Lesson Plan U 7

Global Elementary
LESSON PLAN
HANOI-10/2014
Lesson plan- Unit 9- Life & Style Page 1

Global Elementary
LESSON PLAN
Subject : English
Unit : 9
Time : 15 class periods
I- LANGUAGE AIMS AND OBJECTIVES:

1-AIMS:
- Introduce form and usages of present perfect, superlative adjectives, have/has got, one and ones.
- Provide students with vocabulary related to parts of the body, parts of the face, clothes, nature and life event.
- Help students improve listening, reading, writing and speaking skills.
2- OBJECTIVES:
At the end of the lesson, students will be able to:
- Use and understand the form and usages of present perfect, superlative adjectives, have/has got, one and ones.
- Enrich their vocabulary related to parts of the body, parts of the face, clothes, nature and life event.
- Improve listening, reading, writing and speaking skills.
II-WORKING METHOD:
1- Individual work
2- Pair work
3- Whole class
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4- Work group
III-TEACHING AIDS:
1- Student’s book
2- Pictures
3- Work book
4- Dish and cassette
IV-TEACHING PROCEDURES:
Procedure Teacher’s activities Students’s activities Time

I. Part 1 135’
1.Warm up 3’
- Show slide 1,ask students some questions about the - Answer the questions.
nature:
1. Do you know any world or national
organizations that protect nature?
2. What will these organizations do to protect
2. Vocabulary nature? 16
and Speaking
- Ask Sts to work on their own to write the words in - Work on their own to write the words in the
the correct categories. correct categories.
- Check and correct the answers. (Slide 2) - Check the answers with the teacher.
1. park, farm, zoo
2. animal, tree, flower, insect, bird, fish, plant
3. mountain, river, lake
- Play the dish and ask students to listen and check. - Listen and check.
- Ask students to work in pairs, one turns to page 127, - Work in pairs to describe the pictures.
the other turns to page 129, describe the pictures to

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each other, go round and check.

- Ask the whole class to describe the two pictures. - Describe the two pictures
3. Reading 15
- Ask students to read the text, write some new words - Read the text
on the board.
+ encyclopedia: sách bách khoa
+ constantly: luôn luôn
+ look up: tìm kiếm
+ species: loài
- Play the dish, ask students to listen to the text and - Listen and answer the question What is
answer the question What is EOL? EOL?
- Check and correct the answers. - Correct the answer
EOL: Encyclopedia of life (Slide 3)
- Ask students to work in pairs to explain the EOL - Work in pairs to explain the EOL project
project, and ask if they think it’s a good idea, go
round and check.
- Check the answer as the whole class. - Correct the answer
4. Listening 25
- Play the dish, ask students to listen to two people - Listen to two people talking about unusual
talking about unusual species and find who they are, species and find who they are
play it twice. Give meaning of some new words
+ okapi: ngua duif vawnf
+ zebra: ngua van
+ lionfish: hai su
- Check their answer, play the dish pause at the - Check the answer
correct key words.
a. a teacher and a student
-Ask students to look at the pictures (Slide 4), play - Listen and answer the questions
the dish again, ask students to answer the questions

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- Check the answers - Correct the answer

1. They talk about picture 3, 4.
2. It comes from the north part of Congo.
3. It comes from Australia.
4. No, he hasn’t.
- Play the dish, ask students to listen to Steve and - Listen and answer the questions
Ryan’s conversation and answer the question: (Slide
5)
1. What are they talking about?
2. Who is Tara?
- Check the answers, play the dish and pause at the -Listen and correct the answers
key words.
1. They are talking about Ryan’s honey moon.
2. Tara is Ryan’s wife.
- Play the dish, ask students to listen to Ryan’s - Listen and repeat.
answer. Then listen and repeat. (Slide 6)
5. Grammar 12
- Ask students to give the form of the present perfect. - Give the form of the present perfect
- Check and correct the answers - Correct the answers
Present perfect tense
*Affirmative: I, you, we, they + have+ past participle
He, she, it+ has+ past participle
* Negative: I, you, we, they + have not + past
participle
He, she, it+ has not+ past participle
* Question: Have + I, you, we, they + past participle
Has+ He, she, it + past participle
- Tell students the usage of the present perfect (slide - Listen and take note
7)

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We use present perfect to talk about past experiences

in our lives without specifying exactly when they
happen.
We often use “ever” (in our lives), and “never” (not in
our lives) with the present perfect.
E. g: Have you ever eaten sushi?
She has never been to a zoo.
- Ask students to give some examples - Give examples
6. Practice 31
- Ask students to work in pairs to do exercise 1, -Work in pairs to do exercise 1
page103.
- Check the answers (Slide 8) - Correct the answers
1. Have you ever seen it?
2. No, I haven’t.
3. Have you been to Africa?
4. I have never seen this animal.
5. Have you used Encyclopedia of Life website
before?
- Ask students to work in groups to do exercise 2 - Work in groups to do exercise 2
Regular verbs Irregular verbs
camped- camp come- come
climbed- climb flown- fly
planted- plant gone- go
travelled- travel ridden- ride
visited- visit seen-see
- Ask students to work in pairs to write the past -Work in pairs to write the past participle
participle forms of the verbs.(Handout 1) forms of the verbs.
- Check the answers - Correct the answers

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become become
arrive arrived
leave left
write written
speak spoken
tell told
have had
do done
meet met
take taken
ride ridden
give given
finish finished
visit visited
buy bought
- Ask students to work in pairs to do exercise 3 - Work in pairs to do exercise 3
has travelled has taken
has visited has camped
has taken has gone
hasn’t visited hasn’t seen
- Ask students to work in individual to complete the - Work in individual to complete the text
text using the present perfect, affirmative or negative using the present perfect, affirmative or
(Handout 2) negative
1. have decided 2. have not sent
3. have spoken 4. has found
5. has made 6. has chosen
7. have not bought

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- Ask students to write the questions with How - Write the questions with How long…?. Then
long…?. Then write true answers. (Handout 3) write true answers
1. How long have you been in this class?
2. How long has your teacher known you?
3. How long have you lived in your house or flat?
4. How long have you studied English?
5. How long have you had your shoes?
7. Speaking 15
- Ask students to read the questionnaire and write the - Read the questionnaire and write the
questions in individual questions in individual
1. Have you ever climbed a mountain?
2. Have you ever swum in a lake?
3. Have you ever seen a lion?
4. Have you ever taken a photograph of a wild
animal?
5. Have you ever ridden a horse?
6. Have you ever gone fishing?
7. Have you ever planted a tree?
8. Have you ever visited a farm?
- Ask students to work in pairs to ask each other the - Work in pairs to ask each other the questions
questions go round and check. -Tell the class about the person they have
- Ask some students to tell the class about the person interviewed
they have interviewed and find who has had the most
contact with nature.
8. Further - Look at the information and make sentences 18
Practice - Ask students to look at the information and make about Ivan
sentences about Ivan in individual. (Handout 4) - Correct the answers

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- Check their answers (Slide 12)

1. He has visited the British Museum.
2. He has visited Buckingham Place.
3. He hasn’t taken a boat on the River Thames.
4. Has he eaten fish and chips?
5. He has seen the Tate Modern.
6. Has he travelled on a red bus?
7. He hasn’t gone shopping in Oxford Street. - Work in pairs to complete the text with the
-Ask students to work in pairs to complete the text present simple form of the verbs.
with the present perfect form of the verbs. (Handout
5) - Correct the answers
- Check the answers (Slide 13)
1. has worked 2. has prepared
3. has met 4. has cooked
5. has won 6. has bought
7. has done - Work in pairs to make questions with ever
- Ask students to work in pairs to make questions
with ever (Handout 6) - Check the answers
1. Have you ever been to Turkey?
2. Have you ever driven a sports car?
3. Have you ever seen anyone famous?
4. Have you ever lost your keys?
5. Have you ever made a cake?
6. Have you ever drunk champagne?
7. Have you ever played basketball?

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II. Part 2
105’
1. Vocabulary 18
and speaking - Ask students to work in pairs to match the two parts - Work in pairs to match the two parts of the
of the sentences in exercise 1. sentences in exercise 1
- Play the dish, ask students to listen and check. Correct the answers
(Slide 15)
1- e. I was born when my mother was 21.
2- c. I left school when I was 16.
3- b. I left home when I was 18.
4- h. I graduated from university when I was 22.
5- g. I started work when I was 23.
6- d. I got married when I was 33.
7- a. I had a baby when I was 38.
8- f. I retired from work when I was 38.
- Ask students to work in groups to look at the - Work in groups to look at the sentences in
sentences in exercise 1 and make them true for people exercise 1 and make them true for people in
in Viet Nam. Viet Nam.
- Ask students to work in groups to find two events - Work in groups to find two events that
that change our lives the most. change our lives the most.
- Call some students to give the answers. - Give the answers
2. Reading 18
- Ask students to read the introduction to Rites of - Read the introduction to Rites of passage,
passage, ask them if there are any rites of passage in ask them if there are any rites of passage in
Viet Nam for the events in Vocabulary and Speaking Viet Nam
exercise 1
- Play the dish, ask student to read and listen to the - Read and listen to the text the answer the
text the answer the questions questions
- Check the answers. - Correct the answers

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1. The rite of passage is a ceremony to mark an

important time in our life.
2. When they are two, four or six years old.
3. Yes, there is.
4. Family and close friends.
5. The mother keeps the hair.
- Divide the class into 2 groups, group 1 reads the rite - Work in groups to read the rite of passage
of passage on page 127, group 2 reads another one on then tell the other group the rite of passage.
page 129 then tell the other group the rite of passage.
3. Grammar 10
- Ask students to look at the sentences in Grammar - Look at the sentences in Grammar and tell
and tell the form and use of the superlative adjectives. the form and use of the superlative adjectives
- Check and correct the answers
The superlative - Take note the form
1. Form
+ One syllabus adjectives: add est
long- the longest
+ One syllabus adjectives ending with one consonant:
double the final consonant and add est
big- the biggest
+ Adjectives ending in e: add st
nice- the nicest
+ Adjectives ending in y: change the y to ie add st
funny- the funniest
+ Two or more syllabus adjectives: add most +
adjective
beautiful- the most beautiful
+ Irregular adjectives

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good- the best

bad- the worst
far- farthest/ furthest
2. Use: (Slide 16)
We use the superlative to compare something with all
the others in a group.
E. g: He’s the oldest in the class.
We use the superlative to describe extreme
E. g: The most important rite of passage is the first
haircut.
We often use the superlative with the present perfect.
E. g: This is the best meal I’ve ever eaten.
- Ask students to give some examples - Give some examples
4. Practice 25
-Ask students to work in pairs to do exercise 1, page - Work in pairs to do exercise 1, page 103
103
- Check their answers (Slide 17) - Correct the answers
1. most expensive
2. the happiest
3. the youngest
4. quieter
5. the most important
- Ask students to work in pairs to do exercise 2, page - Work in pairs to do exercise 2, page 103
103
1. the most expensive
2. the longest
3. the oldest

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4. the heaviest
- Ask students to work in groups to find which the - Work in groups to find which the most
most surprising fact is. surprising fact is.
- Ask students to put the words in the correct order in - Put the words in the correct order in
individual. (Handout 7) individual
1. I am the oldest in my family.
2. Who is the oldest in the class?
3. Concord is the fastest passenger plane in the
world.
4. Peter bought the most expensive watch in the
shop.
5. Did you buy the cheapest watch in the shop?
6. Miss Smith is the funniest teacher in our
school.
7. Tom Hank is the most popular actor in
America.
8. Claridge’s is the most expensive hotel in
London.
9. This is the easiest exercise in the book.
5. Speaking 10. Anna is the most intelligent student in the class
16
- Ask students to read the notes about an American - Read the notes about an American ceremony
ceremony - Write notes about a tradition or ceremony
- Ask students to write notes about a tradition or they know well in groups
ceremony they know well in groups. - Tell the class their notes using the useful
- Ask some groups to tell the class their notes using phrases in the book
6. Further
the useful phrases in the book.
Practice
- Read the sentences and correct the mistakes 18

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- Ask students to read the sentences and correct the

mistakes. (Handout 8) - Correct the answers
- Check the answer
1. Detroit and St Louis are the most dangerous cities
in the US.
2. This is the most interesting book I’ve ever read.
3. Scotland is the coldest part of the United Kingdom.
4. Lance is the worst students in the class.
5. That’s one of the ugliest animals I’ve ever seen.
6. She is the most beautiful of the three sisters. - Complete the sentences using the adjectives
- Ask students to complete the sentences using the in the superlative form
adjectives in the superlative form. (Handout 9) - Correct the answers
- Check the answers
1. the happiest
2. the best
3. the most interesting
4. the most delicious
5. the most expensive - Complete questions with the superlative
- Ask students to complete questions with the form of the adjective
superlative form of the adjective. (Handout 10) - Correct the answers
- Check the answers
1. What is the longest river in the world?
2. What is the highest mountain in the world?
3. What is the biggest city in your country?
4. What is the most popular sport in your country?
5. Where is the oldest university in Europe?
6. Who is the youngest person in your family?
7. Who is the most intelligent student in your class?

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III. Part 3 120’

1. Reading 18
- Ask students to look at the pictures of body art and - Look at the pictures of body art
ask them if they know anyone with these (Slide 18)
- Ask students to read the text Body styles and match - Read the text Body styles and match the
the paragraph to the heading paragraph to the heading
- Check the answers ( Slide 19) - Correct the answers
1- c 2- a
3- b 4- e
- Ask students to work in pairs to tell their opinion - Work in pairs to tell their opinion about
about tattoo. Is it popular in Viet Nam? tattoo
- Check the answer as the whole class. - Give their opinion as the whole class
2.Vocabulary 12
and Listening - Ask students to look at the pictures, match the - Look at the pictures, match the numbers to
numbers to the different parts of the body. the different parts of the body
- Play the dish, ask students listen and check their - Listen and check their answers.
answers.
- Play the dish again and ask students to listen and - Listen and repeat
repeat.
- Play the dish twice, ask students to listen and write - Listen and write the parts of the body they
the parts of the body they mention mention
- Check their answers, play the dish and pause at the - Correct the answers
key words.
1. hands 2. arm
3. shoulder 4. back
5. leg
3. Grammar 11

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

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have got (Handout 11)

1. London has got a lot of parks.
2. I have not got much money.
3. I have got a lot of homework tonight.
4. Have you got any homework?
5. Our school has got a library, but it has not got
many computers.
6. My parents have got a new DVD player.
7. Has your sister got a boyfriend?
5. Vocabulary 8. I have not got a problem with this exercise. 7
- Ask students to look at the picture of a face, listen - Look at the picture of a face, listen and
and repeat. repeat
- Ask students to work in pairs to do exercise 2. - Work in pairs to do exercise 2
1. hair/ eyes 2. big/ short
3. hair/ face 4. ears/ leg
6. Writing 5. short/ hair 6. hair/ cheeks 12’
- Ask students to read the situation - Read the situation

- Ask students to work on their own to write a short - Work on their own to write a short letter
letter describing their friend or family member. describing their friend or family member
- Ask students to work in pairs and swap their letter, - Work in pairs and swap their letter, and
7. Further and write a short response. write a short response 38
Practice
- Ask student to rewrite the sentences with have got - Rewrite the sentences with have got
(Handout 12)

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1. I have got two cousins.

2. I have got a big garden.
3. Have you got good friends at work?
4. She has got a house in the country.
5. Their house has got four bedrooms.
6. They have got black hair.
7. He has got a new mobile phone.
8. Has she got a red car?
9. He has not got any money in his pocket.
- Ask student to put the sentence in order (Handout - Put the sentence in order
13)
- Check their answers - Correct the answers
1. Your daughter has got very long hair.
2. My wife has not got a computer.
3. I have got a really bad headache.
4. My brother has not got a job at the moment.
5. That woman has got a problem with her leg.
6. Has your phone got a camera on it?
7. Have you got the right time?
8. Have those children got an adult with them?
9. Has Mary got your new email address?
- Ask student to look at the information about Ismail - Look at the information about Ismail and
and Mayumi and complete the sentences. (Handout Mayumi and complete the sentences.
14)
1. How many brothers has Ismail got?
2. Isamail has not got anu sisters.
3. Mayumi has not got any brothers or sisters.
4. Mayumi and Ismail have both got a flat.

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5. Mayumi has got a car, but Ismail has not got one.
6. They have both got a camera.
7. Has Mayumi got a computer? No, she hasn’t
- Ask students to complete the chart and write - Complete the chart and write sentences
sentences about themselves. about themselves
- Ask some students to tell the class about themselves - Tell the class about themselves
IV. Part 4 105’

1. Vocabulary -Ask students work in pairs to look at the pictures and - Work in pairs to look at the pictures and 23
name them name them
a. shirt b. T- shirt
c. skirt d. dress
e. jumper f. jacket
g. tie h. scarf
i. trousers k. gloves
j. socks
- Ask students to work in groups to find the difference - Work in groups to find the difference
between between
+ a shirt and a T-shirt + a shirt and a T-shirt
+ a skirt and a dress + a skirt and a dress
+ a jumper and a jacket + a jumper and a jacket
+ a tie and a scarf + a tie and a scarf
+ shorts and trousers + shorts and trousers
+ gloves and socks + gloves and socks
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- Tell students that we use the verb wear with clothes, - Listen and take note
and give an example: “I always wear a dress. Today I
am wearing a blue dress”
- Ask students to work in groups, one describes other - Work in groups, one describes other students
students in the class, the others guess who it is. in the class, the others guess who it is.
- Some students to describe other students,
- Ask some students to describe other students, the the class will guess who it is.
class will guess who it is.
- Listen and repeat the words
2. Pronunciatio - Play the dish, ask students to listen to and repeat the 27
n words. - Listen and circle the first word they hear.
- Play the dish, ask students to listen and circle the
first word they hear. - Listen and correct the answers
- Play the dish again and check the answers, tell
students the sound in the first column is /s/, the sound
in the second column is /ʃ / - Work in pairs, one says a word from
- Ask students to work in pairs, one says a word from exercise 2, the other points it
exercise 2, the other points it. - Match the words that rhyme.
- Ask students to match the words that rhyme.
(Handout 15) - Give and correct the answers
1. red- said 2. hat- that
3. kissed- list 4. green- mean
5. laugh- half 6. whose- shoes
7. short- bought 8. white- night
9. near- beer 10. they- pay
11. hair- wear 12. rose- nose
13. ours- flowers - Write two of the words on each line

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- Ask students to write two of the words on each line according to the sound.
according to the sound. (Handout 16) - Listen and check
- Play the dish, ask students to listen and check - Practice saying the words in rhyming
- Ask students to practice saying the words in
rhyming - Listen to tongue twister
- Ask students to listen to tongue twister (Handout 17)
- Ask students to choose two tongue twisters and - Choose two tongue twisters and learn them.
learn them. Say them to the class. Say them to the class.
3. Listening - Ask students to look at the clothing items and find - Look at the clothing items and find which 34’
which one they think is the oldest, the most modern. one they think is the oldest, the most modern
- Play the dish, ask students to listen and write the - Listen and write the clothing items in the
clothing items in the correct position on the timeline. correct position on the timeline.
- Play the dish again, pause at each timeline.(Slide - Listen and check
24)
+ 2000 BC: button
+ 500 BC: hat
+ 400 BC: sock
+ 1500: pocket
+ the 1860s: blue jeans
+ 1917: sports shoes
+ 1939: printed T-shirt
- Ask students to read the lines of conversation in a - Read the lines of conversation in a clothes
clothes shop. Who say them, the customer or the shop shop. Who say them, the customer or the shop
assistant? Write C or SA. (Handout 18) assistant? Write C or SA
- Check the answers (Slide 25) - Correct the answer
a- SA b-C c- SA d-C e. C f-SA g-C h-C i-
SA j-C k-C l-SA m-SA n-SA o-SA p-SA

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- Ask students to work in pairs to put all the lines in - Work in pairs to put all the lines in the
the correct order correct order
- Play the dish, ask students to listen and check (Slide - Listen and check
26)
1.a 2.d 3.i 4.e 5.n 6. j 7. m 8.b 9.f 10. o
11.k 12.l 13.g 14.c 15.h 16.p
- Ask students to practice the conversation with their - Practice the conversation with their partner
partner
4. Grammar -Ask students to look at sentences in grammar and - Look at sentences in grammar and tell the 6’
tell the use of one/ ones use of one/ ones
- Check and correct the answers (Slide 27) - Listen and take note
* We use one (singular), ones (plural) to refer to
something we said before (a countable noun).
e. g: Which is your brother?
The tall one on the left.
* We usually use one/ ones with an adjective, or after
this/ that/ these/ those.
e. g: He was the first one.
I want that one
5. Practice -Ask students to work in pairs to do exercise 1 - Work in pairs to do exercise 1 10

- Check their answers ( Slide 28) - Correct the answers
1. socks 2. printed T-shirt
3. sports shoes 4. blue jeans
- Ask students to work in pairs and ask each other - Work in pairs and ask each other about
about things in the class. things in the class.
6. Further - Ask students to work in pairs to match the questions - Work in pairs to match the questions to the 5’

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Practice to the answers. (Handout 19) answers

1. f 2. a 3. b
4. c 5. e 6. d
V. Function globally 45’

1. Warm up 8’
- Ask students to work in pairs and look at four - Work in pairs and look at four pictures of
pictures of doctors, take turn to describe the pictures. doctors, take turn to describe the pictures
13’
2. Listening - Check the answers as the whole class. - Answers as the whole class
- Play the dish, ask students to listen and match each - Listen and match each one to a picture
one to a picture.
- Check the answers. - Correct the answers from the teacher.
+ Conversation 1- b
+ Conversation 2- c
- Play the dish again, ask student to listen and find out - Ask student to listen and find out if the
if the sentences true or false. sentences true or false
- Check the answers as the whole class - Correct the answer
+ Conversation 1:The woman fell down -T
Her arms hurt.- F
She would like some water.- T
+ Conversation 2:
Dr Hathaway’s office is on the second door on the
left.- T
The man has a headache.- F
The doctor think the medicine is too strong.- F
14’

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3. Language - Ask students to work in pairs to find who say it, - Work in pairs to find who say it, doctor or
focus doctor or patient patient
- Check the answers as the whole class (Slide 29) - Correct the answers
+ What is the problem? D
+ I don’t feel well. P
+ When does it hurt? D
+ Take this medicine. D
+ I’ve got a headache. P
+ You need to go to the hospital. D
+ Can I see please? D
+ Is it broken? P
+ Drink lots of water D
- Ask students to work in pairs make two new - Make two new sentences with the words in
sentences with the words in brackets brackets
4. Speaking - Play the dish, ask students to listen and check. - Listen and check
10’
- Ask students to work in pairs and make up a - Work in pairs and make up a conversation
conversation
- Ask students to present their conversation to another - Present their conversation to another pair.
pair.
VI. Global English 45’
1. Warm up 6’
- Ask students some questions to lead them to the - Listen and answer the questions.
topic of the reading text
+ Do you like watching films?
+ Have you ever felt annoyed with advertisements in
the middle of the film?
+ Do you pay attention to the clothes, watches, rings,
mobile phones used by the film stars?

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- Ask students to look at the definition of a brand, - Look at the definition of a brand, and ask
and ask them to think of two brands for drink, them to think of two brands for drink,
perfume, watches, cars perfume, watches, cars
Suggested answers:
+ perfume: Estee Lauder, Channel
+ watches: Rolex, Citizen
+ cars: Toyota, Camry
2. Reading 18’
- Ask students to read the text and match the phrases - Read the text and match the phrases and
and definition definition
1- b 2-c 3-a
- Ask students to read the text again and do exercise 2 - Read the text again and do exercise 2
1 -b 2-a 3-c 4-a 5-c
3. Language 9’
focus - Ask students to work in pairs, look at the word in - Work in pairs, look at the word in the box to
the box to find which words are connected to find which words are connected to advertising
advertising (A), which words are connected to cinema (A), which words are connected to cinema
(C) (C)
+ film C + advertising A
+ commercial A + movie-goer C
+ main film C + ads A
+ props A + brand A
+ star C + product A
+ logo A + background C
4. Speaking 12’
- Ask students to work in groups to discuss the - Work in groups to discuss the questions.

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

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

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

Global Elementary
4. athletes/ to run
3. Preparing to 6’
write - Ask students to work in pairs to make notes about an - Work in pairs to make notes about an
important person in Vietnam or another country using important person in Vietnam or another
the paragraph headings in the Writing skills country using the paragraph headings in the
Writing skills.
4. Writing 21’
- Ask students to work in pairs to write a speech to - Work in pairs to write a speech to introduce
introduce the person to school. the person to school.
- Ask students to work in groups , exchange their - Work in groups , exchange their speech with
speech with each other each other
- Ask some students to read their speech to other - Read their speech to other people in the
people in the class class
VIII. Global review 60’
1. Grammar 24’
- Ask students to work in pairs to correct the mistakes - Work in pairs to correct the mistakes.
1. Have you ever gone to China?
2. Mount Everest is the highest mountain in the
world.
3. Can I see that jumper, please?
Which one?
4. I haven’t flown in an aeroplane.
5. These are the most expensive trousers in the world.
6. Which shoes do you want to try on?
The black ones, please.
7. Have you got a car?
8. Have you ever taken photos in a zoo?
9. Which is your house?

Global Elementary
It’s that one next to the supermarket.

10. I haven’t got a dress for the weeding.
- Ask students to write what Angela and Frank have - Write what Angela and Frank have and have
and have not done, go round and help students. not done
( Handout 20)
1. Angela and Frank have both been to the USA.
2. Angela has eaten Thai food but Frank hasn’t.
3. Frank has ridden a motorbike but Angela hasn’t.
4. Frank has spoken in public but Angela hasn’t.
5. Angela and frank have seen the Queen.
6. Frank has broken an arm but Angela hasn’t.
7. Angela has read War and Peace but Frank hasn’t.
8. Angela and Frank have studied French.
- Ask students to work in pairs to complete the - Work in pairs to complete the postcard using
postcard using the present perfect.( Handout 21) the present perfect
1. have been 2. have walked
3. haven’t stayed 4. have slept
5. have saved 6. have bought
7. have been 8. have not enjoyed
2. Vocabulary 8’
- Ask students to work in pairs to match words 1-6 to - Work in pairs to match words 1-6 to words
words a-f a-f
1-f 2-c 3-e 4-a 5-d 6-b
- Ask students to work in pairs to complete the - Work in pairs to complete the sentences
sentences

Global Elementary
1. start 2. leave 3. graduate 4. start 5. Retire

3. Speaking and 12’
writing - Ask student s to work in pairs, sit back-to-back with - Work in pairs, sit back-to-back with another
another pair and try to describe the other pair’s pair and try to describe the other pair’s
appearance ((hair, eyes, clothes), then turn round and appearance ((hair, eyes, clothes), then turn
check round and check.
- Ask students to write 4 sentences about their - Write 4 sentences about their experiences
experiences using the present perfect. One must be using the present perfect. One must be false.
false. Work in small groups. Take it in turn to read out Work in small groups. Take it in turn to read
their sentences and try to guess which one is false. out their sentences and try to guess which one
is false.
4. Dictionary 16’
skills - Ask students to read the note - Read the note
- Ask students to do exercise 1 - Do exercise 1
- Check the answers - Give the answers
- Ask students to read the note - Read the note
- Ask students to work in pairs to write C,U or C/U - Work in pairs to write C,U or C/U next to
next to the words the words
- Check and correct the answers - Give and correct the answers
art: U information: U nature : U painting: C/U
project: C species: C
- Ask students to read the note - Read the note
- Ask students to work in pairs to write the past - Work in pairs to write the past participles of
participles of the verbs. the verbs
Swim-swum break- broken
Drink-drunk eat- eaten
Fall- fallen make- made
Sleep- slept

Global Elementary

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Global Elementary

Lesson plan- Unit 9- Life & Style Page 1

I- LANGUAGE AIMS AND OBJECTIVES:

Procedure Teacher’s activities Students’s activities Time

Lesson plan- Unit 9- Life & Style Page 3

each other, go round and check.

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- Check the answers - Correct the answer

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We use present perfect to talk about past experiences

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- Check their answers (Slide 12)

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1. The rite of passage is a ceremony to mark an

Lesson plan- Unit 9- Life & Style Page 11

good- the best

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- Ask students to read the sentences and correct the

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III. Part 3 120’

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have got (Handout 11)

- Ask students to read the situation - Read the situation

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1. I have got two cousins.

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IV. Part 4 105’

- Check the answers - Correct the answers

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Lesson plan- Unit 9- Life & Style Page 21

5. Practice -Ask students to work in pairs to do exercise 1 - Work in pairs to do exercise 1 10

Lesson plan- Unit 9- Life & Style Page 22

Practice to the answers. (Handout 19) answers

V. Function globally 45’

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VII. Writing a 60’

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Lesson plan- Unit 9- Life & Style Page 28

It’s that one next to the supermarket.

Lesson plan- Unit 9- Life & Style Page 29

1. start 2. leave 3. graduate 4. start 5. Retire

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Lesson plan- Unit 9- Life & Style Page 31

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