LESSON PLAN

MODULE 9: BUYING AND SELLINGLanguage focus 1 – Comparative Adjective/ Practice/Adjective Vocabulary/pg

78 – 79K16E23, Term II/ 2010 – 2011

Goals Upon completing the lesson, students will:1. Understand the types of comparative adjectives; and its irregular form2. Know how to compare things using comparative adjectives structure3. Know vocabulary related to clothes and shopping.

Materials/ Supplies

Textbook: New Cutting Edge Elementary Delivery material: projector, white-board;

Procedure20’ I/ COMPARATIVE ADJECTIVE:

Warm-up: Teacher gives examples about cars then asks students to identify the

adjectives and its opposites (1.a; 1.b/ pg 78, student book) Teacher gives students a picture and explains Julian’s situation asks

them to talk about Julian’s demand. (2; 3/pg 78, student book). Gives students a small exercise of Julian’s situation leading them to

recognize the structure of comparative form. 35’ Presentation

Form: comparative adjective1. Short Adj. (1-syllable; 2-syllable ending Y,consonant –vowel -

consonant): small, old, tall, busy, lazy etc.

Adj. comparative E.g.OldSmall

Old + erSmall + er

Older, smaller, newer, cheaper

Big Big + g + er Bigger, hotter, fatter, thinner

UglyPrettylucky

Ugl + i + erPrett + i + erLuck + i + er

Uglier, prettier, luckier, friendlier

S1 + to be + one syllable adj + er + than S2 S1 + to be + one syllable adj. + (double final consonant) +

er + than S2 (consonant – vowel + consonant)S1 + to be + two syllable adj. ending in Y + (reject Y) + ier + than S2

2. Long adj. (two syllable): expensive, attractive, important, etc.Adj. comparative E.g.

expensive More + Expensive More comfortable, more difficult, more interesting, more intelligent

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

3. Irregular adjective and Exception :Adj E.g.:

Irregular Bad, little, far

Bad – worse, little – less; far - further

ExceptionNarrowCleverSimple

Narrow + er = NarrowerClever +er = ClevererSimpleàSimpl +er =

Simpler

45’ II/ PRACTICE:1/Correct sentences

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

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

2/Exercise 1: pg 791. Correct sentences (1/ pg 79, student book): 10’2. Work in pair using the comparative form to compare the products

(2a; 2b/pg 78, student book): 10’3/Exercise 2 (follow-up: strong elementary level): 20’

Work in pairs to talk about another topics: Laptop and PCs, different TV channels (VN Ido and potential music star); two famous actors; etc.

20’ Pronunciation: stress/ weak syllable Listen to the recording and identify the stress/weak syllable (T9.1 ;

T9.2/ pg79 - Rec. 41; 42/ disk two) Help Ss practice the pronunciation

15’ Break20’ Additional Practice: pg 52, Workbook (optional)

1. Adjectives opposite, pg 522. Comparative adjectives, pg 52

35’ II/ VOCABULARY: SHOP & SHOPPING Activity 1:Matching the pictures to the shop (1/pg 82, student book): 10’

1. A bakery (cake, bread…) - A2. A butcher’s (cheese, sausage, all kind of meat…) - B3. A clothes shop (pants, skirt, dress, pull, pull-over, shirt…) - D4. A dry-cleaner’s - C5. A gift shop (present, gift, souvenir…) - E6. A hairdresser’s (hair cut, nail repaired, hair washed…) - F7. A local shop (food, drink, newspaper, magazines…) - G8. A pharmacy (medicine, toothpaste…) - H

9. A post office (sending letter, buying stamp, making phone call, posting parcel…) – I

Activity 2 : Checking meaning: T asks Ss the meaning of the bold word in sentences giving then asks them write the answers to the questions (2/pg 82, student book): 10’

a- A dry-cleanerb- A hairdresser’c- Bakeryd- A clothes shope- A gift shopf- A Post officeg- A butcher’sh- A local shopi- A pharmacy

Acitivity 3: (15’)T makes a shopping list and asks students where to buy those things. Shopping list: Thing to buy: A news paper, meat, bread and cakes, jeans; Thing to do: wash dress, get hair-cut.Question for asking: I need a news paper. Where can I buy it?--> a local shop I also need to wash my dress to go to my friend’s birthday. Where

should I go?Answers:

a. Local shopb. B……………….. ..(butcher’s)c. B…………………. (bakery )d. C………………… (clothes shop)e. D…………………. (dry-cleaner)f. H………………….. (hair dresser’s)

5’ Homework: Learn by heart form of comparative adj./ vocabulary of clothes and

shopping. 1, 2/pg 85 (Ss’ book) Vocabulary: Shops and Shopping, pg 54 (work book):

MODULE 9: BUYING AND SELLINGLanguage focus 2: Superlative Adjective/Practice/Reading “the world’s

famous market”K16E23, Term II/ 2010 – 2011

Goals Upon completing the lesson, students will:1. Understand the types of superlative adjectives; and its irregular

form2. Know how to compare things using superlative adjectives structure

Skills involved: readingMaterials/ Supplies

Textbook: New Cutting Edge Elementary Delivery material: projector, white-board; video clips

ProcedureTime Activity10’ I/SUPERLATIVE ADJECTIVE

Review comparative adjective form (10’) Group: 5-6 Situation: A woman is declaring her losing things to a caption. She

describes its feature to receive them back.(Video: Comparative – Listening-Practice2)

Requirement: Ss listen to a dialogue between a woman and a caption. Write down the comparative adj. while a woman is describing the things she lost.

35’ PresentationForm of superlative adjective + examples (15’)1. Short Adj. (1-syllable adj.; ending Y, consonant +vowel +consonant):

Old, big, ugly

Adj. Superlative E.g.oldSmall

The + old + estThe + small + est

Oldest, smallest, newest, cheapest

Big The + big + g + est

Biggest, hotter, fatter, thinner

UglyPrettylucky

The + ugl + i + estThe + prett + i + estThe + luck + i + est

Ugliest, prettiest, luckiest, friendliest

to be + the + one syllable adj + est to be + the + one syllable adj. + (double final consonant)

+ est (consonant – vowel + consonant)to be + the+ two syllable adj. ending in Y + (reject Y) + iest

2. Long adj .: expensive, comfortableAdj. superlative E.g.

expensive The + most + Expensive

The most expensive, the most comfortable, the most difficult, the most

interesting, the most intelligent

to be + the most + adj.

3. Irregular adj. and exceptionAdj E.g.:

Irregular Bad, good, far

Bad – the worst, good- the best; far –the farthest/ furthest

ExceptionNarrowCleverSimple

Narrow à the narrowest/ the most narrow Simple à the simplest/ the most simple Cleverà the cleverest/ the most clever

4. Comparative Adj. and Superlative Adj.: Adjective Comparatives

(2 things/ persons/ places)

Superlative(>= 3 things/

persons/ places) Fast faster The fastest Big Bigger The Biggest

Easy Easier The Easiest Difficult More difficult The most difficult GoodBad

BetterWorse

The bestThe worst

Examples: The King of Thailand owns the biggest diamond in the world. It

weights 2.6 kg The most expensive car in the world is Farrari. It is also the fastest

car which can drive from 0 –100 km/h in 3.65 seconds Some people think that Chinese is the most difficult language.

20’ II/PRACTICE

Exercise 1: T9.3/ pg 80 – Recording 3: T43/disk two (10’)

Additional activity: T helps student correct their pronunciation while they are responding to the answers in exercise 1.

Exercise 2: 2a, 2b/ pg 147 (10’)30’ III/ READING: THE WORLD’S FAMOUS MARKET

Pre-reading:Activitie1:

Ss, in pairs, take turn to ask and answer 3 questions related to market(10’)

Show videos (with subtitle) about the markets mentioned in the reading material. And briefly introduce the markets in the videos (only where, famous, attract Tourist) (15’)

Ask Ss some information they have just seen in each videos. In the first video clip, teacher answers the following questions as an examples for students. Ss do the rest video clips. (10’)

o What is the name of the markets?o Where is it? (Italy, Mexico, Thailand,…)o Which things do you see there? (food, clothes, vegetable,

flowers,…)25’ Lexicon/ Vocabulary check: show image + explain in English; help

student practice pronunciation (20’)Carpet /ˈkɑːpɪt/: a thick woven material made of wool, etc. for covering floors or stairs

Rug / rʌɡ/: a piece of thick material like a small carpet

that is used for covering or decorating part of a floor

a piece of thick warm material, like a blanket, that is used for wrapping around your legs to keep warm

Toy/ tɔɪ/: 1 an object for children to play withGift/ ɡɪft/: a thing that you give to somebody, especially on a special occasion or to say thank you

Bird/ bɜːd/: a creature that is covered with feathers and has two wings and two legs. Most birds can fly

Herb / hɜːb/: a plant whose leaves, flowers or seeds are used to flavour food, in medicines or for their pleasant smell. Parsley, mint and oregano are all herbsDecoration/ˌdekəˈreɪʃn/: a thing that makes something look more attractive on special occasions

Medicine / ˈmedsn/ : the study and treatment of diseases and injuriesFloating market: a traditional market where people sell and buy things (fruits, clothes, food, etc.) on boats.

15’ Break40’ While reading

Instruction: Examine 5 paragraphes in the reading lesson. Instruct students to comprehend the topic by flowing techniquesParagraph 1: statement of markets/Paragraph 2/Paragraph 3/ Paragraph 4/ Paragraph 5 (20’) Indentify the main idea by using visual image, scanning and Predict text content Guess word meaning via context/ inference cluesActivity 2 (group work): Invite students into groups of 5-6. Assign each

group fills in the blank table to complete information about 5 markets in the reading lesson (10’)Activity 3: after finishing completing the table. One group asks and another answers to check their comprehensive reading ability (10’)

Name Where/

Location

What/Goods When/ time

opened

The Grand Bazaar Istanbul, Turkey Any thing, rug and carpet (popular)

Not mentioned

Sonara Market Mexico, Mexico Toys, birds, herbs and natural medicine

Early morning till late night/

every day Floating Market,

Damnoen Suduak 100km from

Bangkok, Thailand Fresh tropical

fruit, vegetables 6am – midday

Campo de Fiori Rome, Italy Flowers, fruit, vegetables

7am – midday/

every day (except Sunday)

Nurnberg Christmas Market

Nurnberg, German

Toys; hand-made gifts, Xmas

decorations, food & drink

End of Nov till Xmas

20’ Post reading: Activity 2 (individual work): delivery a very simple template to students, instruct Ss how to introduce a market (5’). Ask them to re-write 5 markets they have read (8’) and response in front of the class (7’)Write about a market where you often visit to or a famous market in your local. Using comparative adj. is encouraged

Template:The market is called…..it opens from…to….it sells a lot of…. I often go there because I like……I prefer to go to A market because it is ………than B market/ it is the most…..in my city.

Home work: divide class into groups. Let each group search information about few floating markets in the world then write an essay based on information they got with a template they have learned at the class

MODULE 9: BUYING AND SELLING Real Life :Asking in shops-Task : Choose Souvenirs from your country

MODULE 10: STREET LIFE Language focus 1: Present continuous

K16E23, Term II/ 2010 – 2011Goals Upon completing the lesson, students will:

1. Know new words of shops and shopping2. Talk confidently with people via a role play section and other speaking

practice work related to shopping and souvenir topics3. Understand the rule of present continuous tense

Skills involved: listening, speaking Materials/ Supplies

Textbook: New Cutting Edge Elementary Delivery material: projector, white-board;

ProcedureTime Activity

20’ I/ ASKING IN SHOPSPresentation: T explains in English then asks Ss what does that mean in Vietnamese. Finally, teacher corrects in Vietnamese and help them practice pronunciation (10’) Basement /ˈbeɪsmənt/ (n): the lowest floor of a building, usually below

ground level, usually used for car-park (tâ ng hâ m) Ground floor /ground flɔː(r)/: the floor of a building that is at the same

level as the ground outside. (tâ ng trê t)o Note: First floor (in USA) (tâ ng 1 ơ My )

First floor: the level of a building above the ground level (tâ ng 1)o Note: Second floor (in USA) (tâ ng 2 ơ My )

UK USA2nd floor 3rd floor1st floor 2nd floor

Ground floor 1st floorBasement Basement

Kitchenware /ˈkɪtʃɪnweə(r)/ used in shops/stores to describe objects that

you use in a kitchen, such as pans, bowls, etc. Perfumery /pəˈfjuːməri/: - a place where perfumes are made and/or sold

- the process of making perfume Cosmetic /kɒzˈmetɪk/: a substance that you put on your face or body to

make it more attractive, beautiful Stationery/steɪʃənri/ (Bri.) /ˈsteɪʃəneri/ (Ame.) - materials for writing and

for using in an office, for example paper, pens, envelopes - special paper for writing letters on Jewellery /’dʒuːəlri/: objects such as rings and necklaces that people wear

as decorationActivity 1 : Game to review vocabulary – The Messenger (ngươi đưa tin): (15’)Divide class into groups forming lines. In each line, 1 person stands 1 meter length and faces his/ her face to the others. The final one of the line will be received a message with a list of shop/store/selling department’s name. He/she whispers to her nearest team member. The message will be conveyed

through the line to the top. The top team member hears and writes down the list then reports to teacher. The quickest team is the winner

Vocabulary List: gift shop, jewellery shop, bakery shop, stationery, cosmetic shop, kitchenware store, dry-cleaner’s, book store, CD shop

30’ Activity 2 : Exercise 1a/pg 82: Look at the pictures a-e. Ss, in pairs, take turn to ask and answer which departments/ floors they are on. T makes an example then goes around to supervise whole class. (10’)E.g: picture (a)

Student 1: which department is it? Student 2: it is a Food hall Student 2: Where is it? Students 1: It is in the basement.

Answer:

a. The Food hall/ in the basementb. The DVD/Video/ Music department/ on the 2nd floorc. The Books department/ on the 3rd floord. The Stationery department/ on the ground floore. The ladies’ clothes department/ on the 1st floor

Activity 3: Exercise 1b/pg 81: Play the recording, ask Ss to listen and compare their answers with partner. (Recording T44-48/ CD2) (10’)Answer:

1. B2. E3. C4. D5. A

Activity 4: True/ False questions (T/F): Ask students work in pair to check T/F answer then report to the class. (10’)

1. Anna wants to buy a CDà T/CD players2. She pays £ 15.20à F/ £50.203. Anna likes color of the topàT4. She doesn’t buy the topàT5. The book about Greece in the travel sectionà T6. They sell diaries in the book departmentàF/ stationery department7. She buys a penàT8. She buys a diaryàF/ they only sell diaries in November and December9. She buy a pain muffinàF/ chocolate muffin10.There’re a restaurant on the fourth flooràT

35’ Activity 5: Exercise 2/ pg 83 (10’)2a. Matching the questions with answers (5’)2b. Listen again and check: (T49/CD2) (5’)

Answer: 1G/2F/ 3H/4A/5B/ 6C/7D/ 8EActivity 6: Exercise 3/ pg 83 (25’)3a. list of vocabulary: explain the unknown words then help students practice with pronunciation (10’)

Answer: 1. Post-cards/2.T-shirt/ 3. Stamps/ 4.Fruit/ 5.Batteries for camera / 6.Sunglasses/ 7. Toothpaste/ 8.Bread /9.Cake

3b. (5’) Play the recording. Listen and tick the thing Peter buys. Students work in individuals then check the answer with their partners Recording T50-53/ CD2

Answer: the underline words above3c. Ss work in pair acting as they are Peter (P) and shop assistant (A):Ss listen to the audio than try to practice the dialogue.(see transcript of the dialogue/ Module 9/ pg 171) (10’)

Dialogue 1:P: How much are these post-cards?A: twenty –five pence each. How many have you got?P: EightA: That’s two pounds?P: And I’d like two stamps for CanadaA: That’s £ 4.80 altogether

Dialogue 2:P: Do you sell batteries?A: Yes, what size?P: It’s for this cameraA: Let me see….Okay, how many do you want?P: Two, pleaseA: That’s £ 2.10

10’ Activity 7: Exercise 4/ pg 83: Role Play (RP): Ss, in pairs, assume they are in a store. Student A play a role of a client (C). Student is a shop assistant (A). Students work based on the information given in hand-outs.Hand-out: Mod9 -Asking in clothes shop

A: Hello, welcome to our shop. Can I help you? C: Hello, I am looking for shoes please. A: Oh shoes. Yes, we have a lot shoes right here. C1: Do you have another color? A: Yes, I have blue shoes here. C1: How much is this? A: It cost 20 dollars. C1: Can you give me some discount? A: 15 dollars. C1: Thanks A: You’re welcome! Have a nice day. C1: You too. Bye bye. A: Bye bye.

Homework:1. Study/ Practice: Asking in shops/ pg 852. Workbook: Asking in shop/ pg 57

10’ II/TASK: CHOOSE SOUVENIR FROM YOUR COUNTRYPreparation: ListeningActivity 8: 1/ pg 84: Match the words and phrases in the box with photos: ask students discuss in pair and then report to the class (4’)Answer:

a. a silk scarfb. a CDc. cheesed. a leather bage. a lampf. a doll

Activity 9: 2/pg 84: Listen to the recording (T54/ CD2) and number the souvenirs in orders as they are mentioned in 6 talks (6’)Answer: Doll – Lamp – Leather bag – CD - Cheese – Silk Scarf

15’ Task: Speaking: Activity 10: 1-3/pg 84 Explain the usage of useful language related to giving ideas, discussing and

saying what you decided.

Useful language

a. Giving your ideas I think (a doll) is good souvenir for (Anna)

(Thailand) is famous for (silk) so… You can buy some (really good cheese). How about (a book)?

b. Discussing What do you think? I think a (CD) is better because… I think the best thing to buy is a (book). Yes, that’s a good idea. Yes, but…

c. Decision: Saying what you decided: (For Amy) we want to buy a… The best souvenir for (Tom) is a… In (Italy) we make/have the best (leather) so we decided to give (Helen) (a

leather handbag).

Leave 3’ to Ss. Let Ss work independently to read about people on page 143 then write down the souvenirs from Vietnam or others country for the people. Then they, in pairs, discuss what the best souvenir is for the people using the useful language given in the book (7’)

Suggestions:a. Mark and Anna love ethnic furniture, rug, lamp, platesà Hoian lanternsb. Tom loves folk musicàCD of Tung Duong, Ngoc Khue singers

Helen likes ethnic clothesà Ao DaiTheir kids like toysàdolls, car-toys,…

c. Amy likes unusual food and drink/ cheese, bread, wineà Hue food, Thai food.

d. Roberto enjoys travel book, cookery book, novel, poetryàHoian travel’s guide etc.

E.g 1: I think a doll is a good present for Anna. What do you think? I think the best think to buy is lantern because she likes lamp.

E.g 2: Helen likes ethnic clothes. How about if we buy Ao Dai for her? That’s good ideas. How about the souvenir for her kids?

Yes, I think we can buy dolls for them because they like toys.15’ Break20’ III/ MODULE 10: STREET LIFE: Language focus 1: Present continuous

tenseUse 1 : Now ( an action is happening now, or around now, not necessarily at this moment)

E.g: What am I doing? I am writing on the board (happening right now)

They are running I am reading the book The Guru of Management (around now, or in

progress now, a the present period )

Tom is looking for a new job. (around now, or in progress now)

Use 2: Near feature (planning already)

I meeting some friends after work. I am going to the party tonight.

Then ask student “are you visiting your parents next weekend?” to make them guess this is the use of near feature or not. Teacher finally confirms the correct answer. This is also the use of near feature in the present continuous tense.

30’ Forms: 1/ Positive: introduce and explain example of positive form to elicit the form:

Singular Plural1st person I am working we are working 2nd person you are working you are working 3rd person he/she/it is working they are working

S + to be + V-ing(S = I, we, you, he, she, it, Lan, Tom, etc.)(I am = I’m, we/you/ they are = we’re, you’re, they’re, he/she/it is = he’s/she’s/ it’s)

2/ Negative: ask students make the structure by adding not after the previous examples

S + to be + NOT + V-ing(are not = aren’t; is not = isn’t)

3.1/ Question: same process

TO BE + S + V-ing Short Answer: Yes, S + TO BE + V-ing

No, S + TO BE + not3.2/ Question: What/ Where/Who/ Why + TO BE + V-ing

*Note: V-ing form:

a/ If the verb ends in a short vowel and a consonant (hit, run, set, get), you have to double the last consonant, then add –ing.

Wrong: hiting (x)

Singular Plural1st person I am not working we are not working 2nd person you are not working you are not working 3rd person he/she/it is not working they are not working

Singular Plural1st person Am I working? Are we working? 2nd person Are you working? Are you working?3rd person Is he/she/it working? Are they working ?

Right   hitting Hitting, running, setting, getting

b/ If the verb ends in consonant + e (share, make, write), then you don’t write the e when you add –ing.

Wrong: making (x) Right:   making

à Sharing, making, writing10’ Activity 11: game (13’)

Divide class into 2 groups Rule: each group has one member turned her/his back to the screen. T one

after another shows the pictures as given. The rest if the team will act as shown in the pictures. Then he/she will tell what is it? (Crying, walking, etc.). The quickest team is the winner.

Running SingingWalking

Crying CatchingDancing

Swimming Jumping DrivingHomework: Exercises 1-2/58/ workbook

MODULE 10: STREET LIFEPractice: Present continuous tense (cont’d) – Vocabulary: Clothes

– Listening: People who wear uniformK16E23, Term II/ 2010 – 2011

Goals Upon completing the lesson, students can:1. Consolidate the use of present continuous tense2. Have new words of clothes, uniform of some jobs

Skills involved: listeningMateria Textbook: New Cutting Edge Elementary

ls/ Supplies

Delivery material: projector, white-board; hand-outs

ProcedureTime Activity

15’ I/ PRESEN CONTINUOUS TENSE – PRACTICE: (cont’d)Review present continuous tenseUse 1: to talk about activities happening now or around now, not necessarily this very moment, in progress around now.

Look! The kid is crying. à S + to be + V-ing Be quiet! They are studying next room. à S + to be + V-ing I am sitting here because I am tired. à S + to be + V-ing You are not studying hard these days. à S + to be + NOT + V-ing

Use 2: to talk about activities happening in the near future, especially for planned future events

I am having an arrangement with my partner on Wednesday. àS + to be + V-ing

Peter is coming for dinner tomorrow à S + to be + V-ing Are you eating out tonight? à TO BE + S + V-ing What are you doing at weekend?

Form:1. S + to be + V-ing

(I am = I’m, we/you/ they are = we’re, you’re, they’re, he/she/it is = he’s/she’s/ it’s)

2. S + to be + NOT + V-ing (are not = aren’t; is not = isn’t)

3. To be + S + V-ing?4. What/where/why/who +TO BE + V-ing?5. V-ing form

40’ PRACTICE 1. Add –ing to the verbs (10’): Hand-out – Mod10-V-ing form

Put class into 4 groups. Delivery hand-out 1 to 4 groups. Ask them write the V-ing form of the given verbs. The fastest one is the winner.

do__________ cook__________ make__________ hit__________

practice__________

leave __________

play__________share__________

smile__________ listen__________dream__________

win__________

look__________ swim__________ fit__________watch_________

wish__________ clean________ give__________ say__________

sit__________ bet__________ put__________bake__________

tidy__________ sell __________ fly__________ rain__________

2. Write a “Be Verb” in the blanks to complete each sentence. Then ask students read out loud and translate the sentences. Teacher corrects their pronunciation and translation. (10’)

Hand-out 2:  Write a “Be Verb” in the blanks to complete each sentence:

a) Billy _______ trying to climb a mountain.b) Kate and Charlie _______ making a pizza for dinner.

c) Jake and I _______ working hard in school.

d) Patrick _______ sitting on the floor right now.

e) I _______ playing tennis right now.

f) Wendy _______ going to America.

g) My sisters _______ sleeping right now, so be quiet.

h) My mother and father _______ talking about something important right now.

Answers: is/ are/ are/ is/ am/ is/ are/ are

3. Fix the mistakes in sentences. (5’)

Hand-out 3 / Fix the mistakes in the following sentences:

a) Jessica reading a comic book right now.______________________________________

b) They are eat dinner at their favorite restaurant right now.____________________________________________

c) I watching a movie right now, so please be quiet!____________________________________________

d) The baby is cry so loudly! I can’t do my homework!____________________________________________

e) Jackie walking to the park right now with her friends.____________________________________________

Answers: is/ eating/am/crying/is

4. Listening (10’) Material: video “ present continuous tense – listening” Task: listen to the conversation between a man and a woman. He is doing

something in his house. Tell what he is doing by writing down the V-ing. Instruction: Ask students memorize the words listed in the hand-out 1,

reveal some of them will be appeared in the conversation so that it will be easier for them to listen to the conversation.

Answers: cleaning/ tidying/ cooking/ wearing/ coming/leaving

5. Homework: leave homework for students (3,4,5/ workbook/pg 58-59)55’ II/ VOCABULARY: Clothes

Presentation:

1/ Meaning of new words (15’)1. Trouser /ˈtraʊzəz)/: a piece of clothing that covers the body from the

waist down and is divided into two parts to cover each leg separately2. Tights / taɪts/ : a piece of clothing made of very thin cloth that fits

closely over a woman's hips, legs and feet3. Coat / kəʊt/ : a piece of outdoor clothing that is worn over other clothes

to keep warm or dry. Coats have sleeves and may be long or short4. Briefcase / ˈbriːfkeɪs/: a flat case used for carrying papers and

documents5. Scarf / skɑːf/: a piece of cloth that is worn around the neck, for example

for warmth or decoration. Women also wear scarves over their shoulders or hair

6. Trainer/ ˈtreɪnə(r)/ : a shoe that you wear for sports or as informal clothing

7. Jumper / ˈdʒʌmpə(r)/: a knitted piece of clothing made of wool or cotton for the upper part of the body, with long sleeves and no buttons

8. Earring/ ˈɪərɪŋ/: a piece of jewellery that you fasten in or on your ear9. Suit/ sjuːt /:a set of clothes made of the same cloth, including a jacket

and trousers/pants or a skirt10.Jacket / ˈdʒækɪt/ : a piece of clothing worn on the top half of the body

over a shirt, etc. that has sleeves and fastens down the front; a short, light coat

11. Backpack / ˈbækpæk/: a large bag, often supported on a light metal frame, carried on the back and used especially by people who go climbing or walking

Activity 1: 1a-b/pg88: Ss, in pairs, look at the picture, one asks while another answers the following questions: which things are the people wearing? Which are they carrying? (5’)

Pedro Dimitri Helen Camilla MelWearing suit

shirttieshoes

jeansT-shirtbelttrainers

jacketT-shirtearringstrousersshoes

hatjacketscarfdresssandals

jumperskirtearringsboosts

Carrying A briefcase A backpack

sport bag A handbag briefcase

Activity2: 2/pg 88: Ss work in pairs, describe and guess who he/she is in the picture. T makes an example first. (10’)

Note: useful language to demonstrate the people: “this person/he/she is wearing a blue shirt, a suit,..”

Activity 3: Divide class into 2 groups. Members in this group describe a member in another group, then they have to say who is mentioned (10’)Activity 4: Listen to a song of clothes edited by Peter Weatherall. Write down the clothes they hear. T can play the song twice if needed. (10’)

Answers: socks/shirt/shorts/skirt/T-shirt/jeans/dress2/ Practice pronunciation: Recording 6 (T63/ CDs): Exercise: Listen an audio speaking a list of clothes, then tick the clothes they hear that also appear on the list in 1b/pg88 (5’)

Break 15’60’ LISTENING: PEOPLE WHO WEAR UNIFORMS

Warm-up:T shows some pictures and asks Ss to guess who they are in the picture (e.g.: teacher, doctor, etc.?)

(1) (2) (3)(4)

Answer: 1. Doctor 3. Workers 2. Fire fighters 4. Businessman

Pre-listening: 1/pg 89Refer Ss to look at the picture s of Andy and Michelle in the book pg 89. Let Ss guess and answer the following questions: What are their jobs? (Andy: guard, Michelle: police officer) What are they wearing? (they are wearing uniform) Are their uniforms smart /ugly /heavy/ uncomfortable? (Andy: a hat looks

uncomfortable; Michelle: her clothes look smart) T explains some new words if necessary.

While – Listening: 2/pg 89 Let Ss listen and check who they you think wear the clothes in the box.

Answer : Andy: a hat that is 300 years old, a leather trousers and tights. Michelle: a black and white hat, a white shirt and very big shoes

Play the recording twice, ask Ss to answer the questions in textbook. Ss are required to work in pair to discuss and give the answers.

Answer:

a) because it is small and very heavy, you can’t move your head

b) because the trousers are leather and uncomfortable

c) no

d) yes, because it’s smart

e) the shoes. Because they are big and ugly

Post-listening: Ss are asked to discuss in groups the question in the textbook.

Do you wear a uniform at school? Do you like it? If not, would you like to wear a uniform? Who wears uniform in your country (Vietnam)? Which uniform do you

like best? T can may do example for Ss:

“In our school some department have uniform. In our accounting department, blue Ao Dai is our uniform. Sometimes, when it is raining, Ao Dai is uncomfortable to wear. Anyway, I still like it very much because it our traditional custom. It is representative of Vietnamese woman.

Homework: Review form of: Comparative & Superlative; Present continuous tense Learn by heart Vocabulary: Shops, clothes

MODULE 10: STREET LIFEPresent simple or Present continuous tense – Practice

– Regular checkK16E23, Term II/ 2010 – 2011

Goals Upon completing the lesson, students will have ability to recognize the different between Present simple and Present continuous tense

Check students’ comprehension via regular check.Materials/ Supplie

Textbook: New Cutting Edge Elementary Delivery material: projector, white-board; hand-outs

A black and white hat a hat that is 300 years old

A white shirt a leather trousers a black trousers

sProcedureTime Activity

75’ I/ PRESENT SIMPLE:1/Warm-up:Focus Ss on the picture of Michelle. Ask them to read and answer the questions in textbook.Answer:

a. She is getting ready to go out.b. She is wearing a new pink top, a blue skirt and quite a lot of make-up.c. She usually wears dark colors.--> Present simpled. She wears bright colors. -> Present simplee. No, she doesn’t. -> Present simplef. Yes, she is. -> Present simple

2/Presentation: Present Simple:Use:Use 1: we use Present simple to talk about something that is always true or a factE.g: The Brians come from Canada so that they can speak both English and

French. California is in America. Water boils at 1000C

Use 2: we use Present simple to talk about habit/routine/scheduleE.g.: Michelle usually wears dark colors. She wears bright colors I wear suit to go to work but I wear Ao Dai to go to class Tri doesn’t like tea. He prefers coffee Do you like English? The train leaves tonight at 6 PM.Form: T introduces the form of Present Simple and asks Ss to refer the examples if needed.(+)

I/we/you/they + wear/come … S + V(inf.)

He/she/it + wears/leaves, is … S + V (s/es)Note: V(e/es) Vs ending in “O, CH, SH, S, X, Z” V + ES

O CH SH S Xgo- goes, do – does

watch - watches

wash -washes

Pass- passes,Kiss - kisses

fix – fixes, mix- mixes

Vs ending in a consonant and Y à omit Y, then add “IES”E.g.: study – studies, cry – cries

Other Verbs: add – S. Vs have no consonant before Y: only add -S as usually

E.g.: play – plays; buy - buys

(-)

I/we/you/they + DON’T + wear/come … S + DON’T + V(inf.)

He/she/it + DOESN’T + wear/come…. S + DOESN’T + V(inf.)(?)

DO + I/we/you/they + wear/come …? DO + S + V(inf.)

DOES + He/she/it + wear/come….? DOES + S + V(inf.)

3/Compare Present simple with Present continuous tense:

PRESENT SIMPLE PRESEN CONTINUOUS TENSE1/ to talk about the something that is always true/ a fact Brian comes from Canada so that

he can speak both English and French.

Water boils at 1000C Anh lives with her parents in

Kontum

2/ to talk about habit/ routine She wears dark colors at work. I wear suit to go to work but I

wear Ao Dai to go to class I like management book. My boss always goes to work at

6.30 am.

1/To talk about something happening now or around now Water is boiling. Billy can you turn

it off? (happen now)

She wears dark colors at work. Tonight, she is wearing a pink top top.

2/ To talk about something happening around now:

I like management book. I usually read books of Brian Tracy (Present Simple). But at the moment, I am reading an interested book of Liz Murray.

Anh lives with her parents in Kontum. But now she is living in Danang to study MBA.

45’ II/ PRACTICEExercise 1-2/ pg 90Hand-out: Mod10 – Pre.Simple & ContinuousHomework: Do related exercises in Workbook Teacher delivers Hand-out: Mod10-Simple review.

Hi everybody! I'm The Present Simple Girl. I like habits and routines. I always do the same things and at the same time. For example, I always drink two glasses of milk in the morning and I usually arrive at school at twenty five past eight . I often wear jeans and T-shirts. I love pop music. I also love animals and plants. I have a beautiful garden.

I live with my parents and my brother, The Present Continuous Guy. He is very different from  me. He never arrives on time for lunch. He likes new clothes and fashion, and he doesn't listen to pop music. He plays hard rock in a group called "Metal Bananas" . We are in an English club called The Happy Verby Gang. We go to the club on Saturdays.

MODULE 10: STREET LIFEVoc. & W.: Describing People - Task: complete & describing a picture - Real

life: Street talkK16E23, Term II/ 2010 – 2011

Goals Upon completing the lesson, students will:

1. Have ability to understand, speak and write about people’s appearance as well as about a picture.

2. Have ability to ask and give advices (asking for directions, for a bill or changes at a restaurant, ask for a time, a schedule, etc)

Materials/ Supplies

Textbook: New Cutting Edge Elementary Aids: projector, white-board, images, hand-outs

ProcedureTime Activity

35’ I/ VOCABULARY – WRITING: DESCRIBING PEOPLEActivity 1 - Warm-up: (10’)

General competence: to understand vocabulary of describing people. Method: visualize by images Interaction: teacher – students (T-Ss) Class management: individual/ whole class activity (follow-up) Procedure: Show pictures of some celebrities. Describe their appearance including hair, eyes, body, age. Focus on new words of describing these people: middle-age,

moustache, beard, brown hair, grey eyes, slim, tall, pony-tail, etc.

Brad Pitt is a famous actor. He is middle-age but he is handsome. He has got moustache and beard, he has short brown hair.He is wearing suit.

Roberto Baggio is a sport star.He is middle-age. He has got pony-tail hair.

Jennifer Aniston is a famous actress.She is in her early forties but she is very attractive. She has blonde pony tail hair and grey eyes.She is wearing earrings.

Naomi Campel is a supper model.She is the first famous black model.She has straight long hair, she is slim and tall.

Justin and Selena are teen movie stars.They are both young and good-lookingSelena has got long hair, Justin has short hair.They are wearing casual clothes.

Will Smith is a singer an actor.He is middle-age, he’s handsome, he has got dark skin and short black hairHe is well-built.

Mr. Bean is ugly. He’s around 45.He has big dark eyes and short dark hair.

Activity 2 - Follow-up: (10’)Explain new vocabulary of describing people’s appearance in the previous examples. Deliver hand-out Mod10- Physical App. Ask students to build/complete the hand-out to describe people’s appearance and how they look.

1. Moustache / məˈstɑːʃ/ (n): images of Brad Pitta line of hair that a man allows to grow on his upper lip

2. Moustaches / məˈstɑːʃ/ (plural noun): a very long moustache3. Casual clothes / ˈkæʒuəl, kləʊz/: images of Justin and Selena

comfortable clothes that you choose to wear in your free time4. Slim/ slɪm/ (adj)à image of Naome Campel

thin, in a way that is attractive5. Beard/ bɪəd/ (n): image of Brad Pitt

hair that grows on the chin and cheeks of a man's face; similar hair that grows on some animals

6. Pony-tail/ˈpəʊniteɪl / (n) à images of Roberto Baggio, Jennifer Anistona bunch of hair tied at the back of the head so that it hangs like a horse's tail

7. Blond(e) hair /blɒnd/:à image of Jennifer Aniston.Blonde: is referred to woman, girlBlond: is referred to man, boy

Hand-out Mod 10 -Physical App (pg 1/3 of handout)Hair bald, straight, curly, pony-tail, shaved head, etc

Black, blond (e), red, brunette, grey, etcEyes big round blue eyes, large, small, bright, narrow

blue, green, grey, brown, black, etcFace Good-looking, beautiful, nice, etc.Complexion

Black, color, light, white

Height/ Body

(Not very) tall, short, slim, thin, fat, well-built, heavy, etc

Age In her twenties, in her early forties, around 25th, young, old, middle-age, etc

Clothes casual, formal, smart, tidy, messy

Practice: Complete the description in the picture of hand-out (pg 2/3 of handout) (5’)

30’ Activity 3: General competence: to interact in speaking, writing of a description of

people’s appearance. Method: visualize by images; useful languages (template) Interaction: T-Ss; Ss-Ss Class management: individual, pairs work, class activity Procedure:a/ Speaking - whole class activity: Ask students who they are in the pictures below by using sentences (10’)

Who has got (a) moustache? Who has got blonde hair/medium-length hair/ blue eyes/ pony-tail? Who is wearing casual clothes Who is slim/tall/ good-looking. Who is in her/his twenties/ thirties/ early forties?

b/ Writing - Individual: Ss are asked to write down a description of people in the pictures. Ss are recommended to use hand-out Mod10 – Physical App. above and following Hand-out Mod10- Useful language 1 (10’)Hand-out: Mod 10 –Useful language 1:

He has got (a) ( moustache/ blonde hair/ blue eyes )… o (*) (students can use “has got” or “has”)

She is in her...(twenties)… She is…(short)….. She usually wears...(jeans and jumpers)…But, today she is

wearing…(suit and tie)... She isn’t very tall = she is short She isn’t very slim = she is fat

c/ Speaking- Pairs work: Student no.1 (S1) reads her/his description. S2 must guess who it is (10’)

(Jessica and her husband, Cameron Diaz, Vin Diesel, Gaga Lady, Jennifer Hudson, David Beckham, Prince William, Nick Carter, Robert Einstein)

15’ II/ TASK: DESCRIBING A PICTUREActivity 4: General competence: comprehension of listening in people’s appearance,

picture Method: imagining, guessing by picture Interaction: T-Ss; Ss-Ss Class management: whole class activity Procedure:a/ Speaking -Individual & whole class activity: Focus picture A in textbook. Ask Ss the questions in pg 92. Get them answer.

Check the answers: It’s morning It’s growling at a cat Black and White She’s listening music. She’s wearing dress. She’s got a cup of coffee

or tea He’s wearing a (yellow) jumper or T-shirt, (brown) trousers, a hat,

(grey) shoes and sunglasses They are sitting at the table. The man has got moustache. He is

wearing a jacket, trousers, and shoes. The woman has got (blonde) hair. She is wearing a (purple) dress.

b/ Listening- Individual & whole class activity –: Listening to the Rec. 8 (T66/ CD2) to find 4 mistakes.

The girl is wearing a black dress. Not white skirt The dog isn’t running. It’s growling at the cat There are a man and a woman sitting at the coffee shop. Not 2 women The woman has got long blonde hair. Not black short hair

40’ TASK: SpeakingActivity 5: (15’) - Listening: General competence: to understand what people describe in a picture (in

short form) Method: images, guessing and checking by listening the audio Interaction: T-Ss Class management: whole class activity, individual Procedure:

Shows 3 pictures to students, play an audio describing a picture (Big step 1, TOEIC test – Test 1) (15’)

Help Ss imagine what people are doing in the picture or what is happening in the picture

Focus Ss on some clues:o The man…is riding his bike on a road….o They are.....discussing a topic…..o The floor ….has been cleaned…o The school …has been closed down…..o There is a picture on the wall.

Activity 6: General competence: to interact in writing and speaking of a description

of a picture Method: questioning, guessing; useful languages Interaction: T-Ss; Ss-Ss Class management: Individual, pairs work, whole class activity Procedure:a/ Writing (10’) - Individual

Teacher delivers 2 pictures missing some items. Ss are asked to add 10 things as given in the box (1/pg93) to one

picture, then write down a description of a picture. Ss are recommended to use Mod10-Use language 1 and following Hand-out Mod10 - Useful language 2b:

Position In the middle of the picture, at the top, at the bottom, on the left, on the right

Who is doing what?/ What is happening?

It’s rainingThere are 5 people are chattingThe man (in the middle) has got long hair

The Girl/ she’ s eating ice-cream

E.g: In the middle, there are 5 people are having meal. On the left, there are parents. The father is wearing glasses. On the left, there are their kids. A girl is speaking something. The others are listening her story carefully.

b/ Speaking (15’) - Pairs work Student no.1 (S1) reads her/his description. S2 draws to complete the

picture. S2 check the S1’s picture by asking some questions (see Hand-out Mod10-Useful language 2a).

S1 does the same process to draw a picture of S2. After finishing the drawing they compare the pictures to see they are same or different. Which team gets the best matching will be the winner. (10’)

o What’s the woman (on the right hand) doing?o What’s the man (in the middle) holding?o What’s he/she wearing?o What’s happening in the rooms (above) the caféo What kind of hair has he/she got?o Is he/she smiling?

15’ Break

60’ III/ REAL LIFE: STEET TALKActivity 7: (25’) General competence: to understand to ask when being at the street. Method: useful languages Interaction: T-Ss; Ss-Ss Class management: Individual, pairs work, whole class activity Procedure:

Do an example to the whole class Ask Ss work in individual then compare with their partner. Check by listening the Recording 9 (T67/CD2)

Check answer: 1a/ 2b/3c/4b/5a/6c/7bPractice: workbook: 11a-b/ pg62

Activity 8 - Follow up (35’) General competence: comprehension of asking and giving information

(e.g: direction). Method: visualize by videos; useful words, exercises. Interaction: T-Ss; Ss-Ss Class management: Individual, pairs work Procedure:

Show videos (Asking & Giving Direction 1,2) Focus Ss on the useful words using in the videos.

o Excuse me, I am looking for….(Cham Museum)…. o Would/ Could/ Can you tell me the way to …(Danang station)

….please?o Would/ Could/ Can you tell me where the….(Vietcombank) is,

please?o Go straight, turn left/ turn right into the ABC street, go down,…o You’ll see it on your right hando Thank you, you’ re welcome, etc

ExerciseExercise 1-Individual Insert the missing words (5’)

a) Excuse me. Can you tell me the way to Big Supper Market, please?b) Go straight. Then turn right into Hung street. Go straight again. It’ll be

on your right hand.c) Where is the nearest Vietcombank ATM?d) Excuse me. I am looking for the Cathy shop. Can you tell me where it

is, please?Exercise 2- individual insert the missing preposition (10’)

a) Take the first turning on the leftb) Turn left into Le Loi streetc) I am looking for Duy Tan universityd) It’ll be on your lefte) Can you tell me the way to Green Plaza hotel?

Exercise 3-pairs work: Imaging that you are a US volunteer coming to Danang for teaching English at DTU. You are just arrived Danang airtport. Ask a Tourist information assistant the way to go to school. Use useful words and exercise 1, 2 to make the dialogue. Note: Ss can do the task at class or at home if the class doesn’t have time enough. Homework: Describe a relative or a friend of yours or a famous person you admired. Work book: 8/ pg 60; 10,12/pg 62 Consolidation: A & C/ pg94

MODULE 12: A WEEKEND AWAYLanguage focus 1: going to, would you like to, want to – Practice

K16E23, Term II/ 2010 – 2011Goals Upon completing the lesson, Ss will:

Know the use of feature expression (going to) Understand the polite way express a statement (would you like to, want

to)Skill involved: speaking, writing, listening

Materials/ Supplies

Textbook: New Cutting Edge Elementary Aids: projector, white-board, images, hand-outs

ProcedureTime Activity

30’ Homework check (15’)Regular check’s result and answers (15’)

30’ I/VOCABULARY – LANGUAGE FOCUS 1 ( going to) – PRACTICE Presentation:1a/Usage: Ask Ss what do they do usually at the weekend? Ss discuss in pairs and

answer the question. Teacher can may make an example if needed e.g: This weekend, I usually stay at home and relax at the

weekend. But, this weekend I am going to attend my friend’s wedding party.

Then play the audios (Rec. 12.1- Track 11-16/CD3) about 6 people talking about their plan this weekend. Ask students listen and complete the table below:

Name Plans for Saturday Plans for SundayNeela Club with friends (Sat.

night)Lunch with her grandparents

Phil Stay at home and relax, finish his book, sleep a lotMegan Go shopping Have a barbecueJamie Go a way to the countryAnna Work on Sat, see a film A friend’s weddingSharif Watch the football Do something with his

children, may be take them swimming.

Analyze the plans and above example to elicit the usage of “going to” à future intention. (Focus Ss on the underline words to remind the different use of Present continuous Tense and Present Simple tense again so that leading them to the usage of future attention)

Activity 1 – Listening: General competence: comprehension of listening about what people

talking about a plan. Method: audio (Rec. 12.2 - Track 17/ CD3), filling gap. Interaction: T-Ss, Ss-Ss Class management: individual/pairs work Procedure: 2b/pg 104Answers:

1. big group 2. have lunch3. Be/ birth day4. Do much5. Finish book6. Get, camera7. This weekend

8. Friend’s wedding9. Watch, football

1b/ Form of “ going to”: Write on the board the plans of Neela and Phil to elicit the form of going

to Write positive form of “to be going to”. Ask Ss to elicit the Negative and Question form.

(+) S + to be going to + V (inf.); (-): S + to be + NOT + going to + V(inf)

(?) To be + S + going to + V(inf)Note:

S = I, we, you, they, he, she, it, Anna etc. To be = am, is, are I am = I’m You/ We/ They are = You’re/We’ re/ They’re He/she/it/ Anna… is = he’s/ she’s/ it’s/ Anna’s We don’t usually use “to be going to GO”

20’ PracticeActivity 2: 1/ 105-Individual: Ss are ask to write sentences about each person (5’)Activity 3: 2/105- Pairs work (15’)

a) She’s going shoppingb) He’s going to meet his girl friendc) They’re going to take the dog for a walkd) He’s going to have a cigarettee) He’s going swimmingf) She’s going to catch a plane

40’ II/VOCABULARY – LANGUAGE FOCUS 1 (Want to, would like to) – PRACTICE:Presentation2a/ Examples: give examples, help SS elicit points of difference between “want to” and “would like to”

a. It is my boy friend’s birthday and I want to get him a digital camera à(direct demand)

b. Child: Mum, I am very hungry. I want to eat a sandwich à(strong, direct demand)

c. A: I want to go to the cinema tonight.B: I don’t want to. Because there is a good fild on TVà(strong, direct demand)

d. I’d like to go away somewhere this weekendà (just a plan, not really need to do)

e. Waiter: What would you like to have / drink?Costumer: I would like to have soup / drink water.

f. I am going to Hoian tonight for full-moon festival. Would you like to go with me?That would be nice!à (a polite way to offer/ invite and order a service)

2b/Usage: want to = would like to

Stronger, more direct a plan, suggestion, invitation, offer Informal statement formal/polite statement, especially in

customer service

2c/ Form: write positive form on the board and ask students to guess and complete the form. After all, teacher corrects the form for students.

W ant to: Would like to = ‘d like to

(+) S + want to/ wants to + V (inf.); (-): S + don’t want + V(inf) doesn’t want(?) Do/ does + S + want + V(inf)

(+): S+ would like to/’d like to + V (inf.)(-): S + wouldn’t like to + V (inf)

(?): Would + S + like to + V(inf)15’ Break

60’ 3/Activity 3 – Practice:3.3/105 – Individual/Pairs work: Rec.T12.3 (Track 18) (15’)

a) Areb) Are, arec) Do, dod) Are, woulde) Are, aref) Wouldg) Doh) Do, would

Workbook: 2/pg 70; 4,5/pg 71 (30’)

MODULE 12: A WEEKEND AWAYVocabulary- Speaking Going out & Staying in

Language focus 2: suggestions and offers – Practice – Tasks: plan a weekend away.

K16E23, Term II/ 2010 – 2011Goals Students will have ability to

1. Know phrasal verbs more related to Go and Stay. 2. Make suggestions/ offers3. Respond to suggestions/ offers. 4. Understand what people talk about a weekend away and can describe

their own plan either.Skill involved: speaking, writing, listening

Materials/ Supplies

Textbook: New Cutting Edge Elementary Aids: projector, white-board

ProcedureTime Activity

40’ I/ VOCABULARY – SPEAKING: Going out & Staying in 1/ Warm-up: 25’ Ask students about their weekend, get students answer then lead them go

through the questionnaire from A to E. Ask them mark the activities that they “1-never”; “2- occasionally”; “3-sometimes/ quite often”; “4-usually” do.

Revise above frequency adverbs and where to put these words in a sentence.

Makes an example to whole class then ask Ss work individually. Ask Ss who “never/ usually/ occasionally/ sometimes/ quite

often/usually” does the activity in A–work and rest/ B-sport and exercise/ C-social life/ D-culture/ E-go away for the weekend. Group Ss to same groups if they are in common. Let groups explains what and why each others.

Focus Ss on some phrasal verbs in the questionnaire. Make maps as following to help student memorize phrasal verbs with go,

(stay, do, have: same map)e.g:

Activity 1 (4/pg106): Divide class into 2 groups. Teacher shows the words or phrase on slide, groups are asked to read an appropriate phase of it. The winner is the fastest. (15’)

E.g.: the country à go to the countryAnswers:

1. Stay at home: 2. Stay in bed

6. Go to the gym7. Go to the country

To a concert/ an exhibition/ a museum

Go

To the theatre/ cinema/ the country/beach/gym

Swimming/ shopping

Out/for/away

3. Do the housework4. Have a party5. Go swimming

8. Go for a walk9. Go out with friends10.Go away for the weekend.

45’ II/ LANGUAGE FOCUS 2: SUGGESTIONS AND OFFERSWarm-up: 7’ Ask what they usually do/plan for their birthday? Get them to answer then

lead them listen to the conversation of planning a birthday between Lisa and Amy. (T12.5 – Track 20/cd3)

Ask them what Lisa and Amy decided to do?Answer: they decided to go to a French restaurant/ French Table with some friends.

Activity 2: 8’ Focus Ss on the gapped dialogue Ask them fill in the missing lines in the gaps Play the audio (T12.6 – track 20/cd3): 2-3 times if necessary.

Answers: a-5/ b-4/c-1/d-2/e-6/f-3Grammar: 30’ Write the following on the board:

we all go out for a meal that new French restaurant? phone and book a table? book it for eight o’clock

Ask Ss remember and add “why don’t we, how about, shall I and let’s” to above phrase.

Refer Ss back to the dialogue and elicit the form of making suggestions/offers and respond to suggestions/ offers

Answers: a/ Why don’t we all go out for a meal Yeah. Okay. That sounds more

fun!b/ Where shall we go? -(name of the restaurant)

c/ How about that new French restaurant?

Let’s go there. It’d like to try ità yeah. It sounds good.

d/ I’ll speak to Martin and the otherse/ Shall I phone the restaurant and book a table

Yes, please if that’s okay.

f/ Let’s book it for eight Yes, good idea.a/ Suggestions and Responses:

Suggestions with let’s, shall we, we could + V:Suggestion e.g. Positive response Negative

responseLet’s (=let us) Good idea! (that’s

good idea!)Oh, no! (+reason)

Shall we Watch a video?

Yes, fine/ sure/ okay. I am sorry (+ reason)

We could Go to a club That sounds (more) fun

Why don’t we Go on holiday?

Yeah. It sounds good.

Note: How about + N/ V-ing. How about that new French restaurant? How about going to the dancing club tonight?

b/ Offers and Responses:Offers with Shall I? and I’ll + V:

Offer Positive response(ask Ss to complete the table

Negative response(ask Ss to complete the

after finish Practice 1/pg107) table after finish Practice 1/pg107)

Shall I order a pizza? Good ideal! It’s Ok. Thanks. But (+ reason)

I’ll make some coffee Yes, please if that’s okayFine/ Ok/ Sure! Thanks.That’s very kind of you

10’ Activity 3 – follow-up: Individual work (T-Ss): 10’ Teacher interacts with Ss by making suggestions and offers to Ss. Let them

respond suggestions/ offer in each situation. Ss work in individual to complete the task.

Situation: a suggestion to have a drink at the beach after finishing a class. Make a question: “what are you going to do after you finish the class?” Ask some of them answer the question. Make a suggestion to have a drink at the beach: “It’s very hot today.

Why don’t we go to the beach for a drink?/ Let’s go to the beach for a drink, etc)

Encourage Ss to answer in positive (interested in) or negative response (not interested in/ or busy), the others may suggest another place to go, encourage Ss to speak out their suggestions.

25’ III/ PRACTICE1a/pg 107 – Individual work (5’)1b/pg107 (T12.6 – track 21/cd3): check pronunciation (10’)Answers:

1. A: How about a coffee?B: That sounds nice

2. A: Shall I take your jacket?B: Oh, thanks.

3. A: Shall we ask for the bill?B: Yes, good idea.

4. A: I’ll take you homeB: No, It’s okay. I’ll call a taxi.

5. A: Why don’t we go to the cinemaB: Yeah, that’s a good idea.

6. A: Let’s have another drink.B: I’m ok. Thanks

7. A: Shall I call you tomorrow?B: Yeah, Okay.

8. A: Why don’t we meet at the station?B: That sounds nice.

9. A: I’ll book the ticketsB: Great.

2/pg107: encourage Ss to practice as much as possible (10’)Ask Ss what suitable use in each situation is.

Answers: a- 5,9,8 /b-1,2,6,8,4/c-1,7/d-1,3,63/pg 107: Homework

15’ Break

25’ IV/ TASK: PLAN A WEEKEND AWAY1/ Pre-reading & Listening: Check the meaning of the words (10’) Ask Ss do you ever go away for weekend. Tell them about teacher’s own

weekend away. Explain if they are in UK, there many great places to go for weekend. Show the photos of these places. Get them to try to match the words in box to the appropriate photos. They

can use Mini-D to check the meaning of the bold words or ask teachers.

Answers: cliff and beach (1,5) ; cathedral (2), castle (3,4,9), traditional music (6), golf course (7,9), sailing (8); lake with and island (9); B&Bs (10, 11)

2/ While reading -listening: 10’ Put Ss into groups of 5-6. Ask Ss read 3 texts from guidebook of England.

Ask them to list the things in the box (exercise 1) can find in each place. Ss can write number 1 for Isle of Wight; 2- Canterbury and Leed castle; 3-Dublin next to the words. Ss are asked to work individual then check the answer with group.

Answers:1- Isle of Wight: Beautiful views; Cliffs and beaches; a castle; sailing,

B&Bs2- Canterbury and Leed castle: a magnificent cathedral, B&Bs, a castle,

lake with islands, a golf course3- Dublin: a castle, traditional live music, beautiful views, B&Bs,

lively bar, beaches Put Ss into groups of 5 or 6. Leave 5’, get them to discuss the question

“which would you most like to visit” (do this task if needed)

35’ 3a/ While listening (10’) Set a situation of 3 friends (Julia, Sarah and Robin) deciding where to go for

the weekend. Give Ss few minutes to read questions (2’) Play the recording (T12.7- track22/cd3) Ss work individual to tick the correct answer then compare the others.

Answers: a-3/b-3/c-3/d-3/e-2/f-1/g-23b/Post listening (10’) Refer Ss to page 173

Play recording T12.8 –track 23/cd3, get Ss to listen and repeat without sound

Ask Ss, in pairs, to practice the transcripts.a) How about Canterburyb) I’d really like to see Leeds Castlec) I’d like to try somewhere differentd) There are lots of things to seee) It sounds great to mef) Let’s go to Dublin theng) Where are we going to stay?h) I’ll find a B&Bs if you like.i) Shall I check the times?

Task: Speaking (15’): Ss work in group and plan a weekend away. They are asked to describe

where to go, how to get there, where to stay, what to do, when they come and get back home.

Teacher encourages Ss using the useful language (pg 109) to describe their plan.

Teacher may make example first. We’d like to go to Cham Island in Hoian. It takes 2 hrs to go there. First, we drive one hr from Danang to Hoian

and then take a boat to Cham island. We depart Danang at 8 am so that we can arrive the island around noon.

We’d like to stay in a guesthouse because it’s cheaper and more convenient than stay in a big hotel.

After having lunch with seafood, we will go sighting around the island. There are a lot beautiful views for us to see. We can go up to the hill either we can go fishing at the sea.

There is one round trip from Danang-Hoian. That why we will leave Cham Island at 12h30 when it drop passengers to the island next day.

MODULE 12: A WEEKEND AWAY

Real life: Talking about weather/ Practice

MODULE 14: KEEPING IN TOUCH

Reading: Getting in touch through the ages.K16E23, Term II/ 2010 – 2011

Goals Students will know vocabulary related to the weather.Skill involved: reading

Materials/ Supplies

Textbook: New Cutting Edge Elementary Aids: projector, white-board

ProcedureTime Activity

60’ REAL LIFE: Talk about the weather1/ Warm-up: Talk Ss about the weather in UK (spring, summer, fall/autumn, winter).

Ask Ss how about the weather in Vietnam. Get them to answer then lead them how they feel about the weather right now in Vietnam.

o Asking the weather:- What’s the weather like today?- How is the weather today?

o The answer may be: hot, sunny Then show pictures with words describing the weather. Ask them match

the words in appropriate with the pictures.

sunnysnowy rainy windy

hot icy cold foggy

2/ Form of talking about the weather:Refer Ss back to the ways teacher ask about the weather before “What’s the

weather like? Or How is the weather?” and the way to answer it “it’s sunny, etc.” to elicit the form of talking about the weather.

What + to be + the weather + like? How + to be + the weather? It + to be + adjective

Activity 1: practice with vocabulary of the weather.Hand out the gapped song about the weather (clip: The weather song by Peter Weatherall; hand-out: Mod12 - Weather)Play the song. Get Ss to listen and fill in the gap. Activity 2: Help Ss predict the content by asking “where is the hottest, coldest, driest place in the world you know”

Show the following place with a map of it. Get them to read the fact in the box and answer the question.

Answer: Brazil: it never snows Chicago: it is called the “Windy city” El – Azizia: the hottest place in the world Malaysia: has only two season a year Mawsynram: the wettest place in the world Vostok: the coldest temperature in the world

Activity 3: True or False. Listen to Sumalee from Bangkok and Cathy from Vancouver talking about

the weather. Which statements are true about Thailand and Canada? Listen again (twice if needed) to correct the false statement

Thailand: 1, 2, 3,4, 5, 6 (underline numbers are true) Vancouver: 1, 2, 3, 4

Homework: Ss are asked to write a description about the weather in her/his city. Ss

are recommended to use template:In….there are…….seasons. From….. to…… it’s…….From…..to….it’s…..The average temperature in my city is about….It’s very…..in (winter) and…..in (summer)

Do all on pg 111/175 (Practise…)60’ Module 14: KEEP IN TOUCH

READING: GET THROUGHT THE AGES:Presentation:New words: Typewriter / ˈtaɪpraɪtə(r)/ (n): a machine that produces writing similar to

print. It has keys that you press to make metal letters or signs hit a piece of paper through a strip of cloth covered with ink

Penny /'peni/(n): small British coin and unit of money. There are 100 pence in one pound (£1)

Invention /in'ven∫n/(n): a thing or an idea that has been invented/ the act of inventing something

Incredible /in'kredəbl/ (a) : impossible or very difficult to believe Demonstrate /'demənstreit/ (v): to show something clearly by giving proof

or evidence Enormous/i'nɔ:məs/(adj) : extremely largeActivity 1:Ask Ss “what is your favourite way to keep I n touch?”Elicit the different ways of keeping in touch in the last few hundred of yearsThen ask Ss to focus on the picture a-c and answer the questionAnswer:

a) 500 years ago, 5 monthsb) 150 years ago, 2 weeks

c) 1969, 1.3 seconds

Activity 2: 2 students discuss and put these ways of communicating in order from the oldest (1) to the newest (7).Answers:

1. pen and paper 2. the postage stamp 3. the typewriter4. the telephone 5. the fax machine 6. e-mail

7. text message15’ Break

60’ While – Reading:

Activity 3: Ss, individual, read the text in 5’. Introduce things mentioned in the reading material Ss scan the reading to decide whether each statement is T or F. T then gives feedback.Answer

1) Scribes were people who wrote letters for everyone else in Ancient Egyptà T

2) The first stamp in 1840 was expensiveà F (one penny)3) Letter writing was still strange to people in the 1840sà F (so

popular)4) Typewriter was made in 19th century à T5) The first telephone and the first fax machine were appeared at the

same timeà T6) People didn’t like telephone and fax machine at the first time à T7) After World War Two, police officers used whistle to call for helpà

F(walki-talkiw)8) It take not too long to send messages and email nowadaysà T

Activity 4: Ss, in pairs, take turn to ask and answer the questions in exercise 3/ pg

120 T gives feedback after all.Answers:

a. by handb. one pennyc. several times a dayd. in the same way as in 1871; ill the letters in the world “typewriter”

are on the top linee. around 1876f. because they were heavy; around 13.5 kilosg. in 1992h. thirty six billion

Activity 5: exercise 4/pg 120

Post-reading: discussion

Put the class in to groups of 5-6. Ss, in team, discuss these questions:

Which information in the text did you find most surprising? Do you think people send too many e-mails/ text messages? Do you ever receive annoying e-mails/ phone calls/ letters? What do you often do in that case?

Homework: Learn by hear new words Prepare Present Perfect Tense in advance

MODULE 14: KEEPING IN TOUCHLanguage Focus 1: Present Perfect –

Language focus 2: Time Phrase with Present Perfect & Past Simple Past – Practice

K16E23, Term II/ 2010 – 2011Goals Students will have general knowledge of Present Perfect Tense (use, form)

Students will ability to recognize the different between Present Perfect Tense and Simple Past Tense

Materials/ Supplies

Textbook: New Cutting Edge Elementary Aids: projector, white-board

ProcedureTime Activity

45’ I/ PRESENT PERFECT TENSE: Presentation:

1/ Use: We use the Present Perfect to describe past actions that are

connected to the present. Very often they happen in a time period that

is not finished

Examples:    I have been a teacher for more than ten years.    We haven't seen Janine since Friday.    How long have you been at this school? I have lost my wallet already. = I don't have it now.    Jimmy has just gone to South America. = He isn't here now.    Have you finished your homework yet? = Is your homework ready?

Tip! We often use since, for, just, already and yet in the Present Perfect Tense

2/ Form: (+) S + have/has + P.P(-) S + have/has + not + P.P(?) have/ has + S + P.P

Note:

a. Regular past participle: verb+ EDEx: I have owned 3 Pcs in my life/ or (I’ve owned…)My boss has not checked any email this week. He is going far away for holiday.

b. Irregular past participle: read, written, drunk, gone, sent, etc.Ex: I’ve sent about 10 emails todayI have never been UK before.

Activity 1: PP form T gives a list of verbs. Ask Ss to change them into PP. T gives feedback after all. List of verbs:a/Loose b/Forget c/ phone d/paye/ Check f/ Leave g/ receive h/ usei/ buy j/keep k/ have l/ bring

Answers:

Activity 2: Exercise 1, 3/ pg 123 - Exercise 3/pg 127

30’ II/ TIME PHRASE PRESENT PERFECT & PAST SIMPLEActivity 3: 1-2/pg 124Ask students to read the e-mails and answer the questions. Then, T gives feedback

Activity 4: Practice: 2/pg 125Answer:

1. Have you passed your driving test? When did you pass?2. Have you taken any exams recently? When did you take them?3. Have you eaten in a restaurant this week? When and where did you

go?4. Have you been ill at all this year? Where were you ill?5. Have you ever been in hospital?6. Have you ever been/gone on a long flight? When and where did you

go?7. Have you been/ gone to stay with friends recently? Who did you visit?

a/ Lost b/Forgotten c/ phoned d/paide/ Checked f/ Left g/ received h/ usedi/ bought j/ kept k/had l/ brought

PAST SIMPLE PRESENT PERFECTUse: is used to know exactly when an

action happened. an action is finished. i t can be a short action (phoned)

or a longer one (was in bed, believed)

Use: is used when we don’t know

exactly when our action finishes. an action can happened at the

present

Time phrase: last night, yesterday afternoon, last month, in September, in 2004, all weekend, etc.

Time phrase: this year, this month, so far this week, in my life, ever/ never (in your life till now), just, recently, since

8. Has anyone you know started a new job recently? When did they start?

45’ III/ PRACTICE Exercise 1: Please fill in the blanks using the present perfect simple tense (has/have + past participle).

1) I __________ (recently finish) reading that book. It was very interesting.

2) Tony and Margaret __________ (sing) in the church choir since they were little kids.

3) My mom __________ (not clean) out the basement yet.

4) I __________ (forgot) to bring my driver's license.  Will I need to go home and get it?

5) Everyone __________ (practice) for an hour already. Let's take a break.

6) Neither my brothers nor my mother __________ (go) to Disneyland before.

7) The class __________ (already sing) their song.

8) The Cardinal baseball team __________ (win) the championship three years in a row. We have to beat them this year.

9) The symphony __________ (play) in both Europe and Asia this year.

10) My dog __________ (not get) his shots yet.

Answers:1) I have recently finished reading that book. It was very interesting.2) Tony and Margaret have sung in the church choir since they were little kids.3) My mom has not cleaned out the basement yet.4) I have forgotten to bring my driver's license. Will I need to go home and get it?5) Everyone has practiced for an hour already. Let's take a break.6) Neither my brothers nor my mother have gone to Disneyland before.7) The class has already sung their song.8) The Cardinal baseball team has won the championship three years in a row. We have to beat them this year.9) The symphony has played in both Europe and Asia this year.10) My dog has not gotten his shots yet.

Exercise 2:

Loch Ness is a lake between the Scottish towns of Inverness and Fort Augustus. The word loch is Scottish for lake. Loch Ness is about 37 km long and extremely deep, the deepest part is 226 m.

Loch Ness is famous for its friendly monster, Nessie. Most people think that this is only a legend, but every year tourists from all over the world come to Loch Ness and hope that they will see the monster.

Write the verbs in present perfect simple1) Tourists from all over the world (be) to Loch Ness.2) Most of them (see/not) Nessie, however3) Only very few people say that the Loch Ness Monster (appear) in front of

them4) Even scientists (come) to Loch Ness to find the monster.5) And the boss of the Guinness brewery (promise) to pay 500,000 Pounds to

the person who catches Nessie15’ Break

60’ Exercise 3: Write sentences in present perfect tense using the words or phrases given in each question.1. Jane / return / from / office.2. She / write / a novel.3. He / act / in / ten films.4. I / not / receive / your / letter.5. I / never / hear /of that / place.6. She / lose / her / money.7. Look / what / john / give / me!8. Police / arrest / 80 suspected / drug traffickers / in raids.9. A 24-year old / woman / kill / in an accident.10. Honey / I / lose / my keys.11. I / answer / six / phone calls / since / lunchtime.12. I / study/ hard / for years.Answers

1. Jane has returned from office.2. She has written a novel.3. He has acted in ten films.4. I have not received your letter.5. I have never heard of that place.6. She has lost her money.7. Look, what John has given me!8. Police have arrested 80 suspected drug traffickers in raids.9. A 24-year old woman has been killed in an accident.10. Honey, I have lost my keys.11. I have answered six phone calls since lunchtime.12. I have studied hard for years.

Exercise 3: Simple Past or Present Perfect Simple

A) Put the verbs into the correct tense (simple past or present perfect simple).

1. A: (you / buy) the tickets for our journey yet? 2. B: Yes, I (go) to the station yesterday and (buy) the tickets.

3. A: What time (you / go) there?

4. B: I (take) a friend to the station in the morning. His train (leave) at 9:45.

5. A: (you / pack) your bags yet?

6. B: Of course. And I (ask / already) my neighbour to empty my letter box. What about you?

7. B: I (pack) my bags two days ago.

B) Put the verbs into the correct tense (simple past or present perfect simple).

1. Yesterday, my brother (come) home from school, (switch) on the TV and (watch) TV until dinner (be) ready.

2. Oh no, it's raining and I (leave) my umbrella at home.

3. Look! There is so much food left. Nobody (eat) anything.

4. Where (you / be) yesterday? - I (go) to the shopping centre and (buy) a new computer game.

5. Why don't you want to play football with us this weekend? - I (break) my leg.

6. The road is closed. There (be) an accident.

7. I (have) an accident when I (be) in Manchester last year.

8. Come on, let's celebrate! Our team (win) the match.Homework:Workbook: all exercises of Present perfect and Simple Past tense

MODULE 14: KEEPING IN TOUCH (cont’d)Real life: Telephoning

Task: Analyze a questionK16E23, Term II/ 2010 – 2011

Goals Students will have ability to make and respond to a call phone ability to discuss (agree, disagree) and compare an opinion Skill involved: speaking, listening

Materials/ Supplies

Textbook: New Cutting Edge Elementary Aids: projector, white-board

ProcedureTime Activity

90’ I/ REAL LIFE: Telephoning:Activity 1: 1/pg 125 Ask Ss “Have you ever made a call phone in English?”. Do you find it easy

or difficult? Focus Ss to a picture of Jane. Ss read her note list and answer the

questions. Then T plays recording T14. 4 (Track 43 -46/cd3). Ss listen and answer the

question.

Answer: 1- Paul/ 2- Julia (about her plane ticket)/ 3- Tanila/ 4-DadActivity 2: 2/pg 125 Listen 4 conversations (T14.4: Track 43-46/cd3). Complete the sentences

in the textbook. T plays the recording twice if needed.Answer:a. can I speak to b. he is not herec. he’ll be backd. this is; I’m calling aboute. I’m not here at the moment f. Leave a messageg. Can you call meh. It’s me, Dad therei. Ask him to call me.

Activity 3: 3/pg 125 T asks Ss to collect the languages using in the lesson to help them elicit the useful

languages to make and respond a call phone in English T may add more useful languages if necessary:

Useful languageGreeting – Dialed call: Hello. (tell your name). Can I speak to Paul pls? (polite, used in

customer service) Is that Julia? Is that Dad (friendly only)Greeting – Received call: Hello. This is…Can I help you? (polite, use in customer service) Hello. (tell your name). I am speaking (normal)When the line busy/ or in waiting: Hold on please! Hold a second/ few minutes/a moment, please!Leave a message – Dialed call: Can you call me back? Can you ask him/ her call me back?Offer – Received call: Would you like to leave a message? Can I leave a message?Voicemail: Hello. This is….I am afraid I am not here at the moment. If you’d like to leave a message, please speak after the toneàThis is…. I am ringing to…..

Ss, in pairs or individual, complete the telephone calls. Suzi: Hello? You: (1) ____________________________ Suzi: I’m not sure if he’s in…just a minute. JOE!!! Sorry, he’s not here.

He’s probably still at college. He’s usually here after four o’clock. You: (2)_____________________________ Suzi: Okay, what’s your number? You: (3) _____________________________ Suzi: Okay, I’ll tell him. You: (4) _____________________________ Suzi: ByeAnswers:1. Can I speak to Joe, please?2. Can you ask him to phone me?3. (your phone number)4. Thank you, bye.

Activity 4: 3b/pg 12Activity 5: 4/pg 127Activity 6: 4/pg 125 – Role play Ss are asked to practice both calls in situations 3a -3b. Ss are recommended to use useful language.

30’ II/ ANALYZE A QUESTIONAIRE:Preparation – Reading: Ask Ss to work individually to complete the questionnaire. Explain new words to Ss if necessaryActivity 7: Ss, in pairs, take turn to explain why they feel as the idea they chose.

While one is stating her/his ideas, her/ his partner is required to remember all ideas either taking note all the ideas (if needed)

Ss are required to use useful language (a) to express her/his own ideas. I agree…. I am the same… I am completely different because…. Personally, I (love the phone) because…

Activity 8: Student who has the same idea (similarity) and another who has the different idea (different) will work in pair to compare their idea.Ss are asked to use the useful language b to complete their task:

She uses (internet ) a lot, but I never (use) it She never (send emails) He loves/hates (new things). He thinks (computers are boring), but I (love them)

Homework: Practice exercise 11/pg 86/ workbook All exercise of the lessons Prepare for revision and final test