Bai giang New Headway 1

LESSON PLAN 1
Subject: Basic English 1
Time: 4 periods
Teaching date: ..............
Unit 1: HELLO EVERYBODY!
Teaching aims: After learning this unit, the students will be able to:
- Use the grammar structures and the use of to be, possessive adjectives.
- Introduce themselves about name/full name, age, hometown, job/occupation, marriage
state, address, phone number…
- Remember vocabulary to do exercises and practice.
Teaching aids: projector, board, chalk
I. Class order: (5’)
- Greeting
- Absentee(s); Name of absentee(s);
II. Procedure:
TEACHING ACTIVITIES
No
CONTENT
Teacher’s activities
Student’s activities TIME
1.
Introduction
- Oral presentation
- Listen
5’
- Introduction to the
purposes of the lesson.
- Introduce the structure
of the lesson.
- Engage students in the
lesson.

2
New lesson
170
I.
GRAMMAR
- explain the meaning and - listen and take
I.1. PERSONAL
the use of personal
notes.
10’
PRONOUNS
pronouns
I
- give examples.
You
- ask the students to give
- speak some
She/He/It
more examples
examples.
We
They
I.2. TO BE
50’
1. Form: am/is/are
- explain the meaning and - listen and take
I + am (‘m)
the structures of to be.
notes.
She/He/It + is (‘s)

- give examples.
You/We/They + are (‘re)
- ask the students to give
2. Structures:
more examples
-give some examples.
+ Positive: S+be
+ Negative: S+be not
+ Questions: Be + S ?
Short answers:
- Yes, S+be
- No, S+ be not
- explain the meaning and - listen and take
I.3. POSSESSIVE
the use of possessive
notes.
20’


II.
II. 1

II. 2

II. 3
3

4

ADJECTIVES:

My
Your
Her
His
Its
Our
Their
PRACTICE:
Talking about you

Vocabulary and
pronunciation
a. Match the words and
pictures
b. a/an
c. plural nouns

adjectives
- give examples.
- ask the students to give
more examples

- speak some
examples.

- guide Ss to practice
asking and answering
about themselves.

- practice speaking by

asking and answering
about themselves.

- explain the meaning of
new words
- guide the ss to use a/an.
- guide Ss how to change
from singular to plural
nouns
-give examples
- guide Ss to read the
Everyday English
numbers 1-100.
- guide Ss to say the
telephone numbers
Consolidation and end the - Lecturing
lesson
1 Personal pronouns
Structures of to be
Possessive adjectives
Exercises in workbook
page 3-5.
Guide to self- study
- Lecturing
References

-match the words
with the pictures
- listen and take
notes.

- give some examples

30’

45’

- write, read and take
notes
25’

- Listening

15’

- Listening

5’

1. Raymond Murphy (2011), Grammar In Use, Youth
Publishing House,from page 10 to page 13
2. Tom Hutchinson (2010), Lifelines, Oxford University,
from page 11 to page 14.
Date 20/9/2017

HEAD OF DEPARTMENT

Phan Van Phu Cuong

DESIGNER

TranThi Quynh Hoa


LESSON PLAN 2
Subject: Basic English 1
Time: 2 periods
Teaching date: ..............
Unit 2: MEETING PEOPLE
Teaching aims: After learning this unit, the students will be able to:
- Use possessive‘s.
- Count number.
- Remember the vocabulary to do exercises and practice.
- Ask and answer about prices.
Teaching aids: projector, board, chalk
I. Class order: (5’)
- Greeting
- Absentee(s); Name of absentee(s);
II. Procedure:
No
TEACHING ACTIVITIES
CONTENT
Teacher’s activities Student’s activities
1
Introduction
- Lecturing
- Listen
- Introduction to the purposes
of the lesson.
- Introduce the structure of the
lesson.

- Engage students in the
lesson.
2
New lesson
I.
WHO IS SHE?
I.1 Questions and negatives:
- guide the ss to fill in - fill in the blank.
- Read Keesha Anderson’s
the blank.
identity card.
- Complete the questions.
- guide the ssto
- look at the book
I. 2 Negatives and short answers: complete the short
and practice asking
answers.
and answering.
II.
II.1
II.2
III.3

PRACTICE:
Who is he?
Talking about you
Patrick’s family
* Grammar: Possessive’s

N1’s + N2

* Vocabulary: Family
Vocabulary: Opposites

- guide the ss to ask
and answer questions
about Patrick and
about themselves.
- explain the structure
of possessive’s
- give examples.

- practice asking
and answering
questions
about Patrick and
about themselves.
- listen and take
note.

Time
5’

20’

30’


III.

IV.

READING AND
LISTENING
A letter from America

EVERYDAY ENGLISH
* Grammar: How much…?
* In a cafe’

20’
- explain the meaning
of new words and ask
the ss to repeat the
pronunciation.
- ask the ss to do
exercises in page 14,
15

- write down new
words and practice
pronunciation.
- do exercises in the
book.
- listen to their
teacher and do
exercises in the
book.
- listen and take
notes
- think and answer

10’

- read the letter first
and guide the ss to
listen and do exercises
in the book .
- Listen carefully.
- explain the use and
structure of how much
- give examples.
- ask the ss to give
more examples.
3

4

Consolidation
and end the
lesson
Guide to self- study
References

- Lecturing

- Lecturing

- Listening

5’

- Listening

1. Raymond Murphy (2011), Grammar In Use, Youth
Publishing House,from page 10 to page 13
2. Tom Hutchinson (2010), Lifelines, Oxford
University, from page 11 to page 14.

Date 20/9/2017
HEAD OF DEPARTMENT

Phan Van Phu Cuong

5’

DESIGNER

Tran Thi Quynh Hoa


LESSON PLAN 3
Subject: Basic English 1
Time: 4 periods
Teaching date: ..............
Unit 3: THE WORLD OF WORK
Teaching aims: After learning this unit, the students will be able to:
- Use the present simple tense.
- Tell the time.
- Remember the vocabulary to do exercises and practice.
Teaching aids: projector, board, chalk

I. Class order: (5’)
- Greeting
- Absentee(s); Name of absentee(s);
II. Procedure:
TEACHING ACTIVITIES
No
CONTENT
Teacher’s activities Student’s activities
1
Introduction
- Lecturing
- Listen
- Introduction to the
purposes of the lesson.
- Introduce the structure of
the lesson.
- Engage students in the
lesson.
2
New lesson
I.
GRAMMAR: The present
simple tense of ordinary
verbs
1 Form :
- give examples.
- listen and take
+ Positive: S+ V+ O
- ask the students to notes.
+ Negative: S+do not/does

give more examples. - speak some
not+ V(bare inf)+ O
- ask the ss to write
examples
+ Questions:
3 structures on the
Do/Does+ S +V(bare inf)+
board.
- write 3 structures
O ?
- remark and
on the board.
Short answers:
explain the
- Yes, S+do/does
structures of
- listen and take
- No, S+ do not/does not
ordinary verbs.
notes
* Note: In the third person
- emphasis the rules
singular we add –s/-es/-ies
of verb with the
2 Use: The present simple :
third person
- describe regular events
singular.
- describe general truths and - explain the use of
states.

the present simple
tense.
II

PRACTICE:

Time
5’

90’

30’


1 Three jobs
2 Talking about people
3 What does she do?
III READING
SeumasMcSporran – the
man with thirteen jobs
* Vocabulary
* Exercises

- explain the
meaning of new
words and ask the ss
to repeat the
pronunciation.
- guide the ss to ask
and answer

questions about
SeumasMcSporran.
- ask the ss to do
exercises in page 25.

- write down new
words and practice
pronunciation.
- practice asking and
answering questions
about
SeumasMcSporran.

30’

- do exercises in the
book.
10’

IV

VOCABULARY AND
PRONUNCIATION
* Jobs

- explain the
meaning of new
words and ask the ss
to match column A
with column B

- take notes and do
exercises in the
book.
20’

V

EVERYDAY ENGLISH
1. What time is it?
Telling the time
2. Exercises

3

Consolidation and end the
lesson
Guide to self- study
References

4

- explain the
structures of telling
the time.
- guide the ss to do
exercises in the
book .

- Lecturing

- Listening

- Lecturing

- Listening

5’
1. Raymond Murphy (2011), Grammar In Use, Youth
Publishing House, from page 7 to page 9
2. Tom Hutchinson (2010), Lifelines, Oxford
University, from page 17 to page 19.

Date 25/9/2017
HEAD OF DEPARTMENT

Phan Van Phu Cuong

5’

DESIGNER

Tran Thi Quynh Hoa


LESSON PLAN 4
Subject: Basic English 1
Time: 4 periods
Teaching date: ..............
Unit 4: TAKE IT EASY!

Teaching aims: After learning this unit, the students will be able to:
- Use the grammar structures and the use of to be, possessive adjectives.
- Introduce themselves about name/full name, age, hometown, job/occupation, marriage
state, address, phone number…
- Remember vocabulary to do exercises and practice.
Teaching aids: projector, board, chalk
I. Class order: (5’)
- Greeting
- Absentee(s); Name of absentee(s);
II. Procedure:
No
CONTENT
TEACHING ACTIVITIES
Time
Teacher’s activities
Student’s activities
1
Introduction:
- Lecturing
- Listen
5’
- Introduction to the
purposes of the
lesson.
- Introduce the
structure of the
lesson.
- Engage students in
the lesson.
2

New lesson
I.
WEEKDAYD AND
50’
WEEKENDS
1 Grammar review:
- ask the students to retell
- retell the sentence
2
The present simple
the sentence structures in
structures in the present
tense.
the present tense and to
tense.
give more examples.
- remark and emphasis the - speak some examples
rules of verb with the third
person singular.
3
Vocabulary:
- explain the meaning of
- take notes
new words and ask the ss
to repeat the pronunciation.
- ask the ss to do exercises. - write down new
words and practice
pronunciation.

II PRACTICE:
1 Talking about you
2 Positives and
negatives

4

- guide the ss to match the
questions and answers
- guide them to make the
sentences opposite .

- practice asking and
answering questions
- do exercises in the
book.
- listen to the teacher do exercises in the
book.
- write down new
words and practice
pronunciation

III READING
My favorite season

- guide the ss read the text
- guide the ss to ask and
answer questions.

IV VOCABULARY

AND SPEAKING
* Leisure activities

- guide the ss to understand - work in pair to
the meaning of new words practice speaking.
and to practice the
pronunciation.
- ask the ss to practice
speaking in pair.

25

- guide the ss to listen and
do exercises in the book.

- do exercises in the
book.

20’

- Listening

5’

- Listening

5’

V

3

25’

EVERYDAY
ENGLISH
Social expressions

Consolidation and end - Lecturing
the lesson
Guide to self- study
- Lecturing
References

1. Raymond Murphy (2011), Grammar In Use, Youth
Publishing House, from page 14 to page 16.
2. Tom Hutchinson (2010), Lifelines, Oxford University,
from page 18 to page 22.
Date 27/9/2017

HEAD OF DEPARTMENT

Phan Van Phu Cuong

DESIGNER

Tran Thi Quynh Hoa

60’

’


LESSON PLAN 5
Subject: Basic English 1
Time: 4 periods
Teaching date: ..............
Unit 5: WHERE DO YOU LIVE?
Teaching aims: After learning this unit, the students will be able to:
- use the grammar structures there is/ there are.
- tell directions and know how to use prepositions, this/that and some/any.
- remember the vocabulary to do exercises and practice.
Teaching aids: projector, board, chalk
I. Class order: (5’)
- Greeting
- Absentee(s); Name of absentee(s);
II. Procedure:
TEACHING ACTIVITIES
No
CONTENT
Teacher’s activities Student’s activities
1
Introduction
- Introduction to the purposes - Oral presentation
- Listen
of the lesson.
- Introduce the structure of the
lesson.
- Engage students in the
lesson.

2
New lesson
I
GRAMMAR
- explain the meaning - listen and take
I.1. PERSONAL PRONOUNS
and the use of
notes
I
personal pronouns
You
- give examples.
She/He/It
- ask the students to
- make examples
We
give more examples
They
I.2. TO BE
1. Form: am/is/are
- explain the meaning - listen and take
I + am (‘m)
and the structures of
notes
She/He/It + is (‘s)
to be
You/We/They + are (‘re)
- give examples
2. Structures:
- ask the students to

-give examples
+ Positive: S+be
give more examples
+ Negative: S+be not
+ Questions: Be + S ?
Short answers:
- Yes, S+be
- No, S+ be not
I.3. POSSESSIVE ADJECTIVES: - explain the meaning - listen and take
My/Your/Her/His/Its/Our/The and the use of
notes.
ir
possessive adjectives

Time
5’

10’

50’

20’


- give examples.
- ask the students to
give more examples
II.
PRACTICE:
II. 1 Talking about you

II. 2

Vocabulary and pronunciation
a. Match the words and
pictures
b. a/an
c. plural nouns

II. 3

Everyday English

3

Consolidation and end the
lesson
1. Personal pronouns
2. Structures of to be
3. Possessive adjectives
4. Exercises in workbook
page 3-5.
Guide to self- study

4

References

- give some
examples.

- guide the ss to
practice asking and
answering about
themselves.
- explain the meaning
of new words
- guide the ss to use
a/an.
- guide the ss how to
change from singular
to plural nouns
-give examples
- guide the ss to read
the numbers 1-100.
- guide the ss to say
the telephone
numbers

- practice speaking
by asking and
answering about
themselves.
-match the words
with the pictures
- listen and take
notes.
- give some
examples

- Lecturing

- Listening

5’

- Lecturing

- Listening

5’

- write, read and
take notes

Date 30/9/2017

Phan Van Phu Cuong

35’

25’

1. Raymond Murphy (2011), Grammar In Use, Youth
Publishing House, from page 19 to page 23.
2. Tom Hutchinson (2010), Lifelines, Oxford
University, from page 22 to page 26.

HEAD OF DEPARTMENT

40’

DESIGNER

Tran Thi Quynh Hoa


LESSON PLAN 6
Subject: Basic English 1
Time: 4 periods
Teaching date: ..............
Unit 6: CAN YOU SPEAK ENGLISH?
Teaching aims: After learning this unit, the students will be able to:
- Use the modal verb CAN in the simple present and simple past to express the ability
to do something; to be in the simple past.
- know how to speak on the phone.
- remember the vocabulary to do exercises and practice.
Teaching aids: projector, board, chalk
I. Class order: (5’)
- Greeting
- Absentee(s); Name of absentee(s)
II. Procedure:
TEACHING ACTIVITIES
No
CONTENT
Teacher’s activities
Student’s activities
Time
1 Introduction
- Lecturing

- Listen
5’
- Introduction to the
purposes of the lesson.
- Introduce the structure
of the lesson.
- Engage students in the
lesson.
2 New lesson
I GRAMMAR: CAN
45’
1 Form:
- give examples.
- listen and take
(+) S + can + O
- ask the students to give
notes.
(-) S + cannot (can’t)+ O more examples.
- speak some
(?) Can + S + O?
- ask the ss to write 3
examples
- Yes, S + can..
structures on the board.
- write 3 structures
- No, S + cannot.
- remark and explain the on the board.
2 Use: to express the
structures of can in the
- listen and take

ability to do something
present tense
notes
at present.
- explain the use of can
II PRACTICE:
40’
1 What can you do?
- guide the ss to match the - match the
Exercises 1,2 on page
sentences and pictures,
sentences and
44,45.
then guide them to ask
pictures; practice
and answer questions.
asking and
2 Tina can’t cook. Can
- play the recording and
answering questions
you?
guide the ss to listen and
- listen and repeat
Exercises 1,2,3 on page do exercises in the book . - do exercises in the
45.
book.
3 What can computer do? - give examples.
Exercises 4, 5 on page
- ask the students to give
- listen and take

III
1

2

45.
WHERE WERE YOU
YESTERDAY?
Grammar: The simple
past of to be and can.
* to be: was/were
You/We/They + were
I/She/He/It + was
* Can: Could

Practice:
1. Talking about you
Exercises 1,2 on page
46.
2. Four geniuses!
Exercises 3,4,5,6,7 on
page 47.

IV READING
Super Kids
* Vocabulary
* Exercises

V
3
4

EVERYDAY ENGLISH
On the phone
Consolidation and end
the lesson
Guide to self- study
References

HEAD OF DEPARTMENT

Phan Van Phu Cuong

more examples.
- ask the ss to write
structures of to be and
can in the past tense on
the board.
- remark and explain the
structures of can ; to be
in the past tense
- explain the use of could
- ask Ss to work in pairs
to ask and answer using
the structure: Where were
you…?
- ask Ss to work in pairs
to ask and answer about

geniuses.

notes.
- speak some
examples
60’
- write structures on
the board.
- listen and take
notes

- work in pairs

- work in pairs
25’

- guide the ss to
understand the meaning
of new words and to
practice the
pronunciation.
- ask the ss to translate the
reading and do exercises
in the book.
guide the ss to do
exercises in the book.
- Lecturing

- write down new
words and practice

pronunciation.

do exercises in the
book.
- Listening

10’

- Lecturing

- Listening

5’

- do exercises in the
book.

5’

1. Raymond Murphy (2011), Grammar In Use, Youth
Publishing House, from page 26 to page 28.
2. Tom Hutchinson (2010), Lifelines, Oxford University,
from page 27 to page 29.
Date 7/10/2017
DESIGNER

Tran Thi Quynh Hoa


LESSON PLAN 7

Subject: Basic English 1
Time: 4 periods
Teaching date: ..............
Unit 7: THEN AND NOW
Teaching aims: After learning this unit, the students will be able to:
- Use the modal verb CAN in the simple present and simple past to express the ability
to do something; to be in the simple past.
- know how to speak on the phone.
- remember the vocabulary to do exercises and practice.
Teaching aids: projector, board, chalk
I. Class order: (5’)
- Greeting
- Absentee(s); Name of absentee(s)
II. Procedure:
TEACHING ACTIVITIES
Time
No
CONTENT
Teacher’s activities
Student’s activities
1 Introduction
- Lecturing
- Listening
5’
- Introduction to the
purposes of the lesson.
- Introduce the structure
of the lesson.
- Engage students in the
lesson.

2 New lesson
I GRAMMAR: THE
60’
SIMPLE PAST TENSE
1 Form:
(+) S + V-ed/(2) + O.
- give examples.
- listen and take
(-) S + did not +V0 + O.
- ask the students to give notes.
(?) Did+ S +V0 + O?
more examples.
- give some examples
- Yes, S + did.
- ask the ss to write 3
- No, S + did not.
structures on the board.
- write 3 structures on
- remark and explain the the board.
2 Use: to express a past
structures of ordinary
action that is finished.
verbs in the past tense
- explain the use of the
simple past tense.
- listen and take notes
II
PRACTICE:
1
When I was young

- ask Ss to read the text
and complete it
- complete the texts;
2
Talking about you
- guide them to ask and
practice asking and
answer questions and do answering questions
exercises in the book
- do exercises in the
book.


III
1

THE END OF THE 20TH
CENTURY
Irregular verbs.

2

Practice:
1. When did it happen?
2. What did you do?
IV READING AND
SPEAKING
Two famous firsts:
* Vocabulary
* Exercises 1,2,3,4,5,6 on

page 56, 57.
V

3

4

EVERYDAY ENGLISH
Special occasions
Consolidation and end
the lesson
Form and use of the
simple past tense.
Guide to self- study

References

40’
- guide the students to
look up examples in the
second column in the
irregular table.
- ask the ss to write
structures of irregular
verbs in the past tense
on the board.
- remark and explain
these structures.
- ask Ss to work in pairs
to do the tasks

- guide the ss to
understand the meaning
of new words and to
practice the
pronunciation.
- ask the ss to translate
the readings and do
exercises in the book.
- guide the ss to do
exercises in the book.

- listen and take
notes.
- give some examples
- write structures on
the board.

- listen and take notes
- work in pairs to do
the tasks
60’
- write down new
words and practice
pronunciation.
- do exercises in the
book.
- do exercises in the
book.

20’

- Lecturing

- Listening

5’

Ask the ss to do
homework : exercises in
workbook page

- Listen and take note

5’

1. Raymond Murphy (2011), Grammar In Use, Youth
Publishing House, from page 33 to page 36.
2. Tom Hutchinson (2010), Lifelines, Oxford University,
from page 36 to page 39.

HEAD OF DEPARTMENT

Phan Van Phu Cuong

Date 10/10/2017
DESIGNER

Tran Thi Quynh Hoa

LESSON PLAN 8
Subject: Basic English 1
Time: 4 periods
Teaching date: ..............
Unit 8: THEN AND NOW
Teaching aims: After learning this unit, the students will be able to:
-Use the grammar structures of regular verbs/irregular verbs in the simple past.
- Know how to use the simple past tense to tell things/events happened in the past.
- Know how to say the date.
- Remember the vocabulary to do exercises and practice.
Teaching aids: projector, board, chalk
I. Class order: (5’)
- Greeting
- Absentee(s); Name of absentee(s)
II. Procedure:
TEACHING ACTIVITIES
N
CONTENT
Teacher’s activities
Student’s activities
o
1
Introduction
- Lecturing
- Listening
- Introduction to the
purposes of the lesson.
- Introduce the structure of
the lesson.
- Engage students in the

lesson.
2
New lesson
I FAMOUS INVENTIONS
1 Match the verbs from the
- guide the ss to match - match the verbs and
Starter with the photographs. the verbs and the
the pictures.
2 Ask and answer questions
pictures.
about the things in the
- guide the ss to work
- practice speaking in
pictures.
in pairs.
pairs.
3 Tell the class the things you
think people did/ didn’t do.
Write down the exact dates
4 when these things were
- tell the ss to write
- listen carefully and
invented
down the exact dates.
write down the dates
II PRACTICE:
1 Three inventors
1. The dates in the texts are
all incorrect. Read and
listen, and correct the dates.

2. Make these sentences
negative.
2
Did you know that?

Time
5’

45’

45’
- explain the new
words.
- play the recording
and guide the ss to
listen and correct the
dates in the texts.

- write down the new
words.
- listen cafully and
correct the dates in the
tetxs.


3. Read and listen to the
conversations.
4. Make correct time
expressions.
5. Ask and answer questions

with When
VOCABULARY
III Which word is different?
SPEAKING
IV How did you two meet?
1
Speaking
Imagine you are one of the
2
people. Tell the stories of
how you met your
wife/husband…
Tell a partner about you and
your family.
V

EVERYDAY ENGLISH
What’s the date?

3

4

- guide the ss to ask
and answer questions.

- practice asking and
answering questions.

- guide the ss how to

recognize the
difference in meaning
among words.

- know how to
recognize which word
is different.

- guide the ss to do
exercises and practice.

- do exercises.

- guide the ss know
how to do exercises in
the books.
- guide the ss to
practice speaking

References

30’

- guide the ss how to
recognize the
- do exercises in the
difference between
book.
ordinal and cardinal
- practice saying the

number.
dates.
- guide the ss to do
exercises in the book.
5’
- Lecturing
- Listening

Consolidation
and end the
lesson
1. Sentence
structures and
the use of
ordinary verbs in
the simple past
tense.
2. How to say
the dates.
Guide to self- study
- Lecturing
Ask the ss to do homework :
exercises in workbook page

35’

- Listening

25’

5’

1. Raymond Murphy (2011), Grammar In Use, Youth
Publishing House, from page 41 to page 43.
2. Tom Hutchinson (2010), Lifelines, Oxford University,
from page 58 to page 60.
Date 15/10/2017


HEAD OF DEPARTMENT

DESIGNER

Phan Van Phu Cuong

Tran Thi Quynh Hoa
LESSON PLAN 9

Subject: Basic English 1
Time: 4 periods
Teaching date: ..............
Unit 9: FOOD YOU LIKE!
Teaching aims: After learning this unit, the students will be able to:
- Differentiate between countable and uncountable nouns; much and any; a and some.
- Know how to use Do you like…?/ Would you like…?.
- Remember the vocabulary to do exercises and practice.
Teaching aids: projector, board, chalk
I. Class order: (5’)
- Greeting
- Absentee(s); Name of absentee(s)

II. Procedure:
TEACHING ACTIVITIES
Time
No
CONTENT
Teacher’s activities
Student’s activities
1
Introduction
- Lecturing
- Listening
5’
- Introduction to the
purposes of the lesson.
- Introduce the structure
of the lesson.
- Engage students in the
lesson.
2
New lesson
I
FOOD AND DRINK
45’
Grammar spot:
Count and uncountable - explain the differences - listen and take notes
nouns
between countable and
1
Match the food and drink uncountable nouns.
with the pictures.

- guide the ss to listen
2
Listen to Daisy and Tom
and practise speaking.
talking about what they
like and don’t like.
3
Talk about the lists of
food and drink with a
partner.
4
I like… and I’d like…
Read and listen to the
conversation


II

PRACTICE:
- a or some?
- Write a, an or some
- Questions and answers
- Going shopping
- Some/any, much/many
- Much or many?

READING AND
SPEAKING
- Food around the world
* Vocabulary

* Exercises 1,2,3,4 page
70
- Speaking
- Writing
IV
EVERYDAY ENGLISH
1 Polite requests
What can you see in the
2
photograph?
Match the questions and
3
responses.
Complete these requests
4 with Can/Could I…? or
Can/ Could you…?
Practise the requests with
a partner.
3
Consolidation and end the
lesson

60’
- explain the new words.
- play the recording and
guide the ss to listen and
correct the dates in the
texts.
- guide the ss to ask and
answer questions.

- write down the new
words.
- listen carefully and
correct the dates in
the texts.
- practice asking and
answering questions.

III

4

Guide to self- study
Ask the ss to do
homework : exercises in
workbook page.
References

45’
- guide the ss how to
recognize the difference
in meaning among
words.
- guide the ss to do
exercises and practice.

- know how to
recognize which word
is different.

- do exercises
- practice speaking.
50’

- guide the ss how to
recognize the difference
between ordinal and
cardinal number.
- guide the ss to do
exercises in the book.

- do exercises in the
book.
- practice say cardinal
and ordinal numbers

- Lecturing

- Listening

5’

- Lecturing

- Listening

5’

1. Raymond Murphy (2011), Grammar In Use, Youth
Publishing House, from page 50 to page 53.

2. Tom Hutchinson (2010), Lifelines, Oxford University,
from page 41 to page 43.

HEAD OF DEPARTMENT

Phan Van Phu Cuong

Date 17/10/2017
DESIGNER

Tran Thi Quynh Hoa


LESSON PLAN 10
Subject: Basic English 1
Time: 5 periods
Teaching date: ..............
Unit 10: BIGGER AND BETER!
Teaching aims: After learning this unit, the students will be able to:
- Remember grammar structures “the present continuous ” and “ Whose + possessive
pronouns”
- Remember the vocabulary to do exercises and practice.
- Ask and answer some classroom language.
Teaching aids: projector, board, chalk
I. Class order: (5’)
- Greeting
- Absentee(s); Name of absentee(s)
II. Procedure:
Teaching activities
No

CONTENT
Teacher’s activities
Student’s activities
1
Introduction
- Lecturing
- Listening
- Introduction to the purposes
of the lesson.
- Introduce the structure of the
lesson.
- Engage students in the lesson.
2
New lesson
I. GRAMMAR
. 1 Comparative:
- explain the meaning
- listen and take
a. Short adj:
and the use of
notes.
S1 +be +S.A(er) +than + S2
comparative
b. Long adj:
- give examples.
S1+be+more + L.A+ than + S2 - ask the students to
- speak some
give more examples
examples.
2

3

Superlative
a. Short adj:
S + be + the S.A + est …
b. Long Adj:
S + be + the most L.A…

- explain the meaning
and the structures of
superlative
- give examples.
- ask the students to
give more examples.

- listen and take
notes.

Have got and Have:
a. Have got:

- explain the meaning
and the use of structure

- listen and take
notes.

-give some
examples.

Time
5’

60’


(+)S +have got/ has got +N
(-)S + have not got /has not got
+N
(?)Have /has +S + got + N?
b. Have :
(+) S + have/has + N
(-) S + do not/ does not + have
+N
(?) Do/ Does + S +have+ N?
II.
1

PRACTICE:
Introductions:
New words: City life

2

Practice:
1. Much more than
2. Write the sentences using
have got / have
3. The biggest and the best

have got / have
- give examples.

- ask the students to
give more examples

- give some
examples.

60’
- explain the meaning
of new words and
match an adjective wit
its opposite

- write down new
words and practice
pronunciation.

- guide the ss to
practice completing the
conversation
- guide the ss to
practice completing the
conversation

- Complete the
conversations

- read and answer
the questions

60’

50’

- Complete the
conversations

III

Reading and speaking
Vocabulary and pronunciation

- explain new words
- guide the ss to read
and answer some
questions

IV

Everyday English

- turn on the cassette
player and guide the ss
to listen and fill in the
blank.

- listen the tape and

fill in the blank.

3

Consolidation and end the
lesson

- Lecturing

- Listening

5’

4

Guide to self- study
Ask the ss to do homework:
exercises in workbook page
54 / 55 / 56 / 57.
References

- Lecturing

- Listening

5’

1. Raymond Murphy (2011), Grammar In Use, Youth
Publishing House, from page 61 to page 63.
2. Tom Hutchinson (2010), Lifelines, Oxford

University, from page 70 to page 75.
Date 22/10/2017


HEAD OF DEPARTMENT

DESIGNER

Phan Van Phu Cuong

Tran Thi Quynh Hoa
LESSON PLAN 11

Subject: Basic English 1
Time: 5 periods
Teaching date: ..............
Unit 11: LOOKING GOOD!
Teaching aims: After learning this unit, the students will be able to:
- Use the Present Continuous tense perfectly.
- Use of Possessive pronouns .
- Remember the vocabulary to do exercises and practice.
Teaching aids: projector, board, chalk
I. Class order: (5’)
- Greeting
- Absentee(s); Name of absentee(s)
II. Procedure:
Teaching activities
No
CONTENT
Teacher’s activities

Students’ activities
1
Introduction
- Lecturing
- Listening
- Introduce the purposes of
the lesson and the structure
of the lesson.
- Engage students in the
lesson.
2
New lesson
I DESCRIBING PEOPLE
1 Grammar:
The Present Continuous
1. Form:
- Explain the structures
- Listen and take
(+) S + be + V-ing
of verbs in the Present
notes.
(-) S + be not + V-ing
continuous tense.
(?) Be + S +V-ing ?
- Yes, S + be.
- No, S + be not.
- Give examples and
- Look at the
2.Use:
guide the ss to recognize

examples and speak
- describe activities
the difference between the the difference
happening now, and
simple present and the
between the two
temporary activities.
present continuous
tenses.
3. Note:
- Adv: now, at the moment, - Emphazise the notes
- Take notes.
right now; Look! Listen!
when adding ing and
Be quiet! Hurry up!
the adv of time in the

Time
5’

90’


2

- Formatin of V-ing:
Exercise:
Exercises 1,2,3,4,5 in book

II A DAY IN THE PARK

1 Grammar:
a. Whose is it?
b. Object pronouns
c. Possessive pronouns

2 Practice:
1. who’s or whose?
2. What a mess!
3. Check it
III READING AND
SPEAKING
What a wonderful world!
Exercises 1,2,3 on page 86
IV VOCABULARY AND
PRONUNCIATION
Words that rhyme
Exercises: 1,2,4

tense.
- guide the ss to do
exercises in the book.

60’
- explain the structures of
whose and guide the ss to
recognize the difference
between Object pronouns
and Possessive pronouns
- give examples and ask
the ss to give more

examples.
- ask the ss to do exercises

- listen and take
notes.

- guide and ask the ss to
do exercises in the book.

- do exercises in the
book.

- do exercises

- guide the ss know how
to do exercises in the
books.

- do exercises and
practice.

- Ask Ss to work in pairs

- work in pair

20’

- Ask Ss to work in pairs

- work in pair

15’

EVERYDAY ENGLISH
In a clothes shop

3

Consolidation
- Lecturing
and end the
lesson
1. The Present
continuous tense
2. whose/object
pronouns
/possessive
pronouns
Guide to self-study
- Lecturing
References

- give examples.

45’

V

4

- do exercises in the
book.

- Listening

- Listening

5’

5’

1. Raymond Murphy (2011), Grammar In Use, Youth
Publishing House, from page 69 to page 71.
2. Tom Hutchinson (2010), Lifelines, Oxford University,
from page 75 to page 78


Date 24/10/2017
DESIGNER

HEAD OF DEPARTMENT

Phan Van Phu Cuong

Tran Thi Quynh Hoa
LESSON PLAN 12

Subject: Basic English 1
Time: 4 periods
Teaching date: ..............

Unit 12: LIFE IS AN ADVENTURE
Teaching aims: After learning this unit, the students will be able to:
- Use the near future tense, infinitive of purpose, the weather and making suggestions
- Remember the vocabulary to do exercises and practice.
Teaching aids: projector, board, chalk
I. Class order: (5’)
- Greeting
- Absentee(s); Name of absentee(s)
II. Procedure:
Teaching activities
No
CONTENT
Teacher’s activities
Student’s activities
Time
1
Introduction
- Lecturing
- Listening
5’
- Introduce the purposes of
the lesson and the structure of
the lesson.
- Engage students in the
lesson.
2
New lesson
I
GRAMMAR:
45’

The near future tense
1 Form :
(+) S+be + going to + V
- give examples.
- listen
(-) S+Be not +going to + V+ - ask students to give
- give some more
(?) Be + S + going to +V?
more examples.
examples
- Yes, S + be
- ask the ss to write 3
- write 3 structures
- No, S + be not
structures on the board. on the board.
2 Use:
- to express a person’s plan
- emphazise the rules
- listen and take
and intentions.
of verbs come and go notes
- to express an action that we
can see now that some thing is
sure to happen in the future.
- explain the use of the - listen and give
Note:
near future tense.
example
3 - With the verbs “to go” and
“to come”, we usually the

present continuous for future
plans.
- Adv: tomorrow, next month,
next year…
II
1
2
3

PRACTICE:
Question about Rosie
Question about you
I’m going to sneeze!

III SPEAKING AND READING
Living dangerously
* Vocabulary
* Exercises
IV

VOCABULARY AND
SPEAKING
The weather

V EVERYDAY ENGLISH
1.Making suggestions
2. Exercises

40’
- explain the meaning
of new words and ask
the ss to repeat the
pronunciation.
- guide the ss to ask
and answer questions
and

- write down new
words and practice
pronunciation.
- do exercises
40’

- guide the ss to ask
and answer questions

- practice asking and
answering questions

- explain the meaning
of new words and ask
the ss to repeat the
pronunciation.

- do exercises in the
workbook.

30’

- guide ss making
suggestions
- ask the ss to do
exercises in page 97.

- work in pairs
- do exercises in the
workbook.

25’

3

Consolidation and end the
lesson
1. Sentence structures of the
near future tense
2. Infinitive of purpose

- Lecturing

- Listening

5’

4

Guide to self-study
Ask the ss to do homework:

exercises in workbook.

- Lecturing

- Listening

5’

References

HEAD OF DEPARTMENT

1. Raymond Murphy (2011), Grammar In Use, Youth
Publishing House, from page 82 to page 85.
2. Tom Hutchinson (2010), Lifelines, Oxford
University, from page 90 to page 94.
Date 26/10/2017
DESIGNER


Phan Van Phu Cuong

Tran Thi Quynh Hoa
LESSON PLAN 13

Subject: Basic English 1
Time: 4 periods
Teaching date: ..............
Unit 13: HOW TERRIBLY CLEVER!
Teaching aims: After learning this unit, the students will be able to:

- Remember grammar structures and use of question words, adverbs and adjectives.
- Describe feelings and reasons
- Distinguish adjectives end in both –ed and –ing.
- Ask and answer when catching a train.
Teaching aids: projector, board, chalk
I. Class order: (5’)
- Greeting
- Absentee(s); Name of absentee(s)
II. Procedure:
Teaching activities
No
CONTENT
Teacher’s activities
Student’s activities
1
Introduction
- Lecturing
- Listen.
- Introduce the purposes of
the lesson and the structure
of the lesson.
- Engage students in the
lesson.
2
New lesson
I.
GRAMMAR
I.1 QUESTION WORDS
- explain the meaning
- listen and take

When
How
and the use of question notes.
Where
How much
words
What
How many
- give examples.
Who
Which
- ask the students to
- give some
Why
give more examples
examples.
I.2 ADVERBS AND
ADJECTIVES
Examples:
Careful => carefully
Easy => easily
Slow => slowly
Quiet => quietly
Bad => badly

Time
5’

30’

40’
- give examples.
- explain how to form
an adverb, explain the
rule (regular and
irregular).
- ask the students to

- listen and take
notes.
-speak some
examples.
- make sentences.