Giao an tieng anh headway

New Headway 2- Lesson plan

CONTENTS

Unit 1: Getting to know you
Unit 2: The way we live
Unit 3: It all went wrong
Unit 4: Let’s go shopping
Unit 5: What do you want to do?
Unit 6: Tell me! What’s like?
Unit 7: Famous couples
Unit 8: Do’s and Don’t s

1-25
26-54
55-82
83-107
108-134
135-163
164 -193
194-221

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Duong Thi Huong


New Headway 2- Lesson plan

UNIT 1: GRETTING TO KNOW YOU
Date
Class
Total periods

5 periods( 225’)

I- LANGUAGE AIMS OBJECTIVES:
1- Grammar and tenses:
- In this lesson, students have chance to revise, further practice and master structure of
the Present Simple, Present Continuous, the Past Simple, the going to the future, the
model verb can, and the full verb have.
- This unit provides general revision of these verb forms and their meanings, and gives
the opportunity to assess new students’ strengths and weaknesses.
- Revise some more questions forms such as: Where do you live? What did you do last
night? … and avoid some common mistakes as: Where you live?. Another problem, for
learner is voice range. English has a very wide voice range, and this is apparent in
question information.
Where do you live?
Do you like learning English?
2- Vocabulary:
- In this lesson, Sts are helped to use a bilingual dictionary effectively, both L1 to English
and English to L1.
3- Skill
- Listening: Help Sts practice and improve listening skill. In part “Listening and
speaking” , St have to listen to a lot so St know how to hear and match the key word in
the text to complete the blank.
- Reading:
+ Improve Reading skill of St: Finding the main idea, understand vocabulary from the
text, making inference.

+Help St can be enjoyable and operate as a real language user.
- Speaking:
+ Improve speaking skill, use vocabulary and verb phrase to make the conversation
skillful to greeting each other.
+ Use vocabulary and verb phrase to make conversation skillful to greeting each other.
+ Help St know the usage of Formal and Informal ways to greeting in different situations.
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New Headway 2- Lesson plan
+Improve skill in communicating in class.
- Writing:
+ Can know the way to write an Informal letter and know how many parts are there in an
Informal letter.
 In this period, Sts have to speak a lot, listen a lot, read and write a lot. So it improves
multi- skills to vendor as:
4- Everyday English
- Common social expressions are introduced and practiced through dialogues.
NOTE IN THE UNIT: Students can meet some difficulties in:
+ Students omit does and did in the Present and Past Simple.
+ Students confuse the Present Continuous and the Present Simple. They do not know
clearly about the usage of two tenses.
+ Understanding the reading texts because there are a lots of new words: Exchange,
hieroglyphic, ancient, whale…
+ St may be confused of Formal and Informal way to greeting.
II-TEACHING METHOD:

1- Individual work
2- Pair work
3- Whole class
III-TEACHING AIDS:
1- Textbook
2- Grammar book
3- Photocopies, pictures
4- Work book
IV-TEACHING PROCEDURES:
1- Teacher
2- Students
CONTENTS
Starter( Warm up)
- Chatting

ACTIVITY
Teacher
- Ask St some questions:
+What was the wheather like last
night?
+What did you do last night? +How
often do you go to the cinema?
 Lead in: The theme of unit is
communication which aims to know
each other and establish a good

OBJECTIVE TIMING
Students
- Follow the
teacher.

-Lead in the
unit.

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New Headway 2- Lesson plan
classroom atmosphere, where
everyone feels comfortable.
-

Match the
questions
with the
answers

- Ask students match the questions
with the answer.
-Ask students compare their answers
with their partner.
-Call some pairs to give the answers.
Answers:
1-Where were you born?

In Thailand.
2- What do you do?
 I’m a teacher.
3- Are you married?
 No, I’m single.
4- Why are you learning English?
 Because I need it for my Job.
5- When did you start learning
English?
 A year ago.
6- How often do you have English
classes?
 Three times a week.

- Work in pair
and give
answers.
-Follow the
teacher

-Introduce
and help Ss to
know some
questions
form

-Look the text
book and give
the questions
about Maurizio.

-Follow the
teacher.
-Listen to the
radio, look at
the book and
give the answer.
- Work in pair
and give the
best answers.
-Leaders of
each group give
the answers.

-Improve
listening skill
of students.
-Review some
verbs have
present, past
or future
meaning in
this text.

3’

-Check the answers.
Two students
Tense and
questions
T1.1-

Thuy

- Ask Ss to look at the photograph of
Maurizio and think of questions to
ask him.
-Ask Ss read the text before listening
to Maurizio.
- In this lesson, ask St to take note
some new words:
+ Graduate from sth: To pass by
degree or to diploma on completing
a course of studying a university ,
colleges or school.
For Ex: I have graduated at
English Department of Hanoi
National University, Foreign of
English.
+ Graduation: ( n) noun of verb “
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New Headway 2- Lesson plan
graduate”. An act of graduating or
the ceremony of conferring degrees.
+ Essay(n): a short literary

composition on a particular theme or
subject.
+ Art gallery (n): A combine noun
Art : work of arts collectively as
paintings or drawings.
Gallery: a room or a raised area to
show art works.
-Ask Ss if they find any new words
they forget or didn’t understand.
-Ask St listen to the audio.
-Ask Ss to work in pair to complete
the text with verbs in the book.
- Check the answer.
Answer and tape-script
My name’s Maurizio Celi. I (1)
come from Bologna, a city in the
north of Italy. I’m a student at the
University of Bologna. I (2)’m
studying modern languages- English
and Russian. I also know a little
Spanish, so I (3) can speak four
languages. I (4)’m enjoying the
course a lot, but it’s really hardwork. The course (5) started three
years ago. I (6) live at home with
my parents and my sister. My
brother (7) went to work in the
United States last year. After I
graduate, I (8)’m going to work as a
translator. I hope so, anyway.
2-

-Ask St work in pair.
-Ask St look at the picture in the text
book and ask the questions related to
her. For Ex:
+How old is she?
+ Where is she?
+ What’s she doing?
+ How many languages can she

- Follow the
teacher.
- Look at the
picture and
complete the
questions.
- Answer the
questions.

- Review
some question
forms just
learn and
practice.
- Help St
understand
clearly about

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New Headway 2- Lesson plan

Possible problems

T1.2-

speak?
- Ask St complete the questions
about Carly.
Answers:
2- When does she live?
3- Who does she live with?
4- What is she studying?
5- Is she enjoying the course?
6- How many languages does she
speak?
7- When did her course start?
8- What is she going to do after she
graduates?
-Call individual complete the
questions.
-Remind and take note St when use
Present and Past Simple, Present

Continuous and Present Simple,
modal verb, the structure “ is going
to”…
- Take note to St some possible
problems that they always face up
with.
+ St omit does and did in the Present
and Past Simple.
+ They confuse the Present
Continuous and the Present
Simple( What does she doing?
+ They treat the modal verb can as
though it were a full verb. ( How
many languages does she can
speak?).
+ They forget is in the going to
question.( What she going to do after
the course?).
-Ask St read above questions of text
2 again.
- Ask St work in pair, listen to radio
and write the answers to the
questions.

Past Simple,
Present
Continuous,
Present
Simple,
Modal verbs,

and the
structure” is
going to”.

-Read the
questions and
think of some
answers related
to the text.

-Help St
improve
listening skill
- Understand
clearly about

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New Headway 2- Lesson plan
- Call individual complete the
questions.
-Check the answers. Play the record
again, stop when finish each tense in

order to St can check the answer.
Answers and tape-script
1- She comes from Australia.
2- She lives near London.
3- She lives with her husband and
three children.
4- She’s studying art.
5- Yes, she is.
6- Two
7- A year ago.
8- She’s going to look for a job in an
gallery or museum.

-Work in pair
and write down
the answers.
- Follow the
teacher

Carly’s life.

3-

-Ask St work in pair.
-Ask St listening to the radio and
complete the questions.
- Ask each group give the answers.
-Read the answers as pronunciation
and ask St repeat.
Answers:

2- Do you have a job?
3- What are you doing at the
moment?
4- When did you come to England?
5- What’s your husband’s name?
6- What does your husband do?

- Follow the
teacher.
- Listening to
the radio and
give the best
answers.
-Listening to
teacher and
repeat as the
teacher.

- Improve
listening skill
of St.
- Learn and
correct
pronunciation

5’

Grammar spot

1- Ask St work in group and find

examples of present, past and future
tenses in the texts about Maurizio
and Carly.
EX:
+ He lives with his parents.
+ She’s living with an English
family for a month.

- Find some
sentences in the
text book
related to
Present, Past
and future.
- Give two
sentences in the
text book. One
is Present

-Help St think
analytically
about the
language,
builds Sts’
confidence.
-Review the
questions
forms in the
text.

8’

2-Ask St discuss two questions:
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New Headway 2- Lesson plan
-Which tenses are two verb forms in
these sentences?
Two verb forms are the Present
Simple and the Present Continuous.
-What is the difference between
them?
* The Present Simple: The third
person ends in “s”, and it express an
action which is always true or true
for a long time.
* The Present Continuous is formed
with the verb” to be + ing”, express
an activity happening now or around
now.
-Write some notices of two tenses
into the board.
3-Ask St to match the questions
word and answers.
- Check the answers.

Answers:
What…?
A sandwich
Who…?
 Jack
Where…?  In New York
When…?
 Last night
Why…?
 Because I wanted to
How many..?  Four
How much..?  $5
How…?
 By bus
Whose…?
 It’s mine
Which …?  The black one
PRACTICE
Pre- Practice

While- Practice
-Talking about you
1-

Simple, one is
Present
Continuous.
- Discuss in
group about the
difference

between two
questions.
- Write down
teachers’
notices about
these tenses.
- Read text 3 in
Grammar Spot
and give the
answers.
- The leaders
check the
anwers.
-Follow the
teacher.

5’
-Pre- teaching vocabulary:
+ Van(n):a kind of big car to move
luggage
+ Repeat(v): to say or utter again.

- Take note new
words from the
teacher.

- Help St
understand
clearly the
text.

- Ask St work in pairs and give them
few minutes to think about how to
form the questions, then get them to

- Work in pair
and give
answers.

-Help St
practice
question

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New Headway 2- Lesson plan

2-

3-

discuss with partner to give best
answers.
- Call some pairs to give the answers
in the front of class.

-Check the answers.
1- Where do you live?
2- Do you have any brothers or
sisters?
3- What do you like doing at the
weekend?
4- Where did you go for your last
holiday?

-Follow the
teacher

forms.
- Improve pair
work.

- Ask St look at the questions in the
text book, Teacher read them out
with good pronunciation.
- Ask St to pronounce the questions
again, noticing the linking sound and
read as the teacher’s pronunciation.
- Take note the tense of questions in
the text book.
-Divide St into small groups to ask
and answer the questions.
- Ask some groups ask and reply
questions before the class.
- Check the answers:
Possible answers:

1- Yes, I like.
2- I like pop/ jock music.
3- I am wearing a short and T
shirt.
4- My teacher is wearing a
skirt.
5- Last night, I learnt English at
home.
6- I am going to play tennis
with my friend tonight.
-Ask St to write a paragraph about
themselves.
- Take note to St using the text about
Maurizio as a model.
- Ask St write at home, about 150

- Follow the
teacher.
-Read aloud as
teacher.
- Work in group
and give the
answers to
teacher.

- Improve
pronunciation
of St.

5’

- Follow the
teacher

- Improve
writing skill
of St. Help St
to introduce
about

1’

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New Headway 2- Lesson plan
words and submit to teacher in the
next period.
Greeting
Information
4-

- Ask St work in pair.
-Use the information card on page
117 of the Teacher’s book. – Give
each pair one card A, one card B.

-Ask St read their card’s information
and check any new words.
- Ask St to work with partner to ask
each question to find out about Joy
Darling’s information, a postwoman.
- Possible questions are:
1- Where’s Joy?
 In the street.
2- What’s she doing?
 She’s delivering letters.
3- Does she wear a uniform?
 Yes, she does.
- Check the answers. If which team
find out many correct answers, will
be a winner.
COMPLETE TEXT
Joy Darling started working as a
post-man thirty years ago, when she
was 22. She dives a van because she
delivers letters to a lot of small
villages.
She get up at 3.30 in the morning
and starts work at 5.00. Everyday
she drives about 150 miles. She
finishes work at 2.00 in the
afternoon.
After work she goes home and has
lunch with her husband, Jim. He has
a part- time job. He works in a shop.
They like gardening, so they spend

the afternoon outside in their garden.
They have two children, who both
live in California. Last year Joy and
Jim went to Los Angeles and visited

- Choose the
partner and
follow the
teacher.
-Find any new
words in the
card that have
received from
the teacher.
- Think of the
questions to ask
partner in order
to complete the
card.
-Give answers
to teacher.
- Complete the
paragraph.

themselves
through this
paragraph
- Improve
speaking skill
and pair work

in class.
-Help St
practice and
review
vocabulary,
question
forms in the
text.

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New Headway 2- Lesson plan

Post- Practice
5-

their children and four
grandchildren. They stayed for a
month.
They’re going to Australia next
month because some friends are
having a big party. It’s their friends’
wedding anniversary and they want

everyone to be there.
- Ask St work in pair to choose the
correct answers.
- Ask St the reason they choose this
key?
- Ask St give the answers and check
it.
Answers:
1- Comes (because this is a fact
which is always true).
2- Speaks (same reason).
3- Is wearing (because this is
happening now).
4- Do you like (because this is
always true and like is a state verb).
5-Went (because this is in the past)
6- Is going to study (because this is
in the future- an intention)

VOCABULARY
Using a bilingual
dictionary
- What is bilingual
dictionary?

- Advantages of
bilingual
dictionary.

- Follow the

teacher.
- Give the
answers and the
reason for the
key.

- Review
grammar
knowledge in
this text.

6’
- Bilingual dictionary: a dictionary
giving equivalent words in two
languages, for Ex, from English to
Vietnamese and from Vietnamese to
English.
- Are very useful for Sts who are
beginning to learn a language. It
gives detail and accuracy of
information. The better ones will
separate out different meanings and
give plenty of example sentences.

- Take note the
definition and
advantages of
the bilingual
dictionary from
the teacher.

- Help St
know the
ways to look
at the
meaning of
words when
use bilingual
dictionary.

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New Headway 2- Lesson plan
-How to use the
bilingual
dictionary?
1-

- Ask St look at the dictionary to
look words up in their own
language.
-Ask St look at the meaning of word
“book” in the dictionary. Ask them

how much information it gives?
- Instruct St how to look at the
meaning of this word. Explain to St
which part is the translation, the
part of speech and which is the
pronunciation in phonetic
symbols?
- Ask St use bilingual dictionary to
look at other words. Ask them to
explain which is the meaning, part of
speech…?
- Correct and give some comments.

- Follow the
teacher.
-Take note the
ways to look at
a word from the
teacher.
- Use the
dictionary to
look at the
meaning of
other words.
- Give the
answer to
teacher.

2

- Ask St use bilingual dictionary to
look at the meaning and part of
speech of these word in text.
- Ask St work in pair and write
which word is noun, verb, adjective,
adverb, preposition or past tense.
- Ask St give the answer.
- Check the answer
Answers:
Bread
n
Never
adv
Hot
adj
went
pt
Write
v
on
Prep
Quickly adv
came
pt
Beautiful adj
eat
v
In
prep
letter

n

- Work in pair.
- Do text 2,
page 9.
- Follow the
teacher

- Review what 3’
just learnt and
practice

3
T1.3

- Ask St work in pair.
-Ask St use dictionary to look up
two different meaning of the words
in the text.
-Ask St make sentences with two
different meaning of each word that
you have found out.
- Ask St give the best answer for

- Work in pair.
- Use the
dictionary to
find out at least
two different
meaning of

each word in
text book.

- Improve
language
knowledge of
St.
- Help St to
know the
multimeaning of

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New Headway 2- Lesson plan
each word.
- Ask St compare their answer with
the sample answers on the recording.
- Check the answer.
Possible answers and tapescript:
1- I’m reading a good book.
I booked a room at a hotel.
2- What kind of music do you like?
My teacher is a kind person.

3- Can you drawing?
I’d like a can of coke.
4- What does this mean?
Some people are very mean. They
don’t like spending their money.
5- I live in a flat
Holland is a flat country.
6- Do you want to play football?
We saw a play at the theatre.
7-The train’s coming.
Athletes have to train very hard.
8-The phone’s ringing.
What a lovely ring you’re wearing!
- Ask St work in group of four.
-Ask St look around the class to find
8 objects.
- Ask them use the dictionary to find
out the meaning and name of 8
words.
- Read the word of each object and
ask St repeat.
- Ask them memory the word and
characteristic of each word.
- Ask the St repeat the word and
meaning of each object.
- Check and correct any mistake.

4

READING

Communication
Lead in

- Write
sentences to
show two
meanings of
each word.
- Give the
answer to
teacher.
- Listening to
the record to
compare the
answer

each word in
English.

- Follow the
teacher.
- Find the
meaning of
each object
through
dictionary.
- Repeat as the
teacher and try
to memory the
meaning of

each object.
- Follow the
teacher.

- Improve and
promote
natural
language use.

8’
- Can you let me know the
communication ways of ancient?
- New word: Ancient (n): The person
who live in time long past, from a

- Think of the
possible
communication
ways of ancient

- Help St
promote their
natural
language and

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New Headway 2- Lesson plan

Pre- Reading
1+2-

While- Reading
3

remote period.
+ did not have language, speaking
skill.
+ Express their opinion on their
faces and hand signal.
 In this lesson, we will discuss
about the communication ways of
people.

and give idea to
teacher.

- Ask St work in group of four.
-Ask St how many ways can people
communicate?
- Teacher give some ideas
Some suggestions:
+ Using a phone

+ Writing and post a letter
+ Sending an email.
+ Chatting through internet.
+ Sending a fax
+ TV and radio
+ Smoke signals
+ Sing language
+Braille
+ Morse code
- Ask each group give the ideas for
this topic in 3 minutes.
- Ask Leader of each group go to the
board write their ideas.
- Teacher check the answer of each
group. If which group give more
correct answer, this team will be
winner.
-Summary the correct and
interesting ideas.
- Introduce some new words:
+ Exchange (v) : to pass or replace
with an equivalent or something
else.
+ Whale (n) :any of the large marine
mammals of the order Cetacea,
having a fishlike body.

work in group

- Work in group

to find out the
communication
ways that
people use to
contact
together.
- The leader of
each group go
to the board to
write down the
answers.
- Take note
some popular
communication
ways from the
teacher.

- Follow the
teacher.
- Look at the
picture and
image the
characteristics
of each pictures

- Help St
improve their
image to find
the main idea
of each

picture.
- Review

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New Headway 2- Lesson plan
+ H ieroglyphic( n): a symbol or
figure with a hidden meaning.
+ Make promise : A declararion that
something will or will not be done
by one.
+ Media ( n): the means of
communication as radio, television ..
+Technology(n): Industrial science
+ Acient (adj): in time long past,
before the end of the Western
Roman Empire a.d. 476.

related to which some ancient
ancient
histories in
societies.
the past.

- Write the
answer and give
answer to
teacher.
- Take note the
information of 4
historical
societies from
teacher.

- Ask St work in group of four
- Ask St read the text “ People the
great communication”, page 11.
- Teacher read aloud new words and
ask St repeat.
-Ask St read carefully again and try
to find out the key word and main
idea of each small paragraph.
-Ask St check the heading and
match the heading with each small
paragraph.
- Check the answers and explain the
reason why choose this heading.
+ Paragraph 1: How we
communicate
 The main idea is expressed in the
first sentence. All sentence 2, 3, 4 of
Paragraph 1 support for the heading.
+ Paragraph 2:Differences between
people and animals

 The heading idea is expressed in
the first sentence of Paragraph 2.
The next sentences are evidences for
the first one.
+ Paragraph 3: A history of
communication:
 Sentence 2, 3, 4, 5 are evidences
for the history of communication
technologies.
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New Headway 2- Lesson plan
+ Paragraph 4: Communication
today.
 Sentence 1, 2, 3, 4 are the
evidence for communication today.
The main idea is expressed in the
last fifth sentence of this paragraph.
4-

- Ask St work individual and look at
the picture carefully.
- Ask St imagine and find the main
meaning of each picture through
objects of picture.

-Ask St match the pictures and
ancient societies.
- Call some Sts give the answers.
- Check the answers:
+ Picture A: Rome
+ Picture B: Greece
+ Picture C: 14th century Europe
+ Picture D: Egypt
- Summary some main history of 4
ancient societies.

- Follow the
teacher.
- Look at the
picture and
image the
characteristics
of each pictures
related to which
ancient
societies.
- Write the
answer and give
answer to
teacher.
- Take note the
information of 4
historical
societies from
teacher.

- Ask St work in group of four.
- Read the text
- Ask St read the text again and give again and
the answers for 4 questions in the
summarize the
text.
main idea of
- Ask the leader of each group give
this text.
the answer.
- Work in group
- Check the answer.
to find the
Answers:
answers for 4
1- Bees/ dance
questions of the
Elephants/ make sounds human can’t text.
hear
- Give the
Whales/ sing songs
answers to
Monkeys/ use their faces to show
teacher.
emotions
- Take note
2- Humans have language. They can suggested
write poetry, tell jokes, make
answers from

5-

- Help St
improve their
image to find
the main idea
of each
picture.
- Review
some ancient
histories in
the past.

7’

- Help St
understand
the meaning
of the text
clearly.
- Improve
new words’
source of St.
- Improve
work in
group of St.

5’

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New Headway 2- Lesson plan
promises, explain, persuade, tell the
truth, tell lies.
3- Radio, film, television, and the
Internet
4- Good: You can give and get
information quickly.
Bad: It is difficult to know what
information is important.
A note on the
vocabulary

- This texts are an excellent source
of new words because they introduce
words in natural contexts which
allow Sts to guess what words might
mean. There are a number of
different ways of dealing with the
unknown vocabulary. Bellow are
two suggestions:
+After Sts have read the text, ask
them to underline words they don’t
know then try to guess what they
mean. Ask them to check with the

partner before checking their
guesses in a dictionary.
+ If St know, teacher could predict
words they don’t know then give Sts
synonyms or definitions and ask
them to find matching words in the
text.

Post- Reading
What do you
think?

- Discuss these questions as a class.
- Focus the question 3.
- Ask St discuss about technology
information now.
- Teacher check and give St more
some information about technology
now and ask St improve more ideas.
- Notice St use the Present
Continuous in this question

the teacher.

- Follow the
teacher.
- Write down
the teacher’s
information
about

technology now.
- Remember the
teacher’s notice.

- Improve
Speaking skill
and language
use of St

LISTENING AND
SPEAKING
Pre- listening and

10’
- Explain the meaning of “idea

- Understand

- Help St

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New Headway 2- Lesson plan

speaking
Neighbours
1-

neighbour ” then elicit what they
think makes a good neighbour.
- Ask St to work individually to get
many ideas about “ idea neighbour”.
- Ask St compare with their partner
to find out many interesting ideas.
- Ask St discuss with each other
about “ idea neighbour”.
- Give some comment about
discussion of St and give St some
more ideas.

2-

- Explain the meaning of “ Good
walls make good neighbour”.
- Confirm this sentence is correct
give the important roles of good
neighbour.
- Give to St some advices, evidences
related to this sentence.
- Ask St discuss in pair to give the
ideas for this sentence.
- Call two pairs to give the best
ideas.
- Summary the interesting ideas.

3-While- listening
and reading

- Ask St work in group. Device class
in to two groups.

clearly about
the meaning of
“ idea
neighbour”.
- Find out many
ideas about this
theme as we
can.
- Discuss with
friend about “
idea neighbour”
to find out more
interesting
information.
-Take note some
interesting
information
from teacher.
- Try to
understand the
elicit meaning
of this sentence.
- Discuss with

partner to give
many ideas
related to this
sentences.
- Find some
actual evidences
to make the
presentation
interesting.
- Give the ideas
that have
discussed.
- Write some
interesting ideas
from the
teacher.

improve
Speaking skill
and language
use in the
conversation.
- Help St lead
in the theme
of listening
text.

- Follow the
teacher.

- Improve
listening skill

- Help St
improve
Speaking skill
and language
use in the
conversation.
- Help St
understand
the important
roles of a
good
neighbour.

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8’

6’


New Headway 2- Lesson plan
T1.4 and T1.5

- Focus St on the photograph of Mrs
Snell and Steve and point out that
they are neighbour.
- Ask St what do they think about
two people. Are people good
neighbours, and if not, why not?
-Ask St listening to the radio about
Mrs Snell and Steve .
- Ask St try to listening to the radio
and find out the key words about
two people.
Tapescripts
T1.4 Mrs Snell
I’ve got a new neighbour. He moved
in a few weeks ago. He’s got a job,
because I see him leaving the hourse
every morning and the coming home
in the evening. He’s a builder, I
think. He wears jean and T- shirt, so
it can’t be a very good job.
Sometimes he comes home late.
I’ve never spoke to him. When he
sees me, he says hello, but I don’t
answer back because nobody has
introduced us. How can I speak to
him?
His girlfriend is living with him. I
know it’s not usual these days, but I
still don’t like it, boys and girls
living together and not married. It’s

such a small flat. I don’t know how
to two people can live there.
He had a party last week. Forty
people! The noise! It went on until
two in the morning. He said sorry
the next day, but it was a bit late by
then. I didn’t sleep all night.
Oh, there’s the door. I can see him
now. He’s going out with his
girlfriend. I wonder what they’re
doing tonight. Having a good time.
Going to the pub, probably.

- Imagine two
peole of two
pictures, they
are good
neighbour or
not?
-Try to listening
to the tape and
find the key
information of
each person.
- Write some
main ideas of
each tape that
you have heart.

of St.

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New Headway 2- Lesson plan
T1.5- Steve
I moved into this flat a few weeks
ago, and I’m really enjoying living
here. There’s only one bedroom, and
at the moment my sister is staying
with me because she’s looking for a
job. I work in advertising. It’s hard
work, and the hours are really long,
but I like it. And it’s well paid. The
office is really relaxed. No-one
wears a suit or a tie.
The only thing I don’t like about
this flat is one of the neighbours,
Mrs Snell. I think her name is. She’s
really strange. She never speaks to
anyone. I always say hello to her,
and “Are you all right?” and “ what
a lovely day today!”, but she never
says a word. May be she doesn’t like
young people. I had a party few days
ago. It really wasn’t very noisy.

About ten of us were here until
11.00 and then we went out to a
club. When I saw Mrs Snell the next
day, I said I hope there wasn’t too
much noise, but as usual she didn’t
say anything. Funny lady.
This evening my sister and I are
going to visit a friend off ours who’s
in hospital, and then we’re going out
for a Chinese meal.
4-

- Ask St work in group.
Device class in to two groups.
- Ask St read the questions in the
text before going to listen to the tape
again.
- Ask St listening to the tape again.
- Ask St base on their information
that have heart and complete these
questions in the text.

- Choose the
group and
follow the
teacher.
- Read the
questions in the
text and try to
remember the

meaning of

- Improve the
listening skill
and group
communicatio
n of St.
- Help St can
summary the
main idea of
each

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New Headway 2- Lesson plan

Role play

- Ask the leader of each group give
their answers.
- Check the answers. If which team
give many correct answers, this team
will be winner.

Answers:
1- He moved in a few weeks
ago.
2- No, it isn’t.
3- She thinks he’s a builder. In
fact, he works in advertising.
It’s a good job.
4- Yes, he does.
5- He wears jeans and a T- shirt.
6- She thinks it’s his girlfriend,
but in fact it’s his sister.
7- He says 11 o’clock. She says
2 o’clock.
8- He says about 10. She say
forty.
9- She thinks he’s going to the
pub, but in fact he’s going to
see a friend in hospital, then
he’s going for a Chinese
meal.
10- She finds it difficult to talk to
someone without being
introduced. Perhaps she’s
shy. She certainly suspicious
of young people.

each question.
paragraph
- When listen
when listen to

to the tape, try
the tape
to find out some
key words to
complete the
questions.
- Give the
answers to
teacher.

-Ask St work in group of three:
+St A: You are Steve
+St B: You are Mrs Snell.
+ St C: You are another neighbour.
You have invited them to your flat
for coffee.
- Ask St make the sentences to
continue the conversation in the text.
Talk about these things:
Steve’s job, Steve’s sister, the party.

- Choose the
group and
follow the
teacher.
- Discuss and
make
conversation
with the partner
focus on 3 main

things: Steve’s

- Give St
some fluency
practice.
-This is the
best chance
help St be
able to
express
themselves as
fully as

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New Headway 2- Lesson plan
- Ask some groups discuss before
class.

job, Steve’s
sister, the party.

possible.

Post- listening and
speaking
What think you
do?

- Ask St work in group of four.
- Ask St “ What is the generation
gap?”.
- Explain the meaning of “
Generation gap: is a lack of
understanding between older and
younger people that results from
them having different opinions,
behaviour and experiences of life.
-Ask St discuss and give 3 things
that young people think about older
people and 3 things that older people
think about young people.
- Ask each group go to the board and
write their ideas.
- Check the answer of each group
and summary the interesting ideas.

- Follow the
teacher.
- Understand
clearly the
meaning of
“Generation

gap”.
-Discuss with
partners to find
out 3 things that
young people
think about
older people
and 3 things
that older
people think
about young
people.
- Leader of each
group give the
answers to
teacher.
-Take note some
interesting
information
from teacher.

- Improve
speaking skill
and language
use of St.

8’

EVERYDAY
ENGLISH

Social expression
1-

- Ask St work in pair.
- Ask St look at the picture. “Where
do you think the people are? What’s
the relationship between them?”
- Ask St what they think the people
are saying to each other.
-Ask St to match the expressions and
responses within 4 minutes.

- Follow the
teacher.
- Look at the
pictures and
images the
relationship of
some people of
pictures.
- Discuss with
partners and
match the
responses and

- Help St
improve some
phrases of
greeting

5'

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New Headway 2- Lesson plan

T1.6-

expression.
- Ask St work in pair.
- Follow the
- Ask St listening to the tape to
teacher.
check the answer that St has heart.
- Listen to the
- Ask St to tell in what situation the
tape and try to
dialogues are taking place.
get some key
- Play the recording again and get St words to finish
to repeat each expression as a class.
the test.
-Ask St repeat as correct intonation
- Repeat thee
of the tape.

correct
- Explain to St about two kinds of
intonation as
greetings: Formal and Informal.
the tape.
Base on the different situations, we
- Write down
will use different ways: Informal or
the notice of
Formal.
Informal and
For EX:
Formal greeting
+Good morning!( Formal : Greeting from the
way at working place”
teacher.
+ Hello, I’m Paul. Pleased to meet
- Discuss with
you!
friend to
(Informal greeting way, said when
complete the
you meet somebody for the first
responses.
time).
- Give the
- Ask St work in pair to give the
answers to
correct responses.
teacher.

- Ask leader of group hive the
- Work in pair
answers.
again to make
- Check the answers.
the conversation
Answers and tapescript:
about social
1-“How are you?” Fine, thanks.
expression.
- Listening to
(Two friends greeting each other
the conversation
informally.).
of another
2- “Hello, Jane” “Hi, Peter!”
“How do you do?” “How do you do? friend and take
note some
(Formal . Said when you meet
interesting
somebody for the first time,
information
especially in a business situation).
from the
3- “See you tomorrow!”
partners.
“Bye!”( Neutral).
4-“Good night!” “Sleep well!”(Said
as people go to bed).
5- “Good morning!” “Good

- Improve
speaking skill
of St.
- Promote
intonation of
St.
- Help St can
know the
usage of
Informal and
Formal
greeting in
different
situations.

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12’


New Headway 2- Lesson plan

Exercise 11- Job
Workbook unit1
(Page 8)

morning!”( Formal said for example
at work).
6- “Hello, I’m Ela Paul” “Please to
meet you, Ela.” (Informal, said when
you meet somebody for the first
time.).
7- “Cheer!” “Cheer!” (When you’re
having an alcoholic drink).
8- Excuse me! “Yes, I can help
you?” (In a shop, for example, to get
someone’s attention.)
9-“Bless you!” ‘Thanks” (When
someone sneezes.)
10-“Have a good weekend!” “Same
to you!”( Said on a Friday, afternoon
or evening).
11-‘Thanks very much indeed” ‘Not
at all. Don’t mention it”
(Formal. Informal, we might say
that’s OK”)
12- Make yourself at home” “That’s
very kind. Thank you” (Said when a
guest comes to your home.)
-Ask St work in pair again, write
two short conversations that includes
some of the social expressions.
- Introduce this activity by building
up a dialogue as a model on the
board first, and getting St to think

where their dialogue is to take place
before they start writing.
- Listen to a few of the dialogues
and feed back on any errors,
focusing on the St’s intonation.
- Explain to St what is the suffix?
A term for fixing one or more letter
or syllables to the end of word to
modify their signification.
+ Verb + suffix(er, r)= Job noun
For EX: Teach Teacher
Write writer
+ Informal case:

- Take note the
teacher’s
suggestion
about the suffix
and the
structure of Job
noun.
- Try your best

- Improve
language
knowledge of
St.

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7’


New Headway 2- Lesson plan

Exercise 12- Write
an informal letter
Workbook

Music musician
Art Artist
Journal Journalist
Post Post-man/ women
- Ask St do it individual this text.
- Call one or two St give the
answers.
- Check before whole class.

to make answer
for this text.
- Give answers
to the teacher.

- Ask St how many parts in an
informal letter?
- Explain how many parts and the

description of each part.
- Summary the parts of each
informal letter.
+ Address:
▪ Your Add: write in the top righthand corner of the letter.
▪ The Add of the person you are
writing to:
The inside Add should be written on
the left, starting bellow your add.
+ Date: write it on the right or the
left on the line after the add you are
writing to.
+ Salutation or greeting:
▪ Dear Sir or Madam: you do not
know the name of person you are
writing to.
▪ Dear Mss Marry: If you know the
name, use: Dear Mrs, Mr, Mss +
Name the person you are writing to.
+ Content of formal letter:
▪ First paragraph: Short and state the
purpose of the letter.
▪ Second letter: contain the relevant
information behind the writing of the
letter.
▪ Last Paragraph: should state what
action you expect the recipient to
take to refund, send you information,
ect.

- Think about
the parts of an
informal letter
and answer the
teacher.
- Write some
notices and
main parts of an
informal letter
from the
teacher.
-Follow the
teacher.

- Improve
writing skill
and language
use of St.

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5’