Lesson plan

Module 1
I. Focus teaching
- Name: full name, first name and surname
- Introductions:
+ Greeting: hello, hi
+ Saying name: I am…
+ Asking name: what’s your name?
- Vocabulary: jobs, numbers, the alphabet
- Saying hello and goodbye
- Grammar: personal pronouns, possessive pronouns, articles
- Pronunciation: jobs, numbers, the alphabet, stress word and stress sentence
- Communicative skill
- Speaking and listening skill
- Writing and reading skill
- Teamwork skill
II. Objectives:
- Students can say their names and ask others’ names
- Students know to write and pronoun jobs, numbers and the alphabet
- Students can say hello and goodbye in communication everyday
- Students use personal pronouns, possessive pronouns and articles correctly
- Improving pronunciation
- Developing communicative skill, teamwork skill
- Developing speaking and listening skill, and writing and reading skill
III. Procedure:
Teacher’s activities Students’ activities
 Focus 1
- Teach the use of personal pronouns - work individually
and possessive pronouns
+ personal pronoun used as a subject of
a verb in a sentence
+ possessive pronoun used as an
adjective and stand before noun
Personal pronoun Possessive pronoun
I my
I am a student My name is Mary
You your
You are teachers What’s your name?
- Ask students to look at the pictures
and listen; then listen again and repeat - work individually
- have students listen to the tape, notice
the stress sentence and repeat; then
have them practice in pairs
- work in pairs to complete the
conversations with i, my, you, your - work in pairs
 Key: a. your, b. I, your, c. you, d. my, I,
e. you, I
- Have students listen to the tape and
check their answers; then ask students - work in pairs
to practice the conversations with a
partner
- Go around the class and ask students’
names
- Ask students to do exercise: complete
the sentences with I, my, you, your
Key:
1. I, 2. you, 3. your, 4. my/ I/ you
- listen and say the words and phrases
a, I b. I’m c. hi, d. fine e. nice f. my
 Focus 2
- ask students to read some jobs in the
box and have them ask meanings of - work individually
new words
- ask students to work in pairs to match
the jobs with the pictures a-h - work in pairs
the key:
a. businessman/ businesswoman
b. police officer
c. actor, d. student
e. engineer f. waiter
h. teacher g. doctor
- have students listen to the jobs and
notice the stress; then listen again and
repeat
- ask students to listen to the tape and
answer “ who is speaking?”; ask them - work in pairs
to exchange the answers; then give
right answers and have students listen
again to check -
key:
1. doctor 2. actor
3. police officer 4. engineer
5. businesswomen 6. waiter
- teach the use of the articles a/ an
a + consonant
an + vowel
- ask students to listen to the tape and
complete the exercise
Key: 1. a waiter, 2. an actor, 3. engineer, 4.
4. businesswoman
- ask students to write the letters and a or
an in ex 2 - work individually
- ask students to ask a partner’s job and use
the structure : - work in pairs
what’s your job?
I am…..
- give students personal pronoun and
possessive pronoun: he/ his, she/ her
- ask students to work in pairs to match the
sentences with the pictures; then have them - work in pairs
listen again and check the answers
Key:
1. b, 2. c, 3. d, 4. a
- ask students to listen to the questions
and answers; then write them down; - whole class
have students listen again and repeat
key:
what’s his name?
his name’s Luis Figo
what’s his job?
He’s a football
What’s her name?
Her name’s Jennifer Lopez
What’s her job?
She is a singer
- ask students to complete the
sentences with he, his, she or her
key
1, his, 2. his 3. he, 4. she 5. her
6. her 7. her 8. she 9. his 10. he
- ask students to match A and B
- explain the meanings of words full
name, first name and surname
- ask students to complete the
questions with his or her
key:
a. his, b. his, c. her, c. his
- ask students to match questions a-d
with answers 1-4
key:
1. b, 2. c, 3. a, 4. d
 Focus 3
- have students listen to the alphabet
and repeat
- teach students to sing the song of the
alphabet
- ask students to listen and complete
 the questions
- key:
a. surname b. first name
c. full name d. how/ spell
- ask students to work in pairs, each
pair will say two names
- call each pair to say names and
correct mistakes - work in pairs
- ask each student to go around the
class and ask full name of four people
in the class; then have them complete
the gaps below
- write the questions with a partner;
then listen and check - work in pairs
1. what’s his
2. what’s his
3. how do you
4. what’s her first
5, what’s her full
- ask student to write question mark (?) or
full stop (.) in the circle
a, ?/. b. ?/. c.
- listen and put the conversations in order
key:
a, Paula, this is Antonia
hi, Antonia. Nice to meet you
nice to meet you
b, hello, Steve!
Hello, how are you
Fine, thank you. And you?
I’m very well, thanks
c, goodbye!
Bye, Kris. See you later
- ask students to listen again and
repeat; then practice the
conversations with a partner, but use
your names
 Focus 4
- listen and say the numbers
- ask students to match the words with
the numbers - whole class
- have students listen and check
- match the phrases to the pictures
key
a. open your book, b. write your name
c. look, d. say your name
 e. work in pairs f. listen
g. read your book h. close your book
- ask students to listen and follow the
instructions
- put the words in correct order
Key
a, what’s your full name?
b, how are you?
c. what’s his job?
d. how do you spell “Antonia”?
e, what’s her surname?
- write the answers for exercise in the
textbook
Key:
a, five, b, thirteen c, nine
d. seven, e, four f, twelve
- put the words in the gaps; then
practice the conversation
Key:
a, hello, b, hi/ hello c, how
d. fine e, thanks f. good
g, she h, nice i, meet
- have students listen and read five
paragraphs; then ask they to find who
Caryn Johnson is
Key: picture 3
Module 2
I. Teaching focus
- Grammar: be with I, you, he, she, it ( affirmative, negative, question)
- Vocabulary: countries and nationalities, numbers 21-100
- Pronunciation: word stress, contracted verb forms, sentence stress
- Listening and reading: where in the world
- Speaking: talk about your friends and ask questions about your partner’s friends
- Writing: write yourself, capital letters
- Real life: phone numbers, fill in a form
II. Objectives
- Using be with I, you, he, she, it properly
- Knowing vocabulary of countries, nationalities and numbers
- Improving pronunciation
- Developing listening and reading skill
- Developing speaking and writing skill
- Knowing to say phone numbers
- Developing communicative skill
III. Procedure
Teacher’s activities Student’s activities
 Focus 1
Vocabulary
- ask students to match the country - work in pairs
with the number in pairs
key:
1. The USA
2. Brazil
3. Great Britain
4. France
5. Spain
6. Italy
7. Poland
8. Turkey
9. Russia
10. Japan
- have students listen and check
- ask S to listen some countries and
repeat. Ask them to notice word
stress
Grammar
Personal Positiv Negative Questio
pronoun e n
I Am Am not Am
I…?
You Are Aren’t (= Are
are not) you…?
Ex. I am (I’m) from Spain
she isn’t a student
are you from brazil?
is it a capital?
- Ask students to do the exercises in pairs - work in pairs
Exercise 1
a, put the words in order
1. Hello, my name’s Adam
2. I’m nice to meet you
3. Where are you from?
4. I’m from Italy
5. are you from Rome?
6. no, I’m from Milan
7. are you a student?
8. no, I’m your teacher
b, have student listen and check
exercise 2
make the sentences negative
key
a, I’m not from the United States
b, you’re not from London
c, you’re not a teacher
d, I’m not a teacher
e, I’m not from a big country
f, you’re not from Russia
listening
- ask students to listen to the
conversation and answer where the
people are from?
Key:
Module 3
I. Focus teaching
- Grammar: be- plural forms; plural nouns, this/ that/ these/ those
- Vocabulary: places, food and drink; common adjectives
- Reading: an email and a postcard
- Listening: eating and drinking around the world
- Speaking: act the conversation of a café menu
- Writing: a postcard
- Real life: ordering and pay for food and drink in a café; prices
II. Objectives:
- Know the plural forms of “ be”, the forms of plural nouns and use this/ that/ these/
those correctly
- Know vocabularies of places, food, drink and common adjectives
- Develop reading, listening, speaking and writing
- Know to order and pay for food and drink in a café and know to say prices in real
life

procedure
Teacher’s activities Students’ activities
 Focus 1
Vocabulary
- ask students to look at the pictures - work in pairs
and guess which countries they are? Key:
- ask students to ask the questions a, the USA b, France
1, two, 2, three 3, three c, Brazil d, Great Britain
4, five, 6, thirteen e, Singapore
Grammar
Singular nouns plural nouns
taxi taxis
car cars
shop shops
bus buses
city cities
Irregular nouns
singular nouns plural nouns
man men
woman women
child children
person people

- have students listen and practice the

singular and plural nouns whole class
- ask student to write the plurals
plural nouns + are key:
ex. London buses are red a, shop b, countries c, actresses
the Pyramids are in Egypt d, businesswomen e, teachers
- ask students to work in pairs to make f, businessmen g, houses
true sentences from boxes a, b and c h, companies i, addresses
- have students listen and check grammar
Ex 3: - work in pairs
Complete the sentences with is/ are key:
Key: b, is c, are d, is e, are f, is 2. Warsaw is in Poland
3. Egypt and Oman are hot countries
4. São Paulo and Rio de Janeiro are
Brazil cities
5. Ferraris are expensive cars
6. Scotland is a cold country
7. Sydney and Melbourne are in
 Focus 2 Australia
Reading and vocabulary
- ask students to work in pair, look at work in pairs
the picture and read about the people,
then ask them t6o answer the
questions
- ask students to work in pairs to check
the words in the box and read the
email and the postcard; then complete
the table
Grammar
we are aren’t
( are not)
they are aren’t Ex.
subject Be-positive Be-negative 1. they are very beautiful
 2. they aren’t ( are not) very beautiful
Pronunciation 3. we are happy here
- ask students to listen and tick the sentence 4. we aren’t happy here
you hear; then ask students to listen again
and repeat whole class
Listening
- ask students to look at the pictures and
read the sentences; then ask them to
complete the sentences with is/ isn’t, are/ work individually
aren’t
- have student listen and check their key:
answers a, are/ are/ are/ is/ isn’t
- exercise 5: complete with we, they, are, b, is/ aren’t/ are/ is/ is
aren’t c, are/ are/ are/ is/ aren’t/ is/ are
Key:
b, are/ they c, are/ we
d, are e, are/ we
F, are/ they g, are h, we
 Focus 3
Vocabulary
- ask students to match these words
with the pictures in the quiz; then ask
to put the words into these groups
- have students listen again and check
- ask students to tick the food and
drinks you like and cross the things
you don’t like; then talk to a partner
about the things you like or you don’t
like
Grammar
singular plural whole class
This ( this egg) These ( these eggs) Key:
That ( that car) Those (those cars) a, that b, those c, these d, this/ this
- ask students to listen and circle the exercise 9: this/ that/ these/those
correct word in conversation a-d, then
practice the conversation with a
partner
key:
a, this b, that c, these d, those
- ask students to complete the sentences
with this/ that/ these/ those; then listen and
check
Real life key
- have students listen the prices and put a, this b, those c, that d, those
in order they hear; ask them to e, this f, those g, that
practice saying prices
 - ask students to find these in the
pictures; then listen and repeat
- ask students to work in pairs, look at
the pictures; then write the phrases in
conversation a, b or c
- have students listen and check
- ask students to practice conversations
a, b, c again with other words
- have students listen to a conversation
in a café; then tick what the customers
order work in pairs
Key
Food: burger, salad, pizza, chips
Drink: coke, bottle of water
Speaking task
- have students imagine that they are
staying at a café, ask them to work in
group to make a conversation Work in pair
- call on students to act their
conversation
Review: ask students to do exercises
1. choose the correct answer
key: - work individually
b, this c, those d, this e, those f, this
2. write the plurals
4. write the words in the correct place
Ex 11: listen and say these words and
phrases
Ex 13: use words and phrases in the box to
write the postcard
Key:
b, how c, we’re here d, in a hotel
e, expensive f, beautiful g, are very good
h, see you soon
Module 4
I. Teaching focus
- Grammar: there is/ there are ( affirmative, question and negative); a some, any
- Vocabulary: places in a town, prepositions of places, common adjs
- Listening: descriptions of a place
- Reading: my hometown
- Speaking: saying ten sentences to describe a picture and interview a student about
where he/ she lives
- Writing: writing a paragraph about where you live
- Real life: in the street
- Pronunciation: / θ / and / ð /, 00sentence stress

II. Objectives:
- Students can use there is/ there are and adjs of amount correctly
- Students know new words
- Developing listening and reading skill
- Developing writing and speaking skill
- Improving pronunciation
III. Procedure
Teacher’s activities Students’ activities
 Focus 1
Vocabulary
- ask students to read the box and definite - work individually
correct places in the pictures
key:
a, a restaurant b, a park c, a hotel
d, a square e, a bank f, a cinema
- ask student to listen and fill places in - work in pairs
pictures 1-11
Key:
1, a café 2, a bus stop 3, a restaurant
4, a post office 5, a hotel 6, a station
7, a bank 8, a park 9, a car park
10, a cinema 11, a supermarket
- ask students to match the prepositions - whole class
with diagrams
1, in 2, on the left 3, on the right 4, near
- ask students to look at the map and
definite the sentences are true or false
a, F b, T c, F d, T
- ask students to circle the correct answers
- ask students to work in pairs and make - work in pairs
sentences
Key:
b, the cafe
c, the post office is on the left of the
supermarket in the square
d, the park is near the bank
e, the cinema is near the café
f, the cinema is near the café
g, the hotel is on the right of the park
- ask students to work in pairs, ask and - work in pairs
answer some places in the map
 Focus 2
Listening
- ask students to look the picture and show - work in pairs
nouns in box which appear in pictures
- ask students to look at the picture again
and listen; then decide which is correct A
or B
Key: B
Grammar
There is ( there’s) + singular noun
There are ( there’re) + plural noun
Ex. There’s a supermarket in the square
There’re many people in the street
- ask students to correct wrong
sentences in ex 3
Exercise 3 in workbook
- ask students to read the information
about Crowley and complete the
sentences with there’s or there are
Exercise 4: write negative sentences and - work individually
questions about Crowley; then listen and
check
- ask students to work in group and use
 there is/ there are to describe the
picture
Pronunciation
look at the teacher, listen and practice / θ / - whole class
and / ð /
speaking task
- ask students to work in group; use
there’s/ there’re to describe picture A
 Focus 3
Reading and vocabulary
- ask students to read three text and do - work individually
ex 2, 3; ask students to notice
common adjs in ex 3
- ask students to listen and check which
three sentences are in the wrong
palace
key:
4, there are famous train
8, it’s not beautiful, but it’s interesting
Grammar
Some/ any + plural nouns Whole class
Some – positive sentences
Any- negative sentences and questions
Ex.
There are some beaches here
There are not any parks
Ex 1 in “do you remember” work individually
key:
b, are there c, some d, any
e, any f, there’s
-Ex 7:complete the sentences with some,
any or a
Key:
A, a b, some c, any d, a e, any
f, a g, a h, any
Speaking task
Ask students to work in pairs to ask a work in pairs
partner about where he/ she lives, suggest
students to use prepositions and the form
there’s/ there’s not, there’re/ there’re not to
describe
Writing
Ask students to write a paragraph about
where they lives as the example in the
textbook
Real life
 - ask students to match the sentences
with the pictures work pair
key
b, sorry, I don’t understand
c, that’s okay
d, excuse me, where’s the station?
- have students listen and check; then
practice the conversation in pairs
- ask students to imagine that they are in
the street and make different conversations
with other students
Review
Ex 3: put the word in the correct place
Key: work individually
b, a interesting city
c, on the left
d, any cafes
e, some very
f, of the supermarket
g, in Baker Street
Ex: underline the correct words and
phrases
1. in, 2. on 3. the right 4. the station
5. of the restaurant 6. in
- have students listen and check
Ex: write adjectives
Key:
b, interesting c, quiet d, famous
e, busy f, small g, nice
Ex: listen and read the text about the
world Showcase; then answer the
questions
Ex: write capital letters
- teach students to use capital letters
with names of person, countries,
language,…; at the beginning of a
sentence; with I.
Ex: complete the sentences with is or are
Key:
1. is 2, are 3, are 4, is 5, Are 6 is