Giáo án market leader pre inter EDITION 2

Lesson Plan: 2

Period: 4,5,6

Number of periods done: 3

Unit 1 : Career
I. Students’ attendance check: 5’
II. Homework checking: 0’
III. New lesson
Period 4: Discussion and Vocabulary
Objectives for S:
- Develop speaking skill (Discuss the topic of Career)
- Get new vocabulary: noun phrases and verb phrases (the topic of Career)
Time
Activities
No
Content
(mins)
1
Discussion: (p.6)
3’
- Warm-up the whole class with the quotation: Ask S
- Discussing the quotation “Nothing will work unless
to think and raise their voice.
you do.” (Meaning: Nothing will happen/ come to you
unless you work)
- Discussing the 3 questions in (A) – Asking for more
7’
- Ask S to work in pairs to discuss the 3 questions;
details or reasons for each answer.

Then, collect ideas from S (elicit S if necessary)
- Discussing (B): The areas S would like to work in
2’
- Ask S for their choices and reasons
- Discussing (C): The important tips to get ahead in
8’
- Ask S for some tips to help one get ahead in his/ her
one’s career
career, then to work in pairs: discuss the given tips and
decide on the 4 most important tips to get ahead in
one’s career.
- Collect ideas from groups (write on the board) for
the most important tips (including some reasons), and
reasons for why they think the tips that are left are not
very important. (Explain meaning of new words if
necessary)
2
Vocabulary
5’
- (A): Ask S to work in pairs to find the definition for
A. Matching the phrase with suitable definition
each phrase (which includes the word “career”); Then,
1c, 2d, 3b, 4a
check with the whole class
B. Completing the sentence with the best verb
5’
- (B): Ask S to match the suitable verb in the box with
2. take a career break, 3. make a career move, 4. offer
each phrase from (A) to make a complete sentence;
career opportunities, 5. decide on a career plan

Ask some S to read the sentences and explain any new
words.
C. Crossing out the noun that does not go with the
7’
- (C): Ask S to work in pairs to discover more
verb
common phrases with common verbs (the topic of

Work
arrangement

Whole class

Pairs
Individual
Pairs

Pairs
Pairs

Pairs and
Groups


No

Content
1. a training course, 2. progress, 3. a part-time job, 4.
do a mistake, 5. a pension, 6. an official job.
D. Complete the sentence with the best verb phrase

from part C
1. take early retirement, 2. work flexitime, 3. get a
promotion, 4. do research, 5. earn a bonus

Time
(mins)

Activities

Work
arrangement

career) by crossing out the wrong options.
8’

- (D): Ask S to work individually to complete the
sentences with suitable phrases from B; Then,
compare with the partners in the group; Check with
the whole class.

Individual
& groups

Period 5: Vocabulary and Reading
Objectives for S:
- Get to use new vocabulary (extra practice)
- Practice reading skill:
+ Be able to scan for information
+ Get some tips to get ahead in one’s career and be able to retell them without looking back the material
No

Content

Time
(mins)
5’

Activities

Work
arrangement

- Ask S to complete each phrase with the best verb from
the box

Whole
class

1

Vocabulary (cont): extra practice from T
Choosing the best verb from the box to make a phrase

2

Pre-Reading (A)
Discussing the factors that help when trying to move
ahead in career and practical advice for those who
want to.

10’

- Ask S to work in pairs to discuss the 2 questions in
Reading (A); Then, collect ideas from S and write on
the board

Pairs

3

Reading (B)
- Scanning for information
- Practising summarizing or paraphrasing

10’

- Ask S to scan the text quickly to find out if any of the
points that are listed on the board in Pre-reading are
mentioned; Check with the whole class for what points
are in common (get the number of those tips)
- In details, ask S about what is said in the course book
about the points listed on the board (S may read the text
or paraphrase the ideas); With the points that are not
listed, ask S to summarize/ paraphrase the ideas; write
on the board

Individual

- Ask S to read the given statements in (C) and decide
which tip each statement could be added to and why

Individual
& pairs

15’

Reading (C)
Scanning the text again (3 paragraphs at a time)

6’

Whole
class


No

Time
Activities
(mins)
a.4, b.6, c.8, d.5, e.2, f.7
4’
- Check with the whole class
Period 6: Reading and Listening: Improving your career
Objectives for S:
- Practice listening skill
+ be aware of the importance of listening to key words
+ be able to listen for specific phrases (related to tips to get ahead in one’s career)
Content

No

Content
Reading (D)
Matching 1-5 with a-e to make phrases

Time
(mins)
5’

1

Post-reading
Discussing the 3 most important tips

10’

2

Pre-listening
Reading the text again
Listening (A&B)
Listening for the tips in the Reading text that are
mentioned

3’
7’
8’

Debbie:

1. Tip 6 (creating your own goals)
2. Tip 1 (make a list of your priorities/ outline your tasks
everyday)
3. Tip 7 (be comfortable with being uncomfortable/
challenges)
Nikola:
1. Tip 6 (the same as yours/ your own goals)
2. Tip 4 (look for opportunities to broaden your skills)
3. Tip 7 (Are you really present? – change  being
uncomfortable/ try something new)

Listening (C)
Completing the extracts with specific phrases
1. what you’re good at
2. work on

7’

5’

Work
arrangement

Activities

Work
Arrangement

- Ask S to match 1-5 with a-e to make phrases (S may

recall what’s in your mind, then scan from the text to
check); Check with the whole class
- Ask S to work in pairs to discuss the three most
important tips out of 10 and express the ideas again to
the teacher in their own language.
- Check with some pairs
- Give S 3 minutes to cover the text again, elicit them
what they are going to listen to
- Play the audio file once for S to number the tip.
Check with the whole class for their answers.
- Play the audio file for the second time, pause at the
key points (italic letters) that show evidence for the
answers
- Play the audio for the 3rd time to listen for details
- Ask the whole class to discuss the 2 questions in B,
elicit some details (conversation style, accent

Individual

- Play the audio, ask S to listen and complete the given
extracts; Pause and check the missing phrases as well
as the meaning of the whole sentence.
- Discuss Nikola’s comment in (C); ask S to interpret

Individual

Pairs

Individual

Whole
class

Whole


No

Content
3. take it on
4. into a routine
5. what you’ve already got

Time
(mins)

Activities
the saying

IV. SUM-UP: 3’
- Vocabulary (topic of Career)
- Reading and Listening: Ways to move ahead in career
V. HOMEWORK: 2’
- Workbook Unit 1: Vocabulary A, B, C
- Read 10-14 (course book) in advance
VI. Self-evaluation
.......................................................................................................................................................
.......................................................................................................................................................
Approved

Date,
Teacher

Mai Thành Hạnh

Work
Arrangement

class


Lesson Plan: 3

Period: 7,8,9

Number of periods done: 3

Unit 1 : Career
I. Students’ attendance check: 3’
II. Homework checking: 2’
III. New lesson
Period 7: Language Review & Skills
Objectives:
- Acknowledge how often modal verbs are used in a job interview
- Be able to use modal verbs (can, could, would) to make requests, make offers, show desire or describe abilities (in a job
interview)
- Be aware of the importance of the common expressions in making/ receiving calls and be able to make contact on
telephone
No

Content

1

Warm-up
Tips/ ways to improve one’s career
Vocabulary Review
- Listing: some areas in business, compound nouns
that include the word “career”
- Choosing the suitable verbs that go with the given
nouns.
Language Review
- Listing modal verbs used to describe ability, make
requests and make offers

2

- Common questions in a job interview that are used
to make a request (R), make an offer (O) or ask about
ability (A)
(A), (B): Making questions and defining their
communication purposes, then, choosing the
equivalent answers
2. Could I confirm your contact details? (R)
3. Can you use this software package? (A)
4. Can you speak any other languages? (A)
5. Could you tell us more about your present job? (R)
6. Could you tell me your current salary? (R)

Time

(mins)
5’

5’

5’

7’

Activities

Work
arrangement

- Ask S for the tip that they most remember or like in
order to improve one’s career
- Show the vocabulary questions and ask S to give
answers as quickly as possible.

Whole class

- Ask S to:
+ give some interviewing questions
+ define the functions of the given questions (making
requests/ offers, asking about abilities)
+ get the modals verbs that are used
+ check with the whole class by asking S to complete
the box (p.10).
- Ask S to rearrange the words in (A) to make
questions from a job interview and decide whether

each question is making a request, making an offer or
asking about ability.
- Check with the whole class; Then, ask S to match the
interviewing questions in (A) with the answers in (B);
Check with the whole class

Whole class

Individual

Whole class
Individual


No

Content
7. Would you let us know your decision as soon as possible? (R)
8. When can you start? (A)
9. Would you like some more coffee? (O)

Practice
(C) (D)
Possible questions
Can you work overtime/ work under pressure?
Could you tell me the reason why you choose our
company to apply to?
Would you like to work in our branch in…?
…
3

Skills: Telephoning: Making contact
Lead-in: common telephone expressions
Listening (to get useful expressions)
- Listening for the purpose of each call
1. The man (Christophe Boiteaud) phones about a job
advertisement in a magazine (Careers Now). He wants the
woman (Carmen Diaz) to send him an application form for the
job. The callers do not know each other.
2. The man (Jacques) from Intec phones the woman (Andrea),
but she is not there. He leaves a message to say that he will not
be at the training course.
The callers may know each other.
3. Dave phones John, whom he knows, to get the fax number for
Workplace Solutions because he can’t get through on the phone.
The callers know each other.

Time
(mins)
5’

5’

Activities

Work
arrangement

- Ask S to sum-up the use of “can, could, would”
(used to make requests/ offers and ask about abilities),

ask S to complete part C to find any other
communication functions of “can, could, would” –
would like: to show desire (Can you offer me…)
- Ask S to think of other questions/ sentences to
describe abilities, make requests or offers (be in the
position of both an interviewer or interviewee) in a job
interview; then, collect S’ outcome

& WC
Pairs
Whole class

Pairs

3’
10’

- Ask S about telephone expressions they know; write
on the board
- Play the audio file (3 conversations once) for S to
find the purpose of each phone call and define
whether the callers know each other or not (Ask S to
express in complete sentences)
- Check details at the 2nd time of listening.

Period 8: Skills: Telephoning: Making contact (cont)
Objectives:
- Be aware of the importance of the common expressions in making/ receiving calls
- Be able to make contact on telephone

No

Content

1

- Listening for details/ expressions
(Listen and fill in the blank/ choose the phrases that
are used)
C. 2: Hold on, 3: put you through, 4: Is that, 5:
Speaking, 6: phoning about, 7: Could you give me
D. 2: I’m afraid, 3: take, 4: message, 5: This is, 6:
Could, 7: tell, 8: make, 9: call, 10: back, 11: on

Time
(mins)
10’
5’

5’
2

3

Practice
Role-play: Making a telephone conversation
(p.136)
She is not in the office at the moment.
Can I take a message?

Could I have your name and your address?
I will ask her to call you back.
I’m calling about the job advertisement.
I will send you the application form. …
(p.139)
Can I speak to Laurie Thompson?
I’m calling about how to apply for the job.
Could you tell me when the closing date is.

10’

Case study
- Getting to know the case
Company, products, head office, subsidiary, recent
performance, reasons, nature of sales position,
qualities required

5’

15’

Activities

Work
arrangement

- Play each conversation once again for S to complete
task C, D, E (With task C, D: Ask S to guess the answer
first)
- Ask S to cover the useful expressions in the 3

conversations again as well as add more expressions
that S know
- Ask S to cover Useful language part for reference
- Sum-up expressions for the caller and receiver

Whole
class

- Assign S to the task: Ask S to work in pairs, role-play
the conversations
- Appoint some pairs (at least 4 pairs) to role-play the
conversations in front of the whole class.
- Make comments on S’ work

- Give S 3 minutes to read the part of Background and A
new appointment; Check with the whole class for the
main ideas.

Period 9: Case study
Objectives for S:
- Get an overview of activities in recruitments:
+ assessing the recent performance; + giving the requirements
+ assessing the candidates’ profiles; + assessing the candidates’ performance from the interview
+ consider the strengths and weaknesses of each candidate and make a choice

Individual

Pairs
Pairs and
WC

Individual
/ Pairs


No

1

- Be able to give opinions and discuss in group to come up to the last decision
- Be willing to work in group, be free to discuss and give personal opinions
- Get the form of semi-formal and informal emails and in which cases these email styles are used
Time
Activities
Content
(mins)
Case study (cont)
5’
- Ask S to read the information about each candidate
- Getting to know the candidates
and note down the key features.
Barbara Szarmach (BS): Diploma in Marketing, Being
- Sum-up key points of each candidate on the board
sales representative since leaving school, good knowledge of
computing, having best sales results, languages: Polish/ Russian/
English (not very fluent)
Comments: Strong, aggressive sometimes
Tadeusz Vajda (TV): Bachelor in Engineering, experience of
industry, Regional Manager for 5 years in Poland, fairly
successful, languages: Polish and English.

Comments: calm, relaxed, hard-working, not creative
Eva Rheinberger (ER): Bachelor in History, sales rep in 15
years, good sales record, languages: Polish, English, German.
Comments: quite nervous, dependable, didn’t seem to have ideas
about future of the company

Work
Arrangement

Individual

5’

- Play the audio file once (each candidate) to add any
other features to the summary of each candidate on the
board, then, 2nd time: listen to check in details

Groups

10’

- Ask S to work in groups to discuss and choose one
person for the position, explain the reasons; Then,
give reasons to dismiss the others.

Groups

15’

- Ask for the choices and reasons from different

groups, take notes on the board; Also, ask for reasons
to dismiss the other candidates

Whole
class

5’

- Make S clear about the writing task

Whole

- Directly listening to candidates’ interviews to
experience the candidates’ style and attitude.
Main points:
BS: get to the top, become a director, difficult to work with but
get results
ER: want people to enjoy working, help each other, sales
experience, lead a team well, fast learner
TV: expand slowly in 5 years, not take many risks, patient,
realistic, have ability and experience, good judgment.

2

Discussion:
As the members of the interviewing team, discussing
the strengths and weaknesses of each candidate, then,
make a decision on the best candidate for the position.

Writing

No

Content
Completing the email from the head of the
interviewing team to Liz Steiner, Sales Director of
Fast-Track
Semi-formal/ Informal writing style:
- Style
- Form
- Content: brief, short
- Greeting/ Ending the email
- Language: less formal than a business letter / spoken
language (see at the email examples)
(For whom? - Outside/ inside the company; When to
use? - Giving/ asking for information)

Time
(mins)
10’

Activities

Work
Arrangement

- Elicit S different styles of an email, form, content,
greeting/ ending, language.
+ Ask S to make comments on the two given email

examples (which one is more formal? - semi-formal/
informal)
+ Make clear the form of semi-formal and informal
emails.
- Ask S how they will apply these features to the
writing task in this unit (what should be considered
when writing the email in this task?)
- Assign the writing task to S

class

IV. SUM-UP: 3’
- Modal verbs
- Skills: Making contact on telephone
- Discussing: Choosing the best candidate for the new position
V. HOMEWORK: 2’
- Writing: Write email to the Sales director to inform about the chosen candidate
VI. Self-evaluation
.......................................................................................................................................................
.......................................................................................................................................................
Approved

Date,
Teacher

Mai Thành Hạnh


Lesson Plan: 4

Period: 10,11,12

Number of periods done: 9

Unit 2 : Selling online
I. Students’ attendance check: 3’
II. Homework checking: 2’
III. New lesson
Period 10: Discussion and Vocabulary
Objectives:
- Be able to discuss/ talk about online shopping (terms/ conditions/ policies of shopping/ selling online)
- Be able to discuss/ talk about advantages/ disadvantages of traditional and online shopping/ selling
No

1

2

Content
Starting-up
- Questions:
1, Do you like shopping?
2, What do you/ don’t you like about shopping?
3, Have you heard about shopping online? (ecommerce & some famous websites)
4, What are the advantages of shopping online?
5, Which of the given items would you not buy
online, why? ( disadvantages of shopping
online)
6, Have you ever thought of selling online? Its
advantanges and disadvantages?

- Extra question for discussion:
Can you make a brief business plan of an online
channel (the task is assigned for groups as
homework)
Vocabulary
- Introducing new vocabulary that is related to
shopping/ selling online: Terms, conditions
and policies
+ A)

Time
(mins)

8’

Teachers’ activities
- Raise questions (question 1,2,3) for the whole class to
discuss and lead to the new lesson: Selling online
- Ask S to work in pairs to list some advantages of shopping
online (question 4); collect S’ ideas, write on the board.

7’

- Ask S for what from the list that they do not want to shop
online? (question 5)
- Elicit S the disadvantages of shopping online; write on the
board

10’

- (question 6): Ask S (in groups) to think about the
advantages and disadvantages of selling online; write on the
board.
- Elicit the meaning of the quotation in the course book

3’

- Ask S to work in pairs to complete the sentences with the
best choice.
- Check with the whole class, ask S for the meaning of the
words; then, elicit or explains the meaning & the use of new
words

5’

Work
arrangement

Whole class
Individual/
pairs

Groups

Pairs
Whole class


No

Content

Time
(mins)

2c, 3b, 4a, 5c, 6b
+ Providing further practice
+ B)
Credit card details: chi tiết trên thẻ tín dụng (2)
Cooling off period: thời gian cho phép hủy đặt
hàng (1)
Money back guarantee: việc đảm bảo hoàn lại
tiền (6)
Method of payment: phương thức thanh toán
(3)
Interest-free credit: nợ không lãi (4)
Out of stock: hết hàng (5)
After-sales service: dịch vụ sau bán hàng (7)

Teachers’ activities
- Give S more practice on the new vocabulary (gap-filling &
picture naming)

5’

5’
2’

- Ask S to work in groups to combine words from box A and
box B and make phrases that match the definitions (1-7)

- Check with the whole class: ask different groups for the
answers (from easy to difficult terms from T’s point of view)
- Give S more practice on the new vocabulary: Ask S to take
a piece of paper, whenever T show a definition, S will write
the equivalent word on the paper;
- Ask S to exchange the paper, check with the whole class

Work
arrangement

Whole class
Groups

Whole class
Pairs

+ Providing further practice
Find the equivalent phrase for each given
definition

No
1

Period 11: Listening: Multi-channel retail
Objectives: S will be able to:
- Develop listening skill: listen for words, listen for ideas (topic: online selling)
- Understand and get ideas about online selling
Time
Teachers’ activities
Content

(mins)

Pre-listening
Discussing multi-channel retail

10’

Listening: Multi-channel retail
A, B. Fill in the gap
1. online, telephone
2. website, identical, store
3. enquire, order, channel
4. run, integrated
C. Listen and put the statement in the correct

10’

7’

- Ask S to explain how they understand about multi-channel
retail
- Ask S to give examples of successful retailers to see how
they use different channels
- Get S understand about the task
- Ask S to match the words in the correct blanks
- Play the audio file for the 1st time; Ask S to listen and check
the missing words
- Play the audio file for the 2nd time: Check the answers and
the meaning
- Ask S to list keys to successful online selling: collect ideas

Work
arrangement

Individual

Pairs


No

Content

Time
(mins)

order
a.3, b.4, c.2, d.1
8’
D, E. True or False
1T, 2F, 3T

5’
7’

Post-listening
Reading and listening to the transcript

3’

Teachers’ activities

Work
arrangement

from S, write on the board
- Ask S to compare their ideas on the board with the 4 given
tips in the course book
- Asks S to listen to the audio file twice and number the
statements in the order they are mentioned.
- Check at the third time of listening.
- Ask S discuss in pairs the 3 statements in D and decide
whether they think each statement is true or false and the
reasons.
- Play the audio file twice for S to check the speaker’s ideas
(compare to their ideas).
- Check the answers with the whole class at the 3rd time of
listening.
- Play the audio file and let S look at the transcript.

Period 12: Reading: Worry for retailers
Objectives: S will be able to:
- Get an overview of present market: traditional and online selling
- Develop reading skill:
+ Skimming for the reasons why some retailers are worried.
- + Scanning for specific information about online and offline world of stores.
No
1

Content

Pre-Reading
- Discussing the positive and negative ways in
which online shopping affects the retail
business.
- Getting the meaning of some key words in the
text
2g, 3a, 4c, 5f, 6d, 7b
Reading
- Skimming:

Time
(mins)
10’

10’

5’

Teachers’ Activities
- Ask S to work in pairs to discuss at least two positive and
negative ways in which online shopping affects the retail
business.

Work
arrangement

Pairs

- Ask S to work in pairs/ groups to guess the meaning of the Pairs/ Groups
7 given words (to facilitate the reading)

- Elicit S to match the words with the definitions; then, check
the answers with the whole class.
- Ask S to skim the text to find the reasons why some
Individual
retailers are worried (an overview of the topic); check with
the whole class (focus on the words at Pre-reading)


No

Content
+ The number of people shopping online is
increasing.
+ A lot of people compare prices online.
+ Internet retailers can offer competitive prices.

Time
(mins)
10’

- Scanning:
Answer the questions
1. no need to pay for a physical shop
comparison of prices through websites
2. Running a physical shop is more expensive than a
website
à different price for the same product
3. Consumers will become better at surfing the
Internet.
4. integrate both online and offline operation

Post-reading
- Summarizing what has been read
- Reviewing vocabulary
High street, cut-throat, dilemma, bricks-andmortar, dual pricing, margin, shop about.

5’

5’

Teachers’ Activities
- Ask to scan the text to find answers for the 4 given
questions.
- Divide the class into 4 groups. Each group is responsible
for one Q; Check with the whole class the answers. (focus on
the words at Pre-reading)

Individual

- Ask S to summarize the information they got from the text,
make comments on that or share what they know about the
present market: the trend of traditional and online selling/
shopping.
- Prepare 7 cards with one word on each, give one card to
one S, ask him/ her to explain the word, the whole class
listen to the definition and speak out the word.

Whole class

IV. Sum-Up. 2’

- Shopping online: keys to success and challenges
V. HOMEWORK: 3’
- Workbook
- Prepare for case study (read the text, and prepare for negotiation)
VI. Self-evaluation
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
Approved

Work
arrangement

Date:
Teacher:


Lesson Plan: 5

Period: 13-15

Number of period done: 12

Class
Date
TÊN BÀI HỌC: Unit 2 : Selling online
I. Students’ attendance check: 5 mins
Number of absent students :
Class
Names

II. Homework checking: 10 mins
Anticipated student :
Content: Give the meaning of words: refund, deliver, discount, purchase, bargain, cooling off period, method of payment, out of stock,
interest-free credit
III. New lesson
Teaching facilities: Coursebook, projector, board, chalk, lesson plan

No
1

Period 13
Objectives for Ss: - Get the usage of modal verbs and practice
Time
Content
(mins)
2.4. Language review
10’
- Usage of modal verbs: should, have to, must, need
Should/ shouldn’t: it is good or bad to do something
Have to/ need to: to say something that is necessary
to do
Don’t have to: to say something that is not necessary
to do
Must: similar to “have to”
Mustn’t: is not allowed to do something

Method

Facilites
T’s

Ss’
- Presents the usage of - Get the usage of modal Giáo trình,
modal verbs based on the verbs from the context of phấn
given examples
the examples
bảng, máy
chiếu


No
2

Content
- Practice: Do the exercises to practice (A&B p.17)

- Make sentences about Selling online: Advantanges
and disadvantages (using modal verbs)
Ex: You only need to have a computer connected to
the Internet.
You don’t have to rush to the streets which is filled
with smoke and dirt.

Time
(mins)
15’

10’

Method
T’s

Ss’
- Instructs Ss to do the Do the excercise
exercise
A: Work individually
- Check
B: Work in pairs

Facilites

- Asks Ss to make - Work in pairs
sentences with modal
verbs about the topic:
Selling online

Period 14
Objectives for Ss: Develop negotiation skill (Presentation, negotiation: Useful expressions and real pratice in Role-play part)
No

Content

Time
(mins)
10’

1

2.5. Skills: Negotiating tips
- Discuss some tips for negotiation
1. Be friendly – how?
2. Have clear aims – how?

3. Don’t change your plan during the meeting –
Why?
4. Have a lot of options – Why?
5. Never show any emotion - Why

2

- Listen and fill in the blank
2. priority 3. Agreed 4.normal fee 5. We’d prefer 6.
offer 7. mind if I 8. as long as 9. How about
10. agree to
- Extract useful expressions for negotiating skill

10’

Listen and list all statements that express agreement,
disagreement or hesitation
1. SA
2. Polite A

10’

3

Method
T’s
- Introduces some of
negotiation tips
- Asks students to give
supporting ideas for each

tips

Ss’
- Present ideas on each
tips
(following
T’s
instructions)
- Give their own tips for
negotiating

- Plays the audio and asks - Listen and fill in the
student to do the exercise blank
- Asks S to underline the
useful structures
- Plays the audio 2 times
for S to take note the
statements
- Check

- Get useful expressions
from the listening text
- Listen and take note,
decide which attitude
each statement expresses
+ check

Facilites
Course
book,

projector,
lesson
plan


No

Content

Time
(mins)

Method
T’s

Ss’

Facilites

3. Hesitant D
4. Hesitant A
5. Poilte A

More useful language for negotiation (p.19)
4

Role-play
A representative of a website maintenance company
(A) meets a company manager (B) to negotiate a
maintenance contract. p.136, p.139

- How long is the contract?
- How often is the website tested?
- How long is the response time?

20’

- Get more expressions in
negotiating
- Asks one column of Ss - As As and Bs, negotiate
to be A, and the another to items in the contract. Try
be B
to
use
the
useful
languages they have
drawn out.

Period 15
Objectives for S: Develop speaking, presenting, negotiating skills
No
1

2

Content
2.6. Case study
2.6.1. Lifetime Holidays: Negotiate a joint venture
Vocabulary: Find definitions for the given words
Package holiday, high street, catalouge, face, visit,

demand,
solution,
e-commerce,
low-budget,
accommodation, insurance
Sum-up: The overview of the two companies
Role-play:
Group 1 & 2: Holiday destinations + car hire and
insurance
Group 3 & 4: Advertising buget + Joint venture
structure
2.6.2. Writing
Writing a letter (format)

Time
(mins)
15’

20’

10’

Method
T’s
- Asks S to explain the
given words in English
- Asks Ss to define the
situation from the reading
passage, take note on the
board.

- Asks Ss to look at the
details of negotiation on
p.139 and p.141
- Make comments after
each negotiation part.

Ss’
- Explain the words in
English
- Summarise key points
of the situation
- Come to the board and
negotiate with designated
points

- Asks Ss questions about - Tell the T what they
what they know about the know about the format of

Facilites
Course
book,
projector,
lesson
plan


No

Content
1. Your address

2. The name and address of the person you’re writing
to

Time
(mins)

Method
T’s
Ss’
format the a letter.
a business letter.
- Then, presents the
format of a formal
business letter

3. The position of the date is more flexible.
4. The salutation
5. It is common to put the subject of the letter directly
below the salutation.
6. The content of your letter should be as short as
possible, divided into short, clear
paragraphs.
7. To end the letter
IV. SUM-UP: 2’
- The usage of Modal verbs, useful expression for negotiating
V. HOMEWORK: 3’
- Write an email to the partner about the contract that was agreed on
VI. Self-evaluation
.......................................................................................................................................................
.......................................................................................................................................................

Approved

Date,
Teacher

Mai Thành Hạnh

Facilites


Lesson Plan: 6

Period: 16-18

Number of periods done: 15

TÊN BÀI HỌC: Unit 3: Companies
I. Students’ attendance check: 5 mins
II. Homework checking: 10 mins
- Give the meaning of words in English: high street, cut-throat, dilemma, bricks-and-mortar, dual pricing, margin, shop about
(Method: Point one student for one word)
- Collect writing paper from Ss.
III. New lesson
Period 16: Vocabulary and discussion
Objectives:
- Get to use certain words on the topic of Companies
- Be able to discuss about performance of a company/ develop speaking skill
Time
Work
Teachers’ activities

No
Content
arrangement
(mins)
1
Discussion and Vocabulary
10’
- Raise the questions; give S 2 minutes for preparation
Pairs
- Starting up:
in pairs
Which of these companies would you like to work
- Collect S’ ideas, write on the board (at 3 columns)
Whole
for? Why?
- Make comments on Ss’ ideas
class
1. a family owned company
2. a multinational company
3. your own company (be self-employed)

2

Which of these business sectors would you like to
work in?
- Telecommunications/ Media
- Engineering

10’

Vocabulary + Practice
Complete the sentences
Ex. A: 2. profit 3. subsidiary 4.workforce 5. market
share 6. head office 7. share price
Ex. B: 2. Profit 3. Market share 4. Share price 5.
Head office 6. Subsidiary 7. Workforce
Further practice: What’s that?

10’

5’

- Ask Ss to list the business sectors that they know.
Write on the board.
- Study on the given business sectors in the course
book:
+ Ask S to pronounce the words correctly
+ Ask S to give the names of some companies in each
sector. - Explains new words if there are any.
- Ask S to do the exercises individually, then, compare
their answers with the partner.
- Check the answers with the whole class, elicit the
meaning of the new words and professional context.
- Sum-up: Give S 6 pictures and ask them to speak out
the words.

Whole
class

Individual

/ pairs


No

No
1

2

3

Time
(mins)

Teachers’ activities

Work
arrangement

Period 17: Listening
Objectives:
- Develop listening and speaking skills
- Get some practical knowledge about running a company
Time
Content
(mins)
Listening
5’
- Before Listening

Discuss the most important factors that make a
company successful.

Teachers’ activities

Work
arrangement

- Ask S to work in groups to think of factors that
make a company successful
- Ask S to study on the factors given in the course
book; compare with groups’ ideas at “Before
listening” stage and choose 3 most important ones.
- Take notes on the board the choices of some groups
- Get S to understand the task
- Play the audio once for S to number the factors in the
order that they are mentioned.
- Play the audio for the 2nd time to check: pause at the
key words and some other details

Groups

Content

- Listening
1. The order
1. starting with a simple business idea that is easy to
understand
2. having a strong company culture
3. having good designers who also understand

production
4. having user-friendly packaging (may listen in
details for the meaning of the term “packaging”)

10’

2. Listen to the second part of the interview and
complete the notes
1. understanding
2. needs
3. competitors
4. offering solutions

10’

- Get S to understand the requirement of the task.
- Play the audio for S to complete the notes.
- Play the audio for the 2nd time to check with the
whole class, pause at the word that is needed to fill in
the blank

Whole
class
Individual
Whole
class


No
4

5

Content
3. Listening to the final part and decide which of the
followings was the interviewer’s question.
(Key words: aware of the market, build on your
strengths, combination, where are the differences,
what do we need to adjust, what do we need to
understand…)
After listening
Discussion: What do you think the factors that make a
company successful?

Time
(mins)
5’
5’
5’
10’

Teachers’ activities

Work
arrangement

- Elicit the questions: key words
- Instruct S to listen to key words and take notes what
they hear for guessing the question.
- Play the audio file (2 times)

- Check with the whole class at the 3 rd time of
listening.

Whole
class

- Ask S about what they think are the important factors
that make a company successful/ make comments on
the interviewee’s ideas (to what aspects do you agree
or disagree with the speaker?)

Whole
class

Period 18: Reading
Objectives:
- Consult some respected companies about their philosophy of value
- Develop reading skill (scanning skill)
No
1

2

Content
Reading
Pre-reading: The most respected companies: give
factual information about companies in the world
(The survey of 1000 respondents (CEO) from
Financial Times, across 25 countries and the criteria
used for ranking)

Reading: Read and take note the key points in each
reading passages, then, tell the others
A1: Customer service
- produces what customers want
- does everything to satisfy clients
- becomes the world’s biggest producer
A2: Commitment to communities
- gives a lot of money to charity

Time
(mins)
10’

Teachers’ activities

Work
arrangement

- Lead to the topic of the reading passage by asking
information about the survey.

Whole
class

- What newspaper does the survey come from?
- Who are the respondents?
…

10’

10’
5’

- Show the table that lists the most respected
companies
“Which company do you know? And what do you
know about it?”
- Divide the class into groups: Some groups read
Article 1, the others read A2
- Ask S to note down the key information
- Ask S to present the key points from what they have
read and tell the T in which line the information can
be found ( write on the board)
- Check S’ work by showing T’s notes; compare with
Ss’ work, conclude with 3 correct main points

Groups
Reps


No

3

Content
- will develop environmental technology
- will contribute to world peace and safety
(T may asks Ss about other information about other
companies in the text if there’s time left)
Post-reading

Discuss about respected Vietnamese companies
What’s that company?
What does it produce?
How is the products’ quality?
What is special about the company?

Time
(mins)

10’

Teachers’ activities

- Ask S to work in the same group to discuss their Groups
respected companies in Vietnam (reasons or evidence)
in 3 minutes
- Ask 2 or 3 representatives from groups to talk about
their choice.

IV. SUM-UP: 3’
- New vocabulary, respected companies, factors that make a company successful
V. HOMEWORK: 2’
- Write an essay on factors that make a successful/ respected company
VI. Self-evaluation
.......................................................................................................................................................
.......................................................................................................................................................
.......................................................................................................................................................
Approved

Work

arrangement

Date,
Teacher
Mai Thành Hạnh


Lesson Plan: 7

Period: 19-21

Number of periods done: 18

Unit 3: Companies
I. Students’ attendance check: 5 mins
II. Homework checking: 10 mins
Content:
- Collecting the essays
- Correct ex. B & C (Workbook p.12)
Method:
T check exercise B with the whole class
S finish first, T correct then
III. New lesson
Period 19 + 20: Language review: Present simple and Present Continuous
Skills: Presenting your company
- Distinguish the two tenses: form and usage (Present Simple & Present Continuous)
- Use the tenses to express ideas
- Get useful languages for introducing a company and develop speaking skill
No
1

2

Content

Time
(mins)
8’

Language Review
Starting up
- Form and usage of Present simple & Present
Continuous
Present Simple:
S + Vs, es
S + am/is/are + V-ing
S + don’t/ doesn’t + V
S + am not/ isn’t/ aren’t +
Do/ Does + S + V?
V-ing
Am/ is/ Are + S + V-ing?
Language focus
7’
- Present Simple:
1. factual information
2. routine activities and habits
- Present Continuous
3. ongoing situations and actions
4. temporary situations
5. future arrangements

Note: Stative verbs don’t have PC forms

Teachers’ activities
- Ask S to recall what they know about the two tenses
(form and usage)
- Ask S to come to the board and write down the form of
the two tenses
- Check and gives out correct forms
- Collect ideas from S about the usage of 2 tenses. Write
on the board.
- Ask Ss to work on examples given, find out the rules
for the two tenses (p.26)
- Correct Ss’ work about the usage of each tense
(matching exercise)
- Compare with what was listed on the board at first
- Ask S what they know about the verbs that are not used
in P.C, then, give notes about the time markers of two
tenses and stative verbs (aren’t used in Continuous
tenses)

Work
arrangements
Pairs

Individual


No
3

4

No
5

6

7

Content
Practice A: Put verbs into the correct tense
1. hold, are holding
2. are using, use
3. takes 4. raise, are raising 5. deals
6. recruit, are advertising 7. are renting
8. wants
Practice B: Fill in the gap and put the verb into
correct tense
1. are 2. offer 3. have 4. are growing 5. employ
6. are considering 7. are preparing 8. are looking
9. need 10. offer
- Sum-up: the content of the text (a recruitment ad)
through Q&A

Content
Skills: Presenting your company
Starting up (A)
The factors that make a presentation successful

Time

(mins)
5’

5’

Time
(mins)
10’

Listening: B,C: Complete the chart
Key: 2. clothes 3. Fashion conscious men and
women aged 20-35, 4. 260 million Euro 5. 16
million Euro, 6. 15, 14 (5 new stores next year) 7.
new designs (quickly) 8.new store in New York

5’
5’
5’

Presentation (D):
Make a presentation about the company

5’

Work
arrangements
- Instruct S to do the exercise, give S 3-5 minutes to Practice A:
finish
Individual
- Check with Ss

Practice B:
pairs
- Instruct S to do the exercise, give S 3-5 minutes to
finish
- Check with Ss
- Ask S to look the text over and answer T’s questions
about the content of the passage
“What’s that document? – A recruitment ad
In which business sector is the company?
How developing is the company?
What is the position needed?
What are the qualifications needed for the post?
What are the benefits for the post?”
- Ask S to study more on the text at home for writing a
recruitment ad
Teachers’ activities

Teachers’ activities
- Ask S what factors make a presentation successful
- Show 8 factors to make a presentation successful
(textbook p.27)
- Study on each point and ask S about their level of
agreement (strong agreement, agreement, weak
agreement)
- Play the audio for S to complete the table (2 times)
- Play the audio (3rd) to check the answer
- Play the audio (4th) to recognize which of the
suggestions (in exercise A) the speaker followed
- Help S access the useful languages (p.27)
- Elicit what the S can talk about by collecting ideas from

Work
arrangement
Whole class

Individual

Groups


No

Content
- Name
- Head office
- Customers
- Annual turnover
- Net profit
- Number of stores
- Strengths
- Future plans …

No
1

2

Time
(mins)

Teachers’ activities

Work
arrangement

S first and then showing T’s suggestions on the screen
- Give S 5’ to prepare for a presentation on their company
or any companies they know
- Listen to S’ presentations, take notes
- Ask other groups’ for what they get from the
presentation
- Correct common mistakes (after presentation)

5’
20’
5’

Period 21: Case study
Objectives for S:
- Develop speaking, negotiating, persuading skills
- Get some practical knowledge about running a company
Time
Content
(mins)
Case study
5’
- Understand the situation: Background and expansion
(luxury products/ international awards, 300
employees, 75 shops…)
- Understand the difficulties the company is facing

7’
Prices: higher than competitors’
Production: delays due to old machinery
Demand: Falling demand for new products (biscuits
and cakes)
Staff morale: Sales team and production staff are
demotivated
- Study on investment options
8’
- Discuss & Present the investment plan
+ Buy new machinery
+ Invest in more research and development
20’
+ Buy out a local competitor
…
5’

Teachers’ activities
- Ask S to have a look at the basic information about
Valentino Chocolates (Background and Expansion)
- Lead to Listening part to help S understand the
difficulties that VC is facing.
- Play the audio, check (at 2nd / 3rd of listening)

- Give S time to prepare for the investment options: S
will discuss how to spend the money and spend on
which options.
- Ask one group (as board of directors) to come in
front of the class and present its investment plan,
other groups will listen and debate in order to come

to the best plan (Remind S when debating: use polite
expressions)
- Control S’ work and help S when necessary
- Give comments on S’ work

Work
arrangements

Whole class

Groups
Group and
whole class


No

Content

Time
(mins)

Teachers’ activities

V. SUM-UP: 3’
- Usage of Present Simple and Present Continuous, presentation tips
V. HOMEWORK: 2’
- Write an investment plan
- Workbook (p.13-15)
- Read in advance (p.131)

VI. Self-evaluation
.......................................................................................................................................................
.......................................................................................................................................................
Approved

Date,
Teacher
Mai Thành Hạnh

Work
arrangements