
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1. from 2. from
3. from 4. in
- Ask Ss to do exercise 2 on page 19 in pairs
- Ask some Ss to stand up and talk about themselves - Do exercise 2
using the suggestion in exercise 2 - Asked Ss stand up and talk about
- Give comment on Ss’ talk and correct any mistake if themselves
necessary - Listen to T
- Play the recording 1.40 and ask Ss to listen and do

6. Speaking task 1 on page 19 - Listen and answer T’s questions 15’
- Play the recording again and give correct answer - Asked pairs make conversation
- Ask Ss to work in pairs and make a conversation - Listen to T
which is similar to task 1 with information about - Listen and answer T’s questions
themselves
- Ask some pairs to stand up and make conversation in
front of the class - Stand up and make conversation in
- Give comment on Ss’ conversation and correct any front of the class
mistake if necessary - Listen to T
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- Ask Ss some questions such as:

7. Review • What we’ve learned today? - Answer the questions 5’
• Where is Tokyo?
• When can you use from?
II. Part 2 90’

1. Vocabulary - Ask Ss to match the sentences to the correct pictures - Match the sentences to the correct 20’
(show slide 9) pictures
Answer
Picture a:
It’s big. It’s busy. It’s noisy. It’s modern.
Picture b:
It’s small. It’s quiet. It’s old.
- Talk about the usage of the question “what is it like?” - Listen to T
to talk about a description of a place (show slide 10)
E.g.
What’s it like?
It’s a quiet town. It’s a big city
- Ask Ss to work in pairs, think of two places in their - Work in pairs
country, ask and answer about them (show slide 11)
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- Ask some pairs to stand up and practice in front of the - Called Ss stand up and practice
class
2. Reading - Ask Ss to read the text “the created capital” on page - Read the text 15’
21 to find the meaning of the words in bold
- Ask Ss to read the text again and do exercise 3 on - Read the text and do exercise 3
page 20 (show slide 12) - Give answer
- Ask Ss to give answer - Listen to T
Answer
1. F 2. T 3. F 4. T
3. Grammar - Give some examples with “what”, “where”, “how - Listen to T 25’
old”, why… (show slide 13)
E.g.
What is your name?
Where is the shopping centre?
How old are you?
- Talk about the usage of “what”, “where”, “when”, - Listen to T
“why”, “how old”
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What: ask about things

Where: ask about places
How old: ask about age
Why: ask about reason
When: to ask about time
- Ask Ss to do exercise 1 on page 21 (Show slide 14) - Do exercise 1
Answer
1. What 2. What
3. Where 4. What
5. What
5. Speaking - Ask Ss to do task 1 on page 21 individually - Do task 1 individually 25’

- Ask Ss to work in pairs and compare their list of task - Work in pairs
1 with their partner
E.g. For me, the most important thing is friendly
people. The second most important is good schools…
6. Review - Ask some Ss to stand up and summarize the lesson - Asked Ss stand up and summarize the 5’
- Summarize the main points of the lesson lesson
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- Give Ss handout for extra exercise - Listen to T

III. Part 3 90’
1. Listening - Play the recording 1.42 and ask Ss to listen and repeat - Listen and repeat the times 10’
the times.
- Play the recordings 1.43-1.45 and do task 2 on page - Listen and do task 2
22 (Show slide 15)
- Play the recording once more and ask Ss to do task 3 - Listen and do task 3
on page 22 (Slide 16)
- Play the recordings again and check answer - Listen to the recording and check
answer
Answer
Task 2
1. c (4.15) 2. d (3.20)/ g (2.45)
3. a (6.00)/ f (8.30)
Task 3
1. c 2. a 3. d
- Ask Ss to work in pairs, take turn to dictate the times - Work in pairs
they have learned to their partner
2. Vocabulary - Ask Ss to look at task 1 on page 22 - Look at task 1 on page 22 15’
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(Show slide 17)

- Explain any new words if necessary - Listen to T
- Ask Ss to do task 1 on page 22 - Do task 1
- Give comment on Ss’ answer and give correct answer
Answer
Go to the gym
Have a coffee/ have dinner
Get home
- Ask Ss to work in pairs and do exercise 2 on page 22
- Ask some Ss to stand up and talk about their typical - Work in pairs
day
- Give comment and correct any mistake if necessary -Called Ss stand up and talk about their
typical day
3. Reading - Ask Ss to read the text about The cross-border -Listen to T 15’
and listening commuter on page 22 (Show slide 18)
- Ask Ss to listen to the recording 1.46 and complete - Read the text
the table on page 22
- Ask Ss to give answer - Listen to the recording and complete
the table
- Check and correct Ss’ answer - Give answer
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Answer
Laura’s Get up 8.00
Spanish Have lunch 2.00
day Have dinner 9.00
Go to bed 12.00
- Ask Ss to work in pairs and talk about their daily - Work in pairs and talk about daily
routine routine
- Ask some Ss to stand up and talk about their daily - Called Ss stand up and talk about daily
routine routine
- Give comment on Ss’ talk - Listen to T
4. Grammar - Talk about the use of the present time (Show slide 19) - Listen to T 15’
To talk about routines
He/she/it + V(e/es)
I/you/we/they + V
E.g.
I normally have lunch at about 12.30
She gets up at 6.00
- Ask Ss to do exercise 1 on page 23 – Ask Ss to give - Do exercise 1
answer
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The differences between verbs in text A and B:
Text A: Verb to be: am
Normal verbs: don’t change
Text B: Verb to be: is
Normal verbs: V(s/es)
- Ask each S to write text about their teacher staring - Write the text about their T
with “My teacher gets up at…”
- Ask Ss to listen to the teacher talk about her typical - Listen to T and check their text
day and check their text
5.
Pronunciation - Ask Ss to listen to the recording 1.47 and repeat the - Listen to the recording and repeat 10’
sounds and words (Show slide 20)
- Ask Ss to listen to the recording 1.49 and repeat the - Listen to the recording and repeat the
phrases phrases
- Ask Ss to practice reading the phrases - Practice
- Ask some Ss to stand up and say the phrases with - Called Ss stand up and say the phrases
correct stress and intonation - Listen and write the words in the
- Ask Ss to listen and write the words in the correct correct column
column (Show slide 21)
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Answer
/s/: airports, clocks, starts
/z/: keys, phones,
/iz/: exercises, watches
- Ask Ss to listen to the recording 1.49 and repeat the - Listen to the recording and repeat the
phrases in task 3 (page 23) words and phrases
- Ask Ss to practice individually - Practice individually
- Ask some Ss to stand up and say the words and - Called Ss stand up and say the words
phrases and phrases
- Give comment on Ss’ practice - Listen to T
6. Speaking - Ask Ss to work in groups and do task 1 and task 2 on - Work in pairs 20’
page 23
- Ask some Ss to stand up and say their sentences - Asked Ss stand up and say their
sentences
- Ask Ss some questions such as: - Listen and answer T’s questions
• What you’ve learnt today?
• Can you dictate the time now?
• Can you talk about your routine now?
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7. Review 5’
IV. Part 4 90’
1. Vocabulary - Ask Ss to read the text and complete the chart in - Read the text and complete the chart 25’
exercise 1 on page 24 using the words in bold from the
text (Show slide 22)
Answer
60 seconds =1 minute
60 minutes =1 hour
24 hours =1 day
7 days = 1 week
4 week = 1 month
12 months = 1 year
10 years = 1 decade
- Ask Ss to do task 2 on page 24 (show slide 23)

- Do task 2
- Ask Ss to listen to the recording 1.50 and check
- Give answer
answer
- Listen to the recording and check
Answer
- Listen to T
Months Days
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January Monday
February Tuesday
March Wednesday
April Thursday
May Friday
June Saturday
July Sunday
August
September
October
November
December
- Play the recording once more and ask Ss to listen and
repeat
- Listen and repeat
- Ask Ss to read the text “when is new year’s day?”
and do exercise 1 on page 24 (Show slide 24)
2. Reading - Ask Ss to give answer - Read the text and do exercise 1 20’
and listening - Check and correct Ss’ answer
Answer - Give answer
Western countries - Listen to T
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South Asia
Islamic countries
- Play the recording 1.52 and ask Ss to listen and
answer the questions in exercise 2 on page 24 (show
slide 25) - Listen to the recording and do exercise
- Ask Ss to give answer 2
- Play the recording once more and ask Ss listen and
check - Give answer
- Check and give correct answer - Listen to the recording and check
Answer
1. Gregorian calendar - Listen to T
2. Indian calendar
3. Islamic calendar
4. Gregorian calendar
5. Indian calendar
6. Gregorian calendar
- Give some examples of negative form of present
tense
3. Grammar E.g. - Listen to T 20’
He doesn’t like milk
They don’t like football
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- Talk about how to form the negative of present tense:

Don’t/ doesn’t +bare infinitive
- Ask Ss to do exercise 1 on page 25 (show slide 26) - Listen to T
- Check and give correct answer - Do exercise 1
Answer - Give answer
1. doesn’t use - Listen to T
2. doesn’t use
3. don’t start
- Ask Ss to do exercise 2 on page 25 (show slide 27)
- Ask Ss to listen to the recording 1.53 ad check their - Do exercise 2
answer - Give answer
Answer - Check answers
1. uses 2. doesn’t count
3. have 4. repeats
5. doesn’t start 6. starts
- Give an example with because (show slide 28)

e.g. My favourite job is teaching because I love
4. Writing working with children - Listen to T 20’
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- Talk about the use of because (show slide 29):

Used to explain reasons
Followed by a clause - Listen to T
- Ask Ss to do exercise 2 on page 25 (show slide 30)
- Ask some Ss to stand up and talk about their favourite
and least favourite day - Do exercise 2
- Give comment on Ss’ talk - Called Ss talk about their favourite and
least favourite day
- Ask Ss some questions such as: - Listen to T
• How many months are there in a year? What are
5. Review they? - Listen and answer T’s questions 5’
• How many days are in a week?
• What is your favourite day? Why?
V. Function 65’
Globally
1. Warm up - Ask Ss to look at the two pictures and describe them - Describe the pictures 5’
using the given words and phrases
- Ask Ss to stand up and describe the pictures - Asked Ss stand up and describe the
pictures
2. Listening - Ask Ss to listen to the recordings 1.54-1.56 and do - Listen to the recording and do task 1 20’
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task 1 on page 26
- Play the recording once more and ask Ss to do task 2 - Listen to the recording and do the task
on page 26 1
- Play the recording once more to check - Listen to the recording to check
Answer
Task 1
1. airport
2. city centre
3. Ottawa
Task 2
1. 5.15
2. 2.50
3. 10.30
3. Language - Ask Ss to do task 1 on page 26 quickly - Do task 1 on page 26 20’

focus - Ask Ss to give answer - Give answer
- Ask Ss to listen to the recording 1.57 and check - Listen to the recording and check
Answer
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What is the time?

What time is it?
- Ask Ss to do task 2 on page 26 in pairs, take turn to - Do task 2 in pairs
ask and answer about the given times
- Ask some pairs to stand up and practice - Called Ss stand up and practice
- Give comment on Ss’ practice and give correct - Listen to T
answer
Answer
6.45 – six forty-five
A quarter to seven
7.15 – seven fifteen
A quarter past seven
8.30 – eight thirty
Half past eight
10.10 – ten ten
10.50 – ten fifty
ten to eleven
9.35 – nine fifty-five
Twenty-five to nine
4. Speaking - Ask Ss to work in pairs, choose one of the given tasks - Work in pairs and make conversation 20’
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on page 26 and make a conversation

- Ask some pairs to stand up and make conversation in - Asked Ss stand up and make
front of the class conversation
- Give comment on Ss’ conversation - Listen to T
VI. Global 90’
English
1. Warm up - Ask Ss to work in groups, look at the title and the list - Work in groups and fill in the blank 10’
of country names and fill in the blanks with the missing with the correct letters
letters
Answer
Canada India
Ireland Jamaica
Kenia Pakistan
Zimbabue
- Ask Ss to list other countries - List other countries
- Give comment on Ss’ answer and give suggested - Listen to T
answer
Suggested answer
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Brazil America
Russia Vietnam
Laos Thailand
Cambodia Malaysia
Korea Israel
China Netherlands
Sweden Indonesia
Australia Newzealand
Costarica Iran
Saudi Arabia Ukraina
2. Reading - Ask Ss to read the text and do reading exercise on - Do reading exercise on page 27 20’
page 27
Answer
1. b 2. a
3. d 4. c 5. e
- Tell Ss how to read long and complicated number - Listen to T and read the number
- Gives Ss some long numbers and ask Ss to read such - Read the given number
as 7,000,000,000
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70,000,000, 1000,000, 5,000,000, 12,000,000,000
3. Speaking - Ask Ss to work in pairs and discuss the given - Work in pairs 15’
questions on page 27
- Ask some pairs to stand up and discuss the questions - Asked pairs stand up and discuss
- Give comment on Ss’ discussion and add any ideas if
necessary - Listen to T
VII. Writing 80’
1. Reading - Ask Ss to read the text on page 28 and do exercise 1 - Read the text on page 28 do exercise 1 20’
and 2 on page 28 and 2
Answer
Task 1
She is busy at the moment because she has a new job
in a hotel.
Task 2
1. 6.15 2. has breakfast
3. 6.00 4. 6.00
5. after 7.30 6. about 10.30
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2. Writing - Ask Ss to read the text again and answer the - Read the text and answer T’s questions 20’
skill questions:
• When we should use comma?
• When we should use full stop?
- Ask Ss to answer the questions - Answer T’s questions
- Talk about the use of comma and full stop - Listen to T
- Ask Ss to read the text again and do exercise 1, 2 and - Read the text again and do exercise 1,
3 on page 28 2, 3

Answer
Task 1: Four commas in Fariha’s description
I have lunch in the afternoon,
We ha dinner at seven thirty after that,
I watch TV or read on Wednesday
I go to bed about ten thirty at weekends,
Task 2
I have a new job in a hotel. I get up at seven o’clock.
I go to work at eight o’clock. I go home at one
o’clock. And then I have lunch in the afternoon. I do
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the housework and make dinner at six o’clock. We

have dinner at seven thirty. After that, I watch TV or
read. On Wednesday, I go to my English class. I go to
bed at about ten thirty. At weekends, I do exercise
and meet my friends. I visit my family on Sunday.
Task 3
Fariha has a new job. She works in a hotel. She gets
up very early. She goes to work at eight o’clock.
After that, she has lunch. In the afternoon, she
watches TV. She goes to bed about eleven o’clock
3. Language - Ask Ss to do task 1 and 2 on page 28 - Do task 1 and 2 10’

focus - Ask Ss to give answer - Give answer
Answer
Task 1
1. d 2. c 3.a 4. b
Task 2
1. on weekdays
2. After breakfast
3. In the afternoon
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4. and then
5. In the evening
6. On Saturdays
7. after that
8. In the morning
9. after lunch
10. after dinner
- Let Ss read the completed text carefully - Read the text carefully
- Ask them to pay attention to the phrases like after - Answer the questions.
breakfast, an then, in the afternoon, in the evening
because they may need these phrases when writing
their own routine
4. Preparing - Ask Ss to make note about their daily routine - Write notes about their daily routines 10’
to write - Ask Ss to work in pairs and tell their partner about - Work in pairs
their routine using the time expressions on page 28
- Ask Ss to write about their daily routine basing on - Write daily routine
their notes and using the given useful phrases
5. Writing - Ask Ss to work in pairs and exchange their writing to - Work in pairs 20’
check
- Ask some Ss to stand up and read their writing loudly - Asked Ss read their writing
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- Class members and teacher give comment - Listen to T and class members
VIII. Global 80’
review
1. Grammar - Ask Ss to restate the usage of some question words - restate the usage of question words 20’
like when, what, where…
Answer
1. Where are you from?
2. How old is he?
3. What is the capital of Japan?
4. When is your English class?
5. Why are you here?
- Ask Ss to work in pairs, ask and answer the questions - Work in pairs
in exercise 1
- Ask some pairs to stand up and practice in front of the - Asked pairs stand up and practice
class
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Answer
1. gets 2. goes
3. doesn’t have 4. finishes
5. has
2. Vocabulary - Ask Ss to do exercise 1, 2 and 3 - Do exercise 1, 2 and 3 20’

- Read the words and numbers in exercise 1, 2 and 3
slowly and ask Ss to listen and repeat - Listen and repeat
Answer
Task 1
1. Turkish 2. Russia
3. Dutch 4. German
Task 2
1. quiet 2. small
3. modern
Task 4
1. 1/1 – the first of January
2. 13/3 – the thirteenth of March
3. 20/7 – the twentieth of July
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4. 22/12 – the twenty-second of December
3. Speaking - Ask Ss to work in groups of four. Each S has to write - Work in groups of four, write sentences 20’
sentences about their daily routine. One sentence must about their daily routine
be false. They take turn to read out their sentences and
try to guess which one is false.
4. Writing - Ask Ss to work in groups of four. Ss write new name, - Work in groups of four 20’
city and country for themselves. They have to imagine
that they are at a party and ask each other questions to
find out the new identities.
UNIT 3
(15 periods)

1-AIMS:
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- Introduce form and usages of possessive’s, Questions with do/ does, Wh- questions and object pronouns.
- Provide students with vocabulary related to family, colours, personal characteristics.
- Help students improve listening, reading, writing and speaking skills.
2- OBJECTIVES:
- Use and understand the form and usages of possessive’s, Questions with do/ does, Wh- questions and object pronouns.
- Enrich their vocabulary related to parts of family, colours, personal characteristics.
- Improve listening, reading, writing and speaking skills.
II-WORKING METHOD:
- Individual work
- Pair work
- Whole class
- Work group
III-TEACHING AIDS:
- Student’s book
- Pictures
- Work book
- Dish and cassette
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I. Part 1 105’
1. Warm up 3’
- Show slide 1, ask students some questions - Answer the questions.
about the family.
1. How many people in this picture?
2. Who is the mother, father, grandmother
and father?
- Lead Sts to the lesson: Friends and family (slide - Listen to and take note. ]
2, 3).
2.Vocabulary - Ask Sts to work on their own to complete the - Work on their own to complete the 14’
family tree with the works in the box (page 30)- family tree with the works in the box.
slide 4
- Correct the answers. - Check the answers.
Answers:
1. aunt
2. grandfather
3. sister
4. son
5. wife
- Ask students to work in pairs to do exercise 2 - Work in pairs to do exercise 2.

(slide 5) : Ask each other these questions:
How many ………do you have?
Brothers/ sisters/ cousins/ uncles/ aunts/ children/
grandchildren…
- Ask students to give the answers. - Give the answers.
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- Check the answers. - Correct the answers.

Answers:
1. How many brothers do you have?
à I have two brothers.
2. How many children do you have?
à I have two children.
3. How many cousins do you have?
à I have three cousins.
3. Reading - Ask students to read the introduction to - Read the introduction to Shakespeare’s 24’
Shakespeare’s tragic families, ask them if there tragic families, ask them if there are any
are any new words. new words.
- Explain some new words. (slide 6) - Take note new words.
Dead (adj): chết
Enemy (n): kẻ thù, kẻ địch
Jealous (adj): ghen tị
Land (n): Đất liền
Power (adj): tài năng
Revenge (n): sự trả thù
- Ask students to do exercise 2 (page 30): Read - Do exercise 2.

and listen the sentences. Are there true or false?
(slide 7)
- Check and correct the answers. - Correct the answers.
Answers:
1. False 2. True 3. False 4. False
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5. False 6. False
- Ask students to read the “Shakespeare’s tragic - Read the “Shakespeare’s tragic
families”, then match the family to the diagrams families” then match the family to the
of the family tree. (slide 8) diagrams of the family tree.
Answers:
1. Hamlet
2. Macbeth
3. Romeo and Juliet
4. King Lear
5. Othello
4. Grammar Possessive case’ 8’

- Give some examples about possessive case’ - Look at the examples of slide 9 and give
(slide 9), and give the usage and form of the usage and form of possessive case’.
possessive case’ (slide 10). - Listen and take note.
- Check the answers.
• Use ’s to show possession with people.
Eg: My mother’s car
• We use “of” and not “’s” before things
and places.
Eg: The door of the classroom.
• Singular noun or name: noun’s or
name’s
Eg: This is my brother’s books .
This is Lan’s book.
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• Plural noun : nouns’

Eg: These are my brothers’ books.
• Special plural noun : children’s ,
people’s
Eg: These are children’s books
- Ask students to work in pairs to do exercise 1 - Work in pairs to do exercise 1. 18’

(page 31): Look at the texts again. Find the
answers to these questions (slide 11).
Answers:
1. King Lear is Cordelia’s father.
2. Claudious is Hamlet’s uncle.
3. Lady Macbeth is Macbeth’s wife.
4. Juliet is Romeo’s girlfriend.
5. Lago is Desdemona’s husband.
- Ask Sts to work individually to do exercise 2 - Work individually to do exercise 2.
(page 31): Complete the texts with possessive’s.
- Check the answers as whole the class. - Correct the answers.
Answers: (slide 12).
- Ask Sts to work in pairs to do exercise 3: - Work in pairs to choose four members of
choose four members of your family and tell a your family and tell a partner their names.
partner their names ( slide 13)
Eg: my mother
My mother’s name is Sandra.
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Answers:
1. My brother’s name is Tom.
2. My sister’s name is Jeny.
3. My children’s names are Marry and Anna.
4. My grandparents’ names are Louis and
Jessica Brown.
5. My grandchildren’s names are Sarah and
Mic.
5. Writing - Ask students to look at useful phrase of slide 14 - Look at useful phrase of slide 14 to write 17’
to write a short text about their family. a short text about the family.
Answers: (slide 14)
- Ask Sts to work in pairs to do exercise 2: - Work in pairs to do exercise 2.
Exchange texts and write one questions about
your partner’s family (slide 15).
- Check and correct the answers. - Listen and take note.
Answers: (slide 15).
- Ask Sts to give their partner’s paper back to - Give their partner’s paper back to review
rewrite the text. the text.
- Check the answers. - Listen and correct the answers.
Answers:
Her grandparents are from Nam Dinh. She
lives in Hanoi now. Her children’s name is Nga
6. Further and Nam. 7’
Practice
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Grammar 1 A 1A/ Possessive’s

- Ask students to do exercise Grammar 1A (Page - Do exercise Grammar 1A (Page 1- Unit
1- Unit 3- exercise book): Choose the correct 3- exercise book): Choose the correct
option to complete the sentences. option to complete the sentences.
Answers:
1. brother’s
2. girlfriend’s
3. cousins’
4. mother’s
5. children’s
6. parents’
Grammar 1B 1B/ 7’
- Ask Sts to work in pairs to complete the - Work in pairs to do exercise Grammar
sentences with the words in brackets in exercise 1B.
Grammar 1B (Page 1- Unit 3).
- Call some students to give the answers. - Give the answers.
- Check the answers. - Listen and take note.
Answers:
1. cousin’s father
2. grandparents’ parents
3. Laos’ capital city
4. uncle’s children
5. the world’s most popular
6. sister’s name 7’
Vocabulary 1B
- Ask students to complete the descriptions with - Complete the descriptions with the
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the correct family words in Exercise book correct family words in Exercise book
(Vocabulary 1B- Unit 3, page 2). (Vocabulary 1B- Unit 3, page 2).
- Check the answers - Correct the answers.
Answers:
1. brother 7. wife
2. sister 8. son
3. mother 9. husband
4. father 10. children
5. grandmother 11. grandson
6. cousins 12. granddaughter
II. Part 2 - Introduce part 2. (slide 16) - Listen. 105’

18’
1.Vocabulary - Ask students to work in pairs to write the - Work in pairs to complete the colors in
missing vowels to complete the colors in exercise exercise 1.
- Play the dish, ask students to listen and check.
(Slide 17) - Listen to the tape and check the answers.
Answers:
1- red 2. blue 3. yellow
4. green 5. black 6. white
7. grey 8. brown 9. orange
- Ask students to listen again then repeat the - Repeat the colors again.
colors.
- Ask Sts to look at the pictures of tartans (slide - Look at the pictures of tartans then
18), ask them if how many kinds of tartans there answer the questions.
are in the slide?
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- Explain the brief description of each kind. - Listen and take note.
- Play the dish, ask Sts to listen to the - Listen to the tape to number the
descriptions of their colours then number the pictures.
pictures in the order you hear them.
- Check and correct the answers. - Correct and take note.
Answers: (slide 18)
2. Reading and - Ask Sts to read “Clans” page 33, then explain - Read the text and take note from the 26’
listening the meaning of “clans”. teacher.
- Play the dish, ask student to read and listen to - Listen to the tape to correct the answers.
the text to tick the correct sentences. - Correct the answers.
Answers:
1. A clan is a type of family group. (True)
2. All Scottish people are part of a clan. (False)
3. Tartan is special material for kilts. (True)
4. Scottish people wear kilts on special
occasions. (True)
- Ask Sts to listen to two Scottish people talk - Listen to the tape to circle the correct
about clans to circle the correct answers in the answers.
table in exercise 2.
Answers: (Slide 19).
- Ask Sts to work in pairs to do exercise 3 (slide - Work in pairs to do exercise 3.
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20).
Answers:
1. They are friendly and polite and industrious.
2. They always raise their hands in the air when
they look at landscapes.
3. They spend their days being sassy while
fishing.
4. They have convincing hair.
5. They are very flirty with their kilts.
3. Grammar
- Ask students to look at the sentences in - Look at the sentences in Grammar and 28’
Grammar and tell the form and usage of the tell the form and use of the questions with
questions with do/ does. do/ does.
- Check and correct the answers - Take note the form.
Questions with do/ does (slide 21).
1. Form
Do/ does +S+ V (infinitive)…?
àYes, S+ do/ does; No, S + don’t/ doesn’t
2. Usage:
* Use “ do” with “ I, you, we and they”
* Use “ does” with “ he, she, it”
-Ask students to work in pairs to do exercise 1, - Work in pairs to do exercise 1, page 33.
page 33.
- Check their answers - Correct the answers
Answers:(slide 22)
1.
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A: Do you live in Edinburgh now?

B: No, I don’t. I live in Madrid in Spain.
A: Do you have a family clan?
B: Yes, we do. We’re part of the Campbell clan.
2.
A: Does he live in Scotland?
B: No, he doesn’t. He lives in England.
A: Does he wear a kilt?
B: Yes, he does.
A: Does he think clans are important for Scottish
people?
B: No, he doesn’t.
- Ask students to work in pairs to do exercise 2, - Work in pairs to do exercise 2, page 33
page 33: Put the words in the correct order to
make questions.
- Play the dish, ask students listen and check their - Listen and correct the answers
answers.
Answers: (slide 23)
1. Do you have a big family?
2. Do you have children?
3. Do you live with your parents?
4. Do you have family in a different country?
5. Do you have lunch with your family at the
weekend?
6. Do you work with someone in your
family?
- Ask students to work in pairs to do exercise 3: - Work in pairs to do exercise 3.
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Ask each other the questions in exercise 2.

- Ask some pairs to tell their answers as the class. - Give the answers.
- Check the answers. - Correct the answers
Answers:
1. Do you have a big family?
 Yes, I do.
2. Do you have children?
 Yes, I do.
3. Do you live with your parents?
 No, I don’t.
4. Do you have family in a different country?
 No, I don’t.
5. Do you have lunch with your family at the
weekend?
 Yes, I do.
6. Do you work with someone in your
family?
 No, I don’t.
- Play the dish, ask students to listen to the - Listen to the dish. 6’
4. Pronunciation intonation in this question from Grammar
exercise 2.
- Ask some students to repeat the questions in - Repeat the intonation.
Grammar exercise 2.
5. Speaking - Ask students to walk around the class, ask - Walk around the class, ask questions to 15’
questions to find someone who… find someone who…
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* has a big family. * has a big family.

* has children. * has children.
* lives with their parents. * lives with their parents.
* has family in different country. * has family in different country.
* has lunch with their family at the weekend. * has lunch with their family at the
* works with someone in their family. (slide 24) weekend.
* works with someone in their family.
- Call some students to give the answers. - Give the answers.
2B/
6. Further - Ask students to complete the questions with the - Complete the questions with the correct 12’
practice correct form of “do” and the words in brackets- form of “do” and the words in brackets-
Grammar 2B Exercise book (grammar 2A- Unit 3, page 1). Exercise book (grammar 2B- Unit 3, page
1).
Answers:
1. Do you have
2. Does your brother visit
3. Do both your parents work
4. Does your father have
5. Do you use
6. Do your grandparents live
Vocabulary 2 - Ask students to complete the colours - Complete the colours (Vocabulary 2
(Vocabulary 2- exercise book, Unit 3, page 3). exercise book, Unit 3, page 3).
Answers:
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1. black 6. orange
2. white 7. blue
3. grey 8. green
4. red 9. brown
5. yellow
III. Part 3 120’

1. Speaking - Introduce part 3. (slide 25) - Listen. 18’
1/2
- Ask students to write the names of three friends. - Write the name of three friends.
- Ask students to work in pairs to ask questions - Work in pairs to ask questions about the
about their partner’s friends. partner’s friends.
- Ask students to use ideas from the box to make - Make the questions.
the questions (slide 26).
Answers:
1. Where’s Sven from?
2. Is she married?
3. How many children does she have?
4. Do you study and work together?
2. Reading - Ask students to read the text “Meeting places - Read the text “Meeting places around 35’
around the world” quickly and ask them the the world” quickly to give the meaning of
meaning of the words in bold in the box. the words in bold in the box.
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- Ask students to give their opinion. - Give the opinion as whole the class.
- Check the answers. - Listen and take note.
* home: nhà ở
* mall: phố buôn bán lớn
* market: chợ
* park: công viên
* square: quảng trường
- Ask students to read the text” Meeting places - Read the text, match the paragraph to the
around the world” and match the paragraph to the places in exercise 1.
places in exercise 1.
- Check the answers. (slide 27) - Correct the answers.
Answers:
1. Abu Dhabi, United Arab Emirates- at home
2. Dallas, US- at the mall
3. Hanoi, Vietnam- at the park
4. Florence, Italy- in the square
- Ask students to read the text again to complete

the gaps in the text with the phrase bellow: - Read the text again to complete the gaps
a. But I hate computers. in the text.
b. Because we like a walk before dinner.
c. I don’t like busy places- I prefer to be
outdoors.
d. We all love parties.
- Ask students to give the answers.
Answers: - Give the answers.
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1. (a- Dallas, US) - Correct the answers.

2. (b- Hanoi, Vietnam)
3. (c- Florence, Italy)
4. (d- Abu Dhabi, United Arab Emirates)
- Ask students to work in pairs to ask the partner

where the partner met their friends. - Work in pairs to ask the partner where
- Ask students to tell their presentation as the the partner met their friends.
whole class. - Tell the presentation.
Answers: (slide 29)
She is a beautiful girl that I have been friends
with since the sixth grade. She works in the
post- office and I usually just talk to her on the
phone every now and then.
Every Saturday or Sunday we go have lunch
together somewhere and then come back to my
apartment and chat for a few hours. We often
talk about our work, our family, children,
fashion and everything. Sometimes we watch a
film. We have a great time.
- Ask students to write the verb from the text that

goes with each group of expressions. - Listen and write the parts of the body
- Ask some students to give the answers. they mention
3. Vocabulary Answers: 17’
1. meet
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2. live
3. talk
4. go
5. watch
6. play
- Ask students to work in pairs to write 4
sentences to describe what they do with their - Work in pairs to write 4 sentences to
friends when they meet up, using the expressions describe what they do with the friends
in exercise 1. when meet up.
- Ask students to tell the class about their friends.
Answers:(slide 30) - Tell the class about the friends.
We meet up with my friends at weekend.
• We often go to a restaurant.
• We sometimes watch a film.
• We often go shopping.
• We usually go for a walk.
Wh- questions
- Ask students to look at sentences in grammar
and tell the use of Wh- questions. - Look at the sentences in Grammar and
5. Grammar - Check and correct the answers. (slide 31) tell the form and use of Wh- questions. 27’
Eg: - Listen and take note
Where do you and your friends meet?
What does your mother often do on Sundays?
à WH+ DO/ DOES (auxiliary) + S +
V(infinitive)…?
à We use “Wh- questions” to make questions
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in the present simple.

- Ask students to work in pairs to do exercise
1(page 35): Put the words in the correct order to - Work in pairs to do exercise 1.
make questions.
- Check the answer as the whole class.
Answers: - Correct the answers.
1. Where do you live?
2. When do you meet your friends?
3. Why do you meet there?
4. What do you do?
- Ask students to look at the questions in exercise
1 to change the subject to “he”. - Change the subject of sentences in
- Ask students to give the answers. exercise 1 to “he”.
- Check the answers. - Give the answers.
1. Where does he live?
2. When does he meet his friends?
3. Why does he meet there?
4. What does he do?
- Ask students to work in pairs to read about
another meeting place, then answer the questions - Give some examples
in exercise 2.
- Ask students to give the questions.
- Listen and write down the different
- Check the answers. people and objectives they hear
Answers: - Correct the answer
1. Where does he live?
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à He lives in Vietnam.
2. When does he meet his friends?
à He meets his friends in the zoo.
3. Why does he meet there?
à Because he often goes for a walk in the zoo.
4. What does he do?
à He talks a lot about his family.
- Ask students to work in pairs and ask each other

the questions in Grammar exercise 1, then work - Work in pairs to ask each other the
with a new partner to tell them what they found questions in Grammar exercise 1, then
6. Speaking out. work with a new partner to tell them what 10’
- Ask students to give the answers. they found out.
- Give the answers.
- Ask students to write the questions for the
answers. (Grammar 3B, exercise book- Unit 3, - Write the questions for the answers.
page 2) (Grammar 3B, exercise book- Unit 3,
7. Further - Check the answers. page 2) 13’
practice Answers: - Correct the answers.
Grammar 3B 1. Where do you go shopping?
2. When does the market open?
3. Why do the people like video games?
4. What does mall mean?
5. Where do people play basketball?
6. When does February have 29 days?
- Ask students to match the sentences beginnings
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with the endings. (Vocabulary 3A, exercise book- - Match the sentences beginnings with the
Unit 3, page 3). endings. (Vocabulary 3A, exercise book-
Vocabulary 3A - Check the answers. Unit 3, page 3).
1.c 2.a 3. d 4.b
IV. Part 4 105’

1. Vocabulary -Ask students work in pairs to match the - Work in pairs to match the adjectives to 22’
adjectives to their opposites. their opposites.
- Ask students to look at the adjectives again to - Look at the adjectives again to answer
answer the questions: Which adjectives are the questions: Which adjectives are
positive (+) and which are negative (+)? positive (+) and which are negative (+)?
- Check the answers: - Correct the answers.
1. c intelligent (+) / stupid (-)
2. d clean (+)/ dirty (-)
3. e friendly (+)/ unfriendly (-)
4. a nice(+)/ awful (-)
5. b beautiful (+)/ ugly (-)
- Ask students to look at the pictures of the - Look at the pictures of the animals and
animals and choose three of animals to describe choose three of animals to describe ones.
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ones.
- Ask students to use the words in exercise 1 to - Use the words in exercise 1 to describe.
describe. - Give the answers.
- Ask students to give the answers. - Correct the answers.
Answers: (slide 33)
1. Cat is beautiful.
2. Dolphins are friendly.
3. Rat is dirty.
4. Camels are ugly.
5. Dog is intelligent.
6. Horse is nice.
2. Reading and - Ask students to read the text “Man’s best - Read the text “Man’s best friend?” on 32’
Listening friend?” on page 37 and find the three things page 37 and find the three things dogs are
dogs are used for. used for.
- Play the dish, ask students to listen and check - Listen to the tape and check the answers.
the answers.
Answers: (slide 34)
Dogs are used for defence, transport and even
for food.
- Ask students to listen to six people talking about - Listen to six people talking about dogs,
dogs, then circle correct the answers. then circle correct the answers.
Answers:
Speaker 1: Likes/ dislikes dogs.
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-Ask students to listen again and answer the - Listen to the dish again and answer the
questions. questions.
Answers: (slide 35)
1. What does the speaker think of dogs?
àHe is friendly, beautiful and intelligent.
2. How old is Jupiter?
à He is sixteen years old.
3. What animals does speaker 3 not like?
à The animals that speaker 3 doesn’t like are
cats.
4. What does the speaker say about Rufus?
à He is dirty and stupid.
5. What is the problem with Princess?
à She doesn’t like the speaker very much.
6. Speaker 6 doesn’t have a dog. Why?
à Because he lives in a small house.
- Ask students to work in pairs to answer the - Work in pairs to answer the question: Do
question: Do you agree that dogs are man’s best you agree that dogs are man’s best friend?
friend? Why? Why?
- Ask some students to give their opinion. - Give the answers.
Answers: (slide 36)
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1. When you really need one, they will

absolutely give you a hug.
2. They know everything about you, and accept
it.
3. Make you happy when you live alone.
4. They’ll keep you entertained during long
road trips.
5. Dogs won’t leave you hanging.
3. Grammar Object pronouns
- Ask students to look at sentences in grammar - Look at sentences in grammar and tell 18’
and tell the use of object pronouns. the use of object pronouns.
- Check and correct the answers. (slide 37) - Listen and take note.
Eg: Dogs? I really hate them.
She doesn’t like me very much.
• Use “me, you, him, them, us”… after the verb
in statements.
The pronoun “it, you” have the same form for
Subject and Object.
- Ask students to circle the correct option. - Circle the correct option.
Answers:
1. them/ they
2. he/ him
3. I
4. him
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5. I/ her
6. we/ we/ them
- Ask students to work in pairs to do exercise 2 - Work in pairs to do exercise 2 (page 37):
(page 37): Replace the underlined word with a Replace the underlined word with a
subject or object pronoun. subject or object pronoun.
Answers:
1. catsà them
2. catsàthey
3. catsà they
4. catsà they
5. Jackà he
6. the childrenàthem
7. my wife and the childrenàwe
8. Jackàhim
4. Pronunciation - Play the dish, ask students to listen and repeat - Listen to the tape and repeat the phrase.
the phrase. 15’
1. Do you like dogs? Dogs? I hate them.
2. Do you like cats? Cats? I love them. - Work in pairs to make similar
- Ask students to work in pairs to make similar exchanges, using verbs and nouns in the
exchanges, using verbs and nouns in the box for box for ideas.
ideas. - Tell as the class.
- Ask some students to tell as the class.
Answers:
1. Do you hate football? Football? I hate it.
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2. Do you like school? School? I like it.

3. Do you love shopping? Shopping? I love
it.
5. Further - Ask students to complete the sentences with the - Complete the sentences with the
practice opposite of the underlined adjectives, use the opposite of the underlined adjectives use
18’
adjectives in the box (exercise book, Unit 3, page the adjectives in the box.
Vocabulary 4A
3)
Answers:
1. ugly
2. unfriendly
3. awful
4. dirty
5. stupid
Grammar 4A - Ask students to complete the sentences with the - Complete the sentences with the correct
correct object pronouns in the box. (exercise object pronouns in the box.
book, Unit 3, page 2).
Answers:
1. her 5. me
2. him 6. you
3. them 7. it
4. us 8. you
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V- Function 65’
globally - Ask students to choose one of the topics from - Choose one of the topics from the box 20’
1. Warm up the box and think of two or three things they can and think of two or three things they can
say about this topic. (slide 38) say about this topic.
- Ask students to work in pairs: A: Tell B about - Work in pairs: A: Tell B about their
their topic; B: listen to A, then swap roles and topic; B: listen to A, then swap roles and
repeat. repeat.
- Ask students to tell as the class. -Tell the class.
Suggested answers: (slide 29)
2. Listening - Play the dish, ask students to listen to four - Listen to four conversations to match 20’
conversations to match each one to a picture. each one to a picture.
- Check the answers as the class. - Correct the answers.
Answers:
1.c 2.d 3. a 4.b
- Ask students to listen again to choose the - Listen to the dish again to choose the
correct answers. correct answers.
Answers:
1. b 2.c 3.b 4.a
3. Language focus - Ask students to work in pairs to complete the - Work in pairs to complete the responses 10’
responses from the listening then repeat a word from the listening then repeat a word and
and add a question in box. add a question in box.
Answers:
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1. I’m from Romania.

à Romania? What part of Romania?
2. He’s two years old.
àOld? When’s his birthday?
3. Well, he still lives with his parents.
à He? How old is he?
4. Seven o’clock in the morning.
àSeven o’clock? Why do you start so early?
4. Speaking - Ask students to work in pairs, A: tell B about a - Work in pairs, A: tell B about a topic 15’
topic from Warm up exercise 1; B: listen to A, from Warm up exercise 1; B: listen to A,
using the techniques in the language focus to using the techniques in the language focus
show interest.(slide 41) to show interest.
- Ask students to swap roles and repeat - Swap roles and repeat
VI. Global voice 50’

1. Warm up - Ask students to complete the sentences about - Complete the sentences about families 10’
families with their own ideas. with their own ideas.
- Ask students to work in pairs and compare the - Work in pairs and compare the answers.
answers.
Answers:
1. A big family has many or more people.
2. A small family has about 4 people.
3. A very small family has a few people.
4. A typical family in my country has a lot of
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people.
2. Listening 20’
- Ask students to listen to six people talking about - Listen to six people talking about their
their families and circle the correct option. families and circle the correct option.
Answers:
1. Nicole, Switzerland – small family
2. Carmen, Spain- big family
3. Martin, Czech Republic- doesn’t say
4. Dot, Scotland- small family
5. Bea, England- big family
6. Ena, Bosnia- small family
- Ask students to listen again and complete the - Listen again and complete the sentences.
sentences. - Correct the answers.
- Check the answers as the class.
Answers:
1. Nicole has brother/ brothers.
2. There are…….people in Carmen’s family.
3. Martin’s mother has sister/ sisters.
4. Dot has brother/ brothers.
5. Bea has sister/ sisters.
6. Ena has brother/ brothers.
3. Language - Ask students to read the language note (slide - Read the language note (slide 42) then 8’
focus: a lot of, lots 42) then add “a lot of / lots of” in the appropriate add “a lot of / lots of” in the appropriate
of places in the sentences below. places in the sentences below.
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Answers:
1. My mother has two sisters, so I have a lot
of cousins.
2. My parents don’t have lots of brothers and
sisters. I have only one cousin.
3. My friends live with their parents.
4. Are people in your family from Russia?
5. I have a small family. I don’t have a lot of
brothers or sisters, only one brother.
4. Speaking - Ask students to work in group and ask questions - Work in group and ask questions to find 12’
to find out if the sentences below are true, is they out if the sentences below are true, is they
are false change them so they are true. are false change them so they are true.
- Ask students to tell as the class. - Tell as the class.
VIII. Writing a 65
personal - Ask students to read the letter “Patricia’s letter” - Read the letter “Patricia’s letter” and 12’
description and answer the question: Does she have a big answer the question: Does she have a big
family? family?
- Check the answers - Correct the answers.
Answers:
Does she have a big family?
à Yes, she does.
- Ask students to do exercise 2 (page 40): Are - Do exercise 2 (page 40): Are these
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these sentences true or false? sentences true or false?

Answers:
1. True 2. True 3. False 4. True
1. Language 12’
focus: names - Ask students to work in pairs to complete the - Complete the sentences about Patricia.
sentences about Patricia.
Answers:
1. My name’s Patricia.
2. My husband’s name is Carlos.
3. My husband’s called Carlos.
4. We have a daughter called Claudia.
- Ask students to work in pairs to write sentences - Work in pairs to write sentences
including the words bellow. including the words bellow.
Answers:
1. My son’s name is called Antonio.
2. My sister’s name is Rosa.
3. I have a son called Xavier.
4. My name’s Maria.
2. Writing skills: -Ask students to read the rules about apostrophes - Read the rules about apostrophes in 24’
apostrophes in English. English.
Use apostrophes…
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a. with singular nouns to show

possession.
Eg: My husband’s name, Felipe’s daughter.
b. with plural nouns to show
possession.
Eg: my brother’s daughters, my parent’s
names.
c. with verb contractions.
Eg: I’m, you’re, she’s, it’s, Patricia’s.
d. with contractions of not.
Eg: we aren’t, he isn’t, they don’t, he doesn’t
- Ask students to work in pairs and find ten more - Work in pairs and find ten more places in
places in Patricia’s letter where she does not use Patricia’s letter where she does not use
apostrophes. apostrophes.
Answers:
1. My name Patricia
2. Im from Madrid
3. My husband name
4. He an engineer
5. She ten years old
6. My parents retired
7. He a lawyer
8. He married
9. My second brother name
10. He a doctor
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11. He isnt married

- Ask students to read the letter again and answer - Read the letter again and answer the
the question: Which of the examples are question: Which of the examples are
“possessives or contractions of is or am?”. “possessives or contractions of is or
am?”.
Answers:
1. Possessives: My husband’s name, My
second brother’s name
2. Contractions of is or am: My name’s
Patricia, I’m from Madrid, He’s an engineer,
She’s ten years old, My parents are retired,
he’s a lawyer, he’s married, he’s a doctor, he
isn’t married.
3. Preparing to - Ask students to work in pairs to add ten - Work in pairs to add ten apostrophes to
write apostrophes to the text about Maria Jose. the text about Maria Jose.
Answers:
My name’s Maria Jose and I’m from Almeria.
My husband’s name is Marco. He isn’t
Spanish. He’s from Italy. My father’s an
engineer and my mother doesn’t work. My
sisters’ names are Emilia and Raul. They’re
married and their husbands’ names are Jose and
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Rafael.
4. Writing - Ask students to work in pairs to draw their - Work in pairs to draw their family tree 17’
family tree and tell their partner about their and tell their partner about their family,
family, using the useful phrases of slide 43. using the useful phrases of slide 43.
- Ask students to tell as the class. - Listen and take note.
- Ask students to write a letter to their teacher, - Write a letter to their teacher; write
write about themselves, their family. about themselves, their family.
- Ask students to work in pairs to exchange letters - Work in pairs to exchange letters with
with their partner and correct the mistakes. your partner and correct the mistakes.
VIII. Global 60’

review 14’
1. Grammar - Ask students to work in pairs to correct the - Work in pairs to correct the mistakes.
mistakes
- Check the answers - Give and correct the answers
1. My sister’s name is Dominica.
2. We like our cat but she doesn’t like us.
3. My parents’ names are Lucky and Frederick.
4. I hate parties but my friends love them.
5. I love my brother but I don’t see him very
often.
- Ask students to complete the questions. - Complete the questions.
Answers:
1. Do you like video games?
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à Yes, I really like video games.

2. Where do you live?
à I live near the park.
3. Where does Sven work?
à Sven works in New York.
4.When does Mario meet his friend?
à Mario meets his friend in the evening.
2. What do Anna and Magda do at the
weekend?
à Anna and Magda go shopping at the
weekend.
2. Vocabulary - Ask students to work in pairs to complete the - Work in pairs to complete the sentences. 10’
sentences. - Correct the answers.
Answers:
1. Your uncle’s son is your sister.
2. The opposite of beautiful is ugly.
3. Your father’s father is your grandfather.
4. Yellow and red makes orange.
5. Black and white makes grey.
6. Your daughter’s children are your
granddaughter.
7. The opposite of nice is awful.
8. The opposite of clean is dirty.
9. Your mother’s sister is your mother.
10. Blue and yellow make green.
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3. Speaking - Ask students to work in pairs to ask ten - Work in pairs to ask ten questions about 16’
questions about their partner’s family. their partner’s family.
- Ask students to tell the class about it. - Tell the class.
- Ask students to write five true sentences about - Write five true sentences about their
their evening using the word in the box. evening using the word in the box.
Answers:
I talk about music with my friends. I don’t play
football. I go shopping. I meet him once a
week. We often see a film.
- Ask students to work in pairs to read their - Work in pairs to read their sentences to
sentences to their partner. their partner.
4. Dictionary - Ask students to work in pairs to answer the - Work in pairs to answer the questions 20’
skills questions about using a dictionary, then compare about using a dictionary, then compare the
the answers with their partner. answers with their partner.
- Ask students to look at the entry for intelligent - Look at the entry for intelligent from the
from the Macmillan Essential Dictionary and Macmillan Essential Dictionary and
answer the questions. answer the questions.
Answers:
1. Meaning: the ability to acquire and apply
knowledge and skills.
2. Kind of word: Adjective
3. Pronoun: /inˈteləjəns/
4. Opposite of intelligent: stupid
5. Word mean the same as intelligent: clever
LESSON PLAN Page 96

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6. Example: He’s very intelligent.

- Ask students to read the sentences and look up - Read the sentences and look up the
the highlighted words in their dictionary. highlighted words in their dictionary.
1. busy / ˈbizi/ (adj): having a great deal to do.
2. neighbour / ˈneibə/ (noun): a person living
near or next door to the speaker or person
referred to.
3. rude / ru:d/ (adj): offensively impolite or ill-
mannered.
4. chat /tʃæt/ (verb) : talk in a friendly and
informal way.
LESSON PLAN Page 97

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UNIT 4
(15 periods)
I. LANGUAGE AIMS AND OBJECTIVES:

1. AIMS:
- Introduce form and usages of There is/ there are & countable nouns/ uncountable nouns,
- Introduce vocabularies about hotel facilities, furniture, food and drink
2. OBJECTIVES:
- Use and understand the usages of the There is/ there are & countable nouns/ uncountable nouns.
- Enrich vocabulary about hotel facilities, furniture, food and drink.
II. WORKING METHOD:
1. Individual work
2. Pair work
LESSON PLAN Page 98
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3. Whole class
IV. TEACHING PROCEDURES:
LESSON PLAN Page 99

Warm up 5’
- Divide the class into two groups,ELEMENTARY
GLOBAL ask each group to - Work in groups to choose the
choose the numbers to guess the key word. number and guess the key word.
- The group chooses the word fastest is the winner. - Give the answer.
The key word: Bed and breakfast (slide 1, 2)
- Check and lead students to the lesson: Bed and - Check the answers.
breakfast
- Ask Sts to answer the question: What facilities do you - Answer to the teacher.
think we need when you book room?(slide 3)
- Check and lead Sts to the part 1: Hotel facilities -Listen to and take note.
(slide 4)
I. Part 1 105’
14’
1. Vocabulary - Ask Sts to match the pictures to the phrases in - Match the pictures to the
individual. phrases in individual
- Check the answer as the class (slide 5) - Correct the answers.
- Ask Sts to work in pairs to choose one of the situations - Choose one of the situations of
of exercise 2, and then answer the question: What are exercise 2, and then answer the
the two most important facilities for you? (slide 6) question.
- Ask some pairs to tell the class. - Tell the class
Suggested answers: (slide 7+8)
2. Reading - Ask Sts to look at the pictures and quickly read the - Look the pictures and read the 26’
texts on page 43, give some new words. (slide 9) texts on page 43 quickly.
- Ask Sts to work in pairs to answer the question. - Work in pairs to answer the
questions.
Which is the best title?
- Ask Sts to give answers to - Give answers
Answers:
1. Sleep on a train
2. Sleep in a tepee
LESSON PLAN 3. Sleep in a jail Page 100
- Ask Sts work individually to do choose the correct - Work individually to choose the
answers. correct answers.
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UNIT 5
(15 periods)

1-AIMS:
- Introduce usages of frequency adverbs, phrasal verbs.
- Provide students with vocabulary related to films, cinema, television, television programmes.
2- OBJECTIVES:
- Use and understand frequency adverbs.
- Enrich their vocabulary related to films and television
LESSON PLAN Page 101
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II-WORKING METHOD:
- Individual work
- Pair work
- Whole class
- Work group
III-TEACHING AIDS:
- Student’s book
- Pictures
- Work book
- Dish and cassette

I. Part 1 100’
1.Warm up 3’
-Ask students some questions about the films - Answer the questions.
(Slide 1)
6. Do you know the names of these films?
7. Who are the main actors or actresses?
2. Reading and - Ask Sts to read and listen to the information - Listen and decide which sentence is T 15’
Listening about world cinema and decide which sentence is or F

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true (T) or false (F)

- Check and correct the answers. (Slide 2) - Check the answers with the teacher.
1. Hollywood makes 4,000 new films every
year à F
2. The United States makes the most films
every years à F
3. Asia makes more films every year than
North America. à T
4. South America makes more films than
Africa.
àT
- Play the dish and ask students to listen and - Listen and check.
check.
- Ask Sts to listen to a talk about world film - Listen and fill in the chart
production and complete the information in the
chart
- Check and correct the answers. (Slide 3) - Check the answers with the teacher.
1. Asia: 76%
2. North America: 10%
3. Europe: 17%
4. South America: 3.5%
5. Africa: 2.5%
Further information: (Slide 4)
- The biggest film industry is in India. Bollywood - Listen and take note
is its largest film producer and one of the largest
in the world.
- Countries that sell the most cinema tickets every

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year are China (1,430,000,000) and US

(1,400,000,000)
- Some of the most popular non-Hollywood films:
 Italy: Life is beautiful (1997)
 China: Hero (2002)
 France: Amelie (2001)
 Germany: The Boat (1981)
 Mexico: Pan’s Labyrinth (2006)
 India: Monsoon Wedding (2001)
3. Practice - Play the dish, ask Sts to listen to the radio - Listen carefully and do the task
programme about films and decide which 16’
sentence is true (T) or False (F) (Handout 1)
- Check the answers, play the dish and pause at
the key words (Slide 5) - Listen and correct the answers
Answers:
1. False – she says ‘I don’t watch Hollywood
films very often.’
2. True – she says ‘I prefer independent films.’
3. True – she says ‘You can see how other
people around the world live and how they see
the world.’
4. False – about world cinema she says ‘I love
listening to other languages too.’
5. False – he thinks some independent films are
sad.
6. False – Mei says Hollywood films don’t have
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any
new ideas.
7. True – she says ‘The Hollywood version’s
boring.’
8. True – he says ‘And they have my favourite
actors.’ and this is a positive
- Ask Sts to talk their understanding of frequency

4. Grammar adverbs (every day, once a week…) - Present understanding of frequency 14’
- Check and correct the answers: (Slide 6) adverbs
+ To ask about frequency, use the question - Correct the answers and take note
“ How often…………………..?”
How often + do + subject + verb?
E.g. How often do you go to the cinema?
+ We can give a specific answer with “every +
day/ week/ month/ year, etc.”
I go to the cinema every week
+ We can say the number of times we do
something with “once/ twice/ three times/ four
times + a day/ week/ month/ year, etc.”
(once = one time, twice = two times)
+ The frequency adverbs normally go at the end
of the sentences
E.g. She goes shopping twice a month
- Ask Sts to give some examples
- Give examples
- Ask Sts to work in pairs to do exercise 1, page

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5. Practice 55 - Work in pairs to do exercise 1, page 55 20’

- Check the answers as the whole class (Slide 7)
Answers: - Correct the answers
1. Brazil makes seven new films every month.
2. India makes 2.2 new films every films.
3. In the US 1,400 million people go to the
cinema to buy a cinema ticket every year.
4. In China 1,430 million people go to the
cinema every year.
5. The Philippines makes around 8.7 new
films every week.
- Ask Sts to work in pairs to do exercise 2, page
55 - Work in pairs to do exercise 2, page 55
1. I watch a DVD with the family on Fridays
and on Sundays
à twice a week
2. I go to the cinema in January, in February, in
March, in April…
à every month
3. There are lots of small film festivals in
Toronto, but there is one big one every
September
à once a years
4. I probably see a foreign film four times a
years

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à every three months

5. I read the film reviews section of the
newspaper every week
à four times a month
- Ask Sts to work in groups to do exercise 1, page
143, go round and check ( Sts give answers to - Work in groups to do exercise 1, page
each question) 143
1. How often do you go to the cinema? - Correct the answers with the teacher
2. How often do you watch the news?
3. How often do you see your friends?
4. How often do you have English class?
5. How often do you watch documentaries?
- Ask Sts to work in pairs to put the words in the
correct order to make sentences ( Handout 2) - Put the words in the correct order to
- Check the answers as the whole class (Slide 9) make sentences
1. We go to the cinema three times a month.
2. We watch a film on TV every two days.
3. We watch DVDs about twice a month.
4. We download a film every week.
5. I read film reviews four or five times a week
- Ask Sts to work in pairs to match the frequency
expression 1-6 with a-f (Handout 3) - Match the frequency expression
- Check the answers as the whole class
1+e 2+d 3+f 4+a 5b 6c

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- Ask Sts to work in individual to complete the

6. Vocabulary and phrases with the verbs in the box - Complete the phrases with the verbs in 17’
Speaking - Check the answers as the whole class the box
1. Read the film review
2. Buy a ticket
3. Watch the film
4. Go to the cinema
5. Sit at the front/ at the back/ in the middle
- Ask Sts to work in pairs to put the phrases in
order to make a trip to the cinema - Put the phrases in order to make a trip
Answers: to the cinema
1. Go to the cinema
2. Read the film review
3. Buy a ticket
4. Sit at the front/ at the back/ in the middle
5. Watch the film
- Ask Sts to work in small groups to ask and
answer four of the questions in exercise 3, page - Ask and answer the questions in
55 exercise 3, page 55
- Go round and check their conversations
- Ask some pairs of students to present their - Correct the answers with the teacher
conversations - Present conversations
- Ask Sts to complete the expressions with the

7.Further Practice correct word (Handout 4) - Complete the expression 15’
- Check and correct the answers (Slide 10)

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1. on 5. film
2. review 6. at, back
3. cinema 7. in, middle
4. ticket
- Ask Sts to complete the description with the

correct verb (Handout 5) - Complete the description
1. see 4. go
2. read 5. sit
3. buy 6. watch
II. Part 2 100’
1. Reading 28’
- Ask Sts to work in individual to read the - Read the definition of a pitch , translate
definition of a pitch and translate it into it into Vietnamese
Vietnamese
- Give the meaning of this word - Take note
A pitch: lời giới thiệu
- Ask Sts to work in pairs to read and listen to - Read and listen to “Make a pitch” and
“Make a pitch”, pay attention on the words and write down the new words
phrases in bold (Slide 11)
+ fall in love: yêu
+ ship (n): con tàu

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+ steal (v): ăn trộm

+ run away: chạy trốn
+ manager (n): người quản lý
+ empty (adj): trống rỗng
+ coast (n): bờ biển
+ shark (n): cá mập
+ boat (n): thuyền
+ spaceship: tàu vũ trụ
- Ask Sts to work in pairs to answer the questions - Answer the questions for each pitch and 20’
2. Pronunciation for each pitch and try to guess the names of these try to guess the names of these films
films
- Go round and check the answers - Check the correct answers
- Play the dish, ask Sts to listen and circle the - Listen and circle the correct alternative
correct alternative in each pair
- Check the answer as the whole class - Correct the answers
- Play the dish, ask Sts to listen and put these - Present one of the pitches from reading
words into two groups: /i/ and /i:/
- Check the answer
- Ask Sts to work in pairs to choose one of the
pitches from Reading “ Make a pitch” and present
it to a partner. Pay attention to the sounds /i/ and
/i:/
3. Vocabulary - Play the dish, ask Sts to listen and circle the - Circle the word 16’
word you hear ( Handout 6)
- Play the dish and check the correct answers - Correct the answers

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(Slide 12)
Answers:
1- rich 6- his
2- leave 7- it
3- steal 8- he’s
4- live 9- reach
5- eat 10- still
- Ask Sts to work in individual to look at the - Look at the pictures and answer the 16’
4. Practice people in the picture above and answer the question
question: “What types of film are they watching?”
Answer:
They are watching thriller, science fiction film,
romantic drama, cartoon and horror film
- Ask Sts to complete the definitions with words - Complete the definition
in the box
+ thriller: à exciting
+ romantic drama: à sad
+ cartoon: à funny
+ horror film: boring - Work in pairs to think of examples of
- Ask Sts to work in pairs to think of examples of these kinds of film
a scary film, a funny actor, a sad film, a boring
film
- Work in pairs and read their examples to
- Ask Sts to work in pairs and read their examples their partner.
to their partner. Ask their partners to guess the
category

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- Ask Sts to complete the descriptions with the - Complete the descriptions 20’
5. Writing types of film in the box ( Handout 7)
- Check and correct answers (Slide 13) - Correct the answers
Answers:
1. horror
2. romantic drama
3. thriller
4. science fiction
5. cartoon
- Ask Sts to match the sentences 1–5 to a–e. - Match the sentences
(Handout 8)
- Check and correct answers (Slide 13) - Correct the sentences
Answers:
1+c 2+ a 3+ e 4+ b 5+ d
Task A:
- Ask Sts to think of a famous film and write a - Write a pitch using their note
pitch in no more than 50 words but don’t write the
name of the film
Preparing to write: Make notes about a film you
want to write a pitch
Writing: use their notes to write a pitch
E.g.
It’s an action comedy about two - Write down the example
competing National Security

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Administration computer prodigies who must

become field operatives and work together to
save the world from a terrorist hacker
organization.
à Nerd Ops
III. Part 3 90’
1. Vocabulary - Ask Sts to look up the meaning of these words in - Look up the meaning of these verbs in 15’
dictionary (Slide 14) dictionary
+ comedy programme: chương trình hài kịch
+ a documentary: phim tài liệu
+ a film: phim truyện
+ a sport programme: chương trình thể thao
+ the news: chương trình thời sự
- Ask Sts to look at the screen and answer the - Answer the questions
question: “Which types of television programme ?
Answers:
a- a documentary
b- the news
c- a sport programme
d- comedy programme
e- a film
2. Practice - Ask Sts to work in pairs and choose three - Work in pairs, ask and answer the 7’
questions and ask your partner. questions
E.g. Do you watch sports programmes? – Yes, I

do

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Which sports? - I watch football every

Saturday
- Ask Sts to complete the television programmes - Complete the television programme
with the words in the box (Handout 8)
- Check the answers as the whole class (Slide 15) - Correct the answers
Answers:
1. documentary
2. sports programme
3. comedy show
4. TV series
5. the news
6. film
- Play the dish and ask Sts to listen to five people - Listen to five people carefully and
3. Listening answering questions from Vocabulary and complete the chart 10’
complete the table
- Check their answers, play the dish and pause at - Correct the answers
the key words (Slide 16)
Answers:
Question Does he/she like

this type of
programme?
Speaker 1 4 No

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Speaker 2 5 Yes
Speaker 3 1 No
Speaker 4 2 Yes
Speaker 5 3 Yes
- Play the dish again and ask Sts to put the

sentences in the correct order - Put the sentences in the correct order
1. I never watch comedy programme.
2. I watch films in bed because they’re always
on late.
3. I don’t often watch the news.
4. I sometimes watch documentaries about
history.
5. I sometimes watch football with people
from work.
- Ask Sts to give the usage of frequency adverbs

(always, often…..) - Give the usage of frequency adverbs
4. Grammar - Check and correct the answers (Slide 18) 13’
* To give a more general answer about frequency, - Take note
we use always, often, sometimes, not often, never.
* With most verbs the order is
S + frequency adverb + verb

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E.g. I sometimes watch TV on the internet.

* With verb to be the order is
S + to be + frequency adverb
E.g. She is always late.
- Ask Sts to give more examples
- Ask Sts to work in pairs to match a sentence on - Give more examples

the left to a sentence with a similar meaning on
the right (Exercise 1, page 59) - Work in pairs to match a sentence on the
- Check the answers left to a sentence with a similar meaning
5. Practice Answers: on the right 22’
1-d 2-c 3-a 4-e 5-b - Correct the answers
- Ask Sts to work in pairs to add frequency
adverbs to these sentences so they are true for you
or your country (exercise 2, page 59) - Add frequency adverbs to these
- Go round, check and correct their answers sentences
- Ask Sts to work in individual to rewrite the
sentences with the frequency adverbs in brackets - Correct the sentences
( Handout 9) - Do the exercise in handout 9
Answers:
1. I don’t often watch television. - Correct the answers
2. There are always sports programmes on, and
I hate sport!
3. I sometimes watch films, but only once or
twice a week.
4. I am never at home when my favourite

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programmes are on.

5. I often read about interesting
documentaries in the TV guide.
6. But they are often on late at night.
7. I always get up very early.
8. I sometimes stay up late to watch a
documentary
- Ask Sts to rewrite the sentences with always,
often, sometimes, not often, never (Handout 10)
- Check and correct the answers (Slide 20) - Do the exercise in handout 10
Answers:
1. We always watch the news. - Correct the answers
2. Tom doesn’t often watch football.
3. We often buy a newspaper.
4. I sometimes cycle to work when the weather
is nice.
5. I am often home at five o’clock.
6. There are always good programmes on TV
after work.
7. I never watch television. I don’t have a TV
- Ask Sts to work in pairs to write the questions

and answer the questions using frequency adverbs
- Go round and check the answers - Work in pairs, write the question and
Answers: answer them using frequency adverbs 23’
6. Speaking + How many TVs are there in your house? - Correct the answers
There are 2 TVs in our house.

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+ How many hours do you watch TV?

I usually watch TV 3 hours a days.
+ Do you watch the news on TV?
Yes, I do. I often watch the new at 7p.m.
+ Do you watch TV at dinner?
Yes, I do. I sometimes watch TV at dinner with
my family.
+ Do you record programmes?
No, I don’t. I don’t record the programmes
because I can watch them again on the internet.
IV. Part 4 90’
1. Vocabulary and - Ask Sts to match the phrasal verbs in the box to - Match the phrasal verbs in the box to 17’
Pronunciation the pictures the pictures
- Play the dish, ask Sts to listen and check - Check the answers
Answers:
a- turn off
b- turn down
c- turn up
d- stand up
e- sit down
- Ask Sts to read the three dialogues and circle the - Read the three dialogues and circle the
correct phrasal verbs correct phrasal verbs
- Play the dish and ask Sts to listen carefully - Listen and check the answers

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- Check their answers, play the dish and pause at

the key words
Answers:
1. turn off/ turn off
2. Sit down
3. turn down
- Ask Sts to read the dialogues from exercise 3 - Read the dialogues together
together
- Ask Sts to choose one dialogue and memorise it - Practice saying dialogues
with a partner, and practice saying it
- Go round and check pronunciation mistakes
2. Practice - Ask Sts to complete the text with the correct - Complete the text with the correct 24’
phrasal verbs (Handout 11) phrasal verbs
Answers:
1. up
2. down
3. down
4. off
5. up
- Ask Sts to complete the conversations with a - Complete the conversations with a word
word from each box (Handout 12) from each box
Answers:
1. turn up
2. stand up

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3. sit down
4. turn off
5. turn down
- Ask Sts to underline down, off and up if they are - Underline “down, off, up” if they are
stressed (Handout 13) stressed
- Check the answers (Slide 22) - Correct the answers
Answers:
1. Can you turn up the radio?
2. Please sit down.
3. Don’t turn off the computer!
4. We stand up when the teacher comes in.
5. Turn down that TV!
6. Sit down and listen to me.
7. Turn off the television. It’s time to go to bed
3. Reading - Ask Sts to check the meaning of the words in the - Answer the question 25’
box, and answer the question: “Which words can
you use to finish this sentence?”
Television makes you …………………….
- Explain some new words (Slide 23) - Write down these words in notebooks
+ crime (n): tội ác
+ effects (n): hiệu quả
+ fat (adj): béo
+ headache (n): đau đầu
+ hurt (n): sự tổn thương
+ intelligent (adj): thông minh
+ lazy (adj): lười biếng

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+ society (n): xã hội

+ violent (adj): bạo lực
- Ask Sts to work in pairs to complete the - Work in pairs to complete the sentences
sentence - Read “television theories”
- Ask Sts to read “Television theories” on page 61
and check their answers to exercise 1 - Match each sentence to a television
- Ask Sts to match each sentence to a television theory
theory - Correct the answers
- Check the answers
Answers:
+ We have a two-year-old baby. She loves these
programmes, and they are so good for her. à
The television makes you intelligent theory
+ I don’t want to go to the city centre at night.
The news says there are lots of problem there.
à The television makes you frightened theory
+ If I watch television for more than an hour, it
hurts my head à The television makes you ill
theory
+ Turn off the TV and do some exercise! You
watch too much television. à The television
makes you fat theory
+ My brother watches television all day. He
doesn’t want to do anything else. à The
television makes you stupid theory.
- Ask Sts to pay attention to “Extend your - Pay attention to “Extend your
vocabulary – see, watch” vocabulary – see, watch”

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+ See - You see with your eyes.

E.g. I can see your house from here.
+ Watch - If you watch something, you look at it
for some time because it is moving and
changing.
E.g. I watch TV every night.
- Ask Sts to work in pairs and make a list - Work in pairs to make a list
 at least four things they can see from the
classroom window.
 at least three sports people watch in your
town.
- Go round and check their answers - Correct the answers
- Ask Sts to complete the description with see and - Complete the description with “see and
watch (Handout 14) watch”
Answers:
1. see
2. watch
3. watch
4. see
5. see
6. watch
4. Speaking - Divide the class into two groups: Group A do the - Group A: prepare a dialogue between 24’
task A and group B do the task B two people watching television
- Ask Sts in group A to prepare a dialogue - Look at the television theories again,
between two people watching television mark opinion next to each and try to give

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- Ask Sts in group B to look at the television reasons

theories again, mark their opinions next to each
one and try to give reasons
1 = strongly disagree
5 = strongly agree
- Go round and check
- Ask one pair in each group to present their tasks - Present tasks
V.Function 45’
globally 8’
1. Warm-up - Ask Sts to work in pairs to look at the items in - Look at the items in the box and answer
the box and answer the question: “ Where do you the question
buy them?” (Slide 25)
+ Electronics shop: batteries, DVD player, DVDs,
fridge, radio, stereo, television.
+ Gift shop: CDs, DVDs, flowers, postcards,
souvenir, T-shirt
+ Music store: CDs, DVDs.
+ Supermarket: drinks, flowers, food, T-shirt
- Ask Sts to describe four shops in the pictures - Describe four shops in the pictures
16’
2. Listening - Play the dish, ask Sts to listen to three - Listen to three conversations, match one
conversations, and match each one to a picture to a picture
+ Conversation 1 – picture c, music shop - Give the answers
+ Conversation 2 – picture a, electric shop
+ Conversation 3 – Picture d, supermarket
- Play the dish twice and ask Sts to listen again - Listen to the dish again and give the

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and answer the questions answer

- Check the answer as the whole class (Slide 26) - Correct the answer
Answers:
+ Conversation 1:
 He wants a DVD
 It costs 69 pounds
+ Conversation 2:
 He wants horror films
 He wants to pay by credit card
+ Conversation 3:
 He buys four bags of crisps and soft drinks
 They cost 6 pounds and 80p.
3. Language focus - Ask Sts to match the questions to the possible - Match the questions to the possible 10’
answers answers
- Play the dish and check the answers - Correct the answers
Answers:
1-b 2- d 3- a 4- c
4. Speaking - Divide the class into two groups: group A do the - Group A do the task A 11’
task A and group B do the task B - Group B do the task B
- Go round and check their conversations - Correct the conversation
VI. Global Voices 95’

1. Warm-up - Ask Sts to work in groups to find out the - Work in groups to find out the 8’

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information quickly information

+ Which person in the group…
 goes to the cinema the most?
(How often do you go to the cinema?)
 likes Hollywood films?
(Do you like Hollywood films?)
 has the most DVDs at home?
( How many DVDs do you have?)
 watches films on television the most?
( How often do you watch films on
television?)
2. Listening - Go round and check their conversations - Correct conversations with the teacher 20’
- Present the conversations
- Ask Sts to tell the class their answers
- Listen and answer the question
- Play the dish, ask Sts to listen to six people
answering the question: “How often do you go to
the cinema?” and circle the correct option - Correct the answers
- Check the answer as the whole class (Slide 27)
Answers:
1. once a month
2. twice a month
3. two or three times a month
4. once a month
5. once every two months
6. once a month - Listen again and put the phrases in
- Play the dish again, ask Sts to listen again and order
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put the phrases in the order - Correct the answers

1. sometimes in winter there are many good
films
2. to improve my English I go to the cinema
in Oxford
3. mainly we watch some western movies
4. I sometimes go and see action, sometimes I
see comedies
- Ask Sts to work in pairs to read the language 22’

3. Language focus note - Read the language note
“ the phrase it depends”
- Ask Sts to answer the question: “ Do you have a
similar phrase in your language?” - Answer the question
- Check their answers (Slide 29)
It depends: điều đó phụ thuộc vào - Correct the answers
 Use it when you can’t give a definite - Listen and take notes
answer because different things are possible
in different situations
 It depends on sb/sth
- Ask Sts to give more examples using “it
depends on sb/ sth” - Give some examples using “it depends”
- Ask Sts to work in individual to match the - Match the questions to these answers
questions 1-4 to these answers a-d
- Check and correct answers - Correct the answers
Answers:

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1-d 2-b 3-a 4-c
- Ask Sts to work in pairs to read the questions,

choose three and think of an answer and begin
4. Speaking your answer with It depends - Work in pairs to choose three questions, 10’
- Ask some pairs to present their conversations answer them, begin the answers with “It
depends”
- Show the article “ Soaps operas” (Handout 15) - Present conversations
- Ask Sts to read the article about soap operas and
complete the note (Handout 16) - Read the article about soap operas and
5. Practice - Check the answers (Slide 30) complete the note 35’
1. radio - Correct the answers
2. soap manufacturers
3. the US / the 1930s
4. the 1930s / the US
5. closed, open
6. telenovelas
- Ask Sts to decide which sentence is true (T) or
false (F) (Handout 16)
- Check the answers (Slide 31) - Read the text again and decide which
1. False – the basic format is the same. sentence is T or F
2. True - Correct the answers
3. True
4. False – each episode continues a story from
the last episode.
5. False – they are translated into other
languages too.

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6. True
- Ask Sts to match the words from the article with
their opposite (Handout 16)
- Check the answers (Slide 32) - Match the words from the article with
1e 2c 3a 4b 5d their opposite
- Ask Sts to complete the description with the
frequency adverbs in the box (Handout 16)
- Check the answers as the whole class (Slide 32) - Complete the description with the
1. four days a week frequency adverbs in the box
2. always - Correct the answers
3. once a year
4. sometimes
5. often
VII. Writing a 95’

review
1. Reading - Ask Sts to work in pairs to read Guncharosh’s - Read Gunchrosh’s review of a films, 20’
review of a film and answer the questions answer the questions
Answers:
1. What kind of film is it?
à It is musical film.
2. Did she like the film?
à Yes, she did.
3. Does it have a happy ending?
à Yes, it does.
- Ask Sts to decide which sentence is true (T) or - Read the review again and decide which

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false (F) sentence is T or F

- Ask Sts to give their answers and correct - Give and correct the answers
1. Donna is not married at the beginning of the
film
àT
2. Sophie finds her father.
àT
3. Donna falls in love with Sam
àT
4. There is a wedding at the end of the film
àF
- Ask Sts to write the adjectives Guncharosh uses - Write the adjectives in the review
to describe these things.
Answers:
1. The film: fantastic, musical, good
2. The story: interesting,
3. The songs: great
4. The singing: terrible
5. The actors: excellent
6. The setting: beautiful
2. Writing skills - Ask Sts to remember to use is or are before an - Remember to use is or are before an 10’
adjective or noun adjective or noun
E.g.
 This film is a musical. Sophie is a young
girl.

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 Sophie and Donna are not married.

- Ask Sts to find six places where Guncharosh
forgets to use is and are - Find six places where Gunchrosh fogets
- Check the answers (Slide 35) to use is and are
1. The film fantastic
à The film is fantastic
2. The actors excellent
à The actors are excellent.
3. The songs in the film really great
à The songs in the film are really great.
4. Some of the singing terrible.
à Some of the singing are terrible.
5. The story great fun
à The story is a great fun
6. Donna happy to meet the three men again
à Donna is happy to meet the three men
again.
- Ask Sts to underline eight places in

3. Language focus Guncharosh’s review where she uses and or but - Underline eight places where she uses 10’
to join sentences and or but
Answers:
1. It is a musical and the setting is a beautiful
Greek island.
2. The film is fantastic, and the story is

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interesting for everyone.

3. The actors are excellent and the songs in
the film are really great.
4. Some of the singing are terrible but it is not
a problem.
5. She has got a mother called Donna but she
doesn’t know her father
6. She looks in her mother’s diary and invites
three men to the wedding.
7. Donna is happy to meet the three men again
but she doesn’t know who is Sophie’s
father
8. It is a very good story and I really
recommend it.
- Ask Sts to complete the sentences with and or
but - Complete the sentence with and or but
- Check the answers
1- but 2- but 3- and 4- and 5- but
- Ask Sts to work in pairs and tell a partner about

4. Preparing to a film. - Work in pairs and tell about a film 5’
writing - Use the useful phrases in the book
- Ask Sts to work in pairs to write a review

5. Writing including three paragraphs of a film - Work in pair to write a review including 20’
- Ask Sts to work in groups, exchange their three paragraphs of a film

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review with each other - Exchange reviews with each other and
- Ask some Sts to read their reviews to other read reviews to other people in the class
people in the class - Read and answer the questions
- Show the article (Handout 17) - Correct the answers

6. Practice - Ask Sts to read the information on a website and
answer the questions (Handout 17) 30’
1. It’s an old programme.
2. It’s on every night.
3. It’s in Alaska.
4. He wants to be a film director.
5. Because the characters are interesting, you
learn a lot about people and life, and it’s quite
funny
- Ask Sts to match the words and phrases in the

box to the correct parts of the sentence (Handout - Match the words and phrases in the box
17) to the correct parts of the sentence
1. TV channel, time - Correct the answers
2. place
3. people and situation
4. name of character
- Ask Sts to make some notes about a TV
programme you want to recommend - Make some notes about a TV
- Ask Sts to write a description of a TV programme

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programme, using notes and useful phrases

Suggested phrases - Write a description of a TV
 The setting is……………………………… programme, using notes and useful
 Another good character is………………… phrases
 Some people think it’s…………………….
 I recommend it because……………………
VIII. Global 35’
Review 10’
1. Grammar - Ask Sts to work in individual to put the words in - Work in individual to put the words in
the correct order to make sentences the correct order to make sentences
- Check and correct the answers - Correct the answers
Answers:
1. How often do you go to the cinema?
2. I sometimes go to bed at 11.00.
3. I don’t often watch the news on TV.
4. Have you ever seen science fiction films?
2. Vocabulary - Ask Sts to find out which word or phrase in each - Find out which word or phrase in each 5’
group is different group is different
- Check the answers as the whole class - Correct the answers
Answers:
1. Cartoon
2. DVD
3. Ill
4. Ticket
- Ask Sts to complete the sentences with the verbs - Complete the sentences with the verbs
in the box in the box
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- Check the answers - Correct the answers

Answers:
1. Turn up
2. Sit down
3. Turn down
4. Turn off
3. Speaking and - Ask Sts to work with a partner, Write four - Write questions using “How often do 20’
writing questions about leisure time beginning with How you….?” Or “ Do you ever…?”
often do you…? Or Do you ever……?
- Ask Sts to work with another pair, ask them - Work with another pair
questions and write down their answers, tell the
class their answers
- Ask Sts to work in small group, give opinion of - Give opinion of the statements and give
these statements and give reasons reasons
 Romantic drama is boring
 TV in my country is very good
 Going to the cinema is too expensive
 Bollywood films are very popular in my
country
IX. Study skills - Ask Sts to work in individual to answer the - Answer the questions 25’
questions about themselves
- Ask Sts to work in pairs, compare answers with - Compare answers with each other
each other
- Ask Sts to look at two sets of notes and answer - Show the difference between two sets of
the question: “How are they different?” notes
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- Ask some Sts to give their answers

- Ask Sts to answer the question: “Are your notes - Answer the question
similar to a or b?”
- Ask Sts to read how one student uses her notes, - Read how one student uses her note
tell a partner how and when they use their notes

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UNIT 6
(15 periods)

1-AIMS:
- Introduce usages of model verb Can, the past forms of verb to be - was/ were
- Provide students with vocabulary related to jobs, abilities, types of school, school subjects.
2- OBJECTIVES:
- Use and understand model verb Can, the past forms of verb to be - was/ were
- Enrich their vocabulary related to jobs, abilities, types of school, school subjects.
II-WORKING METHOD:
- Individual work
- Pair work
- Whole class
- Work group
III-TEACHING AIDS:
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- Student’s book
- Pictures
- Work book
- Dish and cassette

I. Part 1 100’
1. Warm up 3’
- Ask Sts the question: (Slide 1) - Listen to the question and think of the
+ Which jobs do you think are the most answer
popular with Vietnamese teenagers?
- Ask Sts to give their opinion - Give the opinion
2. Vocabulary and - Ask Sts to complete the jobs by writing - Write the first letter of each job 18’
Reading the first letter of each one
- Ask Sts to give their answers
- Check and correct the answers (slide 2) - Correct the answers with the teacher
Answers:
+ Architect
+ Engineer
+ Office worker
+ Sport coach
+ Doctor
+ Lawyer

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+ Scientist
+ Teacher
- Ask Sts to work in pairs, read The - Work in pairs, read The Gallup survey and
Gallup survey and answer the question answer the question
“Which five jobs do you think are the
most popular with American teenagers?”
- Ask Sts to give their answers (Slide 3) - Give the answers
Expected answers:
Teenagers’ top five career choices
1. Teacher
2. Doctor
3. Lawyer
4. Sports coach
5. Scientist
- Ask Sts to look at the expressions with - Look at the expression with the verb work
the verb work
- Ask Sts to add the expressions in the - Add the expression in the box to the correct
box to the correct group group
- Ask Sts to give the answers - Give the answers
- Check and correct the answers (slide 4) - Check the answers with the teacher
Group 1:
+ In an office
+ In a school
+ In a laboratory
+ In a hospital
+ In a shop
Group 2:

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+ For a sports club

+ For a telephone company
+ For a bank
+ For a multinational
Group 3:
+ With seven and eight years old
+ With animals
+ With computers
- Ask Sts to use the expressions to - Use the expression to describe the jobs
describe one of the jobs
- Ask Sts to read the sentences to a - Ask the partner to guess the job
partner and ask the partner to guess the
job
A: She works for a foreign company. She
work with computer
B: An office worker
3. Practice - Ask Sts to complete the jobs - Complete the jobs 8’

(Handout 1)
- Ask Sts to give their answers (Slide 5) - Give the answers
1. doctor 5. engineer
2. office worker 6. Sports coach
3. scientist 7. teacher
4. architect 8. lawyer
4. Listening - Ask Sts to work in pairs and tell a - Tell a partner about a job 21’
partner about a job you would like to do

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- Explain the word “benefit” - Take note

+ Benefit (n): something good that you
get from your job
- Ask Sts to look at the list of benefits - Look at the list of benefits
workers get in some companies
+ free meals: các bữa ăn miễn phí
+ holidays: ngày nghỉ
+ training: đào tạo
+ health insurance: bảo hiểm y tế
+ pension: lương hưu
- Ask Sts to answer the questions - Answer the questions
+ Which benefits are usual in your
country
+ Which three benefits do you think are
the most important?
- Ask Sts to give their answers - Give the answers to the teacher
- Check the answers
- Play the dish, ask Sts to listen to four - Listen to four people and answer the question
people talking about their jobs and
answer what their jobs are
Answers:
They are teacher, office worker,
scientist, sports coach
- Play the dish twice, ask Sts to complete - Complete the table with the best and the
the table with the best and the worst worst things about each job
things about each job - Give the answers

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- Ask Sts to give the answers - Correct the answers

Best things Worst things
1 - Working with - The parents
children
- The holiday
2 - The people - The boss
- Company car
3 - Salary - Long hours
- Pension
4 - Free car-parking - The pay
- Sports facilities
-Free lunches
- Ask Sts : “Which job would you like?”

and give reasons - Answer the question
- Ask Sts to give the answers
- Check the answers - Give the answers
- Correct the answers
- Tell Sts the usage of Can + V (slide 7)
5. Grammar We use Can + V to talk about possibilities - Listen and take note 20’
- Ask Sts to give the form of Can
 Positive: S + can + V
E.g. We can use the company’s club - Give the form of Can
 Negative: S + can not (can’t) + V
E.g. She can’t walk to her office
 Question: (Wh-) + can + S + V?
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à Yes, S + can
à No, S + can’t
E.g. Can you use the company car?
à Yes, I can
* Note: Can doesn’t change in the third
person
- Ask Sts to give more examples - Take note
- Ask Sts to read a description about the

best and worst things about another job, - Give some examples
find and correct three mistake with the
use of Can - Read a description, find and correct three
- Ask Sts to give their answers mistakes
- Check the answers (Slide 8)
1. He loves his job because he cans
help children…. - Give the answers
à He loves his job because he can - Correct the answers
help children
2. …he don’t can do anything
à….he can’t do anything
3. ..he can’t to have a normal social life
à …he can’t have a normal social life
- Ask Sts to look at the notes and

complete the telephone message with
Can or Can’t (Handout 2)
6. Further Practice - Check the answers (Slide 9) - Do the task in handout 2 10’

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Answers:
1. can’t 4. can
2. can’t 5. can - Correct the answers
3. can 6. can’t
- Ask Sts to choose the correct option to

complete the conversation (Handout 3)
- Check the answers (Slide 9) - Do the task in handout 3
1. Can she use
2. she can’t - Give the answer
3. can walk - Correct the answers
4. can she make
5. she can
6. can’t phone
7. can we go
8. we can’t
- Ask Sts to talk about a job you know
using can or can’t
E.g. I can’t write personal emails.
- Talk about a job
- Ask Sts to write a paragraph about a job
they know well
- Ask Sts to work in small groups and
7. Writing swap paragraphs with each other - Write a paragraph about a job 20’
- Ask Sts to tell the class what job they
would like - Work in groups and swap paragraphs with

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each other
II. Part 2 90’

1. Reading 25’
- Ask Sts to work in pairs, answer the - Work in pairs and answer the questions
following questions
 How often do you use a computer?
 Do you use a computer for work or
study?
 Can you type?
- Ask Sts to check the meaning of the - Take note the meaning of the words
words and phrases ( Slide 10)
+ average (n): mức trung bình
+ hurt (v): làm đau
+ keyboard (n): bàn phím
+ medical condition: điều kiện y tế
+ thumb (n): ngón tay cái
+ work skill: kỹ năng làm việc
- Ask Sts to read the text Ten facts about - Read the text
typing
- Ask Sts to mark each fact with one of - Mark each fact with one of the symbols
the symbols below and compare with a
partner
 I knew this before.
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X I didn’t know this before.

! This is interesting.
- Ask some Sts to give the answers - Give the answers
2. Grammar - Ask Sts to pay attention to Grammar on - Pay attention to Grammar on page 69 27’
page 69
Adverbs with Can (Slide 11) - Listen and take note
* Use can/can’t + V to describe abilities
* Use adverbs with Can to describe how
we do things
E.g. He can type very quickly
They speak English badly
* Form most adverbs by adding “ly” to
the adjective
E.g.
+ quick à quickly
+ bad à badly
+ careful à carefully
* If the adjective ends in “y”, we form the
adverb with ily
E.g.
+ noisy à noisily
+ busy à busily
* Some adverbs are irregular:
E.g.
+ good à well
+ fast à fast

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+ hard à hard
- Ask Sts to work in individual to look at
the list of work skills and tick that one - Look at the list of work skills and do the task
they can do
- Ask Sts to read their lists
- Ask Sts to make the adverb from - Read the lists
adjective in brackets - make adverb from adjective in bracket
- Check the answers (Slide 12) - Give the answer
1. Easily - Correct the answer
2. Quickly
3. Well
4. Slowly
5. Well
6. Badly
- Ask Sts to work in individual to choose
five phrases from the box “ Essential - Choose five phrases from the box and make
work skills for the 21st century” and sentences
make sentences about themselves
e.g.
+ I can work with other people easily
+ I can type, but not very quickly
+ I can’t answer the phone in English
- Ask Sts to work in pairs to compare
their sentences with partners
- Ask Sts to complete interview with can

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3. Practice or can’t and the verbs in the brackets - Work in pairs to compare the sentences with 18’
(Handout 4) each other
- Check and correct the answers (Slide
13) - Complete the interview
1. Can you type
2. can
3. can type - Correct the answers
4. Can you speak
5. can’t
6. Can I ask
7. Can you give
8. can
- Ask Sts to complete the interview with
the correct form – the adjective or the - Complete the interview with the correct form
adverb (Handout 5) - the adjective or the adverb
1. good
2. well
3. easy
4. quickly
5. quickly
6. slow
- Ask Sts to complete the conversation
with the adverb form of the adjectives in - Complete the conversation with the adverb
brackets. (Handout 6) form of the adjectives in brackets
1. perfectly - Correct the answers

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2. well
3. easily
4. badly
5. slowly
6. quickly
- Play the dish, ask Sts to listen to these

4. Pronunciation quotes about work and answer the - Listen and answer the question 10’
question: “What do you notice about the
pronunciation of Can?”
- Tell the Sts the rules (Slide 15) - Give the answers
+ In questions and affirmative sentences, - Take notes
Can is normally unstressed and we say
/kən/
E.g. I can type. Can you?
+ In negatives Can’t is produced in the
full form
E.g. I can’t drive a bus.
+ In short answer, Can is normally
stressed and we say /kæn/ and /kɑ:nt/
E.g. Can you swim? Yes, I can.
- Ask Sts to make some sentences using
Can or Can’t, pay attention to the - Make sentences using Can or Can’t
pronunciation
- Ask Sts to read their conversation before
the class - Read their conversation before the class

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- Ask Sts to match the abilities in the box

5. Vocabulary to the pictures - Match the abilities in the box to the pictures 10’
+ Play a musical instrument: chơi được
một loại nhạc cụ
Answers: - Correct the answers and take note
+ Picture a: play a musical instrument
+ Picture b: drive
+ Picture c: draw
+ Picture d: dance
+ Picture e: sing
- Ask Sts to work in pairs, ask and
answer the questions about abilities - Work in pairs, ask and answer the questions
about abilities
III. Part 3 100’
1. Vocabulary and - Ask Sts to put the different types of - Put the different types of school and put 28’
speaking school and put them in the order you them in the order
attend
(Slide 17)
Answers:
US
1. Nursery school

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2. Primary school
3. Secondary school
4. University
UK
1. Kindergarten
2. Elementary school
3. High school
4. College
- Ask Sts to read aloud the words - Read aloud the words
- Ask Sts to match places 1-5 to the - Match places 1-5 to the descriptions a-e
descriptions a-e - Give the answers
- Ask Sts to give the answers - Correct the answers
Answers:
1+ a: Medical college: You can study to
be a doctor here
2+e: Law school: You can study to be a
lawyer here
3+b: Library: You can borrow books
and CDs here
4+ d: Boarding school: You can live at
this school
5+ c: Technical college: You can study
a specific skill here
- Ask Sts to work in pairs and discuss the - Work in pairs and discuss the questions
questions
1. How many years do children go to

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school in your country?

2. How long is a school year?
3. What are the best schools in
Hanoi? What are the best
universities in Hanoi?
- Ask Sts to give the answer - Give the answers
Expected answers:
1. Children go to school about 10
years in my country
2. A school year is 9 months.
3. - Best schools in Hanoi: Hanoi-
Amsterdam High School, Marie
Curie High School, Chu Van An
High School, Nguyen Tat Thanh
High School, etc.
- Best universities in Hanoi: ULIS,
HANU, NEU, HUST, etc.
2. Practice - Ask Sts to complete the table with the - Complete the table with the schools in the 21’
schools in the box. There are two schools box
you don’t need to use. (Handout 7)
1. law school
2. kindergarten
3. medical college
4. secondary school

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5. technical college
6. college
7. boarding school
8. elementary school
- Ask Sts to complete the welcome note - Complete the welcome note with types of
with types of school. (Handout 8) school
- Check the correct answers (Slide 21) - Correct the answers
1. university 4. nursery 6.
technical
2. high 7. library
3. primary 5. Law
3. Reading and - Ask Sts to read Important firsts… - Read Important firsts…centres of learning 26’
Listening centres of learning on page 71 and on page 71 and complete the first part of the
complete the first part of the first part of first part of the table about Alrouine
the table about Alrouine
Answers
+ Name: Al Karaouine
+ First: one of the first universities
+ Where: in the city of Fes
+ When: in 859
+ Extra information: one of the most
important education centres for Islamic
studies
- Play the dish, ask Sts to listen to a - Listen to a lecture about two other important
lecture about two other important centres centres of learning and complete the table

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of learning and complete the table

- Ask Sts to give their answers - Give the answers
Answers:
1. The first library - Take note
+ Name: The Great Library of
Alexandria
+ First: one of the first libraries in the
world
+ Where: in Alexandria, Egypt
+ When: in the third century BC
+ Extra information: There weren’t any
books in the library in the beginning, the
information was on long pieces of paper,
called scrolls.
2. The first distance learning - Take note
programme
+ Name: the University of London
+ First: was the first university with a
distance learning programme
+ Where: in the United Kingdom
+ When: in 1858
+ Extra information: The university has a
global community of students in 180
countries.
4. Grammar - Tell the class about Was and Were - Listen and take note 15’

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(Slide 24)
+ Was/ Were are the past form of the verb
To be
+ Forms:
* Affirmative
I/ he/ she/ It + was
You/ we/ they + were
* Negative
I/ he/ she/ It + was not (wasn’t)
You/ we/ they + were not (weren’t)
* Question
Was + I/he/ she/ It?
à Yes, S + was.
à No, S + wasn’t
Were + you/ we/ they?
à Yes, S + were.
à No, S + weren’t
- Ask Sts to give some examples using - Give examples using was and were
was and were - Complete the text about Harvard University
- Ask Sts to complete the text about with was and were
Harvard University with was and were - Write down some new words
+ found: được thành lập
+ Alumni (ex students): cựu sinh viên
+ Nobel prize winners: người giành
giải thưởng Nobel

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Answers:
1. was
2. were
3. were
5. Further Practice - Ask Sts to complete the text with the - Complete the text with the correct options 10’
correct options (Handout 9) - Correct the answers
- Check the correct answers (Slide 25)
1. were 5. were
2. were 6. Weren’t
3. wasn’t 7. were
4. was 8. was
IV. Part 4 90’

1. Vocabulary and - Ask Sts to match the subjects 1-9 to the - Match the subjects 1-9 to the things you 24’
Speaking things you study a-i study a-i
- Check and correct the answers (Slide - Correct the answers
26)
Answers:
1+c 2+e 3+h 4+g
5+b 6+ I 7+d 8+f 9+a
- Ask Sts to pay attention to Language - Pay attention to Language note
note (Slide 27)
* We use expressions with “be + - Take note
adjective + preposition” to talk about
abilities and interest

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E.g.
+ When I was at school I was good at
Maths
+ My daughter is interested in art
+ I was terrible at sport.
- Ask Sts to give more examples - Give some examples
- Ask Sts to write five sentences about a - Write five sentences about a partner using
partner using “be + adjective + “be + adjective + preposition” and read the
preposition” and read the sentences to sentences to the partner
the partner - Work in small groups to discuss the
- Ask Sts to work in small groups to questions
discuss these questions - Give the answers
- Check and correct the answers
Expected answers:
- Check the answers (Slide 28) - Take note
Expected answers
1. Do you have all these subjects in your
country?
à Yes, I do.
2. Do you study any other subjects in
your country?
à Yes, I do. We also study fine art,
literature, engineering, informatics,
technology, politics, psychology, music,
craft, economics, social science,
astronomy

GLOBAL ELEMENTARY
- Explain the meaning of some new - Take note some new words
words
- Ask Sts to answer the questions in the - Answer the questions in the box on page 72
box on page 72 and exchange the and exchange the information with each other
information with each other
- Ask Sts to look at the exam questions - Look at the exam questions and write the
and write the name of the school subject. name of the school subject
(Handout 10) - Correct the answers
1. biology 4. languages
2. history 5. chemistry
3. geography 6. physics
2. Pronunciation - Ask Sts to listen and repeat the words : - Listen and repeat the words : “Physics, 17’
“Physics, English, language” English, language”
- Ask Sts to answer the question “ How - Answer the question
many syllables do the words have?” and “
Which is the stressed syllable?”
- Check the answers (Slide 30) - Correct the answers and take note
+ physics (n) /'fiziks/ - two syllables,
stress is on the first syllables
+ English (n) /'iɳgliʃ/ - two syllables,
+ Language /'læɳgwidʤ/ - two syllables,

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- Ask Sts to give more examples of two - Give examples

syllables words
- Check and correct the answers - Correct the words
Suggested answers
Table, teacher, pencil, student,
blackboard, flower, ceiling,
- Ask Sts to read the words and decide - Do the task in handout 11
where the stress is of each word
(Handout 11)
+ The words have stress on the first
syllable: number 1, 2, 3,4, 6, 7, 8, 9, 11
+ The words have stress on the second
syllable: number 5, 10, 12
3. Reading and - Ask Sts to work in pairs and answer the - Work in pairs and answer the questions 15’
Listening questions
- Ask Sts to read Lindsay and Kate’s - Read Lindsay and Kate’s answers to the
answers to the questions above and write questions above and write the questions in the
the questions in the correct positions in correct positions in the text
the text
- Play the dish and check the answers - Correct the answers
(Slide 32)
Answers:
1. Where were your school?

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2. What type of school was it?

3. How long were you at the school?
4. What was your favourite and least
favourite subject?
5. Were you happy at school?
- Ask Sts to read the statements and circle - Read the statements and circle the correct
the correct option option
Answers:
1. She 3. She 5. she
2. her 4. She
- Ask Sts to pay attention to Extend your - Pay attention to Extend your vocabulary – a
vocabulary – a (little) bit (little) bit
- Ask Sts to give more examples using - Give examples using a (little) bit
a (little) bit
- Ask Sts to read their sentences before - Read the sentences before the class
the class
- Ask Sts to put the words in the correct - Put the words in the correct order to make
order to make sentences.(Handout 12) sentences
- Check the answers (Slide 33) - Listen and take note
1. Peter was a bit lazy at school.
2. My home town is a little bit rough.
3. The film The Sixth Sense is a little bit
scary.
4. I like maths but it’s a bit difficult.
5. This mobile’s great but it’s a bit

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expensive.
6. It was a little bit boring.
4. Grammar - Tell the class Question with was/ were -Listen and take note. 10’
(Slide 34)
* For Yes/ No questions
Was/ Were + S
à Yes, S + was/ were
à No, S + wasn’t/ weren’t
E.g. Were you happy at school?
à Yes, I was.
* For Wh- questions
Wh- + was/ were + S?
E.g. Where was your school?
- Ask Sts to put the words in the correct - Put the words in the correct order to make
order to make questions questions
- Ask Sts to give their answers - Give their answers
(Slide 35)
Answers:
1. Where were Plato and Aristotle
from?
2. Where and where was Maria born?
3. Was Isaac Newton a scientist?
4. Who was born in 1921 in Brazil?
5. Which German teacher and scientist
was born in 1879?

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5. Further Practice - Ask Sts to complete the questions and - Complete the questions and answers with the 14’
answers with the correct option. correct option.
(Handout 13)
- Check and correct the answers - Correct answers
( Slide 36)
1. were 6. were
2. were 7. were
3. was 8. were
4. Was 9. were
5. wasn’t
- Ask Sts to complete the interview with - Complete the interview with the correct form
the correct form of was and were and a of was and were and a subject if necessary
subject if necessary. (Handout 14)
1. Was she 5. were
2. wasn’t 6. Were her ideas
3. was she 7. Was she
4. Were 8. Was her name
6. Speaking - Ask Sts to work in pairs to ask about - Work in pairs to ask about school using the 10’
school using the questions from Reading questions from Reading and Listening exercise
and Listening exercise 1 1
- Go round and check the answers
- Ask some pairs of students to give their - Give the answers
answers

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V. Function global 45’

1. Warm up - Ask Sts to work in pairs, describe the - Work in pairs, describe the pictures of 8’
pictures of different types of meeting different types of meeting
-Ask Sts to use Useful phrases and Useful
languages to describe
- Go round and check the descriptions - Check the descriptions with the teacher and
- Ask some Sts to read their descriptions read the descriptions
E.g. I think this is in an office. This is a
photo of a staff meeting.
14’
2. Listening - Ask Sts to match the situations to a - Match the situations to a picture
picture
Answers:
 In a class room – picture b
 In a business meeting – picture c
 In the boss’s office – picture d
- Play the dish, ask Sts to listen to the - Listen to the three conversations and match
three conversations and match them to the them to the situations
situations
- Check the answers, play the dish again
and pause at the key words - Correct the answers
Answers:
+ Conversation 1: in a business
meeting

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+ Conversation 2: in the boss’s office

+ Conversation 3: in a classroom -Listen again to circle the correct opinion
- Ask Sts to listen again to circle the
correct opinion
3. Language focus - Put the words in order to make requests or 13’
- Ask Sts to put the words in order to responses
make requests or responses - Give the answers
- Ask Sts to give their answers - Correct the answers
- Check the answers
Answers:
1. Can we finish quickly please?
2. Can you open your books please?
3. Could you close the door?
4. No, I’m sorry.
5. I’d like ten minutes to finish.
6. Yes, of course. - Complete the table
- Ask Sts to complete the table - Give the answers
- Ask Sts to give their answers - Correct the answers
- Play the dish, ask Sts to listen and check
the correct answers
Answers:
Request
Can I/we - finish quickly please
Could I/we - talk about the ?
I’d like to next thing

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Can you - close the door please

Could you - take our photo .
- explain it again
Responses
+ Yes, of course
+ Sure - Work in individual to make requests with the
+ No, I’m sorry. words in brackets
- Ask Sts to work in individual to make
requests with the words in brackets - Correct the answers
- Check and correct the answers (slide
38)
Answers:
1. Can you help me with my
homework?
2. Could we finish early today?
3. Can I have a cup of tea?
4. Can you close the window?
4. Speaking 5. Could I use that dictionary? - Work in pairs to practice making the request 10’
6. Can you explain that again? from language focus
- Ask Sts to work in pairs to practice

making the request from language focus:
one person asks, the other responds, swap
roles and repeat - Read the requests and responses
- Go round and check the conversations

GLOBAL ELEMENTARY
- Ask some pairs of Sts to read their

requests and responses
VI. Global Voices 95’

1. Warm up 20’
- Ask Sts to answer the question: “Who - Answer the question
was your favourite teacher at school?”
Suggested answers:
+ My favourite teacher was Lan
+ She was very nice and a very good
teacher
+ Her lessons were very interesting
- Ask Sts to work with your partners, read
the sentences to each other
2. Listening - Play the dish, ask Sts to listen to five - Listen to five people answering the question 20’
people answering the question “Who was “Who was your favourite teacher at school?”
your favourite teacher at school?” and and tick the kind of teacher
tick the kind of teacher
- Check their answers, play the dish and - Correct the answers
pause at the key words
Answers:
+ Conversation 1: Ancient Greek
teacher

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+ Conversation 2: German teacher

+ Conversation 3: Mathematics teacher
+ Conversation 4: History teacher
+ Conversation5: Primary teacher
- Play the dish again, ask Sts to circle the - Circle the correct option
correct option
(Slide 39)
Answers:
1. high school
2. interested in young people
3. easy
4. the lesson were
5. primary
3. Language focus - Ask Sts to pay attention to language - Pay attention to language focus I think and I 25’
focus I think and I think that think that and give examples
- Ask Sts to give some examples using I
think and I think that
- Ask Sts to choose the correct sentence - Choose the correct sentences
(Slide 40)
Answers:
1+b. I think it is a very good school.
2+a. I think that education is very

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important.
3+a. I think that my history teacher was
my favourite teacher.
4. Speaking - Ask Sts to work in pairs to tell partners - Work in pairs to tell partners their opinions 30’
their opinions
Topic 1: Talk about a very good school in
your city
Topic 2: Talk about a very difficult
subject to learn
Topic 3: Talk about an interesting fact in
this book.
- Go round and check their answers - Check the answers with the teacher
- Ask some Sts to present their topics - Present the topics
VII. Writing 95’

1. Reading - Ask Sts to read the advertisement, - Read the advertisement, Tania’s job 20’
Tania’s job application letter and answer application letter and answer the questions
the questions
- Give the meaning of some new words - Take note
+ Waiter: nam bồi bàn
+ Waitress: nữ bồi bàn
+ Require: yêu cầu
+ Experience: kinh nghiệm
+ desirable: mong muốn
+ knowledge: kiến thức

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1. What job does she want? - Give the answers

à She wants to apply to be a waitress
in a coffee bar.
2. Where does she work now?
à Now she works in an ice-cream
parlour
3. Do you think she can do the job
well? Why?
à Yes, I do. Because she often help her
parents in their small café in Oporto.
- Ask Sts to read about how to write a

2. Writing skills formal letter - Read about how to write a formal letter 15’
- Ask Sts “ Is Tania’s job application
letter a formal letter? , why or why not?” - Answer the question
- Ask Sts to work in pairs to correct
Tania’s letter - Work in pairs to correct Tania’s letter
- Check and correct Tania’s job
application letter - Correct the letter
- Ask Sts to remember some writing skills
to write a formal letter - Remember some writing skills to write a
formal letter
- Ask Sts to circle the correct option
3. Language Focus - Ask Sts to give their answers - Circle the correct option 15’
Answers: - Give the answers
1. I am good at cooking
2. I have a driving licence.

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3. I like working with chidren.

4. I can use Excel
5. I am hard-working.
- Ask Sts to match the words in the box to
the descriptions - Match the words in the box to the
- Give the meaning of the words descriptions
+ Creative: sáng tạo - Take note
+ Efficient: hiệu quả
+ Patient: nhẫn nại
+ Reliable: tin tưởng
- Ask Sts give their answers
1. You can trust me.
à Reliable
2. I don’t get angry quickly.
à Patient
3. I like meeting people.
à Friendly
4. I’m good at drawing and making
things.
à Creative
5. I work quickly and do things well.
à Efficient
- Ask Sts to work in pairs, choose one of

4. Preparing to the jobs in the box to apply for in an - Work in pairs, choose one of the jobs in the 20’
write English-speaking country. box to apply for in an English-speaking

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- Ask Sts to read “ Describing skills and country.

personal qualities” and choose three - Read “ Describing skills and personal
important ones for the job qualities” and choose three important ones
- Ask Sts to know their answers for the job
- Give the answers
- Ask Sts to use “ Describing skills and
5. Writing personal qualities” to write the job - Use “ Describing skills and personal 25’
application letters including three qualities” to write the job application letters
paragraphs including three paragraphs
- Ask Sts to compare their letters with
each other - Compare letter with each other
- Ask Sts to read their job application
letters - Read the job application letters
- Check and correct their letters
- Correct the letters
VIII. Global 35’

Review - Ask Sts to write sentences about what - Write sentences about what Henry can and
1. Grammar Henry can and can’t do at work can’t do at work 10’
- Check the answer (Slide 41) - Correct the answers
Answers:
1. He can eat in company restaurant
2. He can’t make personal phone calls.
3. He can use company gym.
4. He can’t use company car park.
5. He can take part in professional

GLOBAL ELEMENTARY
training.
- Ask Sts to complete the dialogue with - Complete the dialogue with was, wasn’t ,
was, wasn’t , weren’t or were weren’t or were
Answers:
A: was
B: were
A: Were
B: was/ weren’t
2. Vocabulary - Ask Sts to find six school subjects in the - Find six school subjects in the grid 10’
grid
- Ask Sts to correct the false sentences - Correct the false sentences
Answers:
1. A scientist
2. T
3. T
4. borrow books and CDs
5. nursery before primary school
6. T
7. T
8. T
9. lawyer

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10. musical instruments
7. Speaking - Ask Sts to work in groups of three, ask - Work in groups of three, ask and answer 15’
and answer questions about abilities questions about abilities starting with Can
starting with Can you…? you…?
IX. Study Skills - Ask Sts to work in pairs to write down - Work in pairs to write down the page 25’
the page numbers in Global Elementary numbers in Global Elementary
where they can find these things
 The Grammar focus explanations
for unit 1 and 2 – page 136, 138
 The Grammar focus practice for
unit 5 – page 143
 The Grammar focus explanation
for Can – page 142
 The Grammar focus exercises for
was/ were – page 143
- Ask Sts to find an example of each type - Find an example of each type of word
of word below
Verb Speak
Adjective Beautiful
Adverb Always
Preposition At
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Article An
Countable noun Bananas
Uncountable noun Milk
Pronoun He
Auxiliary verb Do
Quantifier A lot of
- Ask Sts to tick the sentences which are - Tick the sentences which are true for the Sts
true for the Sts
- Ask Sts to work in pairs to compare - Work in pairs to compare the answers with
their answers each other

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UNIT 7
(15 periods)

1-AIMS:
- Introduce the form and usages of past simple
- Provide students with vocabulary related to weather
2- OBJECTIVES:
- Use and understand the form and usages of past simple
- Enrich their vocabulary related to weather
II-WORKING METHOD:
- Individual work
- Pair work
- Whole class
- Work group

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III-TEACHING AIDS:
- Student’s book
- Pictures
- Work book
- Dish and cassette

I. Part 1 100’
1. Warm up - Show slide 1,ask students some - Answer the questions. 5’
questions
8. Are you interested in reading
news?
2. Reading 9. How often do you read - Make the sentences true. Then 30’
and newspapers? compare with a partner
Listening - Read the introduction to The
- Ask Sts to make the sentences true news… from local to global
for them. Then compare with a - Read the rest of the text. Then in
partner. pairs, decide when each event
- Ask Sts to read the introduction to happened.
The news… from local to global
- Ask Sts to read the rest of the text. - Check the answers with the
Then in pairs, decide when each teacher.
event happened, write the decade
on the left.
- Check and correct the answers.
(Slide 2)
GLOBAL ELEMENTARY
Decade
1850s
1920s
1930s
1960s
1960s - Listen and check.
1980s
1980s - Check the answers with the
1990s teacher.
- Play the dish and ask students to
listen and check. Then write the
exact year on the right
(Slide 3)
Year
1851
1920 10’
3. Grammar 1938
1962
1969 - Look at The news… from local to
1980 global
1980 text again and circle the verbs,
1996 notice about the spelling
- Ask Sts to look at The news… from - Listen and take note
local to global
text again and circle the verbs, ask
GLOBAL ELEMENTARY
them to notice about the spelling

Answer: All the verbs end in ed
- Tell Sts all the verbs are past 25’
4. Practice simple tense, and tell the use of the
past simple ( Slide 4)
* Use the past simple to talk about
completed actions in the past, - Read about another international
usually at a specific time. news channel and write the verbs
* These time expressions are in the past tense
common with the past simple: - Correct the answers
yesterday, last week/ month/ year,
two years ago.
- Ask Sts to read about another

international news channel and write
the verbs in the past tense
- Check and correct the answers. - Rewrite the headlines in exercise
(Slide 5) 3 in the past tense
6. decided - Correct the answers
7. started
8. studied
9. discovered
10. watched
- Ask Sts to rewrite the headlines in
exercise 3 in the past tense.
(Slide 6)
GLOBAL ELEMENTARY
1. Yesterday police officers at

Dublin airport stopped four
mafia leaders.
2. Last night the Boston
Symphony Orchestra played - Do exercise 2, page 145
final concert of their European - Correct the answers
tour.
3. Two days ago the president 30’
5. Writing visited Harvard University and
discussed politics with student
leaders.
4. Last Monday teachers
demanded more money from - Read Good night and good luck
the government. about Ed Murrow and find out why
5. Last year more people studied he was famous.
English than any language.
- Ask Sts to do exercise 2, page 145
1. arrived 2. phoned
3. studied 4. visited
5. wanted 6. showed - Look at the text again. Complete
7. talked 8. cooked the sentences with an appropriate
9. started 10. finished preposition. Then underline an
example from the text.
- Ask Sts to read Good night and - Correct the answer
good luck about Ed Murrow and find
out why he was famous.
GLOBAL ELEMENTARY
- Check and correct the answer

Answer: he was famous because his
last phrase every night was ‘good
night and good luck’
- Ask Sts to look at the text again.
Complete the sentences with an
appropriate preposition. Then
underline an example from the text. - Use the ideas in Useful phrases
- Check the answers as the whole to write their own mini
class (Slide 8) autobiography about 50 to 100
Time words but don’t write their names
For decades use in on the text
For complete dates use on - Listen some autobiographies then
For years use in guess who they are.
Place
For institutions use at
For countries and states use in
For movement to a place use to
- Ask Sts to use the ideas in Useful
phrases to write their own mini
autobiography about 50 to 100
words but don’t write their names
on the text
- Ask Sts to hand in their text, read
some autobiographies then ask
students to guess who they are

GLOBAL ELEMENTARY
II. Part 2 110’
1. Reading - Ask Sts to work in individual to read - Read the book All the President’s 45’
and the information about the book All Men
Listening the President’s Men. Ask Sts if they
know the story of the Watergate
scandal
- Give the meaning of some new - Take note
words
+ spy (v): làm gián điệp
+ opposition (n): nhiệm kì tổng
thống - Give meaning of the words in the
+ presidency (n): phe đối lập box
- Ask Sts to give meaning of the
words in the box in exercise 2. - Correct the answer
- Check the answer as the whole - Read and listen to the extract
class from the chapter 1
- Play the dish, ask Sts to read and - Work in pairs to tell the partner
listen to the extract from the chapter what it is about using the words in
1. exercise 2
- Ask Sts to work in pairs to tell the - Listen
partner what it is about using the - Read the text again and do
words in exercise 2 exercise 4
- Ask a student to tell the class about - Check the correct answers
the extract.
- Ask Sts to read the text again and - Answer the questions
GLOBAL ELEMENTARY
do exercise 4
- Check the answer as the whole
class
1. F
2. F
3. F - Read Extend your vocabulary
4. T and choose the correct word
5. F - Correct the answers
- Ask Sts if they know any other
stories or films about reporters and
what they are.
- Ask Sts to read Extend your
vocabulary and choose the correct 10’
2. word.
Grammar - Check the answer as the whole
class
1. history - Look at all the verbs in the extract
2. story again
3. history
4. story - Tell about -ed spelling for regular
5. history verbs
- Listen and take note
- Ask Sts to look at all the verbs in
the extract again, some verbs are
regular and other verbs are irregular.
- Ask Sts to tell about -ed spelling for
regular verbs 15’
GLOBAL ELEMENTARY
- Give the answer

+ for most verbs add ed: answer-
3. Practice answered
+for verbs ending in e, add d:
create- created
+ for verbs ending in y, change the - Work in individual to do exercise
y to ied: try- tried 1, page 82
+( but verbs ending in consonant –
vowel- consonant, double the - Correct the answers
consonant and add ed: stop- stopped
- Ask Sts to work in individual to do

exercise 1, page 82
- Check the answers ( Slide 9)
Regular verbs Irregular
verbs
Answer -answered get- got - Work in pair to do exercise 2, page
Look- looked have- had 82
Pick up- picked up hear- - Correct the answer
heard 15’
Walk- walked know-
knew
4. Look- looked leave- left
Pronunciatio make-
n made
see- saw
- Ask Sts to work in pair to do - Listen to how the infinitive and
GLOBAL ELEMENTARY
exercise 2, page 82. the past form of the verbs are

- Play the dish ask students to listen pronounced.
and check the answers ( Slide 10)
1. were 2. heard - Repeat the words
3. went/ asked 4. wrote - Underline the correct words to
5. got 6. became complete the rule.
7. ended 8. made - Correct the answer
9. were 10. won 10’
- Play the dish, ask Sts to listen to - Give some examples

how the infinitive and the past form - Work in groups. Take turns and
5. Speaking of the verbs are pronounced. read the extract from All the
- Ask Sts to repeat the words President’s Men. Pay attention to
- Ask Sts to underline the correct the past tense verbs.
words to complete the rule.
- Check and correct answers - Work in pairs to do exercise 1,
Answers: if a regular verb ends in page 81 15’
-ted or -ded pronounce an extra - Turn to page 131 and complete
syllabus the news story with the words from
- Ask Sts to give some examples exercise 1
6. Further
- Ask Sts to work in groups. Take - Work with another pairs. Tell each
Practice
turns and read the extract from All other their news story.
the President’s Men. Pay attention to - Tell the class their news story
the past tense verbs.
- Ask Sts to work in pairs to do

exercise 1, page 81 - Do exercise 1, page 145
GLOBAL ELEMENTARY
- Ask Sts to turn to page 131 and

complete the news story with the
words from exercise 1
- Ask Sts to work with another pairs.
Tell each other their news story.
- Ask some students to tell the class - Correct the answers
their news story.
-Ask Sts to do exercise 1, page 145

1. talk 2. ask
3. stop 4. use
5.print 6. like - Do exercise 2, page 145
7. want 8. chat - Correct the answers
9. start 10. study
(Slide 11)
1. talk- talked 2. ask-
asked
3. stop- stopped 4. use-
used
5. print- printed 6. like-
liked
7. want- wanted 8. chat-
chatted
9. start- started 10. Study-
studied
GLOBAL ELEMENTARY

(Slide 12)
1. was
2. went
3. worked
4. became
5. ended
6. wrote
7. won
8. died
III. Part 3 100’
1. - Ask Sts to match the words to the - Match the words to the pictures 20’
Vocabulary pictures - Correct the answers
- Check the answers
a. wind b. rain c. clouds
d. snow e. sun - Read the language note, then
- Ask Sts to read the language note, complete the sentences with the
then complete the sentences with correct form of the words in
the correct form of the words in brackets
brackets. - Correct the answers
- Check the answer
Answers:
1. rainy
2. snowy
3. cloudy
GLOBAL ELEMENTARY
4. sunny - Put the words in order from cold to

- Ask Sts to put the words in order hot
from cold to hot. - Correct the answers
- Check the answer
1. freezing
2. cold
3. cool
4. warm
5. hot
6. boiling
- Ask Sts to work in pairs to do - Work in pairs to do exercise 4,
exercise 4, page 82. Then turn to page 82. Then turn to page 131 to
page 131 to see what someone from see what someone from Jordan and
Jordan and someone from Siberia someone from Siberia think
think. 25’
2. Reading
- Ask Sts to do exercise 1, page 83. - Do exercise 1, page 83
- Play the dish, ask Sts to read and - Read and listen to The great
listen to The great Eskimo Eskimo vocabulary hoax on page
vocabulary hoax on page 83. Then 83
choose the correct answers to
exercise 1. Give meaning of some
new words
+ linguist: nhà ngôn ngữ học
+ hoax: tin vịt - Correct the answer
- Check the answer
b. The sentence is false. - Read the text again and match
GLOBAL ELEMENTARY
- Ask Sts to read the text again and the two parts of the sentences
match the two parts of the - Correct the answers
sentences.
- Check the answers
1. d
2. c
3. b - Work in pairs to do exercise 4, 10’
3. Grammar 4. a page 83
- Work in pairs to do exercise 4, page
83. - Read sentences in Grammar to
find out the use of it
- Ask Sts to read sentences in - Listen
Grammar to find out the use of it - Correct the answers
- Tell Sts the use of it (Slide 13)
* we use it to replace singular 20’
4. Practice nouns - Give some examples
* we use it to talk about the
weather and to talk about the time. - Do exercise 1, page 84
- Ask Sts to give some examples - Correct the answers

- Check the answers as the whole
class
Answers:
1. The great Eskimo vocabulary hoax - Work in pairs to do exercise 2, 10’
5. Speaking 2. sleet page 84
3. blizzard - Listen and check
GLOBAL ELEMENTARY
4. slush
- Ask Sts to work in pairs to do
exercise 2, page 84. - Choose one of the task
- Play the dish and ask Sts to listen 15’
to check - Read the conversation
6. Further
Practice
- Ask Sts to work in pairs to choose
one of the task - Do exercise 5, page 148
- Ask some pairs to read the - Correct the answers
conversation

(Slide 14)
Answers:
1. Correct
2. Incorrect My birthday is in - Do exercise 6, page 145
June. - Correct the answers
3. Incorrect It is warm and sunny
today.
4. Correct
5. Incorrect What time is it?
6. Incorrect I like this book. It is
about a family in the 1920s
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(Slide 15)
Answers:
1. A car
2. The time.
3. A baby
4. An exercise
5. Jam
6. A dress
7. A chair
8. A cake
IV. Part 4 120’
1. Speaking - Ask Sts to complete the sentences - Complete the sentences with their 10’
with their opinions opinions
- Ask Sts to work in pairs to compare - Work in pairs to compare their
their sentences sentences Check the answers
2. Reading - Ask Sts to read Storm chasing on 25’

and listening page 85 and look at the pictures to - Read Storm chasing on page 85
find which two pictures describe it. and look at the pictures to find
which two pictures describe it
Picture: a, c
- Ask Sts to read Storm chasing - Read Storm chasing again and
again and complete the text with the complete the text with the phrases
phrases - Listen and check the answers
- Play the dish and ask Sts to listen
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and check
Answers:
2. Because a friend invited me
4. My friend Daniel
1. Last August - Read the dialogues together
3. In France
6. Well the most important thing - Practice saying dialogues
3. was a specially converted car. 15’
Grammar 5. Really, really scared - Look at the sentences in
Grammar and tell the form of the
- Ask Sts to look at the sentences in past simple
Grammar and tell the form of the - Listen
past simple. - Complete the text with the correct
- Tell Sts the form of the past simple phrasal verbs
(Slide 17) - Correct the answers
* Affirmative
S + V-ed
* Negative
S+ didn’t + V - Give some examples 15’
4. Practice * Question
Did + S + V?+ didn’t + V - Do exercise 1, page 85
- Ask Sts to give some examples - Correct the answers

1. Alan did not know a lot about
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storm chasing.
2. Alan went with his friend Daniel. - Do exercise 2, page 85
3. They chased storm in a car. - Correct the answers
4. The car did not have any metal.
5. Lightning hit the car three times.
- Check and correct answers (Slide
19)
Answers: 10’
5. Pronunc 1. Where did you go?
iation 2. Who did you go with? - Listen and circle the word
3. How did you travel? pronounced differently
4. What did you do there? - Correct the answers
5. Did you have a good time?
- Play the dish, ask Sts to listen and - Do exercise 2, page 85

circle the word pronounced - Work in pairs and swap their 15’
6. Speakin differently sentences
g - Check and correct answers
Answers: - Work in pairs to. A: turn to page
1. who 2. hour 127, B: turn to page 129. Use the
- Ask Sts to do exercise 2, page 85 questions I exercise 2 to ask their
- Ask Sts to work in pairs and swap partner about a day out 30’
their sentences. - Tell the class about their partners
7. Further
Practice - Ask Sts to work in pairs to. A: turn
to page 127, B: turn to page 129. - Do exercise 7, page 145
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Use the questions I exercise 2 to ask - Correct the answers

their partner about a day out.
- Ask some students to tell the class
about their partners

Answers:
1. I didn’t walk to the museum.
2. I didn’t know his name.
3. Did they get up early? - Do exercise 8, page 145
4. Did she leave when the class - Correct the answers
finish?
5. He wrote her an email.
6. They went to the meeting.
7. Did you ask the teacher?
8. I didn’t see him at the office.
Answers: - Do exercise 4, page 145
1. Where did you go? - Work in pairs to ask each other
2. When did you go? questions in exercise 4
3. Where did you stay?
4. What did you do?
5. How long were you there?
6. What did you eat?
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- Ask Sts to work in pairs to ask each

other questions in exercise 4
V. Function 60’
globally
1. Warm-up 10’
- Ask Sts to work in pairs to put the - Work in pairs to put the sentences
sentences in order in order
1. What country would you like to
call?
2. The United States
3. And What’s the name of the city
or town you would like to call?
4. Chicago, Illinois.
5. What’s the last name of the
person you would like to call?
6. McGuinness.
7. What’s their first initial?
8. P, for Paul.
2. 9. Thank you. The number is - Work in pairs to read the 15’
Listening 3125678741. conversation
- Ask Sts to work in pairs to read the
conversation. - Listen to four conversations,
match one to a situation
- Play the dish, ask Sts to listen to - Correct the answers
four conversations, and match each
one to a situation
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- Check the answers

+ Conversation 1 – c. Someone’s out
+ Conversation 2 – a. Someone’s
busy. - Listen to the dish again and give
+ Conversation 3 – d. Someone the answer
wants to meet
+ Conversation 2 – b. One person - Correct the answer
can’t hear well. Someone’s busy.
- Play the dish again and ask Sts to
listen to see if the statement true or - Work in pairs to do exercise 3,
false page 86 10’
3. - Check the answer as the whole
Language class
focus Answers:
1. T 2. F 3. T 4. T
- Ask Sts to work in pairs to do - Work in pairs to complete the
exercise 3, page 86. table with the words and phrases in 25
the box
Answers: - Listen and check the answers
4. 1-b 2- d 3- a 4- c - Correct the answers.
Speaking - Repeat the phrases
- Ask Sts to work in pairs to complete
the table with the words and phrases - Work in pairs to choose one of the
in the box the task B tasks
- Play the dish, ask Sts to listen and - Make a phone conversation
check the answers - Work in groups to talk about what
- Check the answers they did last summer.
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- Ask Sts to repeat the phrases
- Ask Sts to work in pairs to choose

one of the tasks.
- Ask some pairs to make a phone
conversation
- Ask Ss to work in groups to talk
about what they did last summer.
VI. Global 60’
Voices 10’
1. Warm- - Ask Sts to work individually to do - Work individually to do exercise 1
up exercise 1 - Work in pairs to compare their
- Ask Sts to work in pairs to answers 20
compare their answers
2. - Listen to four people talk about
Listening - Play the dish, ask Sts to listen to their favourite weather. Which
four people talk about their favourite speaker does not say the word
weather. Which speaker does not say sunny
the word sunny - Correct the answer
class
Answers: 3. Al-Mutasaem, Saudi
Arabia
- Play the dish again, ask Sts to
listen again and match the
sentences to the speakers. 15’
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class
3. Language 5. D - Read the Language note
focus 6. C - Read what Mireille say about her
7. E favourite weather
8. A - Listen again and complete the
text with um or nothing 15’
- Ask Sts to read the Language Correct the answers
note
- Ask Sts to read what Mireille say - Work in pairs. Take it in turns to
4. about her favourite weather. finish the sentences
Speaking - Ask Sts to listen again and
complete the text with um or
nothing
- Check their answers
- Ask Sts to work in pairs. Take it in

turns to finish the sentences.
VII. Writing 65’
1. Reading 20’
- Ask Sts to read Omar’s report on a - Read Omar’s report on a local
local event. What is the event and event. What is the event and why is
why is it important? it important?
- Check the answer as the whole - Correct the answers
class.
Last week the Sharjah World Book
Fair took place in Sharjah. - Work in pairs to answer the
- Ask Sts to work in pairs to answer questions
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the questions - Correct the answers

Answers:
1. It happened last year
2. t happened in Sharjar, in the
United Arab Emirates.
3. It lasted ten days.
4. Thousands of people attended.
5. There were several activities for
2. Writing children. 10’
skills 6. It takes places every year.
7. Its aim is to encourage young
people to buy and read more books. - Replace the underlined words in
8. They bought book, they ate Omar’s report with it or they -
Arabic food. Correct the answers
- Ask Sts to replace the underlined

words in Omar’s report with it or
they
- Check the answers
Answers:
1. The Sharjah World Book Fair : it
2. The Sharjah World Book Fair : it - Do exercise 2, page 88
3. At the Book Fair: there - Correct the answers
4. The Book Fair : it
5. The Book Fair : it 10’
3. Language - Ask Sts to do exercise 2, page 88
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focus - Check the answers

Answers:
7. The children’s booksà They - Complete the sentences from
8. In Sharjah à There Omar’s report
9. The Presidents à Him
- Ask Sts to complete the sentences
from Omar’s report
- Check the answers
Answers: (Slide 24)
9. There were over one thousand
publishers from many different 10’
countries at the Book Fair.
4. 10.Thousands of people visited the
Preparing to Book fair.
writing 11.The Book Fair had lots of
different sections. - Work individually to make notes
12.Most books were in Arabic, but about an event that took place in 15’
there were some books in school, town or country.
English. - Work in pairs and tell each other
5. Writing 13.Lots of different writers came to about the event. Use the past
the fair. tense.
14.There were several activities for
children. - Write about the event
- Read the event
- Ask Sts to work individually to
make notes about an event that took
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place in school, town or country.
- Ask Sts to work in pairs and tell

each other about the event. Use the
past tense.
- Ask Sts to write about the event

- Ask some Sts to read their event to
other people in the class
VIII.Global 35’
Review 10’
1. - Ask Sts to work in individual to - Work in individual to circle the
Grammar circle the correct option correct option
(Slide 25)
Answers:
5. Where did you go at weekend?
6. Who did you go on holiday
with?
7. How did you travel to London?
8. What did you do last night?
9. Did you have good time at the
party?
10. What time is it? - Write the past tense of the verbs
11. Is it snowy in Alaska in - Correct the answers
December?
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12. Blizzard is the English

word for a snow storm.
- Ask Sts to write the past tense of
the verbs
- Check the answers as the whole
class (Slide 26)
Answers: 5’
become- became know- - Complete the sentences with
2. knew adjectives to describe the weather
Vocabulary make- made see- saw - Correct the answers
stop- stopped win- won
hear- heard leave- left
play- played study-
studied
visit- visited write-
wrote
- Ask Sts to complete the sentences 20’

with adjectives to describe the - Work in pairs to ask questions
weather about what their partner did
3.Speaking - Check the answers (Slide 27) - Tell the class one thing about
and writing Answers: their partners
5. It’s sunny
6. It’s foggy - Write three true things about the
7. It’s cloudy weather using because
8. It’s rainy - Work in small groups. Take turns
9. It’s windy to read the first half of their
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10.It’s bright. sentences to the groups, the others

guess the endings
- Ask Sts to work in pairs to ask
questions about what their partner
did
- Ask some students to tell the class
one thing about their partners
- Ask Sts to write three true things
about the weather using because
- Ask Sts to work in small groups.
Take turns to read the first half of
their sentences to the groups, the
others guess the endings.
IX. Study - Ask Sts to work in pairs to do - Work in pairs to do exercise 1, 25’
skills exercise 1, page 89 page 89
1. C 2. A 3. B 4. E 5. D
- Ask Sts to work in pairs to do - Work in pairs to do exercise 2,
exercise 2, page 89 page 89
- Ask Sts to work in groups to make - Work in groups to make some
some word associations for English word associations for English
words. - Look at the spider diagram in
- Ask Sts to look at the spider exercise 4, page 89, and add some
diagram in exercise 4, page 89, and words.
add some words. - Work in pairs. Make a spider
- Ask Sts to work in pairs. Make a diagram using TV or weather. Then
spider diagram using TV or weather. show their diagram to another pair.
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Then show their diagram to another

pair.

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UNIT 8
(15 periods)

1-AIMS:
- Introduce form and usages of present continuous, the difference between present simple and present continuous,
comparative adjectives, the infinitive of purposes,
- Provide students with vocabulary related to methods of transport, big numbers, feelings, travel objects.
2- OBJECTIVES:
- Use and understand form and usages of present continuous, the difference between present simple and present
continuous, comparative adjectives, the infinitive of purposes,
- Enrich their vocabulary related to methods of transport, big numbers, feelings, travel objects.
- Improve listening, reading, writing and speaking skills
II-WORKING METHOD:

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- Individual work
- Pair work
- Whole class
- Work group
III-TEACHING AIDS:
- Student’s book
- Pictures
- Work book
- Dish and cassette
Procedure Teacher’s activities Students’ students Time
I. Part 1 100’
1. Warm up - Ask Sts some questions about methods of - Answer the questions 3’
transport: (Slide 1)
1. How do you go to school every day?
2. What do you think is the most popular methods
of transport in Vietnam? and Why?
2. Vocabulary - Play the dish, ask Sts to listen and repeat the - Listen and repeat the different methods 10’
different methods of transport in the box of transport
- Check the meaning of the words - Take note
+ by bicycle/ bike: bằng xe đạp
+ by boat: bằng tàu
+ on foot: đi bộ
+ by metro: bằng tàu điện ngầm
+ by motorcycle/ motorbike: bằng xe máy

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+ by train: bằng tàu hỏa

- Ask Sts to pay attention to Useful phrases and - Pay attention to Useful phrases
Language note
- Ask Sts to make some sentences using the useful - Make some sentences
phrases
- Ask Sts to choose three sentences and complete - Complete the sentences
them so they are true for each student
- Check the answer as the whole class - Correct the answers
3. Practice 11’
- Ask Sts to match the transport words in the box - Match the transport words in the box
with the pictures (Handout 1) with the pictures
- Check and correct the answers (Slide 2) - Correct the answers
1. metro 4. on foot
2. train 5. boat
3. bicycle / bike 6.motorcycle
/motorbike
- Ask Sts to complete the description with transport - Complete the description with
words (Handout 2) transport words
1. bike/ bicycle 4.motorcycle/motorbike
2. metro 5. boat
3. foot 6. train

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4. Reading 14’
- Ask Sts to answers the question: “ How often do - Answer the question
you travel by bike?”
- Play the dish, ask Sts to listen to Pedal power on - Listen and answer the question
page 91 about bicycle in Europe and answer the
question: “Which chart goes with the text?” - Take note
+ Vélib: a bicycle hire network which started in
2007
- Ask Sts give their answers - Give the answer
Answer:
Chart a goes with the text because people in Europe
are travelling more by bicycle and less by car
- Ask Sts to read the text again and decide which

sentence is True (T) or False (F) - Read the text and decide which
- Ask Sts to give their answers sentence is True (T) or False (F)
1.T
2. T
3. F. There are thousands of Vélib stations around
the city
4. T

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5. F. He thinks travelling by bile is great: the trip

to work is not very long and he feels good
- Ask Sts to work in small groups to discuss these

questions - Work in small groups to discuss these
+ Do you think Velib and similar projects are a good questions
idea?
+ Is there a similar scheme in Vietnam?
+ Is bicycle use changing in Hanoi?
- Ask Sts to present their answers before the class
5. Grammar - Ask Sts to give the form and the usages of Present 20’
Continuous - Give the form and the usages of
- Check and correct the answers (Slide 5) Present Continuous
* Usage: The present continuous describes what is - Take note
happening at the moment of speaking or around the
present time
* These expressions are common with the present
continuous: now, these days, at the moment, this
week/ month, year, today.
* Affirmative: S + to be + Ving
* Negative: S + to be not + Ving
* Question: To be + S + Ving?
Yes, S + to be
No, S + to be not
E.g
+ Today he’s going by train

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+ People are travelling more by bike and less by car

- Ask Sts to give some examples using present
continuous - Give some examples using present
continuous
- Ask Sts to pay attention to –ing spelling (Slide 6)
* For most verbs add –ing - Pay attention to –ing spelling
+ Work – working ; learn – learning - Write down the note into note books
+ play – playing ; go – going
* For verbs ending in e, delete e and add –ing
+ write – writing ; drive – driving
+ make – making ; live – living
* For verbs ending in consonant-vowel-consonant,
double the consonant and add –ing
+ sit – sitting ; get – getting
+ stop – stopping ; travel à travelling
- Ask Sts to give more examples using Present
continuous - Give more examples using present
- Ask Sts to complete the text End of the bicycle continuous
kingdom with the present continuous of the verb in - Complete the text End of the bicycle
brackets kingdom with the present continuous of
- Ask Sts to give their answers the verb in brackets
- Check and correct the answers (Slide 7) - Give and correct the answers
Answers:
1. is changing 4. aren’t buying
2. is growing 5. are buying
3. is making 6. are saying

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- Ask Sts to make sentences about graphs using the

present continuous and one of the verbs in the box - Make sentences about graphs
- Check and correct the answers - Give the answers
Expected answers (Slide 7) - Correct the answers
+ Bicycle use in Europe and in China is changing
+ Bicycle use in Europe is going up
+ Bicycle use in China is going down
6.Further - Ask Sts to complete the conversations with the 17’

Practice -ing form of the verbs. (Handout 3) - Complete the conversations with the
- Ask Sts to give their answers (Slide 8) -ing form of the verbs
- Check the answers - Give the answers
1. doing 5. swimming
2. phoning 6. waiting
3. sitting 7. working
4. driving 8. using
- Ask Sts to complete the conversation with the
present continuous (Handout 4) - Complete the conversation with the
- Ask Sts to give the answers present continuous
- Check and correct the answers (slide 9) - Give the answers
1. are you going 6. is talking
2. am going 7. are not working
3. are walking 8. is not raining

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4. is using 9. are going

5. are your children
walking
- Ask Sts to put the words in the correct order
(Handout 5)
- Put the words in the correct order
- Give the answers
Answers
1. My son is practicing basketball
2. My computer isn’t working
3. The weather is getting hotter
4. Are you using this dictionary?
5. They are studying three languages at school.
6. I’m not driving to work this week.
7. Are you doing your English homework?
8. I’m reading a really good book at the moment.
- Ask Sts to write sentences that are true for you at

- Write sentences that are true for you at
the moment (Handout 6)
the moment
- Ask Sts to give their own answers
- Check and correct the answers (Sts’s answers)
7. 15’
- Ask Sts to read and listen to the words with the /ɳ /
Pronunciation - Read and listen to the words with
sound (Slide 11)
the /ɳ / sound
+ Travelling /'trævliɳ/
+ Going /'gouiɳ/
+ England /'iɳgləndə/
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+ Thank you /θæɳk ju:/

- Ask Sts to listen to the chant and make the stress
- Ask Sts to work in pairs to practice saying the
chant - Listen to the chant and make the stress
- Play the dish and ask Sts to underline the word and practice
with /ŋ/ sound (Handout 7)
- Ask Sts to give their answers and check (Slide 12) - Underline the word with /ŋ/ sound
Answers:
1. England’s in the United Kingdom. - Correct the answer
2. They’re having a meeting in Singapore.
3. I think there’s something in the fridge.
4. We’re watching a boring film.
5. This evening we want to sing in a
karaoke bar.
6. He’s travelling to China by train.
- Ask Sts to work in pairs, ask and answer the

8. Speaking questions about transport (ex 1, page 132 – slide 13) 10’
- Ask Sts to give their answers - Ask and answer the questions about
transport
- Give the answer
II. Part 2 - Ask Sts to look at the pairs of words, answer the
1. Vocabulary question: “which is the bigger number in each pair?” 100’
and and write the words in number - Answer the question and write the 23’
Reading - Ask Sts to give the answers words in number
- Give the answers

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Answers:
1. twenty 20 twenty-five
25
2. a thousand a hundred 100
1000
3. eight hundred a hundred and eight 108
80
0
4. nine thousand 9000 ninety thousand
90000
5. five thousand five fifty five thousand
hundred 5500
55000
6. one hundred and One thousand and
thirty five 135 thirty-five
103
5
- Ask Sts to listen and repeat the numbers
- Ask Sts to pay attention to Language note
Note: We say two hundred, two thousand, not - Listen and repeat the number
two hundreds, two thousands - Pay attention to Language note
- Ask Sts to read and listen to Coming to Hong

Kong about an interesting form of transportation in
Hong Kong and match the number to the - Read the text and match the number to
information the information
- Show the meaning of some new words
+ Escalator: (n) /'eskəleitə/ cầu thang tự động

GLOBAL ELEMENTARY
+ Vertical: (adj) /'və:tikəl/ thẳng đứng - Take note

1+d 2+ c 3+ e 4+ a 5+b - Correct the answers
- Ask Sts to match numbers 1–8 with words a–h

(Handout 8)
2. Practice -Check the answers (Slide 15) 20’
Answers: - Match numbers 1–8 with words a–h
1e 2h 3a 4f 5c 6g 7 b - Correct the answers
8d
- Ask Sts to write the big numbers as words.
(Handout 9)
Answers: - Write the big numbers as words
1. thousand
2. three thousand six hundred
3. sixty-eight thousand
4. four hundred and seventy-nine thousand
5. forty-eight thousand three hundred and eighty-
one
6. two thousand seven hundred and fifty
- Play the dish, ask Sts to listen to a report The Mid-

Level Escalator and answer the question” “Who is
3. Listening the commuter – the man or the woman?” 16’

GLOBAL ELEMENTARY
- Ask Sts to give the answer - Listen to a report and answer the
- Play the dish again, ask Sts to circle the correct question
option
- Check the answers as the whole class (Slide 17) - Circle the correct option
1. She’s at the top of the escalator - Correct the answers
2. The escalators are going down now
3. Lots of people are using the escalators now.
4. He uses the escalators twice a day.
5. The man likes escalators
Extend your vocabulary – come and go (Slide 18)
* Come is used for a movement in the direction of
speaker. We often use it with words like here and
this - Listen to the teacher and take note
* Go is used for a movement away from the speaker.
We often use it with there and that
e.g.
+ Please come in. The doctor can see you now.
+ Please go away! I’m trying to work
- Ask Sts to complete the sentences with the correct

form of come and go
1. Come and look at this video. It’s amazing! - Complete the sentences with the
2. What time are you going home today? correct form of come and go, correct the
Can you finish this report first. answer

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3. We decide to go to Scotland for another day. We

love it there.
4. I want to go and live in a hot country.
5. We’re having a party on Saturday. Would you
like to come?
- Ask Sts to pay attention to Grammar

- Ask Sts the question “What is the difference
4. Grammar between the present simple and the present 16’
continuous?” - Pay attention to Grammar
- Check and correct their answers (Slide 20) - Answer the question
* We use present simple to talk about things which
are generally true and habitual actions
* We use the present continuous to describe what is - Correct the answer and take note
happening now or around the present time
E.g - Take note
+ Every day thousands of people use these escalators
to go to work
+ Hundreds of people are coming in.
* We use different time expression (Slide 21)

Present simple Present continuous
- Always, usually, often, - Now, at the moment,
not often, sometimes, these days, today - Take note
never - This week/ month/
* S + Adv + V year

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* S + to be + Adv * Time expressions with

- Every day/week/ the present continuous
month/ year/ normally come at the
- Once/ twice/ three end of the sentence.
times + a day/ a week/ a They come at the
moth/ a year beginning of the
* S + V + Adv sentence for emphasis
- Ask Sts to give some examples using Present

simple and Present continuous
- Ask Sts read three Passenger announcements you
hear when you travel and circle the correct verb
form - Give some examples
- Check the answers with the whole class (Slide 22) - Read three announcements and circle
Answers: the correct verb form
+ Announcement 1: leaves, stops, arrives
+ Announcement 2: are travelling - Give the answers
+ Announcement 3: are doing, are travelling, use - Correct the answers
- Ask Sts to complete the dialogue with the correct

form of the verb in brackets
5.Further - Play the dish and check the answers (Slide 23) 15’
Practice Answers: - Complete the dialogue
1. are you going 5. don’t stop
2. am trying 6. is coming - Give the answers

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3. go 7. is going - Correct the answers

4. stop
- Ask Sts to complete the sentences with the correct
option – the present simple or present continuous.
(Handout 10)
Answers: - Complete the sentences with the
1. do you do correct option
2. are you doing
3. I’m travelling
4. Does the 55 go - Correct the answers
5. I’m reading
6. studies, is studying
- Ask Sts to choose the correct form of the verb
(Handout 11)
Answers:
1. have 5. do you usually go
2. It’s raining 6. are you doing - Choose the correct form of the verb
3. are you doing 7. am trying
4. are you having - Correct the answers
- Ask Sts to complete the sentences with the verb in

the Present Continuous or Present simple (Handout
12)
- Check the answer (Slide 26)
Answers:

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1. is raining/ rains - Complete the sentences

2. am reading/ read
3. are drinking/ drink
4. works/ is working - Correct the answers
5. am not eating/ don’t eat
6. is speaking/ does….speak
7. do….do/ are….doing
- Ask Sts to work in pairs, use ideas from the box

and write a conversation between two people
travelling
6. Speaking - Go round and check the conversations 10’
- Ask some pairs of Sts to present their conversations
- Write a conversation between two
- Ask Sts to look at the pictures with the adjectives people
to describe how the people are feeling - Correct the conversations
- Play the dish, ask Sts to listen and repeat the - Present conversations
adjectives
III. Part 3 90’
1. Vocabulary - Ask Sts to listen to five conversations at an airport 15’
and and circle the correct adjective to describe the - Describe how people are feeling
Listening people’s feeling
- Ask Sts to give their answers - Listen and repeat
Answers:
1. angry 3. happy 5. worried - Circle the correct adjective
2. sad 4. angry

GLOBAL ELEMENTARY
- Ask Sts to pay attention to Language note

Get + adj: to say we are beginning to feel that way - Give the answers
E.g. I get angry when people use their mobiles - Correct the answers
phones in meetings
- Ask Sts to give some examples using Get + adj
- Ask Sts to work in pairs, choose three of these - Pay attention to Language note
questions, ask and answer the questions
- Check and correct the mistakes
- Give some examples
- Ask Sts to complete the messages with the
adjectives in the box (Handout 13) - Answer the questions
1. happy 4. bored - Correct the answers
2. Practice 2. nervous 5. worried 7’
3. angry 6. sad - Complete the messages with the
adjectives in the box
- Ask Sts to complete the adjectives (Handout 14) - Correct the answers
- Check and correct answers (Slide 27)
Answers:
1. happy 4. nervous
2. sad 5. bored
3. worried 6. angry
- Complete the adjectives
- Ask Sts to work in groups and answers the - Correct the answers

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following questions
+ What country do you know?
+ What country would you like to visit?
3. Reading 10’
- Ask Sts to read and listen to Culture shock and - Answer the questions
choose the best definition of culture shock
- Ask Sts to give the answer
Culture shock is the stages which visitors to a new
culture experience
- Ask Sts to read the text again and match the pink - Choose the best definition of culture
words to these definitions shock
- Ask Sts to give their answers - Give the answers and take note
- Ask Sts to work in pairs, look at the tips to avoid

culture shock. - Match the pink words to these
Some tips to avoid culture shock definitions
+ Read about the country and culture before you go - Give the correct answers
+ Remember you a guest and try not to offend local - Correct the answers
people
+Be open to the new culture - Look at the tips to avoid culture shock.
- Ask Sts to give the form and usage of comparative

adjectives
- Check and correct their answers (Slide 28)

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Usage: We use the comparative adjectives + than to

contrast two things or people
4. Grammar Forms 13’
* Short adj: S1 + to be + Adj-er than S2 - Give the form and usage of
* Long adj: S1 + to be + more adj than S2 comparative adjectives
e.g. My telephone is cheaper than yours - Correct the answers
Ho Chi Minh city is more modern than Hanoi
Note: (Slide 29) - Take note
+ Short Adj ending in a vowel + a consonant: double
consonant + er
Big à bigger ; hot à hotter ; thin à thinner - Take note
+ Short Adj ending in e: add r
Safe à safer ; nice à nicer
+ Adj ending in y: change y to i + er
Busy à busier ; noisy à noisier ; sunny à sunnier
+ Irregular adj: - Take note
Good à better bad à worst
Far à Farther/ further
- Ask Sts to give some examples using comparative
adjective
- Ask Sts to write the comparative form of these
adjectives
Answers: - Give some examples using
1. clean à cleaner comparative adjective
1. clean à cleaner 4. happy à happier - Write the comparative form of these

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2. good à better 5. cheap à cheaper adjectives

3. dangerous à more 6. serious à more - Give the answers
dangerous serious - Correct the answers
- Ask Sts to complete the sentences with the
comparatives
Answers:
1. cheaper 2. more serious 3. more dangerous
4. cleaner 5. happier
- Complete the sentences with the
- Ask Sts to do exercise 5, page 147 comparatives
Answers:
1. Rio de Janeiro is bigger than Brasilia
2. Whisky is more expensive than water.
5.Further 3. Madrid is hotter than Moscow. 22’
Practice 4. Skiing is more dangerous than swimming. - Do the exercise
5. A Ferrari is faster than Ford - Correct the answers
6. Vegetables is better for you than hamburger
- Ask Sts to complete the opinions with the

comparative form of the adjectives in brackets
(Handout 15)
Answers:
1. cheaper 5. better
2. happier 6. busier - Complete the opinions with the

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3. noisier 7. more interesting comparative form

4. hotter 8. larger
- Ask Sts to complete the sentences using the words
and the comparative form of the adjective. Don’t
forget than!
(Handout 16)
- Check the correct answers (Slide 34)
Answers:
1. warmer than Canada - Complete the sentences
2. nicer than work
3. sunnier than Scotland
4. bigger than buses
5. more expensive than bikes - Correct the answers
6. worse than summer weather
- Ask Sts to read two emails from someone living in

a new country or city, choose one of the emails and
complete the sentences with student’s idea
- Ask Sts to read their own emails and correct them
6. Writing 23’
- Ask Sts to work in pairs, read Global Migration - Complete the emails with students’
and answer the question ideas
+ immigrant (n): người nhập cư
+ emigrant: (n) người di cư - Read email before the class
IV. Part 4 + migration (n): sự nhập cư

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1. Reading - Check the answers 90’

and Speaking - Answer the question 17’
- Ask Sts to work in small groups, look some of the
reasons people emigrate and answer the question: “
Which are important to people in your country?”
- Ask some students to give the answer
- Ask Sts to read Why did they go? About four
different people who emigrated and answer the - Answer the question
question
- Check the answers as the whole class (Slide 35) - Give the answers
2. Reading Answers: 19’
+ Anna Maria emigrated because she wants a better - Read Why did they go? And answer
life for her children and wants to get more money the question
+ Sheila and Michael emigrated because they want - Give the answers
to retire in a sunny place - Correct the answers
+ Yanchee emigrated because he wants to study
+ Imamu emigrated because he wants to have a more
relaxing life
- Ask Sts to underline the phrases in the text that

helped Sts decide the answers
- Check and correct answers
Answers:
1. We came here to get a better life for children
2. We sold our house and came out here to play

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golf - Underline the phrases in the text that

3. Well, I came here to study. helped Sts decide the answers
4. There are many problems in my country, so I
came here.
- Ask Sts to pay attention to Grammar The

infinitive of purpose
+ We use the infinitive to say the reason for doing
something
E.g. I’m going to Poland to see the tulips
3. Grammar He came to the USA to study. 12’
+ We also use because + clause to express purposes - Pay attention to Grammar
E.g. I’m going to Poland because I want to see the
tulips - Take note
(=I’m going to Poland to see the tulips)
+ To ask people’s purposes we use Why…….?
E.g. Why did he come to the USA?
- Ask Sts to give some examples - Take note
- Ask Sts to read the text and complete the sentences

with to or nothing (-) - Take note
- Check the answers
Answers: - Give some examples
1. - 6. to
2. to 7. -
3. - 8. - - Complete the sentences with to or
4. to 9. to nothing (-)

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5. - 10. to - Correct the answers
- Ask Sts to rewrite the sentences using the infinitive

of purpose (Handout 17)
- Ask Sts to give their answers and check (Slide 36)
Answers:
1. I’m going to the bank because I want to get
4. Practice some money. 17’
à I’m going to the bank to get some money. - Rewrite the sentences using the
2. I went to the beach because I wanted to infinitive of purpose
sunbathe - Correct the answers
à I went to the beach to sunbathe
3. She went to the South because she wanted to
visit her grandchildren
à She went to the South to visit her grandchildren
4. They’re going to study hard because they don’t
want to fail again
à They’re going to study hard to not fail again
5. The dog did all the tricks because he wanted to
get the rewards
à The dog did all the tricks to get the rewards.
6. Francis is going to Africa because he wants to
go on safari
à Francis is going to Africa to go on safari.
- Ask Sts to match the sentences halves (Handout

18)

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- Check the answers: (Slide 37)

Answers:
1+d 2+e 3+g 4+a 5+f 6+c 7+b
- Ask Sts to answer the questions using the words in - Match the sentences halves
the box (Handout 19)
Suggested answers:
1. People use dictionaries to look up the new
words.
2. People use knives and forks to eat - Answer the questions using the words
3. People use mobile phones to talk to each other. in the box
4. People work to earn money - Correct the answers
5. People go to the supermarket to buy some food.
6. People go on holiday to relax.
- Ask Sts to match the questions 1–6 with the

answers a–f. (Handout 20)
Answers:
1+c 3+e 5+f
2+a 4+b 6+d
- Match the questions 1–6 with the
- Ask Sts to complete the text with the infinitives in answers a–f.
the box. (Handout 21) - Correct the answers
Answers:

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1. to help 4. to communicate
2. to see 5. to have
3. to teach - Complete the text with the infinitives
in the box.
- Ask Sts to listen and notice the different - Correct the answers
pronunciation of to in two sentences
+ I went to Britain. (weak)
+ A CD is something you listen to (strong)
5. - Ask Sts to listen to the sentences and decide which
Pronunciation word is strong or weak 10’
- Ask Sts to give the answers and check - Notice the different pronunciation of
Answers to in two sentences
1. Have you lived abroad? (weak)
Yes, I have (strong) - Listen to the sentences and decide
2. What did they come here for? (strong) which word is strong or weak
They came here for a better life. (weak)
3. Can they earn more money? (weak)
Yes, I can (strong)
4. She wants to leave her country. (weak)
Where does she want to go to? (strong)
- Play the dish, ask Sts to listen and circle the

pronunciation of the underlined words (Handout 22)
- Play the dish again, check the answers and pause at
the key words. (Slide 40)
Answers
6.Further 1. /hǝv/ (weak form) 5. /kǝn/ (weak form) 5’

GLOBAL ELEMENTARY
Practice 2. /hæv/ (strong form) 6. /kæn/ (strong form) - Listen and circle the pronunciation of
3. /tu:/ (strong form) 7. /ði:/ (strong form) the underlined words and check the
4. /tǝ/ (weak form) 8. /ðǝ/ (weak form) answers
- Ask Sts to listen and repeat the words in the box

- Ask Sts to match the words to the definitions
Answers:
1. you use this to put thing in à suitcase
7. Vocabulary 2. You use this to travel to different countries à 10’
and Speaking passport - Listen and repeat the words
3. You use this to keep money in à wallet/ purse - Match the words to the definitions and
4. You use this to clean your teeth à toothbrush correct the answers
5. You use this to look for words in other
languages
à phrase book
- Ask Sts to make a list of six to ten things Sts would

take with them when they are going to an English –
speaking country
Suggested answers:
When we are going to an English-speaking country, - Make a list of six to ten things
I would take these things

GLOBAL ELEMENTARY
1. camera 5. suitcase - Give the answers

2. credit card 6. dictionary - Correct the answers
3. passport 7. map
4. wallet
- Ask Sts to check the meaning of the words in bold

+ lines: các tuyến tàu điện ngầm
+ stops: các ga dừng đỗ
+ changes: các lần chuyển tàu
+ get off: xuống tàu
V. Function 8’
+ get on: lên tàu
globally
- Ask Sts to look at the Metro map and answer the
1. Warm up - Check the meaning of the words in
questions
bold
Answers:
1. There are two lines.
2. There are four stops between Bury and Heaton
Park.
- Look at the Metro map and answer the
3. I take Eccles line to get to Broadway.
questions
4. I have to make one change to go to Ladywell
station from Old Trafford
5. I am at Crumpsal station
- Ask Sts to listen to a conversation in London and

answer the question
1. The couple call the underground
2. She says “ you’re jealous” because the man
GLOBAL ELEMENTARY
loses way
2. Listening - Ask Sts to listen again and put the events in the 16’
correct order - Listen to a conversation in London and
- Check and correct the answers answer the question
Answers:
1+ b 2+c 3+ a 4+ e 5+d
- Ask Sts to look at the sentences and write O for

outside underground and I for inside underground - Listen again and put the events in the
- Check and correct their answers correct order
Go two stops I
Turn left O
3. Language Go straight on O 10’
focus Change to the Central line I - Write O for outside underground and I
Turn right O for inside underground and correct
Get off at Hyde Park corner I
- Ask Sts to work in individual to put the words in

the correct order to make different ways to ask for
directions
1. How do you get to the museum?
2. How can we get to the museum?
3. We’re looking for the museum?
4. We’re trying to get to the museum? - Put the words in the correct order to

GLOBAL ELEMENTARY
- Ask Sts to pay attention to Useful Phrases make different ways to ask for
- Ask Sts to work with their partners and do one of directions and correct the answers
the tasks
4. Speaking - Ask Sts to work in small group and list the names 11’
of cities and towns in English, America - Pay attention to Useful Phrases
- Ask Sts to give their answers - Work with their partners and do one of
- Check and correct the answers the tasks
+ In England: London, Birmingham, Leeds, - Give the answers
Glasgow, Edinburgh, Liverpool, Manchester, Bristol, - Correct the answers
Cardiff, Southampton, etc.
VI.Global + In America: New York, Los Angeles, Chicago, 95’
English Houston, Philadelphia, San Antonio, San Diego, - List the names of cities and towns in 8’
1. Warm up Dallas, San Francisco, Detroit, Boston, Washington, English, America
D.C, Las Vegas, etc. - Give the answers
- Ask Sts to read English place names and decide
which is True (T) or False (F)
Answers:
1. T 2. F 3. T 4. F 5. T
- Ask Sts to read the text again and match
2. Reading - Ask Sts to give the answers 12’

GLOBAL ELEMENTARY

Answers: - Read English place names and decide
1+f 2+a 3+c 4+b,d 5+e which is True (T) or False (F)
- Ask Sts to find words in the place names in the text
with the following meaning. (Slide 44)
Answers:
1. Thirsty – feeling that you want or need to drink. - Read the text again and match
2. Consequence – an event that is very bad, a - Give the answers
disaster. - Correct the answers
3. Difficult – the opposite of easy.
3. Language 4. Weary – a world that means very tired. 13’
5. Valley – an area between two mountains
6. Creek a very small river. - Find words in the place names in the
text with the following meaning
- Ask Sts to choose one of three questions on page
99
- Work in pairs and answer the questions
4. Speaking - Ask Sts to read Sebastian’s report about transport 12’

in Poland and answer the questions
- Check and correct the answers - Choose one of three questions
1. Paragraph b mentions transport in the capital
city. - Answer the questions

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2. Paragraph a mentions travelling to work. - Give the answers

VII. Writing 3. Paragraph c mentions travelling between cities. - Correct the answers
1. Reading 145’
- Ask Sts to match the types of transport 1-5 with the 15’
description a-e - Read Sebastian’s report and answer the
- Check and correct the answers questions
1+c 2+e 3+a 4+b 5+d
- Ask Sts to answer the question: “What does
Sebastian say is changing at the moment?
Answer: Because at the moment they are building
new motorways in Poland. - Match the types of transport 1-5 with
the description a-e
- Show the text Railway records and ask Sts to do - Correct the answers
these exercises (Handout 23)
- Ask Sts to match the famous train journeys to the
descriptions (Ex 1 –Handout 24) - Answer the question
1+ c 2+ b 3+ d 4a - Correct the answer
- Ask Sts to read the report and complete the travel
2. Practice information. (Ex 2 – Handout 24) 30’
1. 9:30 2. 22:30 3. 815 4. 1,956 - Do these exercises
- Ask Sts to read the report again and correct the
sentences (Ex 3 – Handout 24) - Match the famous train journeys to the
- Check and correct answers (Slide 46) descriptions

GLOBAL ELEMENTARY
1. The weather in Xining is often cold and

windy.
2. It’s higher than all other railways in the - Complete the travel information.
world.
3. To not feel bad at Tanggula Pass, a lot of - Correct the answers
passengers need oxygen.
4. The second section of the track took 22 - Correct the sentences
years to build.
5. The writer can’t see the Himalayas when - Correct the answers
he arrives in Lhasa because it’s dark.
6. He didn’t use oxygen on the journey.
7. He has a positive opinion of the journey.
- Ask Sts to find and correct four grammar mistakes

in this text (Ex 4 – Handout 24)
The transport network in China is growing. An
example of this is the Qinghai-Tibet railway. This
goes from Xining to Lhasa. The journey takes longer
than a day to
complete. A lot of tourists go to Lhasa to see the
Potala palace, the traditional home of Tibet’s Dalai
Lamas. - Find and correct four grammar
mistakes in this text
- Ask Sts to read the spelling the rules - Correct the answers
- Ask Sts to give more examples (Slide 48)
+ Rule a: words ending with one vowel + consonant:

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double the consonant before er or ing

sit à sitting get à getting swim à
swimming
begin à beginning stop à stopping
3. Writing travel à travelling 20’
skills + Rule b: words ending with consonant + e: no e
before ing - Read the spelling rules
make à making take à taking use à using - Give the answers
change à changing prepare à preparing
+ Rule c: words ending with consonant +y: change y
to i before er, change y to ie before s
friendly à friendlier busy à busier noisy à
noisier
butterfly à butterflies country à countries
party à parties dictionary à dictionaries
cityàcities
cry à cries carry à carries marry à marries
- Ask Sts to find mistakes in Sebastian’s report and

correct them and match each mistake to one of the
rules
- Check the answers
Answers:
1. takeing à taking – rule a
2. heavyer à heavier – rule c
3. using à using – rule b
4. becoming à becoming – rule b

GLOBAL ELEMENTARY
5. city à cities – rule c - Find mistakes in Sebastian’s report and

correct them and match each mistake to
- Ask Sts to write the correct spellings one of the rules
Answers:
1. busy + er Busier
2. travel + ing Travelling
3. party + s Parties
4. big + er Bigger
5. change + ing Changing
- Ask Sts to complete the sentences from the report - Write the correct spellings
Answers:
1. It takes a long time to get to the city centre.
2. It takes about three hours to get from Warsaw to
Krakow by train.
4.Language - Ask Sts to complete the sentences about their town 15’
Focus or country
- Check and correct the answers - Complete the sentences from the
Suggested answers: report and correct them
1. It takes about 30 minutes to get from my house to
the city centre by motorbike.
2. It takes about 2 hours to get from Hanoi to Hai
Duong by car

GLOBAL ELEMENTARY
- Ask Sts to work in pairs to tell their partners about - Complete the sentences
transport in Hanoi
- Ask Sts to use the useful phrases to help them - Correct the sentences
- Ask some Sts in the class to tell about transport in
Hanoi
- Check and correct mistakes
5. Preparing - Ask Sts to write a report about transport in Hanoi 15’

to write including three paragraphs
+ Paragraph 1: travelling to work - Tell their partners about transport in
+ Paragraph 2: transport in the capital city Hanoi
+ Paragraph 3: travelling between cities - Use the useful phrases
- Tell about transport in Hanoi
- Show the text (Handout 25)
6. Writing - Ask Sts to write the correct titles for the sections in - Correct the answers 25’
the report using the titles in the box.(Ex1 – Handout
26) - Write a report about transport in Hanoi
- Check and correct answers (Slide 51) including three paragraphs
1. Getting to the city
2. Travelling in the city
7.Further 3. Places to stay 25’
Practice
- Ask Sts to answer the questions (Ex 2 – Handout - Read the text
26) - Write the correct titles for the sections 35’
- Check and correct the sentences (Slide 51) in the report
1. It takes 50 minutes. 10’
2. They can travel by bus or hire a car. - Correct the answers

GLOBAL ELEMENTARY
3. It’s best to travel by bus or on foot because the

city centre’s quite small and the buses are very
efficient. 10’
4. It’s sometimes difficult to find a taxi in the
evening. - Answer the questions
15’
- Ask Sts to match the places to stay in the third - Correct the answers
section of the report with the definitions (Ex3 –
Handout 26)
1. bed-and-breakfast 25’
2. youth hostel
3. hotel
4. guest house
- Ask Sts to complete the sentences from the report
with an infinitive and then look at the report to - Match the places to stay with the
check the answers (Ex4 – Handout 26) definitions
1. to get - Correct the answers
2. to park
3. to find
- Ask Sts to match 1–5 and a–e to make sentences

from the report. (Ex 5 – Handout 26) - Complete the sentences from the
- Check the answers (Slide 52) report with an infinitive
1+c 2+ a 3+ d 4+ e 5b

GLOBAL ELEMENTARY

VIII. Global Answers:
Review 1. am writing 6. starts
1. Grammar 2. to start 7. better - Match 1–5 and a–e to make sentences
3. friendlier 8. don’t usually arrive from the report
4. colder 9. drive - Correct the answers
2. Vocabulary 5. more expensive 10. am going
- Circle the correct option

- Ask Sts to complete the sentences with the feeling - Correct the answers
Answers:
1. bored 4. angry
2. nervous 5. worried
3. sad
3. Speaking - Check the answers (Slide 54)
Answers:
and Writing
1. take 4. by - Complete the sentences with the
2. foot 5. the metro feeling and correct the answers
3. bus
- Ask Sts to work in pairs, choose an object and

write a sentence to say why they use it. - Circle the correct option
- Ask Sts to read the sentence to the class and ask - Correct the answers
others to guess what it is
E.g.
GLOBAL ELEMENTARY
1. A: You use it to clean your teeth

B: It’s a brush.
2. A: You use it to take photos.
B: It’s a camera.
- Ask Sts to work in pairs and answers the questions: - Choose an object and write a sentence
1. What do your friends and family members usually to say why they use it
do at this time of day? - Guess what it is
2. What are they doing at the moment?
E.g
My parents usually go for a walk in the evening. I
think they are going round the park at the moment.
IX. Study
Skills - Ask Sts to tick the phrases which are true for Sts
Understanding - Ask Sts to work in pairs and compare their answers - Answer the questions
learning aims
- Ask Sts to read what one student wrote about
learning English and answer the question: “Which
learning English aims are true for her?”
- Check the answer
I think that she wants to learn English to
communicate with people from other cultures
- Tick the phrases which are true
- Ask Sts to work in pairs and choose the main aim
for the activities

GLOBAL ELEMENTARY
- Ask Sts to give their answers - Answer the question

Answers:
1. Reading about Pedal power on page 90 to - Give the answer
improve your reading - Correct the answer
2. Speaking on page 93 to speak more confidently
- Ask Sts to work in pairs and answer the question:

“What are the main aims of these activities?” - Choose the main aim for the activities
Answers:
1. Listening on page 92 to improve listening
2. Grammar on page 95 to learn about comparative
adjectives
3. Writing on page 95 to improve writing an email
4. Pronunciation on page 97 to improve
pronunciation: strong and weak form. - Answer the question: “What are the
main aims of these activities?”

GLOBAL ELEMENTARY
UNIT 9
(15 periods)

1-AIMS:
- Introduce form and usages of present perfect, superlative adjectives, have/has got, one and ones.
- Provide students with vocabulary related to parts of the body, parts of the face, clothes, nature and life event.
2- OBJECTIVES:
- Use and understand the form and usages of present perfect, superlative adjectives, have/has got, one and ones.
- Enrich their vocabulary related to parts of the body, parts of the face, clothes, nature and life event.
II-WORKING METHOD:
- Individual work
- Pair work
- Whole class

GLOBAL ELEMENTARY
- Work group
III-TEACHING AIDS:
- Student’s book
- Pictures
- Work book
- Dish and cassette

II. Part 1 135’
1.Warm up 3’
- Show slide 1,ask students some questions about the - Answer the questions.
nature:
1. Do you know any world or national organizations
that protect nature?
2. What will these organizations do to protect
nature? 16’
2. Vocabulary
and Speaking - Ask Sts to work on their own to write the words in the - Work on their own to write the
correct categories. words in the correct categories.
- Check and correct the answers. (Slide 2) - Check the answers with the
1. park, farm, zoo teacher.
2. animal, tree, flower, insect, bird, fish, plant
3. mountain, river, lake
- Play the dish and ask students to listen and check. - Listen and check.

GLOBAL ELEMENTARY
- Ask students to work in pairs, one turns to page 127, - Work in pairs to describe the
the other turns to page 129, describe the pictures to pictures. 15’
each other, go round and check.
- Ask the whole class to describe the two pictures. - Describe the two pictures
3. Reading
- Ask students to read the text, write some new words - Read the text
on the board.
+ encyclopedia: sách bách khoa
+ constantly: luôn luôn
+ look up: tìm kiếm
+ species: loài
- Play the dish, ask students to listen to the text and
answer the question What is EOL?
EOL: Encyclopedia of life (Slide 3) 25’
- Ask students to work in pairs to explain the EOL - Listen and answer the question
project, and ask if they think it’s a good idea, go round What is EOL?
and check.
- Check the answer as the whole class. - Correct the answer
4. Listening
- Play the dish, ask students to listen to two people - Work in pairs to explain the EOL
talking about unusual species and find who they are, project
play it twice. Give meaning of some new words
+ okapi: ngựa đùi vàng
+ zebra: ngựa vằn
+ lionfish: hải sư
- Check their answer, play the dish pause at the correct - Correct the answer

GLOBAL ELEMENTARY
key words.
a. a teacher and a student
-Ask students to look at the pictures (Slide 4), play the - Listen to two people talking about
dish again, ask students to answer the questions unusual species and find who they
are
- Check the answers - Check the answer
1. They talk about picture 3, 4.
2. It comes from the north part of Congo.
3. It comes from Australia.
4. No, he hasn’t.
- Play the dish, ask students to listen to Steve and - Listen and answer the questions
Ryan’s conversation and answer the question: (Slide 5) 12’
1. What are they talking about?
2. Who is Tara?
- Check the answers, play the dish and pause at the key - Correct the answer
words.
1. They are talking about Ryan’s honey moon.
2. Tara is Ryan’s wife.
- Play the dish, ask students to listen to Ryan’s answer. - Listen and answer the questions
Then listen and repeat. (Slide 6)
5. Grammar
- Ask students to give the form of the present perfect. - Give the form of the present
perfect
Present perfect tense
*Affirmative: I, you, we, they + have+ past participle - Listen and take note

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He, she, it+ has+ past participle

* Negative: I, you, we, they + have not + past
participle 31’
He, she, it+ has not+ past participle
* Question: Have + I, you, we, they + past participle
Has+ He, she, it + past participle
- Tell students the usage of the present perfect (slide 7)
We use present perfect to talk about past experiences in
our lives without specifying exactly when they happen.
We often use “ever” (in our lives), and “never” (not in
our lives) with the present perfect.
E. g: Have you ever eaten sushi?
She has never been to a zoo.
- Ask students to give some examples - Give examples
6. Practice
- Ask students to work in pairs to do exercise 1, -Work in pairs to do exercise 1
page103.
1. Have you ever seen it?
2. No, I haven’t.
3. Have you been to Africa?
4. I have never seen this animal.
5. Have you used Encyclopedia of Life website
before?
- Ask students to work in groups to do exercise 2 - Work in groups to do exercise 2


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Regular verbs Irregular verbs

camped- camp come- come
climbed- climb flown- fly
planted- plant gone- go
travelled- travel ridden- ride
visited- visit seen-see
- Ask students to work in pairs to write the past -Work in pairs to write the past
participle forms of the verbs.(Handout 1) participle forms of the verbs.
become become
arrive arrived
leave left
write written
speak spoken
tell told
have had
do done
meet met
take taken
ride ridden
give given
finish finished
visit visited
buy bought
- Ask students to work in pairs to do exercise 3 - Work in pairs to do exercise 3

- Check the answers (Slide 10) - Correct the answers 15’

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has travelled has taken

has visited has camped
has taken has gone
hasn’t visited hasn’t seen
- Ask students to work in individual to complete the - Work in individual to complete the
text using the present perfect, affirmative or negative text using the present perfect,
(Handout 2) affirmative or negative
1. have decided 2. have not sent
3. have spoken 4. has found
5. has made 6. has chosen
7. have not bought
- Ask students to write the questions with How - Write the questions with How
long…?. Then write true answers. (Handout 3) long…?. Then write true answers
1. How long have you been in this class? 18
2. How long has your teacher known you?
3. How long have you lived in your house or flat?
4. How long have you studied English?
5. How long have you had your shoes?
7. Speaking
- Ask students to read the questionnaire and write the - Read the questionnaire and write
questions in individual the questions in individual
1. Have you ever climbed a mountain?
2. Have you ever swum in a lake?
3. Have you ever seen a lion?

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4. Have you ever taken a photograph of a wild

animal?
5. Have you ever ridden a horse?
6. Have you ever gone fishing?
7. Have you ever planted a tree?
8. Have you ever visited a farm?
- Ask students to work in pairs to ask each other the - Work in pairs to ask each other the
questions go round and check. questions
- Ask some students to tell the class about the person -Tell the class about the person they
they have interviewed and find who has had the most have interviewed
contact with nature.
8. Further
Practice - Ask students to look at the information and make - Look at the information and make
sentences about Ivan in individual. (Handout 4) sentences about Ivan
- Check their answers (Slide 12) - Correct the answers
1. He has visited the British Museum.
2. He has visited Buckingham Place.
3. He hasn’t taken a boat on the River Thames.
4. Has he eaten fish and chips?
5. He has seen the Tate Modern.
6. Has he travelled on a red bus?
7. He hasn’t gone shopping in Oxford Street.
-Ask students to work in pairs to complete the text with - Work in pairs to complete the text
the present perfect form of the verbs. (Handout 5) with the present simple form of the
verbs.
1. has worked 2. has prepared

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3. has met 4. has cooked

5. has won 6. has bought
7. has done - Work in pairs to make questions
- Ask students to work in pairs to make questions with with ever
ever (Handout 6)
- Check the answers (Slide 14) - Check the answers
1. Have you ever been to Turkey?
2. Have you ever driven a sports car?
3. Have you ever seen anyone famous?
4. Have you ever lost your keys?
5. Have you ever made a cake?
6. Have you ever drunk champagne?
7. Have you ever played basketball?
II. Part 2
105’
1. Vocabulary 18’
and speaking - Ask students to work in pairs to match the two parts - Work in pairs to match the two
of the sentences in exercise 1. parts of the sentences in exercise 1
- Play the dish, ask students to listen and check. (Slide Correct the answers
15)
1- e. I was born when my mother was 21.
2- c. I left school when I was 16.
3- b. I left home when I was 18.
4- h. I graduated from university when I was 22.
5- g. I started work when I was 23.
6- d. I got married when I was 33.

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7- a. I had a baby when I was 38.

8- f. I retired from work when I was 38.
- Ask students to work in groups to look at the - Work in groups to look at the
sentences in exercise 1 and make them true for people sentences in exercise 1 and make
in Viet Nam. them true for people in Viet Nam.
- Ask students to work in groups to find two events that - Work in groups to find two events 18’
change our lives the most. that change our lives the most.
- Call some students to give the answers. - Give the answers
- Ask students to read the introduction to Rites of - Read the introduction to Rites of
2. Reading passage, ask them if there are any rites of passage in passage, ask them if there are any
Viet Nam for the events in Vocabulary and Speaking rites of passage in Viet Nam
exercise 1
- Play the dish, ask student to read and listen to the text - Read and listen to the text the
the answer the questions answer the questions
1. The rite of passage is a ceremony to mark an
important time in our life.
2. When they are two, four or six years old.
3. Yes, there is.
4. Family and close friends. 10’
5. The mother keeps the hair.
- Divide the class into 2 groups, group 1 reads the rite - Work in groups to read the rite of
of passage on page 127, group 2 reads another one on passage then tell the other group the
page 129 then tell the other group the rite of passage. rite of passage.

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- Ask students to look at the sentences in Grammar and - Look at the sentences in Grammar
tell the form and use of the superlative adjectives. and tell the form and use of the
3. Grammar - Check and correct the answers superlative adjectives
The superlative
1. Form - Take note the form
+ One syllabus adjectives: add est
long- the longest
+ One syllabus adjectives ending with one consonant:
double the final consonant and add est
big- the biggest
+ Adjectives ending in e: add st
nice- the nicest
+ Adjectives ending in y: change the y to ie add st
funny- the funniest
+ Two or more syllabus adjectives: add most +
adjective
beautiful- the most beautiful
+ Irregular adjectives
good- the best
bad- the worst
far- farthest/ furthest
2. Use: (Slide 16)
We use the superlative to compare something with all 25’
the others in a group.
E. g: He’s the oldest in the class.
We use the superlative to describe extreme
E. g: The most important rite of passage is the first

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haircut.
We often use the superlative with the present perfect.
E. g: This is the best meal I’ve ever eaten.
- Ask students to give some examples - Give some examples
-Ask students to work in pairs to do exercise 1, page - Work in pairs to do exercise 1,

4. Practice 103 page 103
- Check their answers (Slide 17) - Correct the answers
1. most expensive
2. the happiest
3. the youngest
4. quieter
5. the most important
- Ask students to work in pairs to do exercise 2, page - Work in pairs to do exercise 2,
103 page 103
1. the most expensive
2. the longest
3. the oldest
4. the heaviest
- Ask students to work in groups to find which the most - Work in groups to find which the
surprising fact is. most surprising fact is.
- Ask students to put the words in the correct order in - Put the words in the correct order
individual. (Handout 7) in individual 16’
1. I am the oldest in my family.

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2. Who is the oldest in the class?

3. Concord is the fastest passenger plane in the
world.
4. Peter bought the most expensive watch in the 18’
shop.
5. Did you buy the cheapest watch in the shop?
6. Miss Smith is the funniest teacher in our school.
7. Tom Hank is the most popular actor in America.
8. Claridge’s is the most expensive hotel in
London.
9. This is the easiest exercise in the book.
10. Anna is the most intelligent student in the class
- Ask students to read the notes about an American - Read the notes about an American
5. Speaking ceremony ceremony
- Ask students to write notes about a tradition or - Write notes about a tradition or
ceremony they know well in groups. ceremony they know well in groups
- Ask some groups to tell the class their notes using the - Tell the class their notes using the
useful phrases in the book. useful phrases in the book
- Ask students to read the sentences and correct the - Read the sentences and correct the
6. Further mistakes. (Handout 8) mistakes
Practice - Check the answer - Correct the answers
1. Detroit and St Louis are the most dangerous cities
in the US.
2. This is the most interesting book I’ve ever read.
3. Scotland is the coldest part of the United

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Kingdom.
4. Lance is the worst students in the class.
5. That’s one of the ugliest animals I’ve ever seen.
6. She is the most beautiful of the three sisters.
- Ask students to complete the sentences using the - Complete the sentences using the
adjectives in the superlative form. (Handout 9) adjectives in the superlative form
1. the happiest
2. the best
3. the most interesting
4. the most delicious
5. the most expensive
- Ask students to complete questions with the - Complete questions with the
superlative form of the adjective. (Handout 10) superlative form of the adjective
1. What is the longest river in the world?
2. What is the highest mountain in the world?
3. What is the biggest city in your country?
4. What is the most popular sport in your country?
5. Where is the oldest university in Europe?
6. Who is the youngest person in your family?
7. Who is the most intelligent student in your class?

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III. Part 3 120’

1. Reading 18’
- Ask students to look at the pictures of body art and - Look at the pictures of body art
ask them if they know anyone with these (Slide 18)
- Ask students to read the text Body styles and match - Read the text Body styles and
the paragraph to the heading match the paragraph to the heading
- Check the answers ( Slide 19) - Correct the answers
1- c 2- a
3- b 4- e
- Ask students to work in pairs to tell their opinion - Work in pairs to tell their opinion
about tattoo. Is it popular in Viet Nam? about tattoo
- Check the answer as the whole class. - Give their opinion as the whole
class 12’
2.Vocabulary
and Listening - Ask students to look at the pictures, match the - Look at the pictures, match the
numbers to the different parts of the body. numbers to the different parts of the
body
- Play the dish, ask students listen and check their - Listen and check their answers.
answers.
- Play the dish again and ask students to listen and - Listen and repeat
repeat.
- Play the dish twice, ask students to listen and write - Listen and write the parts of the
the parts of the body they mention body they mention
- Check their answers, play the dish and pause at the - Correct the answers
key words.
1. hands 2. arm

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3. shoulder 4. back 11’

5. leg
3. Grammar
- Ask students to look at the sentences in Grammar and - Look at the sentences in Grammar
tell the form and use of have/ has got and tell the form and use of have/
- Check and give correct answers (Slide 20) has got
Have and Have got both express possession or to - Listen and take note
describe family/ relation. Have got is formal. It is often
used in spoken English but not in written English.
I have a dog. I’ve got a dog. (I’ve = I have)
He has a car.He’s got a car. (He’s = he has)
Do you have a dog? Have you got a dog?
Does she have a car? Has he got a car?
They don’t have a flat. They haven’t got a flat. 22’
It doesn’t have a garden. It hasn’t got a garden.
The past tense of have got is had.
- Ask students to give examples - Give some examples
4. Practice
- Play the dish, ask students to listen and write down - Listen and write down the
the different people and objectives they hear. different people and objectives they
- Check the answer (Slide 21) hear
1. a car 2. two brothers - Correct the answer
3. a friend from England
4. a computer 5. a big family
6. a friend with a tattoo
- Ask students using these words to write true sentences - Write true sentences about them

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about them using have got and haven’t got using have got and haven’t got
- Ask students to work in pairs to rewrite the sentences
- Work in pairs to rewrite the
in the above exercise to make questions, and ask each sentences in the above exercise to
other questions. make questions, and ask each other
questions.
- Ask students to rewrite, using the correct form of - Rewrite, using the correct form of
have got (Handout 11) have got
1. London has got a lot of parks.
2. I have not got much money.
3. I have got a lot of homework tonight. 7’
4. Have you got any homework?
5. Our school has got a library, but it has not got
many computers.
6. My parents have got a new DVD player.
7. Has your sister got a boyfriend?
8. I have not got a problem with this exercise.
5. Vocabulary
- Ask students to look at the picture of a face, listen and - Look at the picture of a face, listen 12’
repeat. and repeat
- Ask students to work in pairs to do exercise 2. - Work in pairs to do exercise 2
1. hair/ eyes 2. big/ short
3. hair/ face 4. ears/ leg
5. short/ hair 6. hair/ cheeks 38’
6. Writing
- Ask students to read the situation - Read the situation

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- Ask students to work on their own to write a short - Work on their own to write a short
letter describing their friend or family member. letter describing their friend or
family member
- Ask students to work in pairs and swap their letter, - Work in pairs and swap their letter,
and write a short response. and write a short response
7. Further - Ask student to rewrite the sentences with have got - Rewrite the sentences with have
Practice (Handout 12) got
- Check the answers - Correct the answer
1. I have got two cousins.
2. I have got a big garden.
3. Have you got good friends at work?
4. She has got a house in the country.
5. Their house has got four bedrooms.
6. They have got black hair.
7. He has got a new mobile phone.
8. Has she got a red car?
9. He has not got any money in his pocket.
- Ask student to put the sentence in order (Handout 13) - Put the sentence in order
- Check their answers - Correct the answers
1. Your daughter has got very long hair.
2. My wife has not got a computer.
3. I have got a really bad headache.
4. My brother has not got a job at the moment.
5. That woman has got a problem with her leg.
6. Has your phone got a camera on it?
7. Have you got the right time?

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8. Have those children got an adult with them?

9. Has Mary got your new email address?
- Ask student to look at the information about Ismail - Look at the information about
and Mayumi and complete the sentences. (Handout 14) Ismail and Mayumi and complete
the sentences.
1. How many brothers has Ismail got?
2. Isamail has not got anu sisters.
3. Mayumi has not got any brothers or sisters.
4. Mayumi and Ismail have both got a flat.
5. Mayumi has got a car, but Ismail has not got one.
6. They have both got a camera.
7. Has Mayumi got a computer? No, she hasn’t
- Ask students to complete the chart and write - Complete the chart and write
sentences about themselves. sentences about themselves
- Ask some students to tell the class about themselves - Tell the class about themselves
IV. Part 4 105’
1. Vocabulary -Ask students work in pairs to look at the pictures and - Work in pairs to look at the 23
name them pictures and name them
a. shirt b. T- shirt
c. skirt d. dress
e. jumper f. jacket
g. tie h. scarf
i. trousers k. gloves
j. socks

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- Ask students to work in groups to find the difference - Work in groups to find the
between difference between
+ a shirt and a T-shirt + a shirt and a T-shirt
+ a skirt and a dress + a skirt and a dress
+ a jumper and a jacket + a jumper and a jacket
+ a tie and a scarf + a tie and a scarf
+ shorts and trousers + shorts and trousers
+ gloves and socks + gloves and socks
- Tell students that we use the verb wear with clothes, - Listen and take note
and give an example: “I always wear a dress. Today I
am wearing a blue dress”
- Ask students to work in groups, one describes other - Work in groups, one describes
students in the class, the others guess who it is. other students in the class, the
others guess who it is. 27
- Ask some students to describe other students, the - Some students to describe other
class will guess who it is. students, the class will guess who it
2. Pronunciation is.
- Play the dish, ask students to listen to and repeat the - Listen and repeat the words
words.
- Play the dish, ask students to listen and circle the first - Listen and circle the first word
word they hear. they hear.
- Play the dish again and check the answers, tell - Listen and correct the answers
students the sound in the first column is /s/, the sound
in the second column is /ʃ /
- Ask students to work in pairs, one says a word from - Work in pairs, one says a word
exercise 2, the other points it. from exercise 2, the other points it

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- Ask students to match the words that rhyme. - Match the words that rhyme.
(Handout 15)
- Check the answers (Slide 23) - Give and correct the answers
1. red- said 2. hat- that
3. kissed- list 4. green- mean
5. laugh- half 6. whose- shoes
7. short- bought 8. white- night
9. near- beer 10. they- pay
11. hair- wear 12. rose- nose
13. ours- flowers
- Ask students to write two of the words on each line - Write two of the words on each
according to the sound. (Handout 16) line according to the sound.
- Play the dish, ask students to listen and check - Listen and check
- Ask students to practice saying the words in rhyming - Practice saying the words in 34’
rhyming
- Ask students to listen to tongue twister (Handout 17) - Listen to tongue twister
- Ask students to choose two tongue twisters and learn - Choose two tongue twisters and
them. Say them to the class. learn them. Say them to the class.
3. Listening
- Ask students to look at the clothing items and find - Look at the clothing items and find
which one they think is the oldest, the most modern. which one they think is the oldest,
the most modern
- Play the dish, ask students to listen and write the - Listen and write the clothing items
clothing items in the correct position on the timeline. in the correct position on the
timeline.
- Play the dish again, pause at each timeline.(Slide 24) - Listen and check

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+ 2000 BC: button

+ 500 BC: hat
+ 400 BC: sock
+ 1500: pocket
+ the 1860s: blue jeans
+ 1917: sports shoes
+ 1939: printed T-shirt
- Ask students to read the lines of conversation in a - Read the lines of conversation in a
clothes shop. Who say them, the customer or the shop clothes shop. Who say them, the
assistant? Write C or SA. (Handout 18) customer or the shop assistant?
Write C or SA
- Check the answers (Slide 25) - Correct the answer
a- SA b-C c- SA d-C e. C f-SA g-C h-C i-SA
j-C k-C l-SA m-SA n-SA o-SA p-SA
- Ask students to work in pairs to put all the lines in the - Work in pairs to put all the lines in 6’
correct order the correct order
- Play the dish, ask students to listen and check (Slide - Listen and check
26)
1.a 2.d 3.i 4.e 5.n 6. j 7. m 8.b 9.f 10. o 11.k
12.l 13.g 14.c 15.h 16.p
- Ask students to practice the conversation with their - Practice the conversation with
partner their partner
4. Grammar
-Ask students to look at sentences in grammar and tell - Look at sentences in grammar and
the use of one/ ones tell the use of one/ ones
- Check and correct the answers (Slide 27) - Listen and take note 10’
* We use one (singular), ones (plural) to refer to

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something we said before (a countable noun).

e. g: Which is your brother?
The tall one on the left.
* We usually use one/ ones with an adjective, or after
this/ that/ these/ those.
5’
e. g: He was the first one.
I want that one
-Ask students to work in pairs to do exercise 1 - Work in pairs to do exercise 1

5. Practice - Check their answers ( Slide 28) - Correct the answers
1. socks 2. printed T-shirt
3. sports shoes 4. blue jeans
- Ask students to work in pairs and ask each other about - Work in pairs and ask each other
things in the class. about things in the class.
- Ask students to work in pairs to match the questions - Work in pairs to match the
6. Further
to the answers. (Handout 19) questions to the answers
Practice
1. f 2. a 3. b
4. c 5. e 6. d
V. Function 45’
globally 8’
1. Warm up - Ask students to work in pairs and look at four pictures - Work in pairs and look at four
of doctors, take turn to describe the pictures. pictures of doctors, take turn to
describe the pictures
- Check the answers as the whole class. - Answers as the whole class 13’

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2. Listening - Play the dish, ask students to listen and match each - Listen and match each one to a
one to a picture. picture
- Check the answers. - Correct the answers from the
+ Conversation 1- b teacher.
+ Conversation 2- c
- Play the dish again, ask student to listen and find out - Ask student to listen and find out
if the sentences true or false. if the sentences true or false
- Check the answers as the whole class - Correct the answer
+ Conversation 1:The woman fell down -T
Her arms hurt.- F
She would like some water.- T
+ Conversation 2:
Dr Hathaway’s office is on the second door on the
left.- T 14’
The man has a headache.- F
The doctor think the medicine is too strong.- F
3. Language
focus - Ask students to work in pairs to find who say it, - Work in pairs to find who say it,
doctor or patient doctor or patient
- Check the answers as the whole class (Slide 29) - Correct the answers
+ What is the problem? D
+ I don’t feel well. P
+ When does it hurt? D
+ Take this medicine. D
+ I’ve got a headache. P 10’

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+ You need to go to the hospital. D

+ Can I see please? D
+ Is it broken? P
+ Drink lots of water D
4. Speaking
- Ask students to work in pairs make two new - Make two new sentences with the
sentences with the words in brackets words in brackets
- Play the dish, ask students to listen and check. - Listen and check
- Ask students to work in pairs and make up a - Work in pairs and make up a
conversation conversation
- Ask students to present their conversation to another - Present their conversation to
pair. another pair.
VI. Global 45’
English 6’
1. Warm up - Ask students some questions to lead them to the topic - Listen and answer the questions.
of the reading text
+ Do you like watching films?
+ Have you ever felt annoyed with advertisements in
the middle of the film?
+ Do you pay attention to the clothes, watches, rings,
mobile phones used by the film stars?
- Ask students to look at the definition of a brand, and - Look at the definition of a brand,
ask them to think of two brands for drink, perfume, and ask them to think of two brands
watches, cars for drink, perfume, watches, cars
Suggested answers:
+ perfume: Estee Lauder, Channel

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+ watches: Rolex, Citizen 18’

+ cars: Toyota, Camry
2. Reading
- Ask students to read the text and match the phrases - Read the text and match the
and definition phrases and definition
- Check the answers - Correct the answer
1- b 2-c 3-a
- Ask students to read the text again and do exercise 2 - Read the text again and do
exercise 2 9’
1 -b 2-a 3-c 4-a 5-c
3. Language
focus - Ask students to work in pairs, look at the word in the - Work in pairs, look at the word in
box to find which words are connected to advertising the box to find which words are
(A), which words are connected to cinema (C) connected to advertising (A), which
words are connected to cinema (C)
+ film C + advertising A
+ commercial A + movie-goer C 12’
+ main film C + ads A
+ props A + brand A
+ star C + product A
+ logo A + background C
4. Speaking
- Ask students to work in groups to discuss the - Work in groups to discuss the
questions. questions.
+ Have you ever noticed in-film-advertising? Can you

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think of an example?
+ Do you think in-film-advertising is a bad thing?
+ What type of products do you see in advertisements
at the cinema in your country?
- Check the answers as the whole class - Give the answers
VII. Writing a 60’

speech - Ask students to read the Giovanna’s speech and find - Read the Giovanna’s speech and 15’
who the visitor is, why she is important, give meaning find who the visitor is, why she is
of some new words. important.
+ neurology: thần kinh học
+ nerve cell: tế bào thần kinh
+ contribute: đóng góp
+ sclerosis: sự xơ cứng
1. She is Rita Levi Montalcini.
2. Because she is one of the most famous scientists in
the world and she is also the oldest living person to
have a Nobel Prize.
- Ask student to work in pairs to complete the table - Work in pairs to complete the table
with facts about Rita’s life. with facts about Rita’s life.
- Check the answers (Slide 31) - Give and correct the answers
1. Profession: a scientist
2. Background and education:
+ studied medicine at the Turin Medical school
+ specialised in neurology
3. Prizes: Nobel Prize for Medicine, many other

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prizes
4. Work and achievements:
+ teaching in a number of universities in the world.
+ making many important discoveries about nerve
cell in the brain
+ contributing to the treatment of several diseases
1. Writing skills - Ask students to work in pairs to divide Giovanna’s - Work in pairs to divide Giovanna’s 9’
speech into 4 paragraphs with the heading. speech into 4 paragraphs with the
heading
- Check the answers as the whole class. - Give and correct the answers
a. why the person is important: Ladies….. Nobel
Prize.
b. life and background: Her name…..neurology.
c. achievements: In 1986…..and cancer.
d. welcome: the rest
2. Language 9’
focus - Ask students to complete the sentences from the text. - Complete the sentences from the
text
- Check the answers
- Give and correct the answers
1. She is one of the most famous scientists in the
world.
2. She is also the oldest living person to have a
Nobel Prize.
- Ask students to work in pairs to complete the
sentences with words and phrases in the box. - Work in pairs to complete the

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sentences with words and phrases in

- Check the answers as the whole class the box.
1. environmentalists/ to win - Give and correct the answers
2. explorers/ to reach
3. politicians/ to become
4. athletes/ to run
3. Preparing to 6’
write - Ask students to work in pairs to make notes about an
important person in Vietnam or another country using - Work in pairs to make notes about
the paragraph headings in the Writing skills an important person in Vietnam or
another country using the paragraph
headings in the Writing skills.
4. Writing 21’
- Ask students to work in pairs to write a speech to - Work in pairs to write a speech to
introduce the person to school. introduce the person to school.
- Ask students to work in groups , exchange their - Work in groups , exchange their
speech with each other speech with each other
- Ask some students to read their speech to other people - Read their speech to other people
in the class in the class
VIII. Global 60’
review
1. Grammar - Ask students to work in pairs to correct the mistakes - Work in pairs to correct the 24’
mistakes.
1. Have you ever gone to China?
2. Mount Everest is the highest mountain in the
world.

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3. Can I see that jumper, please?

Which one?
4. I haven’t flown in an aeroplane.
5. These are the most expensive trousers in the
world.
6. Which shoes do you want to try on?
The black ones, please.
7. Have you got a car?
8. Have you ever taken photos in a zoo?
9. Which is your house?
It’s that one next to the supermarket.
10. I haven’t got a dress for the weeding.
- Ask students to write what Angela and Frank have - Write what Angela and Frank have
and have not done, go round and help students. and have not done
( Handout 20)
1. Angela and Frank have both been to the USA.
2. Angela has eaten Thai food but Frank hasn’t.
3. Frank has ridden a motorbike but Angela hasn’t.
4. Frank has spoken in public but Angela hasn’t.
5. Angela and frank have seen the Queen.
6. Frank has broken an arm but Angela hasn’t.
7. Angela has read War and Peace but Frank hasn’t.
8. Angela and Frank have studied French.
- Ask students to work in pairs to complete the postcard - Work in pairs to complete the
using the present perfect.( Handout 21) postcard using the present perfect

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1. have been 2. have walked

3. haven’t stayed 4. have slept
5. have saved 6. have bought
7. have been 8. have not enjoyed
2.Vocabulary - Ask students to work in pairs to match words 1-6 to 8’

words a-f - Work in pairs to match words 1-6
- Check the answers to words a-f
1-f 2-c 3-e 4-a 5-d 6-b - Correct the answers
sentences - Work in pairs to complete the
- Check the answers sentences
1. start 2. leave 3. graduate 4. start 5. Retire - Give and correct the answers
3. Speaking and - Ask student s to work in pairs, sit back-to-back with 12’
writing another pair and try to describe the other pair’s
appearance ((hair, eyes, clothes), then turn round and - Work in pairs, sit back-to-back
check with another pair and try to describe
the other pair’s appearance ((hair,
- Ask students to write 4 sentences about their eyes, clothes), then turn round and
experiences using the present perfect. One must be check.
false. Work in small groups. Take it in turn to read out - Write 4 sentences about their
their sentences and try to guess which one is false. experiences using the present
perfect. One must be false. Work in
small groups. Take it in turn to read
- Ask students to read the note out their sentences and try to guess
- Ask students to do exercise 1 which one is false.

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4. Dictionary - Check the answers 16’

skills - Ask students to read the note - Read the note
- Ask students to work in pairs to write C,U or C/U - Do exercise 1
next to the words - Give the answers
- Check and correct the answers - Read the note
art: U information: U nature : U painting: C/U - Work in pairs to write C,U or C/U
project: C species: C next to the words
- Ask students to read the note - Give and correct the answers
- Ask students to work in pairs to write the past
participles of the verbs.
- Check the answers - Read the note
Swim-swum break- broken - Work in pairs to write the past
Drink-drunk eat- eaten participles of the verbs
Fall- fallen make- made - Give and correct the answers
Sleep- slept

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UNIT 10
(15 periods)

1-AIMS:
- Introduce the form and usages of the –ing form, going to, the -less and -ful suffixes.
- Introduce the usage of the present perfect and past simple; fun and funny.
- Provide students with vocabulary related to free time activities, places in a city, sports, and playing games.
2- OBJECTIVES:
- Understand and use the form and usages of the –ing form, going to, the -less and -ful suffixes.
- Understand and use the usages of the present perfect and past simple; fun and funny.
- Enrich their vocabulary related to free time activities, places in a city, sports, and playing games
II-WORKING METHOD:

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- Individual work
- Pair work
- Whole class
- Work group
III-TEACHING AIDS:
- Student’s book
- Pictures
- Work book
- Dish and cassette
- Power point

1. Part 1 105’
1.Warm up - Teacher ask Sts some questions: - Answer the questions 5’
Do you play cards in your free time?
Do you read novels or newspapers in your free time?
Do you play puzzle games in your free time?
What do you do in your free time?
2. Vocabulary and -Teacher shows slide 1. 15’

Speaking Ask students if the know the things in the pictures. - Listen.
1. cards. 2. video game 3. puzzles 4.
comics
5. domino 6. newspapers 7. MP3 players

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8. Sudoku 9. board game 10 Manga
-Teacher asks St to do Exercise1 - Give their opinions.

You imagine you are going on a long trip. For
example, you are going from HN to Thanh Hoa,
Thai Binh or Vinh. It takes you about 4, 5 0r 6
hours. You can take two things with you to pass the
time. Which are the two things? Please, choose the
two things you would take with you.
-Ask St to complete the phrases with a word. - Work on their own to complete the
- Make sure that the St understand all the words in sentences.
this exercise.
+ comics: The books that have stories with
pictures. ( truyện tranh).
- Check the answers. (Slide 2) - Check the answers with the
1. You can do puzzles/ sports/ nothing. teacher.
2. You can read books/ comics/ newspapers.
3. You can play video games/ board games/ cards.
- Ask the St to rewrite the sentences in exercise 3 and - Work on their own to complete the
complete them with phrases from exercise 2. sentences.
- Ask the St to work in pair. They tell each other about - Work in pairs
their free time activities. - Give their sentences.
- Do some feedbacks on this as a whole class.

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3. Reading
- Ask Sts to read the text and match each one to the - Work on their own to read and 25’
picture. match the pictures.
- Give the keys. - Check the answers with the
1c 2 a 3b teacher.
- Play the dish and ask students to listen to it. - Listen to the tape.
- Write and explain some new words on the board. - Listen and repeat the new words.
recent (adj): gần đây
series ( n): loạt, dãy chuỗi
- Ask the St to read the text again more carefully and - Work on their own to answer the
choose the correct answer to each of the questions. questions.
- Do the first as an example. - Check the answers with the
- Check the answers. teacher. ’
1b 2a 3b 4b 5b
- Call some St to read the text to correct the - Read the text
pronunciation.
- Answer the questions.
- Ask the St some questions.
+ Do you like reading comics?
+ When do you read comics?
+ Have you ever read Manga?
+ Have you ever played Soduko?
+ Do you like playing video games?
4. Further - Ask the St to find examples of grammar and - Give examples 15’
Practice vocabulary they have seen so far in Global

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Elementary.
+ Find examples of the past tense of the irregular
verbs: began, was
+ Find examples of a modal verbs: can
+ Find examples of a comparative: younger
+ Find examples of present tense third person
singular: says
+ Find examples of a kind of book: comic
+ Find the opposites of the following words:
boring - interesting
old - young
nowhere - everywhere
slower - faster
Extend your vocabulary
- Tell the St to read the information in the box. - Read the information
We use Fun when we have a good time or we enjoy
ourselves.
We use Funny if something makes us laugh
If it’s difficult for St to understand, T can translate - Listen and take notes.
these or explain them.
fun: (n): sự vui đùa, sự vui thích, trò vui.
Sometime it’s an adjective.
fun (adj): ngộ nghĩnh.
Funny(adj): buồn cười, khôi hài
Sometime it’s a noun.
Funny(n): Lời nói buồn cười, câu chuyện khôi hà.

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- Ask Sts to do the exercise, choosing the correct - Do the exercise.

words.
- Go through the answers and ask why they used that - Check the answers.
word.
Show slide 3
1. My brother’s always telling jocks. He is very
fun/funny. (he makes me laugh)
2. That party last week was a lot of fun/ funny
(people had a good time)
3. How was your holiday? Did you have fun/ funny
(a good time)
4. Did you see that new comedy programme on TV
last night? I didn’t think it was very fun/ funny (it
makes me laugh)
5. We did a new activity in English class today. It
was good fun/ funny. (the students enjoyed the
activity)
5. Grammar
- Write the following sentences on the board . - Look at the board, listen and 25’
1. Do Sudoku is a popular activity. choose the right sentences.
2. Doing Sudoku is a popular activity
3. Many people love read Manga
4. Many people love reading Manga
- Ask St to choose which ones sound right. - Give the answers
- Go through the answers.
( the second and the fourth ones are right)
- Delete the wrong sentences.

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- Ask ST to read the explanation in the grammar box.

Show slide (4)
•Use the - ing form of the verb to describe an
activity.
•Use the - ing form as a subject at the start of a
sentence or after verbs: like, love, hate, etc.
- Ask St to make sentences with the prompts. - Work on their own to make the
When they finish ask them to read the sentences sentences.
through again and mark with a tick which ones they
agree with.
- Check the answers. ( slide 5)
1. Doing Sudoku is very difficult
2. Playing video games is for young people.
3. Doing puzzles helps you stay young.
4. Reading comics is boring.
5. Having fun is the most important thing in life.
- Call some St to read the sentences that they agree
with.
- Call some St to read the sentences that they don’t - Give their opinions
agree with.
- Write on the board three sentences using the free - Listen and guess the false
time activities from vocabulary exercise 2 with love, sentence.
like, don’t mind, don’t like, hate.
Make two of them true and one false.

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Ask ST to guess the false sentence.

- Then ask them to write three sentences about - Write three sentences.
themselves, one of them is false.
6. Further - Ask ST to work in pair to do exercise 3 - Work in pair to do exercise 3 20’

practice
Hand out 1
- Ask students to complete the conversation with the - Complete the conversation.
correct -ing forms in the box.
- Check the answers. ( slide 6) - Correct the answers
A: What do you like doing in your free time?
B: I like reading newspapers and magazines on the
internet, and I love talking to friends on the
internet, too. Doing nothing is another one of my
favourite activities.
A: I don’t like using the internet at home. I use it
all day at work so I hate turning on my computer
in the house. Meeting friends is probably my
favourite activity. We play games – cards, board
games. We all try to win, but winning isn’t
important. We only play for fun.
B: I don’t mind playing board games.
A: Really? Do you want to play Monopoly?
B: OK.
Activity
- Divide the class into 2 groups. - Take turn to say.

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One group makes sentences using the –ing form to

describe an activity or after verbs: like, love, hate, etc.
and the other makes sentences using the –ing form as
a subject at the start of a sentence.
Each group gives their sentences. Which one with the
last sentence will win.
II. Part 2 Warm up 110

- Write the names of some cities or countries on the - Listen . 5’
board.
+ Paris, France; New York, USA; London,
England; Toronto, Canada; Valleta, Malta.
Ask St to imagine they have an opportunity to visit
on of these cities, which city they choose. - Give their opinions.
Call some St to give their opinions
If anyone asks about Valleta. Ask St to look at the
picture, read about Mallta then listen to it.
1. Reading and - Clarify the meaning of any unknown words. - Look at the map and answer the 15’
speaking Eg. + Pharmaceuticals (drug and medicine) questions.
+ island: đảo
- Tell St to find the answers to the questions.
1. In Southern Europe, in the Mediterranean.
2. Maltese and English.
3. 403,000.

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4. rainy in winter, hot in summer.
- Ask students to work in pair to ask and answer more - Work in pair.
questions.
- Encourage them to make sentences with the –ing - Make sentences with the –ing
form (eg. Going to the beach is a popular activity) form (eg. Going to the beach is a
popular activity)
2. Vocabulary - Tell St to look at the pictures and match each one to 15’
a word in the box.
- Check the answers (Slide 8) - Look at the pictures and match
a. museum b. castle c. restaurant each one to a word in the box.
d. monument e. beach f. church - Answer the queations.
- Drill the pronunciation.
-Tell St to look at the exercise 2. - Listen and take note.

- Read the definitions of some places in a city.
- Tell them to work in pair make similar definitions
for the other city places. Encourage them to use the
same structure: You can . . . . . . . . . . .. . here. - Work in pair to make the
- Call some St to give their definitions definitions of the places
Possible answers
A hotel: You can stay/ sleep here. - Give their definitions
An airport: You can get on a plane/ you can go
aboard here.
A sports stadium: You can see a football match/ you
can see sports event here.

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An art gallery: You can see art here/ you can see
paintings here
- Tell St they are going to listen to different speakers

to talk about why they are going to visit Malta. Ask St
3. Listening to read the exercise. - Listen to the teacher. 20’
- Tell St to listen to the tape and circle the best
summary.
- Give meaning of some new words: - Listen to the tape and circle the
+ scuba diving: best summary
+ ancient: - Check the answers.
+ architecture:
- Play the tape 2 0r 3 times. Pause after each speaker.
Speaker1: cultural visit
Speaker2: business
Speaker3: activities for children
Speaker4: water sports
Speaker5: getting married in Malta.
Speaker6: making a TV show
Speaker7: learning English
- Tell St to listen again and make notes about what

each speaker says.
- Play the tape 3 times but pause after each speaker to - Listen and take notes.
allow students the time to write down words or
phrases.

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- Stress that St don’t need to write down every word,

just the key words or phrases they heard that helped
them to understand.
- Ask St to compare their notes in pair.
- Call some St to answer the question: What are the
speakers’ plans? - Compare their notes in pair
- Write some students’ answers on the board.
Eg: +He’s going to visit the old bits of Malta.
+ They are going to have a conference.
+ They aren’t going to want to see the cultural
things.
- Ask St to look at the pictures again and say which

things they would visit if they were going to Malta.
- Call some St to give their opinions. - Say which things they would visit
if they were going to Malta.
- Ask and write the question on the board to use as - Give the answers.
examples
4. Grammar + Are you going to visit your friend tomorrow? - Listen and take notes. 20’
+ She is going to visit her friend tomorrow.
+ I’m not going to meet my friend tomorrow
- Ask St to look at the sentences on the board and
clarify the uses and form of going to future.
+ Use be + going to + infinitive to describe - Take note.
personal plans and intentions for the future.
- Write the form on the board.:
Affirmative: S + am/ is/ are + going to +

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infinitive.
Negative: S + am/ is/ are + not + going to +
infinitive.
Question: Am/ is/ are + going to + infinitive?
- Ask students some questions:
Eg: + What are you going to do this weekend?
+ What are you going to do after the lesson? - Answer the questions
+ When are you going to get married?
+ Where are you going to work after this course?
- Ask students to say their future plans.
Note: - Say their future plans

+ With the verb go we usually say be + going to.
(Present continuous expresses future time)
Eg. She’s going to Holland to see the tulips.
I’m going to the cinema to night.
- Ask St to complete the sentences from listening

exercise 1 with the going to form of the verbs in
brackets. - Complete the sentences
- Play the tape. Ask St to listen and check their
answers.
(slide 10) - Listen and check.
1. We’re going to visit the water park.
2. We’re going to swim in them.
3. We’re going to get married there.
4. We’re going to have a big party at a restaurant.

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5. We’re going to film some scenes in Malta.

6. We’re going to learn English there this summer.
- Tell St to read through the sentences in exercise2.

Ask them: Which sentences are true for you?
- Tell St to rewrite the sentences so they are all true - Rewrite the sentences so they are
for them. all true for them.
- Call some St to give their sentences.
- Ask St to work in pair to do exercise 3.

- Do an example first with a stronger student.
5. Further - Call some couples to have conversation. - Work in pairs. 15’
Practice
- Ask St to decide if the sentences are correct or
incorrect. Then correct the false sentences.
- Check the answers (Slide 11 ) - Work in individual to do exercise 3
1. on page 150.
She’s going to go shopping. - Check their answers.
She’s going shopping.
2.
I’m going to study harder next year.
3. 
4.
Are they going to listen to the concert?
5. 
6.
He isn’t going to phone us.
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- Ask St to imagine they are going on a business trip

tonight and write sentences about their plans using the
prompts. - Write sentences about their plans
- Call St to say their plans. using the prompts.
-Ask students to write the questions for these - Say their plans.
sentences.
- Call a student to write the questions on the board. - Work in individual to write the
- Check the answers. questions for these sentences.
2. What are you going to see? - Give the answers.
3. What are you going to cook? - Correct the answers.
4. What is she going to study?
5. When are they going to get married?
6. Is she going to fly?
7. Are you going to have a party?
8. Is it going to rain?
- Ask St to work in group and divide the class into 5

groups.
6. Speaking - Explain the situation to the St. Tell each group to - Work in group 20’
plan a weekend for one of the groups of visitors and
prepare a list of the things for them to do. They can
use the information given in exercise2.
- Tell each group takes a turn to tell the class their
planned weekend for their group of visitors and

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explain it. - Each group takes a turn to tell the

- Write some examples on the board. class their planned weekend for
Eg. + They’re going to stay in the Hanoi Daewoo their group of visitors and explain it.
Hotel because they have a lot of money. - Take note.
+ They are going to visit Thu Le zoo because
their children like animals.
- Listen and help them to correct the mistakes.
Hand out 3
- Correct the answers.
-Ask students to read sentences about the past. Make
negative sentences about future.
- Read sentences about the past and
- Check the answers. make negative sentences about
2. She isn’t going to swim to day. future.
3. They aren’t going to catch the bus this week. - Correct the answers.
4. It isn’t going to snow next Christmas.
5. I’m not going to have a big breakfast tomorrow.
6. We aren’t going to Spain this year.
7. My aunt isn’t going to give me a hat for
Christmas this year.
8. I’m not going to wear my blue coat today.
-Ask students to work in pair to find out the mistakes

and correct them.
- Check the answers. - Work in pair to find out the
1. It is going to rain. mistakes and correct them.

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2. Are you going to wash your hair this evening? - Correct the answers.
3. She’s going to have a baby.
4. I am going home early this evening.
5. They are going to buy a new car next week.
- Ask St some questions:

Eg: + Do you play football?
III. Part 3 + When do you play football? - Give their answers. 120’
1. Warm up + Do you go swimming in summer?
+ How often do you go swimming? 5’
- Write 2 sentences on the board:
Eg: He/ she plays football in his/ her free time.
He/ she goes swimming once a week. - Look at 2 sentences on the board.
- Ask St to look at the board and explain that some

sports take play and some sports take go as verbs.
2. Vocabulary - Ask St to complete the verb phrases in exercise1. - Listen to the teacher. 15’
Check the answers (Slide 12 )
play basketball go swimming - Match the verb phrases in exercise
play football go skiing 1 to the pictures.
play volleyball go cycling
play golf go running
play tennis
- Ask St to match the verb phrases in exercise 1 to the

pictures.
- Play the tape. Tell St to listen to it and check their - Match the verb phrases in exercise

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answers. 1 to the pictures.

- Show slide 13 - Listen to the tape.
a. go running e. go skiing
b. play football f. go swimming - Check the answers.
c. play basketball g. go cycling
d. play tennis h. play golf
i. play volleyball.
- Ask St to repeat the verbs.
- Ask St to work in pairs.
- Call some couples to talk. - Listen and repeat.
- Work in pairs.
- Tell as the whole class.
Vocabulary extra
- Divide the class into two groups.
2. Further Copy each of the phrases down on a piece of a paper 10’
Practice Give them the copies. They put the papers face down - Each group takes turn to play.
on the table. Each group member takes a turn to pick
a piece and mime the sport. The others in the group
have to call out what the person is doing.
Eg. +You are playing tennis.
+ He/ she is swimming.
- The group with more right sentences will win.
- Listen.
- Write the words in exercise1 on the board. Give St
the meaning of these words.
3. Reading + annual (adj): hàng năm, xảy ra hàng năm - Listen and take notes. . 25’

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+ homeless (adj): vô gia cư, không nhà cửa.

+ objective (n): mục đích, mục tiêu
+ tournament(n): vòng thi đấu.
- Drill the pronunciation.
- Show slide (14) if the students’ books are not clear. - Listen and repeat
- Ask students to read the information in A ball can
change the world. - Read and listen to the text then
- Play the dish, ask student to read and listen to the find the numbers in the text
text then find the numbers in the text and say what
they mean. - Work on their own to say what the
- Check the answers. (slide 15) numbers mean.
1 - 35: The percentage of players who have found a
job. - Correct the answers
2 - 73: The percentage of players who have
changed their lives for the better.
3 - 144: The number of men and women who
played in the first Homeless world Cup.
4 - 2003: The first Homeless world Cup in
Australia.
5 - 100,000: The number of people who watched
the 2007 tournament.
- Ask St to work in pair to do exercise3. Encourage

them to use the expressions:
Eg: I’m not sure, it depends on . . . . . . - Work in pair.
- Feed back as a whole class.

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- Ask ST to read the text carefully one more time.

Then ask them to close their book and transform the
4. Further following sentences with the words in brackets. - Close their book and transform the 20’
Practice - Show slide(16 ) sentences
+ The Homeless world cup is a football
tournament that happens every year. (annual)
+ One billion homeless people live in our
world today. (There)
+ 39 percent are students again. (back to
school)
+ It’s possible for the event to change the way
we see homeless people. (can)
+ Over 100,000 people watched the 2007
tournament. (more)
Extend your vocabulary: -less and –ful
- Explain the meaning of the suffix.

- Write on the board 2 examples: homeless, colourful.
and explain: - Listen and take notes.
+ -less means without. Eg: homeless. (write on the
board)
+ -ful means with lots of.
- Ask St to read both sentences in the questions
carefully then do the exercise.
- Check the answers as the whole class. (slide.17) - Do the exercise.
1. The injection I had was painless. It didn’t hurt at

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all! - Listen and correct.

2. Be careful! That machine was very expensive.
3. Our new cat is very playful. It loves being with
children.
4. You need to check your homework more. You’ve
made some careless mistakes.
5. Oh what a beautiful dress! Where did you buy
it?
- Ask St some questions using present perfect and

past simple tenses.
5. Grammar Eg: + Have you ever been to Thu le zoo? - Answer the questions. 20’
+ When did you go there?
- Ask St to read the two sentences in the box.
- Write the sentences on the board.
+ 35% have found a job. - Read two sentences in the box.
+ The first Homeless World Cup was in 2003. - Take note.
- Clarify one basic difference between the tenses. In
the first sentence we don’t know when they found a
job. In the second sentence the time is known (2003). - Listen and take notes.
- Ask St:
+ When do we you the present perfect tense?
+ When do we you the past simple tense? - Answer the questions.
Explain: - We use present perfect when we don’t
know or say when the event happened.
- We use past simple when we say when the
event the event happened and with time expression.

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- Ask St to read the text and circle the correct answers

to complete the text.
- Check the answers as the whole class. - Work in individual to choose the
Answers: was, didn’t have, heard, decided, played, correct words.
have happened, has gone, has found, won - Listen and take note.
- Tell St to use the present perfect to make questions

with the words.
- Do the first one with them as an example. - Work in individual to make the
questions..
- Check the answers. - Do the first one with them as an
- Call St to tell the class their questions. example.
1. Have you ever done a sports class? - Take note.
2. Have you ever done any winter sports? - Give the answers.
3. Have you ever seen an important sporting event
live?
4. Have you ever played a team sport?
5. Have you ever been in a sporting competition?
- Tell St to do exercise 5 on page 151
6. Further - Call St to tell the class their sentences. - Work in individual to complete the 25’
practice - Check the answers. sentences.
1. I’ve never seen an opera. - Give their sentences.
2. They came back from their holiday three days - Listen and check.
ago.

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3. He started school when he was five.

4. She has started her own photography business
already.
5. We first had a holiday in Malta last year.
6. I’ve never visited Spain, but I went to Ibiza when
I was a child.
- Ask St to read the letter and choose the correct form

of the verbs
- Check the answers. - Read the letter and choose the
I saw your advertisement for Tour Guides in correct form of the verbs.
yesterday’s newspaper. I am very interested and - Check the answers.
would like to apply. I love travelling and believe I
am perfect for this job. When I was a child, my
family travelled a lot around this country, and at the
time I loved seeing new place. I still enjoy visiting
new countries and I am very interested in culture. I
haven’t visited other countries yet, but I plan to in
the future.
I have had several part- time jobs. I left school
three months ago, after completing my studies, and
I am now looking for work. I would be happy to
come and talk to you.
I enclose my CV and I look forward to hearing
from you.
Aisha Rafig

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Hand out 5
- Ask students to work in pair to choose the correct
verb form.
- Check the answers. (slide 18) - Work in pair to choose the correct
1. Have you ever seen/ Did you ever see a rock verb form.
concert? - Correct the answers.
2. I saw/ have seen the Rolling stones last year.
3. The Stones’ concert has been/ was excellent.
4. I have bought/ bought all their records after the
concert.
5. When did you get/ have you got married to him?
6. We have been/ are together for over ten years,
and we have got/ got married five years ago.
Hand out 6
- Ask students correct the mistakes.
- Check the answers - Work in individual to correct the

1. I saw John yesterday. mistakes
2. Have you ever eaten Chinese food? - Correct the answers.
3. Donna won $5,000 last month.
4. I’ve never drunk champagne.
5. Which countries has she been to?
6. When did she buy her new car?
7. How long has he given up smoking cigarettes?
- Direct St to the words in exercise 1.

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IV. Part 4 - Ask St to read the words quietly to themselves. 100’

1. Pronunciation - Play the recording and pause after each pair. - Read the words in exercise 1 15’
- Ask St to listen and repeat. quietly to themselves.
- Ask St to choose six words and write them in the - Listen and repeat.
box. Exercise 3
- Tell St that they are going to play a game. - Choose six words and write them
- Explain the game: You are going to listen to the in the box
tape. When you hear a word in your box, circle it.
When you have marked all your words, you shout - Listen to the tape and circle the
Bingo! words.
- Ask St to read the questions first and think about

their answers.
2. Speaking and - Ask St to work in pair to ask and answer the - Read the questions first and think 25’
Reading questions. about the answers.
- Feed back on the answers. - Work in pair to ask and answer the
questions.
- Tell St to read the text about Kim’s Game and it’s - Give the answers.
creator Rudyard Kipling.
- Read and listen the text about
- Play the recording for St to listen as they read. Kim’s Game and it’s creator
- Ask St to look at the picture and guess how people Rudyard Kipling
play game. - Listen.
- Guess how people play game.
Reading extra

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- Ask St some questions to test students’

comprehension:
+ Where does the game come from? - Answer the questions.
+ What is the objective of the game?
+ Is the Kim’s Game the oldest game in the
world?
+ Where is Rudyard Kipling from?
+ What did he write?
+ Do you know any of these books?
- Explain that the students are going to hear about

three different games.
3. Listening - Play the tape .Tell St to listen carefully and match - Listen and match the game to the 25’
the game 1-3 to the types of explanation. types of explanation.
- Play it twice. Give meaning of some new words:
+ category: hạng, loại, nhóm
+ cover(v): che, phủ bao trùm
- Check their answer.
+ 1b 2c 3. a
- Divide the class into 3 groups. Each group has to

listen to one and take some notes about its rule.
- Play the tape 2 or 3 tines, pausing between each text - Listen and take notes.
to give students time to write.
- Listen and check.
- Ask St to work in group to explain the rules of the
games using their own words.

GLOBAL ELEMENTARY
- Work in groups and compare their

- Ask each group to choose the person to explain the notes on the game they choose in
game that they have been given. exercise 2.
- Take turn to say. The others listen..
Extra activity
- Write the following word or phrases on the board
and ask St to copy each word or phrase on to a small - Copy each word or phrase on to a
piece of paper or in their note book. small piece of paper or in their note
around twenty objects; a coat; cover and book.
uncover; remember the objects; a famous person;
ask questions; yes or no; twenty questions;
categories; begins with a letter; write words; shout
stop.
- Ask St to listen to the tape, circle the words or

phrases they hear then use them to retell how the - Listen and circle the words or
4. Vocabulary game is played. phrases they hear. 10’
- Play the recording. (only one game).
- Retell the game.
- Ask St to complete the sentences with the words
from the box. Make sure that they understand all the - Work in individual to complete the
words in the box. Help them if it’s necessary. sentences.
- Do the first one with them as an example.
- Check the answers. - Listen and do.
1. lose 4. points - Correct the answers.
2. my 5.wins
3. cheating 6. turn

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- Ask St to listen to the tape and check the answers

- Listen and check the answers.
- Put St into small groups. Tell them to choose one of

the games from the lesion (Kim’s game; Categories or - Play the game
5. Speaking Twenty Questions) or another language learning game 25’
if they know one.
- Explain that they can read the instructions for the
game in the listening audioscripts at the back of their - Read the instructions for the game
book and play the game. (Don’t need to correct in the listening audioscripts at the
mistakes at this stage). back of their book and play the
game.
- Ask St to prepare a small report on the game they
choose, they can use the Useful phrases in the box. - Work on their own to prepare a
- Tell them to report back on the game they played. small report, then report it.
Warm up.
- Show slide (19) if it’s possible.
V. Function - Ask St to look at four pictures. - Look at four pictures and listen. 60’
globally: - Introduce the pictures if it’s necessary. 10’
- Work in pairs, answer the
+ Picture a: The statues of Rapa Nui national park questions.
on Easter Island, a special territory of Chile.
+ Picture b: The Hagia Sophia museum in
Istanbul Turkey.

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+ Picture c: Saint Basil’s cathedral and the .

Kremlin in Moscow, Russia.
+ Picture d: The Pyramids, outside Cairo, Egypt.
- Ask students to work in pairs, answer the questions.
- Call St to answer the questions.
- Encourage St to talk about the most famous sights in
Vietnam.
- Play the dish, ask students to listen and match each

one to a picture. - Listen and match each one to a
1. Listening - Check the answers. picture 15’
+ Conversation 1- d - Correct the answers from the
+ Conversation 2- c teacher.
+ Conversation 2- b
- Play the dish again, ask students to listen and

answer the questions. - Listen and answer the questions.
- Check the answers as the whole class. (slide 20)
+ Conversation 1: Yes, it is. It opens at 8 in the - Correct the answer
morning.
+ Conversation 2: The Kremlin is in Red Square, on
the right of where they are standing. Yes, there are
long queues.
+ Conversation 3: Yes, she has, for business. They
are going to see the sights first.
- Ask St to read and listen to how people make and

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respond to suggestions from the listening. - Read and listen to the tape.
2. Language - Give St some time to understand the form and 20’
focus: making meaning of the phrases.
suggestions
- Ask St to make suggestions with the prompts. Tell
them that they can make suggestions using the forms. - Work in individual to make
+ Let’s + verb. suggestions with the prompts.
+ Why don’t + verb
+ We can + verb.
- Ask St to work in pair, one makes suggestion from

the list above, the other responds. - Work in pairs.
- Call some couples to have conversations.
- Ask St to work in pair and choose one of the tasks to

talk. - Work in pairs.
3. Speaking - Give St time to prepare this activity, circulate and 15’
monitor carefully.
- Ask St to imagine they have an hour to do what they

like, tell them to think of the thing they would like to - Take their turn to make
do next. (eg. Play a game; watch a video; review suggestions and the others make
something for the exam, have a class outside, .. . . .). responds.
Give them some time to think of something.
- Ask them to make their suggestions and make
responds using the language they have studied. They
make responds after each suggestion.

GLOBAL ELEMENTARY
Warm up
- Divide the class into 2 groups. Tell them each group
VI. Global has 3 minutes to make a word chain. The first word - Take turn to play.
English. will be given by the teacher. The winner is the group 45’’
with more words. 8’
- Get Sts to read through the whole text once first

before doing the tasks. - Read through the whole text
1. Reading - Ask students to read the text and match the 20’
sentences to a paragraph. - Read the text and match the
- Check the answers sentences to a paragraph.
1. Writing without a common letter – c - Correct the answer
2. Writing using one letter a lot – d
3. Difficult sentences to pronounce – b
4. Language games for children - a
- Before doing exercise 2, ask students to read the

glossary as it will help them to understand the rest.
- Make sure that Students understand all the words in
the glossary. Help them if it’s necessary.
+ glossary: danh sách các từ khó
+ tongue- twister: cụm từ, câu khó phát âm nhanh,
đúng.
- Ask Students to read the text again and find out if
the sentences true or false. - Read the text again and find out if
- Check the answers as the whole class. the sentences true or false.

GLOBAL ELEMENTARY
1. Language games are too difficult for children - F - Correct the answer
2. You can play with different parts of language.- T
3. A tongue- twister is easy to say quickly. – F
4. The novel Gadsby uses all the letters of the
alphabet.- F
5. The letter e is in many common words in
English.- T
6. Another idea in the article is to start each word in
a story with the same vowel.- F
- Ask students to put the words in the box into the

table of word families. - Work in individual to put the
2. Language focus. words in the box into the table of 7’
- Check the answers as the whole class. word families.
People: children, gentlemen - Correct the answer
Language: grammar, vocabulary, pronunciation
Spelling: word, letter, vowel
Writing: story, novel, play
- Ask students to work in groups to discuss the

questions. - Work in groups to discuss the
3. Speaking + What language games are popular in Vietnam? questions. 10’
+ What game do children play when they are bored in
the car?
- Ask students to teach their partners a tongue- twister
in English. - Give the answers

GLOBAL ELEMENTARY
- Ask students to read Silma’s email to a friend and

answer the questions. - Read Silma’s email to a friend and
VII. Writing an - Call Students to answer the questions. answer the questions. 70’
email to a friend + What is Silma’s job? - Listen and correct the answers. 15’
1. Reading It’ a voluntary job in a small private company.
+ Does she like it?
She is happy because the administrator is friendly
and helps her with her English.
She isn’t happy because the job is not paid.
- Call Students to answer the questions.
-Give the questions.
- Ask students to read Silma’s email to a friend again
and answer the questions. - Read Silma’s email to a friend
again and answer the questions.
1. What is Silma doing at the moment? - Answer the questions.
She is doing a voluntary job. She is helping the
administrator.
2. What has she done?
She has attended two training courses. She has
applied for another job.
3. What is she going to do soon?
She is going to attend another training course.
She is going to have another interview next week.
4. What did she do in December?
She went home to visit her family. She spent

GLOBAL ELEMENTARY
three weeks there.
- Ask students to look at the second and fourth

paragraphs and find the mistakes. - Look at the second and fourth
2. Writing skills: - Check the answers as the whole class. paragraphs and find the mistakes. 15’
check your work. + 5 spelling mistakes: - Correct the answers
quiet(quite); privat(private); freindly(friendly);
realy(really); everone(everyone)
+ grammar mistakes:
I helping (I’m helping)
She really (she’s really)
help me (helps me)
I have attend (I have attended)
two training course (two training courses)
I went home for visit (I went home to visit)
I spend three weeks (I spent three weeks)
+ punctuation mistakes:
at the moment,( at the moment.)
Im going (I’m going)
to attend another soon: (to attend another soon.)
+ capital letters:
english (English), december (December), it was (It
was).
- Ask students to work in pairs and talk about their

writing. - Work in pairs
- Get feedback.

GLOBAL ELEMENTARY
- Give their opinion
- Ask students complete the sentences from the email.

- Work in individual to complete the
3. Language - Let Students check their answers in pairs or small sentences. 15’
focus: hopes. groups, then correct in open class. - Check the answers in pairs or
- Check the answers: (Slide 21) . small groups
1. I hope you had a good holiday last summer. - Correct the answers.
2. I really hope I can find a job soon.
3. I hope you and your family are well.
- Call students to answer the questions:

1. Does the first sentence express hopes for the - Answer the questions.
past, present or future? 1. It expresses hopes for the past
2. Does the second sentence express hopes for 2. It expresses hopes for the future.
the past, present or future? 3. It expresses hopes for the present.
3. Does the third sentence express hopes for the
past, present or future? (present)
- Ask students to work in pair to complete the

sentences with an appropriate verb. - Work in pair to complete the
- Check the answers as the whole class. sentences with an appropriate verb.
- Correct the answers.
Possible answers:
1. I hope the party was fun last Friday.
2. I hope you win/ enjoy the match tomorrow.
3. I really hope you are enjoying/ like your new job

GLOBAL ELEMENTARY
at the moment.
4. I’m sorry your father has been ill. I hope he gets/
fells/ is better soon.
5. I hope you weren’t angry with me last night.
6. I’m glad you are having English lessons now. I
hope your English is improving/ getting better.
- Ask students to make notes for an email to a friend.

- Work in individual to make notes
4. Preparing to for an email to a friend 10’
write. - Ask students to work in groups.
- Go round and give them a help whenever they need. - Work in groups to share the idea.
- Ask students to write an email, check their writing

then work in pair to exchange their email with their - Work in individual to write an
5. Writing. partner. email. 15’
- Correct some of their email as examples.
- Work in pairs.

conversation with the correct form of the verbs in - Listen and check.
VIII. Global brackets. 45’
review. - Demonstrate the activities by doing the first one 10’
1. Grammar with the whole class. - Work in pairs to complete the
conversation with the correct form
- Encourage students to look back through the unit to of the verbs in brackets.
help. - Give and correct the answers

GLOBAL ELEMENTARY
- Check the answers. (slide22)

A. Are you going anywhere special on holiday?
B. Yes, I am staying with my brother in Paris. He is
taking me to his favourite restaurants, and we are
visiting some art galleries because we both like
looking at paintings. Have you been to France?
A. Yes, I went there five years ago on holiday, But I
haven’t been to Paris. I really want to go back to
France – speaking French is good fun and I love
eating French food.
- Ask students to work in pairs to match words in the

box to the verbs. - Work in pairs to match words in
2. Vocabulary - Check the answers as the whole class. the box to the verbs. 7’
play: cards, golf - Correct the answers
do: puzzles, sports
read: newspapers, comics
go: swimming, running.
have: fun, a party.
- Ask students to complete the sentences.

- Check the answers. (slide23 ) - Complete the sentences.
1. Manga is a kind of comics. - Correct the answers
2. The opposite of win is lose.
3. It’s easy to play Kim’s Game.
4. If you are the next person to play a board game,
it’s your turn.

GLOBAL ELEMENTARY
- Ask students to read and understand the instructions.

- Ask students to choose the topic and talk about the - Work in groups.
3. Speaking topic for one minute. 10’
- Make notes of any incorrect use of language and
correct them when students finish their task. - Take turn to talk about the topic
for one minute.
Using graded readers

- Ask students to answer the questions. Then work in
4. Study skills. pair to compare their answers. - Answer the questions. Then work
- Ask students to read the information about the in pair to compare their answers.
Graded Readers. Then ask them to check the - Read the information about the 18’
meanings of the different kinds of book. Graded Readers. Then ask them to
+ adventure: phiêu lưu check the meanings of the different
+ detective stories: truyện trinh thám kinds of book.
+ ghost stories: truyện ma
+ human interest: sự quan tâm của loài người
+ romance: lãng mạn
+ science fiction: khoa học viễn tưởng
+ short stories: truyện ngắn
+ thrillers: truyện li kì, rung rợn
+ travel: du lịch
- Ask students to read the extracts from the two

readers and identify what kind of books they are. - Read the extracts from the two
readers and identify what kind of

GLOBAL ELEMENTARY
- Check the answers. books they are.

- Ask which one they prefer. - Correct the answers
- Answer the question.
- Ask students to look at the titles of the books and
speculate what kind of books they are. - Look at the titles of the books and
speculate what kind of books they
- Check the answers. are.
+ Casino Royale: thriller - Correct the answers
+ Robot: science fiction
+ Robison Crusoe: adventure
+ Romeo and Juliet: romance
- Ask some questions:
Eg: - Answer the questions
+ Would you like to read any of them?
+ Have you ever read any of them?
+ What was its name?
+ When did you read it?
+ What was it about?

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GLOBAL ELEMENTARY

National College for Education

HANOI, 10/ 2014

LESSON PLAN Page 1

I- LANGUAGE AIMS AND OBJECTIVES:

LESSON PLAN Page 2

Remember some international words

Procedures Teacher’s activities Students’ activities Time

LESSON PLAN Page 4

3. Vocabulary - Ask Students to do exercise 1 on page 7. (show slide - Do the exercise

Arm Book Cat, computers

LESSON PLAN Page 5

Duck Emperor Farm

- Introduce the rules of using indefinite article a/an.

LESSON PLAN Page 6

- Ask Ss to give answer - Do the exercises.

LESSON PLAN Page 7

- Give students the alphabet

II. Part 2 90’

- Ask Students to work in pairs and practice saying

- Teacher introduces the contraction forms of am, are

LESSON PLAN Page 9

A: it isn’t my car. My car license plate is 259 HFY

- Ask Ss to work in pairs, choose one of the given

LESSON PLAN Page 10

- Do exercise 4 and listen to the tape to

2. Reading - Read, listen and do as required by the 20’

LESSON PLAN Page 12

Listening and Speaking

LESSON PLAN Page 13

than the US. (T)

LESSON PLAN Page 14

LESSON PLAN Page 15

Telephone: 00 44 1845 705 881

4. Grammar - Introduce the form and usage of possessive - Listen to T 20’

LESSON PLAN Page 16

B: My name’s Antonia. Your teacher is Don Miller.

LESSON PLAN Page 17

well as to find out which conversations are formal

LESSON PLAN Page 18

1. Pleased to meet you

VI. Global voices 70’

LESSON PLAN Page 19

5. Switzerland, from 10. China

- Ask student to make sentences about themselves in

- Teacher gives students cards for students, then ask

LESSON PLAN Page 21

LESSON PLAN Page 22

LESSON PLAN Page 23

4. Preparing to - Give some examples of personal questions: - Listen to T 15’

LESSON PLAN Page 24

LESSON PLAN Page 25

2. Vocabulary - Ask Ss to do exercise 1 on page 17 - Do exercise 1 on page 17 20’

LESSON PLAN Page 26

3. eleven + thirty-seven = forty-eight

LESSON PLAN Page 27

LESSON PLAN Page 28

LESSON PLAN Page 29