Giao an New Interchange 1

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The alphabet

A B C D E F J H I G K L M N O P 
Q R S T U V W X Y Z

UNIT I PLEASE CALL ME CHUCK

Aim: This unit presents the language needed for names and titles, greeting, and
introductions. It focusses on Wh- questions, short answers, and statements with be.
EXERCISE 1 CONVERSATION: introducing yourself

Period 1&2

Aim: This exercisue presents conversational expressions used for self-introductions

and introduces the verb be

CONTENT NOTES

1. CONVERSATION: introducing yourself
Lead-in :

Books open . Tell the class to look at the picture. Then
ask some pre-listening question

1. Where are these people?
2. Do they know each other?
3.What’s the man’s name?

What are the two women’s names?

a. New words

- introduce(v)/ [,intrə'dju:s]ngoại động từ giới thiệu
to introduce someone to someonegiới thiệu ai với ai
to introduce a lecture with an anecdote

mở đầu cuộc nói chuyện bằng một mẩu giai thoại
introducing (n)

-please [pli:z]động tư

làm vui lòng, làm hài lòng, làm vừa lòng, làm vừa ý; làm thích,
làm vui

to please the eye làm vui mắt, làm thích mắt
and now, if you please, he expects me to pay for it!
anh thử tưởng tượng xem, hắn ta lại đợi tôi trả tiền cơ!
please God lạy Chúa!, lạy Trời!

Please God, things will start to improve soon
cầu Trời cho mọi sự đều tốt hơn

she'll get better one day, please Godạy Chúa, mong cho một
ngày gần đây cô ấy sẽ khá hơn

please yourself xin cứ làm theo ý mình

thán tưdùng như phép lịch sự để yêu cầu, ra lệnh

please come in xin mời vào
tickets, please !xin cho xem vé!

two cups of tea, pleasexin cho hai chén trà

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- call [kɔ:l]danh từ

tiếng kêu; tiếng la; tiếng gọi; lời kêu gọi
a call for helptiếng kêu cứu

cuộc nói chuyện bằng điện thoại (cũng) telephone call, phone
call, ring

( call on somebody / something) sự đòi hỏi; sự yêu cầu
to have many calls on one's time

có nhiều việc đòi hỏi mất thời gian

động tư

ra lệnh hoặc đề nghị ai/cái gì đến (một nơi nào đó) bằng cách
gọi điện thoại hoặc viết thư...; mời; gọi

to call a taxi gọi một cái xe tắc xi
duty calls me bổn phận kêu gọi tôi

to call an actor mời một diễn viên ra một lần nữa
to call a doctor mời bác sĩ đến

-What /wot/ (adv)

- last name /last neim/ (n)= family name = surname
- firstname/f st neim/ (n)given name

- full name= a person ‘s legal name, including the first ,
middle ( sometime opptional ) and last names

- Nice to meet/ (see) you = Pleased/glad to meet you =
Good to meet you

b. Listen

- listen to the tape
- Repeat after the tape

c. Practice St look briefly look at a sentence on the page 
and then look up at their partner and say the sentence by
replying on their short term memory

d. Sumarize the story

twice

UNIT I PLEASE CALL ME CHUCK
Exercise 2 CHECKING INFORMATION

AIM: This exercise practices ways to clarify or check information about people’s 
names , using rising intonationwith Wh- questions

Period:2nd

CONTENT NOTES

2. CHECKING INFORMATION

A. Match the question in column A with the responses in

column B listen and check. Then practice with a partner. Give
your own information

a.New words

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a football/boxing match

một cuộc thi đấu bóng đá/quyền Anh

địch thủ, đối thủ; người ngang tài, người ngang sức
to find/meet one's match in somebody

gặp ai xứng đáng là đối thủ

- question /’kwest nt/ v,n = interview
 - pronounce/ [prə'nauns] ngoại động từ

tuyên bố, thông báo (nhất là một cách trang trọng, chính thức)
to pronounce a patient out of danger

tuyên bố bệnh nhân thoát khỏi hiểm nghèo

(pháp lý) tuyên án; phát biểu (nhất là một cách trịnh trọng, chính
thức)

to pronounce a death sentence tuyên án tử hình
to pronounce a cursenguyền rủa

phát âm, đọc (một tư)

to pronounce a word

phát âm một từ, đọc một từ

nội động tư

tỏ ý, tuyên bố

to pronounce on a proposaltỏ ý về một đề nghị

to pronounce foor (in favour of) a proposal tỏ ý ủng hộ một đề nghị
to pronounce against a proposal tỏ ý chống lại mợt đề nghị

- accent ['ỉksənt] danh từ trọng âm,dấu trọng âm
acute accent dấu sắc [ə'kju:t]

circumflex accent dấu mũ ['sə:kəmfləks]
 ngoại động tư đánh dấu mũ

grave ac c ent dấu huyền [greiv]

giọng

to speak English with a French accent nói tiếng Anh với giọng Pháp
to speak in a plaintive accentnói giọng than van

( số nhiều) lời nói, lời le

he found every moving accent to persuade his audience
anh tìm những lời lẽ thật cảm động để thuyết phục thính giả
(âm nhạc) nhấn; dấu nhấn

(nghĩa bóng) sự phân biệt rõ rệt
ngoại đợng từ[ỉk'sent]

đọc có trọng âm, nói có trọng âm, đọc nhấn mạnh
đánh dấu trọng âm

nhấn mạnh, nêu bật

- spell [spel] ngoại động từ spelled, spelt
viết vần, đánh vần; viết theo chính tả
to spell backward

đánh vần ngược (một từ)

1. How do you pronounce your last name ?
b. It’s Mandel, with the accent on ‘’del’’
2. Excuse me!, What your firs name again?
d. oh, it’s Amy

3. How do you spell your last name?

a.C-H-A-N-G

4. What do people call you?
b. Well, everyone calls me chuck.

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B. Group work

Make a list of names and nicknames for your group. Introduce
yourself with your full name. Use the expression above

a. Vocabulary
- list /list/n

- nickname /nikneim/n a name used informally instead of a
person’s given name

- above / prep

- expression [iks'pre∫n] danh từ
b. introduction

A; Hi! I’m Joseph Block. Please call me Joe
B: Ok, Joe. And what’s your last name again?
A: It’s Block

T: Hello! I’m Han Nguyen.Please call me Han
B: Ok, Hang. And what’s your last name again?
T: It’s Ha

3. Group work

Divide class in four group

UNIT I PLEASE CALL ME CHUCK

Exercise 3 NAMES AND TITLES

Aim: This exercise clarifies the use of the titles with names in english and 
anticiupates the common problem of Ss’ missing a title with a first name
PERIOD : 3th

CONTENT NOTES

3. NAMES AND TITLES

A. Use a title with a last name to address someone formally
+ Use a first name or nickname without a title to address
someone informally

Vocabulary

- adress v

- formally # informally [in'fɔ:məli] phó từ thân mật, thân tình

- title/ ‘taitl/n

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Mr Chairman Ông chủ tịch Mr President Ngài Tổng thống
 Miss [mis] danh từ

(thông tục) cô gái trẻ hoặc nữ sinh; phụ nữ trẻ chưa chồng
động từ

Mrs ['misiz] danh hiệu chỉ một phụ nữ đã có chồng; bà ( mistress)
Mrs Brown Bà Brown

MS ['miz]viết tắt

danh hiệu chỉ một phụ nữ hoặc có chồng hoặc chưa chồng
Ms Mary Bà Mary

Titles single married

males Mr x x

females MS x x

Miss x

Mrs x
To help Ss say what they would like to be called in class,
wriute these expressions on the board for them to use:

Please call me...

My name is... but please calls 
me...

Everyone calls me...

B. Listen to people talk to Chuck Chang , Elzabeth Mandel ,
And Amy Kim. Do they adress them formally:’f’

Informally’I ‘

1.CHUCK ; Good afternoon

WOMAN: Good afternoon , Mr Chang. Nice to see you.

2. CHUCK: good morning

WOMAN: hello Chuck .Nice to see you

3. Man; Hello, Liz

Liz: Hi! How are you?

4. Hi, I’m Elizabeth Mandel

Man: It’s nice to meet you, Ms Mandel

5. Man: Carol, This is Ms Kim

Woman: Pleased to meet you, Ms Kim
Amy: Nice to meet you, too

6. Amy : Hi! How are you?

Man: Oh, hi, Army. I’m fine
1 . f 2. I 3. F 4 . F 5. F 6. I

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Exercise 4 CONVERSATION

Aim: This exercise includes conversational expressions used for introductions and
presents WH - questions and the verb be

PERIOD: 4th

CONTENT NOTES

4. CONVERSATION introducing someone

Lead in : T: ask questions for pre- listening A. Listen and
practice

1. Where are these people? What are they doing?
 a. Vocabulary

- who /hu /

- parents /’p„rnts/n

- to be on vacation [və'kei∫n]danh từ

một trong những khoảng ngưng nghỉ giữa các học kỳ ở các trường
đại học và các phiên toà; kỳ nghỉ lễ (ở trường học); kỳ hưu thẩm
(của toà án) (cũng) vac, recess

The Christmas, Easter vacation
kỳ nghỉ lễ Nô-en, lễ phục sinh
the long vacation

kỳ nghỉ hè
vacation work

công việc trong kỳ nghỉ

(từ Mỹ, nghĩa Mỹ) ngày nghỉ, ngày lễ (như) holiday
hành động bỏ trốn, rời bỏ

immediate vacation of the house is essential
điều cần thiết là phải lập tức rời khỏi ngôi nhà này
on vacation

(từ Mỹ, nghĩa Mỹ) nghỉ việc
ngoại động từ

( + in, at) (từ Mỹ,nghĩa Mỹ) có một kỳ nghỉ ở/tại (một nơi nào đó);
đi nghỉ

b. Listen

c. check comprehension by asking a few simple question

like these

1. what is Paulo friend’s first name?(tom)

2. What’s Paulo’s parents names?

3.Where are Paulo’s parents from?(Rio/ Brazil)

d.. practice
B. Group work

Take turns introducing a partner to others
A: Juan, this is Maria. She ‘s from Argentina
B: Hi, Maria

Optional activity:

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Exercise 5 GRAMMAR FOCUS

Aim: This grammar focus shows how wh-questions, statetements, and

contractions are formed with the verb be. It also presents subject pronouns and 
possessive adjectives

CONTENT NOTES

5. GRAMMAR FOCUS

-First t uses the audio program to present the questions and the
statements in the first box. Ss repeat after the tape.

-Reviews the pronoun

Subject Possessive
pronouns adjectives
I my
You your
He his
She her
It its
We our
You your
They their
- Use the tape to present grammar

-T points out that you’re/ your they’re/ their are pronounced the

same but spelled differenced.

A. Encourage Ss to use contractions when possible in this task.
Ss fill in the missing words individually and then form pairs to
compare their answers. Elicit responses to check answers.

Answers

Yoko: Rich, who are the two women over there?
Rich: oh, their names are Lisa and Kate.

Rich: Hi, Kate. This is Yoko. She’s from Japan.
Yoko: Hello. Nice to meet you.

Kate: Good to meet you, Yoko.
Lisa : And my name is Lisa

Yoko: Hi, Lisa

Rich: Lisa and Kate are from Canada.
Yoko: Oh? Where are you from in Canada?
Kate: We’re from Toronto.

 Ss practice the conversation in groups of four

B. Complete the question and practice with a partner

twice

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Tell Ss to use the Wh- word with the full form of be. Ss first

work alone to finish the task and then form pairs to check
Answers.

1. Who’s that?

2. Where is he from?
3. What is his last name?

4. Who are the two students over then?
5. Where are they from?

C. GROUP WORK writes five questions about your
classmates. Then take turns asking and answering your
questions.

-Explain the task and go over the model Wh-questions. Then

elicit a few additional questions and write them on the board
as examples.

_- Ss work alone to write down five questions. T walks
around the class and check Ss’ responses.

- Ss form small group s and take turns asking their
questions.

WORK BOOK 1-6 PAGES 1-3 in the workbook.

UNIT I PLEASE CALL ME CHUCK

Exercise 6

Aim:

This text presents different types of gestures used when greeting people in
various parts of the world.

CONTENT NOTES

6. SNAPSHOT: thong tin nana

Books close. T go around the class and shake hands
with each S while saying “hello” “hi” or good morning/
good afternoon / good evening.

- have the class stand up and practice greeting one
another while shaking hand.

Books open : T explains some new words
a. Vocabulary

- greet [gri:t] ngoại động từ chào, chào hỏi, đón chào
to greet somebody with a smile mỉm cười chào ai
chào mừng, hoan hô

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to greet someone's speech with cheers
vỗ tay hoan hô bài nói của ai

-+ greeting

- handshake/’ h„nd eik/ n
- bow [bou]danh từ

chào cảm ơn sự hoan nghênh nồng nhiệt

động tư cúi (đầu, mình); khòm, khom (lưng); quỳ (gối)
cúi đầu, cúi chào, cúi mình, khòm lưng quỳ gối

- a kiss on the cheek

- hug [hʌg] danh từ cái ôm chặt

(thể dục,thể thao) miếng ghì chặt (đánh vật)
ngoại động từ

ôm, ôm chặt

ghì chặt bằng hai chân trước (gấu)

- a pat on the back / b„k/ vỗ lưng

b. Talk about these questions

b1. Which greetings are typical in your country?
- Check Ss’ answers to the question b1 by asking (Do
people shake hands in your country?)

b2. Can you name a country for each greeting

- Check Ss’ answers to the question b2 by asking
(Which country do people greet each other
with... (A bow/a kiss)?

Possible answers( second question)
A handshake( Canada, Peru, England)
A bow( Korea, Japan, Indonesia)

A kiss on the cheek( Brazil, France, Italy)
A hug( The united States, Denmark, Egypt)
A pat on the back( Greece, Russia, Mexico)

UNIT I PLEASE CALL ME CHUCK

Exercise 7

CONVERSATION Asking about someone

Aim: This conversation contains the grammar points presented in exercise 8( In the

dialog, the present continuous tense inn “Oh, are you studying English?” is used only
as an expression; Ss will study this structure in unit 5)

7. CONVERSATION Asking about someone
A. Listen and practice

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encourage each to ask questions about the other.

- Listen: play the first part of the audio program. Ss listen
T asks a few questions to check Ss’ understanding.
1. Who are friends? ( Sarah and Tom; Tom and Paulo)
2. Is Paulo from Brazil?( yes)

3. Is he a student? (yes)

4. Are Paulo and Tom in the same class?(no)

5. Are they on the same baseball team? (No, They’re on the
same volleyball team.)

- Books open: Ss listen to the tape again and read after the
tape

T explain these words and expressions:

a. Vocabulary

- study /’st3di / v
- same /seim/ adj

- team / tim/ n a group of people who work, play, or act
together; here , a group that plays volleyball

- volleyball/ voleib l/n

- How‘s everything? (informal) = How are you?

Not bad,/ pretty good, thanks.(informal) = I’m fine, thank
you

b. Practice Ss practice the conversation in groups of 
three.

B. Listen to the rest of the conversation

Books closed. Tell Ss not to worry about understanding
every word; they only need to understand the gist of what is
said

- Play the second part of the audio program
Paulo: Are you from the united states, Sarah?
Sarah: No, I’m not. I’m from Australia.
Paulo: And what are you studying?

Sarah: I’m studying engineering, too. In fact, I think we’re
in the same class.

Paulo: say, I think you’re right.

- Books open. Tell Ss to listen for the answer to the
question. Play the audio program again. Check answers
around the class

ANSWER:

Where is Sarah from? Australia

Twice

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UNIT I PLEASE CALL ME CHUCK

Exercise 8

GRAMMAR FOCUS Yes/ No questions and short answers with be

Aim: This grammar focus shows how yes/no questions and short answers are 
formed with be.

CONTENT NOTES

8. GRAMMAR FOCUS Yes/ No questions and short
answers with be

T plays the audio program. Ss repeat
- T plays the tape. Ss repeat

- T explains how yes/no questions are formed with be. T
writes some example on the board

A. Complete these conversations. Then practice with a
partner

Ss do the task individually and then compare with a
partner

Answers

1. A: Are you from the United States?
B: Yes, I am. I’m from Chicago.
2. A: Is Rosa in English 101

B: No, she isn’t/‘s not. She’s in English class 102
3. A: Are you and Monique from France?
B: Yes, we are. We’re from Paris.

* Pairs practice the conversations

B. Pair work: Read the conversations in exercise 4 and
7 again. Then answer these questions. For question
you answer” no”, give the correct information.
Explain the task. Ss work in pairs to write answers and
take turns asking and answering the questions

 T checks answers around the class.
Answers

1. No, they aren’t. / They’re not. They’re on the
volleyball team.

2. Yes, they are

3. No, they aren’t. /they’re not. They’re from Brazil.
4. Yes, he is

5. No, he isn’t/ he’s not. He’s a student.

C. Group work: Write five questions about your

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classmates. Then take turns asking and answering
your questions

Ss form small groups. tells them to first write their
questions individually and then to take turn asking and
answering the questions

A.

UNIT I PLEASE CALL ME CHUCK

INTERCHANGE ACTIVITY 1

Aim: This communicative activity draws upon the structures and much of the

vocabulary presented in unit 1. Ss will enjoy finding out more about their classmates
while sharing some interesting information about themselves

CONTENT NOTES

INTERCHANGE ACTIVITIES
Interchange 1 Getting to know you

Books closed. As a warm up to this activity, ask for a
volunteer to come up to the front of the class. Ask the
class these questions like this:

1. What do you know about …….. (Student’s name)?
2. What’s his /her nickname?

3. What’s his/her family name?
4. What’s his /her family name?
5. Where is he /she from?

6. What foreign languages does he/she speak?
Then as That S the questions like these?

7. What’s your father first name?
8. What’s your mother’s name?

9. Are you named after a family name?
10. Are you good with name?

A. Class activity; go around the class and find this
information. Write a classmate’s name only once

B. Pair work : Compare your information with a partner

UNIT I PLEASE CALL ME CHUCK

Exercise 9

Aim: This exercise practices listening for specific information about people.

CONTENT NOTES

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- T goes over the task and the information in the chart
Listen to these conversations and complete the information

about each person.

Audio script:

1. Man: Joe, this is my friend Linda Tanaka. We’re in the
same English class.

Joe:

UNIT I PLEASE CALL ME CHUCK

Exercise 9

Aim: This exercise practices listening for specific information about people.

CONTENT NOTES

9. Listening

* go over the task and the information in the chart. To help Ss
develop a pre-listening schema, ask a few question like these:
1. In number 1, Where is Joe from?

2. What do you think his last name is?

* Play the tape. Ss complete the chart. Check Sis’s answers.
Audio script

1.Man: Joe, this is my friend Lida Tanaka. We’re in the same
English class.

Joe: Hi, Linda. I’m Joseph Miller. Every one calls me Joe.
Linda: Nice to see you, Joe. And what’s your last name again?
Joe: It’s Miller. M-i-l-l-e-r.

Linda: Where are you from, Joe?

Joe: I’m from here, The United States- originally from Chicago.
Linda: What are you studying here?

Joe: Chemistry.

Linda: Oh, chemistry. That sounds interesting.

2. Clerk: Ok, Ms Vera. Let me just check this information. Is
your first name spelled E_L_L_E_N?

Elena: No, It’s not. My first name is Elena. It spells E-l-e-n-a.
Clerk: Ok, thanks. And you‘re from Chile, correct?

Elena: no, I’m not from Chile. I’m from Mexico.

Clerk: Oh, sorry. Mexico. But you’re studying English right?
Elena: No, I’m not. I’m studying engineering.

Clerk: Engineering. Ok. Got it.
3. Man: Say, are you In Sook Kim?

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In Sook: Yes, that’s right.

Man: Is your brother Min Ho Kim?

In Sook: Yes, he is.

Man: Tell me; is Min Ho still here at the university?
In Sook: No, he isn’t. Min Ho is at home in Korea.
Man: Oh, he’s in Korea! Is he in school there?

In Sook: Yes. He’s studying English at Seoul University this
semester.

Answers

First name Last name Where from?
Studying

1. Joe Miller The U. S
chemistry

2. Elena Vera Mexico
engineering

3. Min Ho Kim Korea
English

UNIT I PLEASE CALL ME CHUCK

Exercise 10 Meeting and greeting around the world.

Aim: In this text, Sts explore the topic of meeting and greeting customs around 
the world; they also practice scanning for the specific information.

CONTENT NOTES

10. Reading

Optional: Bring the world map to class to help Ss to identify the

countries being discussed here.

 Books closed. Write the names of five countries on the
board: Chile, The Philippines, Korea, and the United
states. Make sure the class knows where the countries
located.

 T Write the nationality of each country on the board and
Ss take notes.

 COUNTRY ADJECTIVE PERSON
( PEOPLE)

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Korea Korean Korean(s)
The united States American American(s)

 PRE_ READING

Ask some questions like these:

1. How do you / two male/female Ss from the same country
great each other in………..?

2. Do you know how Filipinos greet one another?

 WHILE – READING

+ Books open. While Ss read the information about each
country, encourage them to circle or and highlight any words
whose meanings they can’t guess from the context of the
article.

+ When Ss finish, elicit any words that they still don’t know.
Explain the words or ask Ss to check their dictionaries. Here
are a few examples:

Chile

Usually = almost always, generally

Sometimes= now and then , but not very often

Kiss = to touch with the lips as a sign of love or as greeting.
Cheek = either side of the face below the eye.

“Kiss the air” = to put one’s lips near, but not touching, 
another person’s cheek.

Male = a boy or a man
Female = a girl or women 
Finland

Firm = steady and strong

Close friends = friends who like or love each other very
much

The Philippines
Everyday = common
Korea:

Slightly = a little bit
The united sates
Often= many times

Situations = positions or conditional at the moment

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Chile Finland The Philippines Korea
The U.S

1. x x

2. x
3 x

4. x x x x
5. x x x
6. x

B. Pair work

Read the instructions aloud and model the task with one or more
Ss , like these:

T: Carlos, How do two male friends greet each other in Mexico?
Ss: well, they sometimes shake hands or hug each other.

T: and Nam, how do male and female friends greet each other in
Japan?

Ss: They bow or sometimes just nod their head.

 Ss work in pairs to do the task. Encourage Ss to stand up
to perform the gesture or style of greeting. After a few
minutes, ask a volunteers to demonstrate for the rest of
the class some of the greetings they discussed

WORKBOOK Exercise 7-12 on pages 4-6

MORE READING

Customs of Nigeria, greetings are highly valued and neglecting to greet another is a

sign of disrespect. Because of the diversity of cultures, customs, and dialects in
Nigeria, English is widely used throughout the country for exchanging greetings.
“Hello” is the most common greeting, while “Good morning,” “Good afternoon,” and
“Good evening” are also appropriate. Objects are passed with the right hand or both
hands, but not with the left hand alone.

It is common to visit relatives frequently. Unexpected guests are welcome, because
planning ahead is not possible in many areas where telephones are not widely
available. Hosts endeavor to make guests feel comfortable and usually offer them
some refreshments. Invited guests are not expected to bring gifts, but small gifts are
appreciated. For social engagements or other planned activities, a starting time may

be indicated, but late guests are anticipated and they do not disrupt the event.

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English is widely used throughout the country for exchanging greetings. “Hello” is the
most common greeting, while “Good morning,” “Good afternoon,” and “Good

evening” are also appropriate. Objects are passed with the right hand or both hands,
but not with the left hand alone.

Customs of SINGAPORE

Customs of Japan

A bow is the traditional greeting between Japanese. Someone wishing to show respect
or humility bows lower than the other person. Japanese might shake hands with
foreigners. Personal space is important, and people do not stand too close to each
other when greeting or conversing. In this hierarchical society, titles are important in
introductions. The family name is used with the suffix -san, for both men and women.
For example, a Mr. Ogushi in the United States would be called “Ogushi-san” in
Japan. The use of personal names is reserved for family and friends. In professional
situations, the exchange of business cards (offered and accepted with both hands) is an
important ritual. The card should be studied carefully upon receipt and treated with
respect; to play with or bend the card would be an insult.

The namaste is the traditional greeting used in India; it is performed by pressing the
palms together (fingers up) below the chin, and saying “Namaste” (Namaskaram in
the south). To greet superiors or to show respect, a slight bow is added. “Hello” and
“Hi” are also acceptable greetings. Out of respect for a woman’s privacy, Indian men
do not usually shake hands with or touch women in formal or informal gatherings.
Indian men will, however, shake hands with Westerners, and educated women may do
so as a courtesy. It is polite to use titles such as Shri for a man, Shreemati for a

married woman, Kumari for an unmarried woman, or the suffix -ji with a last name to
show respect. Muslims use the salaam gesture of greeting, which is performed by
raising the right hand toward the forehead, with the index finger pointing to the
forehead and the rest of the hand pointing upwards. It is similar to a salute but not as
rigid or formal. Indians usually ask permission before taking leave of others.

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Customs of INDIAN

Many Indians do not wear shoes inside the home. Most at least remove their shoes
before entering the living room. Hosts offer their guests refreshments such as tea or
coffee and fruit or sweets, which it is polite to decline once or twice before eventually
accepting. When visitors are ready to leave, they often indicate it by saying

“Namaste.” In temples, saffron powder, holy water from the Ganges River, and
sometimes sweets are offered to visitors as prasad, or blessings from the gods; it is
discourteous to refuse these gifts. Women cover their heads when entering sacred
places. In traditional society, women are often not involved in social functions.

Greetings used depend on the situation. A worker might greet a senior colleague with
Ohayō gozaimasu (“Good morning”), but would greet a customer with Irasshaimase
(“Welcome”). When people doing business together meet for the first time, Hajime
mashite (“Nice to meet you”) may be used. Konnichi wa (“Good day”) is a standard

greeting. Ohayō (an informal “Good morning”), or Genki? (An informal “Are you
well?”) Are common casual greetings among young people?

Visits are usually arranged in advance; spontaneous visits between neighbors are
uncommon in urban areas. Shoes are removed before stepping into a Japanese home.
There is usually a small genkan (hallway) between the door and living area where one
stands to remove one’s shoes. After being removed, shoes are placed together

pointing toward the outdoors, or in a closet or on a shelf in the genkan. Coats are
removed before stepping into the genkan. Slippers are often worn inside but are
removed before entering rooms with straw-mat floors (tatami). There are often special
slippers for use in the bathroom. Guests are usually offered the most comfortable seat.
In traditional Japanese rooms, people sit on the floor.

When visiting, it is customary to take a gift (usually fruit or cakes) to the hosts. Gifts
are given and accepted with both hands and a slight bow. Traditionally, gifts are not
opened in the presence of the giver. A gift says a great deal about one’s relationship
to, and respect for, the recipient. Gifts, therefore, play an important role in

establishing and maintaining business relationships. A key time for exchanging gifts
comes at the end of the year, when giving gifts to family, friends, officials, and
business contacts expresses thanks for the kindness they have shown throughout the
year.

Customs of South Korea

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presented face up and accepted with both hands after a handshake. Special deference
is shown to elders

The use of someone’s title shows respect. Foreign visitors should always address

people formally unless asked to do otherwise. A common greeting is Annyong

haseyo?, which means "How do you do?" Young children often greet each other with a
simple Annyong? To show special respect, an honorific is added to the greeting:
Annyong hashimnikka? Young children bow or nod when greeting adults.

It is not unusual to see South Korean men (usually younger) holding hands or walking
with a hand on a friend’s shoulder. Touching older people or members of the opposite
sex is generally not appropriate, however.

Guests invited to a home remove their shoes upon entering. While European-style
furniture is common, in traditional Korean homes guests are seated on cushions on
ondol floors that are heated from below. Men sit cross-legged and women tuck their
legs to one side behind them. The guest receives the warmest or best position. Guests
invited for a meal or party customarily bring a small gift in appreciation, often

something that can be served at the gathering. Refreshments are usually served, and it
is impolite to refuse them.

Customs of Laos

The generally accepted form of greeting among Lao people is the nop, which involves
placing one’s hands together in a prayer position at chest level but not touching the
body. The higher the hands, the greater the sign of respect; however, the hands should
never be held above the level of the nose. This is accompanied by a slight bow to
show respect for persons of higher status or age. The nop is not only an expression of
greeting but also of thanks or regret. The Lao address each other by the first name.

Children address adults by the first name, prefaced by the equivalent of “Mr.” or
“Mrs.” or, if well acquainted, “Mr. Uncle” or “Mrs. Aunt.”

Customs of THAILAND

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placed, the more respect is shown. Bows and curtsies are also more pronounced to
show greater respect. The fingertips go above the level of the eyebrows only to show
reverence for Buddha or to greet royalty. For other honored persons, the fingertips
may reach to between the eyebrows, with the thumb tip touching the tip of the nose. A
wai is always returned, unless there is a significant difference in social status or age
between the two people, in which case the senior does not return the wai. For

example, an adult does not exchange a wai with a small child. Buddhist monks never
return a wai. The gesture can mean not only “Hello” but also “Thank you,”
“Good-bye,” and “I’m sorry.”

Thais address each other by their given names, preceded by Khun (for example, Khun
Sariya), and reserve family names for formal occasions. In formal situations,

foreigners may address Thais by using “Mr.,” “Mrs.,” or “Miss” with the given or
family names.

Men and women generally do not touch or show affection in public. However, good
friends of the same sex sometimes hold hands. Among the younger generation, it is
becoming more common for members of the opposite sex to hold hands.

When visiting, the person of highest social rank or age is treated with the greatest
respect. In all cases, how one sits, walks, or otherwise interacts with others depends
on the status of each person present. It is customary to remove one’s shoes when
entering a Buddhist temple or private home. Visitors should avoid stepping on the

doorstep because of the traditional belief that a soul resides in the doorstep of a
temple (wat). It is not necessary to take gifts when visiting, but it is not uncommon for
guests on extended stays to present their hosts with a gift of appreciation.

In the home, people commonly sit on the floor, but do not stretch their feet out in front
of them. Women generally tuck their legs to the side and behind them, and men sit
cross-legged. Men might also sit with their legs tucked to the side to show special
respect to the hosts. Guests may offer compliments on the home or children, but
should avoid excessive admiration of any specific object to spare the host
embarrassment.

Customs of Indonesia

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names. Many Indonesians, especially the Javanese, have only one name and are
therefore addressed both formally and casually by that name. Business representatives
often exchange cards when greeting each other.

When socializing, one never touches the head of another person. Unless married or
engaged to her, a man usually does not touch a woman in public, except to shake
hands. The left hand is not used to shake hands, touch others, point, eat, or give or
receive objects.

be avoided. If the host or hostess is not wearing footwear, it is polite for visitors to
remove theirs. Shoes are removed before entering carpeted rooms, feasting places,
places of funeral viewings, mosques, and other holy places. Gifts are not opened in
the giver’s presence.

Customs of CAMBODIA

Cambodians greet one another by placing both hands together in a prayer position at
chest level without touching the body. The higher the hands, the greater the sign of
respect, although they should never be held above the level of the nose. This gesture
is accompanied by a slight bow to show respect for elders or persons of higher status.
Those holding or carrying something may simply bow their heads slightly. Shaking
hands is not common in Cambodia; indeed, women are often embarrassed to be
offered a hand to shake. Of many verbal greetings, one common one is Sok sebai te?
("How are you?").

Rules governing gestures come from Buddhism. While sitting, one should not point the
feet toward a Buddha image or any person. To Buddhists, the head is the most sacred
part of the body. One does not touch another person’s head (even a child’s), and one
generally avoids sitting or standing on a level higher than that of an older person.
Among friends and relatives, visiting is frequent and usually unannounced. People
remove their shoes when entering a home or wat (a temple for worship and religious
education). A houseguest may be greeted with a bouquet of jasmine flowers placed on
his or her desk or table. In general, Cambodians are extremely hospitable, although
they may be cautious about inviting strangers into the home. If a meal is provided,
guests are given the best place to sit and the best portion of food.

Customs of PERU

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(hug). An arm around the shoulder or a pat on the back is a polite way to greet young
people. First names are used among friends, but elderly people and officials are
referred to by their titles and last names.

Friends and relatives often drop in on one another, but it is more important to make
advance arrangements with acquaintances. The traditional welcome, Está en su casa
(“You are in your house”), reflects the character of Peruvian hospitality.

Refreshments are usually offered, but it is not impolite to decline them. Visitors
arriving after 5:30 pm are often invited to stay for Ionche, a light meal around 6 pm.
Special acknowledgment of the children in the home is appreciated. Hosts do not
expect visitors to bring a gift, but dinner guests often bring flowers or wine.

Customs of ENGLAND

The English often say “How do you do?” or “Pleased to meet you” when meeting for
the first time. People usually shake hands when first introduced or when greeting and
parting in business and other formal situations. Otherwise many English people will
simply say “Hello” when they see each other. Among friends, women are often kissed
(by men and women) lightly on one cheek. The use of first names is widespread; titles
such as “Mr.” and “Mrs.” are being used less frequently, even when children address
adults.

It is customary to respect people’s privacy by telephoning before visiting. When
invited to a meal by friends, guests often bring a bottle of wine or another small gift.

Customs of BRAZIL

Brazilians tend to greet each other with a handshake, but good friends often embrace.
Women often kiss each other on both cheeks, although in reality they may actually
only touch cheeks and kiss the air. Common greetings are Como vai? (“How are
you?”) and Tudo bern? (“Is everything fine?”). Friends may greet each other with a
simple Oi (“Hi”). When joining or leaving a small group, it is polite to shake hands
with everyone present. Tcháu (“Good-bye”) or Até logo (“See you soon”) are common
terms for parting.

Brazil’s mild tropical climate allows for much time outdoors. Many homes are built
with open but shaded patios and interior courtyards. Sidewalk cafés and garden
restaurants are common. People often eat a late dinner and socialize late into the
evening.

Customs of FRANCE.

. Shaking hands upon greeting and parting is customary in France. The handshake

should be firm, but an aggressive handshake is considered impolite. Among friends
and relatives, women are kissed (by men and women) up to three times on both
cheeks—in truth they often touch cheeks and “kiss the air.” The standard phrases for
greeting include Bonjour (“Good day”) and Comment allez-vous? or the more

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with the person’s name or a title, and usually precede any conversation or request.
Good-bye is Au revoir (“Until we meet again”) or the less formal À bientôt (“See you
soon”). First names are used between friends and close colleagues, but otherwise
titles are important and customary. Besides professional titles, Monsieur (“Mr.”),
Madame (“Mrs.”), and Mademoiselle (“Miss”) are commonly used.

The local café used to be the main center for social life, but more people now spend
their evenings at home. Socializing tends to be reserved for the weekends. The French

are formal in their visiting customs, and people do not often visit unannounced. It is
usual to arrive up to 15 or 20 minutes late for a social occasion, but arriving any later
may appear rude. The host is often given a bottle of wine or another small gift. French
hosts feel they are responsible for, and enjoy, guiding or directing social occasions by
organizing the seating, leading the conversation, and so forth. Visitors are expected to
show a certain deference to the host and, except when they are very good friends, not
make themselves too much at home. It is important to compliment the host on the
cooking and the wine, because good cooking is a matter of much pride in French
homes.

Customs of Mexico

The usual greeting is a handshake or a nod of the head, although between friends an
embrace is common. Women often greet each other with a kiss on the cheek.

Mexicans typically stand close to each other while talking, sometimes touching each
other’s clothing. Verbal greetings vary, but common ones include ¡Buenos días!
(“Good morning!”), ¡Buenas tardes! (“Good afternoon!” or “Good evening!”),
¡Buenas noches! (“Good evening!” or “Good night!”), and ¿Cómo estás? (“How are
you?”). A casual greeting is ¡Hola! ¡! (“Hello!”). Men are referred to as Señor
(“Mr.”); women as Señorita (“Miss”). Only when one is sure a woman is married is
the title Señora (“Mrs.”) used. If someone sneezes, a person may say ¡Salud! (“Good
health!”).

Unannounced visits are fairly common, and unexpected guests are usually given a
warm welcome and served refreshments, which it is impolite to decline. Punctuality is
not crucial, and those invited for a meal will usually spend some time socializing
before the food is served. A lengthy period of conversation is also usual after the
meal, and it is bad manners not to stay to enjoy it. On weekends guests often stay until
very late. On special occasions, such as birthdays or Mother’s Day, gifts are important,

and serenading is still popular in rural areas. First-time visitors usually receive a tour
of the host’s home.

Customs of RUSSIA When meeting, men shake hands firmly. Women who are not
urban professionals are less likely to shake hands. Friends and family may kiss on

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Titles such as Godpodin (“Mr.”) and Gospozha (“Mrs.”) were not used under the
Communists, but they are being revived. In addressing an older or respected person,
one uses the given name and a patronymic, which is the possessive form of the

father’s first name. For example, Svetlana, daughter of Ivan, would be called Svetlana
Ivanovna. Her brother Dmitri would be called Dmitri Ivanovich. Titles and surnames
are preferred in formal greetings, however. Nicknames are commonly used among
friends, relatives, or peers. Since there are common nicknames for most Russian
names, an acquaintance, feeling that he or she is becoming familiar with someone,
might ask to use his or her nickname. For example, someone who is becoming friends
with Dmitri Ivanovich might ask if he or she can call him Dima.

Customs of DENMARK

When meeting someone for the first time it is normal to shake hands, but on further
occasions, if the circumstances are informal, Danes may not bother with a handshake.
Acquaintances often greet each other with Davs, which is the equivalent of “Hello.”
Young people say Hej (“Hi”) both when greeting and parting. A more formal greeting
is Goddag (“Good day”). The use of first names is widespread.

It is common for people to drop in on friends in Denmark, and Danes tend to be
informal hosts who are concerned with making their guests feel at home. When
visiting someone’s home for the first time, it is usual to take a gift such as a plant or
cut flowers. Similarly, many people take a gift when invited to someone’s house for a

meal. Punctuality is very important; if there is any chance of being even 15 minutes
late, it is polite to telephone one’s hosts to warn them.

Close friends and family often visit unannounced in Russia and spend hours sitting
around a kitchen table and talking. With new acquaintances, visits are more formal.
Russians remove their shoes upon entering a home. Hosts usually offer refreshments,
but it is not impolite to decline them. It is common for guests to bring a gift of flowers,
food, or vodka for their hosts

Customs of Egypt

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Members of the same sex tend to stand close to one another in conversation, but
members of the opposite sex do not. Good friends of the same sex may walk hand in
hand in public, and married or engaged couples may walk arm in arm. Otherwise, a
man does not touch a woman in public.

Because visiting demonstrates the importance of a relationship, it is one of the most
important pastimes in Egypt. Married children often visit parents on Fridays and
holidays. Business visits usually begin with light conversation and coffee or tea to
establish trust and confidence.

Wealthy men often go to private clubs to socialize. Most men go to coffee shops to
relax with friends, smoke water pipes, and play table games such as backgammon and
dominoes. Even the smallest village will have at least one coffee shop. Women
usually socialize in the home.

Customs of INDONESIA.

Indonesian culture is based on honor and respect for the individual. Letters begin with
Dengan hormat, meaning “With respect,” and respect is important in greeting others.

Status is also important; the most senior person or the host should be greeted first, and
special deference should be shown to older people. A nod or slight bow is the usual
form of greeting, although when meeting someone for the first time it is normal to
shake hands as well. Handshakes are also used when congratulating someone or when
saying goodbye before a long trip. Titles are very important and should be used when
greeting and in general conversation. The most formal introduction would include, in
roughly this order, Bapak (“Sir”) or Ibu (“Madam”), an academic or professional title
(if applicable), the noble title (if the person uses it), and the person’s given and family
names. Many Indonesians, especially the Javanese, have only one name and are
therefore addressed both formally and casually by that name. Business representatives
often exchange cards when greeting each other.

Indonesians believe that visits bring honor to the host, and they warmly welcome all
guests. Unannounced visits are common. When a visit has been prearranged it is usual
to arrive half an hour after the appointed time. Visitors sit when invited to, but will
also rise when the host or hostess enters the room, because deference to one’s host is
very important. A drink is often served, but a guest does not drink until invited to. A
person may cause offense by refusing when food or drink is offered. Blunt talk should
be avoided. If the host or hostess is not wearing footwear, it is polite for visitors to
remove theirs. Shoes are removed before entering carpeted rooms, feasting places,
places of funeral viewings, mosques, and other holy places. Gifts are not opened in
the giver’s presence.

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. The Chinese nod politely or bow slightly when greeting another person. A handshake
is also acceptable, especially in formal situations or to show respect. Ni hao ma?

("How are you?") is a frequently used greeting. A common informal greeting is Chi le
ma? (“Have you eaten?”). The response is either Chi le (“Yes”) or Mei you (“Not
yet”). People often reply "Chi le" even if they have not eaten, in order to be polite.
The Chinese tend to be formal in their introductions; they use the full titles of their
guests but are less precise in identifying themselves. Chinese names usually consist of
a one-syllable family name, followed by a one- or two-syllable given name. A person
is either addressed by the full name or by the family name and title. In lieu of

professional titles, the Chinese equivalents of “Mr.” and “Mrs.” are used. Thus, Wang
Jun can also be called “Mr.” Wang, but never simply Wang and rarely ever
Jian-Jun. In place of titles, the terms Lao and Xiao might be used between friends, the
former for older friends and the latter for younger ones. Titles such as “Teacher” or
“Doctor” may also be used.

Except in crowds, where physical contact is unavoidable, the Chinese do not touch
people they do not know. A smile is preferred to a pat on the back or a similar gesture.
This is especially important when dealing with older people or people in important
positions.

Invitations are usually extended for formal gatherings, but otherwise it is common to
drop by unannounced. When invited, one is generally prompt; being more than a few
minutes late is considered impolite. Guests conduct themselves with restraint and
refrain from loud, boisterous speech and actions. Valuable gifts are usually not

accepted from strangers, but small gifts may be given by friends. In fact, friends often
bring gifts such as tea, cigarettes, fruit, chocolates, cakes, or wine when they visit.
Hosts rarely open wrapped gifts until visitors leave. Refreshments are usually offered,
but it is not impolite to decline them. It is common for the host to insist several times
before accepting the guest’s refusal. Evenings usually end quite early, as many
Chinese are early risers.

Customs of VIETNAM Vietnamese generally shake hands when greeting and

parting. Using both hands shows respect, as does a slight bow of the head. In rural
areas, elderly people who do not extend their hand are greeted with a slight bow.
Women are more likely to bow the head slightly than to shake hands. Vietnamese
names begin with the family name and are followed by a given name. For example, in
the name Nguyen Van Duc, Nguyen is the family name. People address one another
by their given names, but add a title that indicates their perceived relationship to the
other person. These titles are family related rather than professional. Among

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Vietnamese have a strong sense of hospitality and feel embarrassed if they cannot
show their guests full respect by preparing for their arrival. Therefore, it is

inappropriate to visit a home without having been invited. Gifts are not required, but
are appreciated. Flowers, incense, or tea may be appropriate gifts for the hosts. Hosts
also appreciate a small gift for their children or elderly parents

UNIT 2 HOW DO YOU SPEND YOUR DAY?

EXERCISE:1 SNAPSHOTS

Aim: This exercise introduces the themes of time spent at work, and school, and
numbers of holidays and vacation days.

CONTENT NOTES

1.SNAPSHOTS

+ Books closed.T introduces the topic of how people

spend time in various countries by brainstorming with the
class like this:

1. Write and circle the world time on the board.
2. Ask the class to help you think of some words

that relate to “ TIME” . T gives some
exaamples like these: hours, days /years.
+ Books open. T presents some new words and
expressions and give some example if Ss prefer.

a. New words

- spend/spend/v
- how /hau/
- day /dei /n
- work /w k/ v,n

average ['ævəridʒ] danh từ

kết quả của việc cộng các số lượng với nhau rồi chia tổng số cho số
các số lượng; số trung bình

-- per /p3
- week /wik/n
- number/ n mb r/ n
- paid vacation days

- national holiday

-instruction [in'strʌk∫n] danh từ

sự dạy kiến thức truyền cho, tài liệu cung cấp cho
( số nhiều) chỉ thị, lời chỉ dẫn

- comply [kəm'plai] nội động từ tuân theo, chiếu theo, đồng ý làm
theo

to comply with the rules tuân theo luật lệ
to refuse to comply từ chối không tuân theo

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[di'dʒest]
ngoại động từ

phân loại, sắp đặt có hệ thống; tóm tắt có hệ thống

-tatistic [stə'tistik]danh từthông tin được biểu hiện bằng con số

- Brazil - Brazilian

- The united kingdom (England) - English
- South Korea

+ T models how to read demical points( eg: 4.5= four
point five

Optional: Ask some wh- questions so Ss can practice
scanning the chart for numbers:

What is the average number of working hours per week
in the united King dom?

Which two countries have ten national holidays?( Brazil
and South Korea)

 Ss do the task by reading each question and then
writing the country’s name and their reason for
choosing it. Go around the class and give help as
needed

 Ss form pairs to compare answers. Check Ss’ answers
and write on the board the names of the countries and
reasons mentioned most often.

b. Talk about these questions

* Which country do you like work in? Why?
* Where would you like to be a student? Why

UNIT 2 HOW DO YOU SPEND YOUR DAY?

EXERCISE:2 SNAPSHOTS

Aim: This exercise presents the vocabulary of jobs and ways to categorize jobs.

CONTENT NOTES

2. WORD POWER: jobs

Ask Ss to look through the vocabulary list. Pronounce and
explain any new words, including the category tiyles in
the chart. But take care not to give away a category that a
word may belong to. Alternatively, have Ss check their
dictionaries.

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- complete [kəm'pli:t] v = finish /fini /

- map /m„p/n

- receptionist [ri'sep∫ənist]
danh từ

người được thuê để nhận các cuộc hẹn và tiếp khách ở khách sạn,
cơ quan, phòng khám bệnh...; nhân viên tiếp tân

- list /list/ n

-architect ['ɑ:kitekt] danh từ kiến trúc sư

(nghĩa bóng) người làm ra, người xây dựng, người sáng tạo

- company director
- flight attendant

- supervisor ['su:pəvaizə] danh từ người giám sát; người giám thị

- engineer [,endʒi'niə] danh tư người thiết kế, xây dựng hoặc bảo

hành động cơ, máy móc, đường ray, hầm mỏ....; kỹ sư

a civil/mining/electrical/mechanical engineer kỹ sư xây dựng/mo
̉/điện/cơ khí

- sales person /seilp sn/n = salesman
- secretary ['sekrətri] danh từ

- professor [prə'fesə] Cách viết khác : prof [prɔf]

danh từ giáo sư (đại học) (từ Mỹ, nghĩa Mỹ) giảng viên (đại học,
cao đẳng)

(đùa cợt) giáo sư

- sales manager/seilz m„nidj ( r)/n
-security guard [si'kjuərəti'gɑ:d] danh từ

người mặc đồng phục và làm nhiệm vụ bảo vệ trong các toà nhà
hoặc áp tải tiền từ ngân hàng này đến ngân hàng kia; người bảo vệ

- word processor /’w3d pr uses ( r)/n

- managerment ['mænidʒmənt] danh từ sự trông nom, sự quản lý
sự điều khiển

- position [pə'zi∫n]
danh từ

vị trí, chỗ (của một vật gì)

in position

đúng chỗ, đúng vị trí
out of position

không đúng chỗ, không đúng vị trí

- professional [prə'fe∫ənl]
tính từ

thuộc hoặc nói về một nghề

* Ss complete the word map individually.

B. Add two more jobs to each category then compare
with a partner

Ss writ more examples for each category. Then have Ss
work in pairs to compare answers.

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charts.

- lawyer ['lɔ:jə] danh từ luật sư; luật gia

- doctor /d k t (r) /
- waiter ['weitə]

danh từ, giống cái waitress người hầu bàn, khay, mâm
người đợi, người chờ; người trông đợi

- waitress / weitris/ n
- hairstylist/ he ‘stailist/ n
- president /pre’zidnt/ n

- CEO ( chief executive officer) n
- mailroom clerk

- department assistant

Optional activity: What’s his / her job?

UNIT 2 HOW DO YOU SPEND YOUR DAY?

EXERCISE:3 WORK AND WORKPLACES

Aim: This controlled practice developed Ss’ abilility to write simple present sentences
describing people’s jobs.

CONTENT NOTES

3. word and wordplaces

T uses the pictures and gestures to explains any new
word in column A,B and C, like this

1. What kind od job is this in picture number 1? ( She’s a
sale person.)

2. What’s another way to say some one “care for
patients”?( He or she help sick people)

……

Optional: Ask Ss suggest a category tittle for each
column( Ex: A= Job tittles: B= workplaces and
companies; C= job descriptions)

Describe the task by going over the axample: The circled
and connected items in A, B and C . Have ss work alone
to match the rest.

C. Pair work : take turns describing each person’s
job

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sentences. Then Ss form pairs to compare their answer arally.
For example:

1. She’s a salesperson. She works in a deparment store.
She sells clothes

Answres

She’s a sale person. She works in a deparnent store . She
sells clothes

He’s a chef. He works in a deparment a restaurant. He
cooks food.

He’s a flight attendant. He works for anairline. He serves
passengers

She’s a carpenter. .She works for a construction company.
She build houses.

He’s a receptionist . He works in an office . He answers the
phone.

She’s a nurse . She works in a hospital. She cares for
patients.

Optional : Ss use the information to write their own

sentences. Have Ss write descriptions of five of the jobs.

Optional activity: Scrambled letters

UNIT 2 HOW DO YOU SPEND YOUR DAY?

EXERCISE:4 CONVERSATION: describing work

Aim: This conversation introduces simple present staetements and Wh-questions.

CONTENT NOTES

4. CONVERSATION: describing work
A.

Books closed. Set the focus by writing these questions on

the board:

What’s Andrea’s job?( She’s a /tour/ guild.)
Is it interesting? ( Yes, He is

Is the man a student( Yes,he is)

Where does he work? ( He works in a fast food
restaurant/ at Hamburger Heaven.)

_ Ask Ss listen for the answers to the questions on the
board. Play the tape . Then check Ss ‘ answers

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a. Vocabulary

- guide /gaid/ n : take people on tours/a person whose job
is to show a place or an area to visitors.

- country /k n tri/ n

- sound/saund/, look, taste ,smell,feel + adj
- fast-food /fast fud/ n

- tours = visits to places or an areas
b. Listen and practice

Listen and repeat

Practice the conversation in pairs. Remindcthem to look

up and say technique.

C. Listen to the rest of conversation

Read aloud the two questions . Play the audio program 
for part b once or twice. Ss listen for the answers
Audio script

Andra: What do you do, exactly? Do you make
hamburgers

Jason : No, I don’t. I just take orders

Andra: And what’s it like there? Do you like your job?
Jason: Sure . It’s fun ! and I gets free hamburgers, too
 Answer the questions

1b. He takes orders

2b. He likes his job because it’s fun. He gets free
hamburgers,too.

UNIT 2 HOW DO YOU SPEND YOUR DAY?

EXERCISE: 5. GRAMMAR FOCUS Simple present tense

Aim: This grammar focus practices simple present Wh-questions ( with the auxiliary
verb do) and statements using pronouns. It also shows how the prepositios at , in, to,for
are used

CONTENT NOTES

5 GRAMMAR FOCUS

-T uses the tape to present the questions and statements in
the first box. Ss repeat.

-Explain how do is used to form Wh- questions in the
simple present : do (with, you, we….) or does ( with he,
she, it,)

Simple present tense

 Form:

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I, WE ,YOU ,THEY + V + O
HE, SHE ,IT + V(s,es) +O
ex: I go to the university of Texas
She takes people on tours

+ Negative

I, WE, YOU, THEY, + Do not +V + O
Don’t

HE , SHE, IT + does not + V + O
Ex: They don’t go to the university of Texas
He doesn’t take people on tours

+ Interrogative

Do + YOU ,THEY +V +O?
DOES + HE, SHE, IT + V +O?
Ex: Does he love her?

Do you love her?

 Usuage

- an action happens all the times or repeatedly

 adverb of frequency

always ,usually, ofen, sometimes, occasionally, rarely,
seldom, never

A. Ss complete the conversation individually and then

compare answers with apartner.

Check answer and explain any new words

B. Pair work

C. Group work: Ask your classmates about work and

school

a. What do you work ?

b. do you have a part-time job?
c. where do you go to school?
d. where do you do your job?
c. where do you work?
d. how do you like school?
e. how do you like your job?

UNIT 2 HOW DO YOU SPEND YOUR DAY?

EXERCISE: 6 WRITING

Aim: This exercise gives Ss opportunity to write a short descriptionof what they do?

CONTENT NOTES

6. Writing

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Optional : Part A of the activity can be assigned for
homework. If it is, ask Ss not to write their names on their
compositions

* Have Ss read the model composition and then write a short
description about themselves. Encourage them to give as
much information as they can.

Optional: Give an additional model by writing a paragraph on
the board about yourself or another person Ss know.

 As Ss write their compositions, move around the class
and help as necessary.

 B. Group WORK

Ss work in group to pass around their compositions, read
one another. And then guess who wrote each one( or T
ask Ss write some compositions on the board and teacher
correct it.)

UNIT 2 HOW DO YOU SPEND YOUR DAY?

EXERCISE:7 DAILY SCHEDULES

Aim: This conversation introduces the topic of daily schedules and routines, and uses
time expressions with adverds and prepositional phrases.

CONTENT NOTES

7. CONVERSATION: daily schedules

* Books closed. Introduce the topic of daily schedules
and routines by asking several questions like these:
1. What do you do on weekdays? On weekends?
2. What time do you……..(get up, eat breakfast, go to
sleep)

* T sets th e scene and play the tape
Ask some qcomprehention like these?

When does Helen get up? ( She gets up around 10)
When does she get home? ( She gets home around
midnight.)

What does she do?( She’s a TV announcer.0

* Books open . Go over the conversation line by line and
explain any new vocabulary

a. Vocabulary

- get up /get p/ v

- schedule ['∫edju:l; 'skedʒul] danh từ

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- paper ['peipə] danh từgiấy

- midnight/ ‘midnait/
- noon/ nun/

- weather ['weđə] danh từ thời tiết, tiết trời
bad weather thời tiết xấu, trời xấu

heavy weather (hàng hải) trời bão

-climate ['klaimit] danh từ khí hậu, thời tiết
continental climate khí hậu lục địa

miền khí hậu

a warm climate miền khí hậu ấm áp

- report [ri'pɔ:t] danh từ bản báo cáo, bản tường thuật; biên bản
b. listen and practice

Ss read after the tape after practice in pairs

B.listen to Daniel describe how he spends his day.
Go over the questions and tell Ss to take notes as they 
listen. Play the second part of the audio program 
several times.

+ new words

dog walker

- A. M
- P. M

- shape

Hellen:And you, Daniel? What’s your day like?

Daniel: well, right now I’m in the school,so I just have a
part time job.but I’m pretty busy . I get up earlyaround six
a.m . Then I work from seven until nine. I go to school
and study until four P.M . Then I work again from five
until seven .

H: so what do you do/?
D: I’m a dog walker

H: A dog walker . I take people’s dog for walks. It’s great
and it keep me in shape ,too

* Elicit answerrs around the class to check Ss’
comprehension.

:- + Answer the questions

1. what time does he get up ?start work ? study until?
He gets up around six A.M, goes towork at seven and
studies untill four P.M

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UNIT 2 HOW DO YOU SPEND YOUR DAY?

EXERCISE:8 PRONOUNCIATION Unstressed words

Aim: This exercise fouses on unstressed words- in particular, prepositions and

alsoemphasizes how key words are stressed in sentences. The sentences illustrate the
need for a stress-timed rhythm in English.

CONTENT NOTES

8. PRONOUNCIATION: unstressed words

A. Listen and practice

* Books open. Play the tape serveral times. Ss listen and
repeat. Show them how to clap their hands together on
each stressed beat

- Listen to the tape
- Repeat after the tape

B. Pair work: practice the conversation in exercise7
again

* Replay the tape for part A in Exercise 7 or read the
conversation aloud while clapping or tapping on the desk
each time a word or sullable is stressed. Show Ss how to
add accent marks to the text to help them to remember
which words are stressed

* Pairs practice the conversation again.

UNIT 2 HOW DO YOU SPEND YOUR DAY?

EXERCISE:9 GRAMMAR FOCUS time expressions

Aim: This grammar focus presents adverds and prepositional phrases to express time.

CONTENT NOTES

9. GRAMMAR FOCUS

T uses the tape to present thesentences and phrases in

the boxes . Ss listen and repeat.

T uses a clock or draw a clock face on the board and mime
the time expressions to clarify them.( eg I get up at seven).
Explain any new words

Time expression

At + hour

at seven o’clock

Telling the time

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- Giờ kém: Phút + to + giờ

8.40 = Twenty to nine

- Giờ hơn: phút + past + giờ

5.10 = ten past five ; 10.20 = twenty past ten

Nhưng sử dụng Half để nói

3.30 = half past three ; 9.30 = half past nine

Và quarter để diễn tả 15’

2.15 =quarter past two;

4.45 = quarter to five

T tells Ss tht early and late are adverds. Explain

that adverds describe the action of adverb, usually

by telling when or how. Illustrate the point byu

writing these sentences and questions on the

board; Ss should be able to supply the correct

adverds as answers:

I leave work early When do I leave work?

I get home late. When do I get hom?

A.

T goes over the task. Ss fill in the blanks. Elicit

answers and explain any new voabulary

Answers

1. I get up at/ around/ before six in the morning on
weekdays.

2. I go to bed around/ at/ before/ after midnight on
weeknights.

3. I start work at 11:30 at nightr.

4. I arrive at work early on Mondays,at/ before/ around
7:00 A.M

5. I have lunch at/around three in the afternoon on
weekdays

6. I stay u plte on weekend.

7. I have a litte snack around/ at 9:00 in the evening.

8. I sleep untill noon on Sundays.

B.

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on the board. Ss first work alone; then they compre
sentenceswith a partner

D. Pair work : take turn asking and answering these 
questions

* to model the task , let Ss ask you the five questions.

Alternatively, have volunteers ask each other.
1c. what days do you get up early? Late?

2c. what are two things you do before 8.00 in the morning?
3c. whay are three things you do on sarturday morning ?
4c . how late do you stay up on sarturdaynights?

5c. what is something you do only on Sundays?

UNIT 2 HOW DO YOU SPEND YOUR DAY?

INTERCHANGE 2 COMMON GROUND

Aim: This is an information- sharing activity where Ss discover some facts about their
classmates’ routines by asking simple present Wh- questions.

CONTENT NOTES

INTERCHANGE 2 COMMON GROUND

A. Compete the chart with information about your self
Tell Ss to work individually to write dowm true times 
from daily routines in order to complete each statement 
in the chart. Set a time limit of about two minutes.

Times
1. I usually get up at

……….
2. I have breakfast at ………...

………
3. I leave for work or school

at………..
4. I have dinner

at………
5. I go to bed during the week at

………...
6. I go to bed on weekends

at………..

B. Class activity: Take a survey . Ask five class mates for

this information.

T model the correct pronounciaton. Stress and rising

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each other of thesix phrases in this chart. Ss listen and repeat

* go over any vocabulary in the chart, such as:

-breakfast = a meal eaten in the morning as the first meal of
the day

-dinner= the main meal of the day, usually eaten in the
evening between 6:00 and 8:00, in the U.S. and Canada
* T explains the task: Ss go around the class to interview
five Sstudents, one at a time. After they write down a Ss’
name, they should ask all 6 questions staring with “ what
time dobyou……..?” Remind Ss to fill in the time in the chart
for each response the interviewee gives.

* Set a time limit of about ten minutes or advice as each
pairs’s conversation warrants.

Names………..
What time do you……..? Times
get up

have breakfast

leave for work or school
have dinner

go io bed during the weeks
go to bed on weekens

………. ……….. ……….. ………
…..

C. Class activity: Compare the times you do things . Whose

schedule is the most like yours? Tell the class

Ex: Keiko and I have a similar schedule . We both get up at

six and have breakfast at seven A. M
Useful expressions

We both……… at….

We….. at different times

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UNIT 2 HOW DO YOU SPEND YOUR DAY?

EXERCISE:10 LISTENING

Aim: This exercise practices listening for specific information about people’s daily
schedules.

CONTENT NOTES

10. LISTENING

Go over the task and the hart . Play the tape serveral
times. Ss fill in the chart. Check ss’ answers.

A. listen to Rodney ,Tina , and Ellen talk about their

daily schedules. Complete the chart

Tina : What do you do , Rodney ?
Rodne: I’m a chef.

Tina: Hey, that’s great! So what are your work hours

like?

Rodney: They’re ok . I work in the afternoons and

evernings. I get up around nine A. M . and I work from
eleven A. M until ten P.M I get home fairly late.

about eleven P.M .And I’m usually in bed by one in the
morning . and what do you do Tina?

Tina: Well, I’m an office maneger. It’s a regular nine to

five of fice job , so I get up at seven A.M .and get home
around six P.M . that’s O .K , though, because I like to go
out at night. I go to bed around midnight on weekdays

Rodney: What about you ,Ellen?

Ellen: well, my job is a bit different – I’m a flight

attendant. I start work at six in the morning, so I have to
get up before five A. M

Tina : wow! That ‘s too early for me

Ellen: Then! I often have long flights, so I don’t get home
until nine o’clock at night. But always go straight to bed

- around ten

job get up at get home at

Rodney chef 9 A.M 11 P.m

Tina office

manager

7.A.M 6 P.M

ellen flight

attendant 5A.M 9 P.M

B. CLASS ACTIVITY

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who do you think has the best daily schedule?why?

UNIT 2 HOW DO YOU SPEND YOUR DAY?

EXERCISE:11 The daily grind

Aim: This text explores the reasons some student have part time jobs. Ss also practice
scanning for the specific information and and making inferences

CONTENT NOTES

11. READING The daily Grind

* Books closed. Introduce the topic by asking questions like these
around the class.

1. Do you have a job?

2. Do you work part time or full time?
3.What do you do exactly?

* Books open. Read the pre- reading questions aloud . Then write
the following on the board.

STUDENT + Job = good idea? Or bad idea?

Elicit some comments and write a few of the Ss’ ideas on the
board under the appropriate heading. What is the general
consensus?

* Tell Ss to read the three pasage straight though once .

EncourageSs to guess new words througt the context; however ,
if they still can’t figure out some meanings, tell them to circle,
underline, or highlight the words, then either explain any
unfarmiliar vocabulary or allow ss to check their dictionaries

.Vocabulary

- junior ['dʒu:njə] tính từ

thuộc hoặc dành cho trẻ em tuổi từ 7 đến 11
Junior school trường phổ thông cấp 1

junior college trường đào tạo hai năm đầu của một chương trình đại học bốn
năm; trường cao đẳng

junior high school trường trung học dạy các lớp 6, 7, 8 và 9
danh từ

-bus dishes/b s di iz/

-earn [ə:n]

ngoại động từ kiếm được (tiền...); giành được (phần thưởng, sự khen ngợi...)
to earn one's living kiếm sống

-cost/kost/ n

- penny/’peni/ =pence = p
-senior ['si:niə] tính từ

senior high school trường trung học dạy các lớp 10, 11 và 12

-cashier [kæ'∫iə]

danh từngười nhận và trả tiền ở ngân hàng, cửa hàng, khách sạn...
ngoại động từ cách chức, thải ra

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-grade [greid] danh từ như gradient mức; loại; cấp
a person's salary grade mức lương của một người

high-grade/low-grade civil servants công chức cấp cao/thấp
high-grade milk sữa chất lượng cao

Grade A potatoes are the best in quality Khoai tây loại A là loại tốt nhất
(từ Mỹ,nghĩa Mỹ) điểm số (của học sinh)

to make the grade đạt đủ điểm; đạt được tiêu chuẩn quy định

on the up/down grade đang phất lên/ sa sút (nói về việc kinh doanh...)
pupils with 90% or more are awarded Grade A

học sinh đạt 90 % điểm số trở lên được xếp loại A

-grocery store ['grousəri] danh từ việc buôn bán tạp phẩm
a grocery store

cửa hàng tạp phẩm, cửa hàng tạp hoá

- law/l /n - lawyer

-experience [iks'piəriəns] danh từ kinh nghiệm
to lack experience thiếu kinh nghiệm

to learn by experience học hỏi qua kinh nghiệm

-semester [si'mestə] danh từ

học kỳ, lục cá nguyệt (đặc biệt trong các trường đại học và trung học Mỹ)
the summer semester học kỳ mùa hè

A. Reading the article. Why do student work? Check ( x) the

correct boxes

Explain this scanning task: Ss look through the text for the

specific information needed to make some inferences, i.e.,
two of the items have more than one answer

BRANDON LAUREN ERICA

1.to earn money for college
2. To buy nice clothes
3. To go out on the weekend
4. To pay for a car

5. To get job experience

x
x

x
x
x

x
T checks answers around the class.

B. pairwork : talk about these question

In troduce this as a fun activity with intereting questions for 
partners to debate and figure out . questins 2 and 3 require a

bit of simple addition and multiplication. Go around the class and

give help as requested or needed

1. Look at the reason why each student works. Who has
good reason to work?( Ss’ answers will vary)

2.How many hours a week each student work?

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3. How much money does each student earn per week?
( Brandon earns 88 $ . Lauren $ 135, and Erica 4 123.75 per
week.

4. What are the advadtage and disadvandtage of part –time
work for student?

( Ss’ answers will vary)
Workbook ( 6 – 12)
more reading unit 2

Retailing, business activity of selling goods and services directly to consumers.
Instead of selling products for resale, a retailer sells goods or services to individuals
making purchases for themselves or their families. Some retailing businesses sell a
combination of goods and services. For example, an automobile dealership that sells
automobiles (goods) may also provide automobile repairs (services).

Retailers play an important role in getting products from producers to consumers.
Retailers help direct the physical flow of goods and services from places that produce
goods to places where goods are used. Since the retailer has direct contact with the
users of goods and services, the retailer can discover and attempt to meet the needs
and preferences of consumers.

II RETAILING STRATEGY

To be successful, a retailer must distinguish itself from other retailers and develop a
strategy for satisfying the needs and preferences of a specific consumer group. This
strategy, called a retail mix, involves careful consideration of (1) the productto sell,
(2) the quantity at which to make the product available, (3) the location at which to
sell the product, (4) the time to make the product available, (5) the pricing of the
product, and (6) the appeal that can be generated to attract the consumer’s interest.
A The Product

Retailers strive to offer products that appeal to the tastes of the consumer, are of good
quality, and function properly. Sometimes the product must also provide psychological
and emotional benefits, such as prestige or convenience. For example, an expensive
watch with a well-known, visible brand name may give its owner a sense of prestige.
B Quantity

Unlike wholesalers, who sell goods in quantities that often are too large to be useful
for individuals or families, retailers sell products in small quantities that are more
convenient for consumers. For example, wholesalers may sell jeans to retail stores in
lots (units) of a dozen pairs each. Retailers then sell consumers jeans by the individual
pair.

C Location

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and the actual site of their store. In some cases, no store is involved because the right
location for shopping for a product is the consumer’s home or place of business. These
retailers without stores, known as nonstore retailers, act as direct marketers by

contacting customers directly through mail, the Internet, television, telephone, or other
means.

D Timing

Retailers must make their products available at times when consumers are willing and
able to buy them. Retailers identify consumer buying patterns and adjust such things
as store hours, inventory levels, and promotional programs to accommodate

consumers. Retailers also identify special times that generate opportunities to sell
merchandise, such as holidays, changing seasons, and special occasions, such as
weddings and school graduations.

E Pricing

Retailers use different pricing strategies to attract different consumers. For example,
some stores use low or discount prices to attract economy-minded consumers, while
some stores set higher prices to convey an upscale image.

F Appeal

Retailers work hard at creating an image of their store or product that customers find
appealing. Retailers use such promotional techniques as advertising and public
relations to create awareness and build interest in their products. These techniques
also attract customers to the retailer’s store, provide valuable information about the
retailer, and persuade customers to buy.

III KINDS OF RETAILERS

There are many kinds of retailers and they can be categorized according to their store
format. Each format has different management and selling techniques for satisfying
the needs of a select group of customers. By using different formats, retailers are able

to differentiate themselves from their competition. The most common kinds of

retailers include specialty stores, department stores, discount stores, retail chain
stores, warehouse retailers, and off-price retailers.

A Specialty Stores

Specialty stores offer a limited number of different product lines, such as women’s
clothing or sporting goods, but provide their customers with an extensive selection of
brands and styles within each product line. Examples of specialty stores include those
operated by Toys “R” Us, Circuit City, Tower Records, and Eddie Bauer.

B Department Stores
dynamic timeline

Birth of the Department Store

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consumers in one place. Bloomingdale’s and Macy’s are examples of two national
department store chains.

C Discount Stores

Discount stores, such as Wal-Mart and Kmart, sell a wide variety of merchandise at
low prices. Discount retailers focus on attaining a large volume of sales and in return
give up some profit margin per sale.

D Retail Chain Stores

Retail chain stores are multiple stores that carry much of the same merchandise and
are managed with the same policies. In many cases chain stores have the same owner,

although sometimes individuals own franchises that are part of a chain. Any kind of
store, such as a specialty store, a department store, or a supermarket, can be a chain
store. For example, The Gap is a chain of specialty stores that offers casual apparel
for teenagers and adults. Sears and J. C. Penney are two large department store
chains.

E Warehouse Retailers

Warehouse retailers offer a limited selection of many kinds of products. They deal in
large quantities and tend to have lower prices. Home improvement centers and
warehouse clubs are examples of warehouse retailers.

F Off-Price Retailers

Off-price retailers include factory outlet stores, close-out stores, and one-price

retailers. These stores sell irregular or flawed merchandise, factory overruns—that is,
excess merchandise—and other goods at prices below regular retail prices.

IV OTHER RETAILERS

Supermarkets and convenience stores are also retailers. Supermarkets offer a broad
variety of groceries, as well as nonfood items such as toiletries and school and office
supplies. Many supermarkets also offer a wide selection of ready-to-eat items, such as
prepared salads, sandwiches, and entrees. Convenience stores, such as 7-11 and
White

Hen Pantry, also sell a variety of food and other items. Their strategy is to provide
customers with a convenient time and place to buy needed items. Convenience stores
are usually small and located on busy streets to make it easy for customers to make a

quick purchase.

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customers can order merchandise at their convenience. Cybermalls on the Internet
allow customers to browse for goods and services by visiting a site on the World Wide
Web. Finally, vending machine companies act as nonstore retailers by selling items
from machines that are located where people are likely to find them convenient, such
as in gas stations or work

PRICING THE PRODUCT

The two basic components that affect product pricing are costs of manufacture and
competition in selling. It is unprofitable to sell a product below the manufacturer’s
production costs and unfeasible to sell it at a price higher than that at which

comparable merchandise is being offered. Other variables also affect pricing.
Company policy may require a minimum profit on new product lines or a specified
return on investments, or discounts may be offered on purchases in quantity.

Attempts to maintain resale prices were facilitated for many years in the United States
under federal and state fair trade laws. Since 1975, however, these laws have been
nullified, thereby prohibiting manufacturers from controlling the prices set by
wholesalers and retailers. Such control can still be maintained if the manufacturers
wish to market directly through their own outlets, but this is seldom feasible except for
the largest manufacturers.

Attempts have also been made, generally at government insistence, to maintain
product-price competition in order to minimize the danger of injuring small

businesses. Therefore, the legal department of a marketing organization reviews
pricing decisions.

UNIT 3 HOW MUCH IS IT?

Aim:

This unit help Ss talk about money, especially with regard to shopping. It
introduces How much………..? with demonstratives this/ that/ those /these and the
pronouns one/ones. Ways of expressing preferences and making comparison with
adjectives are also presented.

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Aim: This exercise introduces the theme of annual expenses and spending habits of a
typical adult and teenager.

CONTENT NOTES

1. SNAPSHOT

 Books closed. Introduce the topic by writing

YEARLY EXPENSES on the board. Then brainstorm
with the class. Ask Ss to suggest some typical

products and services that people buy or have to pay
for each year: CDs ,food, insurance, books, clothes……
 T writes Ss’ idea on the board. Then ask the class to

choose five of the most important items and ask the
class to suggest how much someone spend yearly on
those five items, or can they rank the items from 1
( the most expensive ) to five

 Books open . Present any new vocabulary( Ask Ss to
use their dictionaries . Model the pronounciation of
each word

A. Vocabulary

- health /hel / athletic [helθ]danh từ sức khoẻ , sự lành mạnh.thể
chất

good health thể chất khoẻ mạnh; sức khoẻ tốt
bad health thể chất yếu đuối; sức khoẻ kém

+ healcenter ['helθsentə] danh từ trung tâm y tế

-aldult

- teenager ['ti:neidʒə] Cách viết khác : teener [ti:nə] danh từ
thanh thiếu niên (người ở tuổi 13 đến 19)

a club for teenagers một câu lạc bộ cho thanh thiếu niên

- clothing ['klouđiη] danh từ quần áo, y phục
summer clothing quần áo mùa hè

a wolf in sheep's clothing

khẩu phật tâm xà; miệng niệm phật, bụng một bồ dao găm; bề
ngoài thơn thớt nói cười, bề trong nham hiểm giết người không dao

- entertainment [,entə'teinmənt] danh từ cuộc tiêu khiển, cuộc giải
trí

the entertainment of a group of foreign visitors

-personal care

- room decor /rumdek /n trang trí phòng

- transportation ,trỉnspɔ:'tei∫n] danh từ (từ Mỹ, nghĩa Mỹ) sự
chuyên chở, sự vận tải (như) transport

transportation by air sự chuyên chở bằng được hàng không
(pháp lý) sự phát vãng, sự bị đày, sự đày ải; tội đày, tội phát vãng
to be sentenced to transportation for life bị kết án đày chung thân

- expense chi phí [iks'pens] danh từsự tiêu; phí tổn
( số nhiều) phụ phí, công tác phí

at the expense of one's life trả giá bằng sinh mệnh của mình
at the expense of somebody do ai trả tiền phí tổn

(nghĩa bóng) không có lợi cho ai; làm cho ai mất uy tín

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to get rich at somebody's expense làm giàu bằng mồ hôi nước mắt
của ai

to laugh at somebody's expense cười ai
to live at someone's expense ăn bám vào ai

- salary lương tháng ['sỉləri]danh từ
to draw one's salary lĩnh lương

has your salary been paid yet? anh được trả lương chưa?

-- wage [weidʒ] danh từ ( (thường) số nhiều)tiền lương, tiền cơng

lương tuần

to earn (get) good wages được trả lương cao
starving wages đồng lương chết đói

- - allowance / [ə'lauəns / tiền trợ cấp

 Ss work individually to look at the information and then
answer the questions. For the last question. Tell Ss to write
the names of five or so products or services on each of
their two lists; They do not have to write down percentage
estimates for these expenses.

 Have Ss compare responses in pairs or in groups. T elicits
answerrs aruund the class.

B. Talk about these questions

1. How does Michael Perry spend most of his money?
Michael Perry spends most of his money on housing(31%
= $ 9,643)

2. How does Rebecca Burns spend most of her money?
Rebecca Burns spends most of her money on

entertainment(55% = $ 1,441)

3. How do their spending habits compare?

Michael spends only 5%(1,555) of his yearly expenses on
entertainment, but Rebecca spend over half ,55%($1,441).
Rebecca also spends more on clothing (15%) than

Michael does(5%)

4. how do you spend your money ? Make two lists: things

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UNIT 3 HOW MUCH IS IT?

EXERCISE:2 Prices

Aim: This exercise introduces demonstratives ( this ,that, these, those) and the
pronouns one/ones, and reviews some colors used within the context of shopping

CONTENT NOTES

2. CONVERSATION: Prices

A. Listen and practice
* Warm up

- reviews some colors

* Lead in

+ Books open . To set the scene , refer to the picture. Ask them where
are they? and what are they doing?

* New lesson

+ Books closed T writes these questions on theboard and ask Ss to
listen for the answers

1. Does Maria like the yellow earings?( No)
2. How much is the blue necklace? ( It’s $ 42)

3. Does the man buy the necklace for Maria? Why or why not? ( Yes.
It’s her birthday present.)

+ Play the first part of the audio program to check Ss’ answers to the
questions on the board.

+ Books open T plays the audio program line by line
+T explains any new vocabulary

-I’m not sure = I don’t (really ) know.
- isn’t bad = is ok/ all right

- let me …….= I’d like to………
-get/get/(v) = buy(v)
- present ['preznt]n = [gift]n

+ and Ss read after it.

+ Ss practice the conversation in pairs

B.Listen to the rest of conversation

T sets the scene : Maria and steve are going to look at something else
in the department store.T reads aloud the two questions

1. What else do they buy?
2. Who pays for it?

T plays the second part of the audio program. Check Ss’ answers.

Audio script

Maria: Steve , come and look at this tie. What do you think?

One ST

Twice

once or
twice

twice
3 pairs

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Steve: It’s a nice tie ,but look at the price-$25!

Marie: Oh ! that’s not bad . and I want you to have it .let me get it for

you.

Steve: O.K ,sure!

Answer

1. What else do they buy?
They buy a tie

2.Who pays for it?
Maria pays for it

Optional : Ask Ss to sumarize the conversation
Game: Choose the right prices.

UNIT 3 HOW MUCH IS IT?

EXERCISE:3 GRAMMAR FOCUS

Aim: This exercise presents demonstratives ( this ,that, these, those) and the pronouns
one/ones, and colors, prices

CONTENT NOTES

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Demonstratives: one,ones

Use the auduio programto present the questuions and 
the statements in the boxes. Ss repeat

One: thay thế cho danh từ số ít
Ones: Thay thế cho danh từ số nhiều

Hoûi giá cả

How much + tobe + s?
 Ex: How much is your tie?

UNIT 3 HOW MUCH IS IT?

4. EXERCISE:4 THAT’S EXPENSIVE

CONTENT NOTES

5. THAT’S EXPENSIVE

Pair work : Ask and answer question about these
products. For help with numbers,

Useful expression
That’s cheap
That’s reasonable
That’s ok/ that’s not bad

That’s expensive

UNIT 3 HOW MUCH IS IT?

EXERCISE:5

CONTENT NOTES

6. Listening

1.Tim: Look at these ! Rollerblades ! I really want a pair 
Sandra ; But they’re pretty expensive . They’re 165!
Tim : Oh , yeah .you’re right. A hundred and sixty five

dollars is too expensive

7. Tim: Here’s a great cap for you!

Sandra: That’s one ? Hmm. Is it expensive?
Tim: not really. It’s only $ 9.95

Sanda: Nine ninety- five is very reasonable. I think I’ll
take it.

8. Sandra: What do you think of those sunglasses ?

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Tim : They’re nice. Try them on .
Sandra: oh, no. I think they’re too big .
Tim: you’re right.they’re too big

Item price Do they buy it
Reason

yes no
1.Rollerblades 165.00 $ x
too expensive

2.Cap 9.95 $ x
very resonable

3.sunglasses 16.00$ x
too big

UNIT 3 HOW MUCH IS IT?

EXERCISE:6

CONTENT NOTES

6. PRONOUNCIATION Linked sound
New words

- swap/swap/
- buyer /bai ( r )/n
- seller/sel (r )/ n

A. Listen and practice

Final consonants are often linked to the vowels that
follow them.

A: How much are these pants?
B: How much is this sweater?

B. Pair work

UNIT 3 HOW MUCH IS IT?

INTERCHANGE 3

CONTENT NOTES

INTERCHANGE ACTIVITY3 Swap meet

Student A: You want to sell these things . Write an

approciate price for each item.

Student B: You want to sell these things. Write an

appropriate price for each item

Students A & B

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buy. Get the best price you can . Be prepared to
haggle

a: How much is the…….?
b: it’s only $ ………..
a: wow! That’s expensive!

b: well, How about $...?

a: No. That’s still too much .What about
the………?

b. You can have it for $...
a: O K . that’s reasonable.
b. And how much is the…..?
a:………..

UNIT 3 HOW MUCH IS IT?

EXERCISE:7

CONTENT NOTES

7.WORD POWER Materials
New words

- cotton /’k tn/ n
- gloves/ ‘gl u vz/n
- polyester/p
- bracelet/ br
- craft/kr ft/ n
- earings /I ri z/n
- plastic/’ pl tik/n
- rubber /r b ( r)/ n
- boots /buts/ n

A. Pair work

B. Class activity: Which of the materials can you find in
your classroom?

Ex: Juan has a leather bag

UNIT 3 HOW MUCH IS IT?

EXERCISE:8

CONTENT NOTES

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a. New words

- jacket / ‘dj kit/n

- wool /wul/
- attractive/ tr tiv/
- price tag / ‘prais t„g/n
- try s.t on (v)

- Thank you anyway
- You’re wellcome

b. Listen
c. Reading

C. Listen to the rest of conversation.

ANNE: Wow ! That jacket is really expensive! I don’t

want to spend that much money.

SUE: Oh . look .There are somethings on sale over there.
ANNE: Oooh, you’re right ! These T- shirts are really
nice . And they’re cheap , too. I like this one with the
bird on it

SUE: That is nice! And the colors are really pretty.
ANNE: great! I’lltake it

Answers

1. Anne buys a T- shirt with a bird on it.

2. Sue thinks it’s nice and the colors are really pretty

UNIT 3 HOW MUCH IS IT?

EXERCISE:9

CONTENT NOTES

9. GRAMMAR FOCUS

Preferences; comparisions with adjectives
Preferences

Prefer = like better

 Which + one + do + S + Prefer /like better /like more?

 S + prefer /like + N

ex: which one do you prefer?
I prefer the leather one

+ Which one does he like better/ more?
He likes the leather one better /more

comparisions with adjectives

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Short ADJ + ER (THAN)

Tính từ ngắn là tính từ chỉ có một vần
Ex:Bill is twenty. Nam is twenty one

Nam is older than Bill = Bill is younger than Nam
Notes:

a. Tính từ tận cùng là e chỉ thêm –r
Ex: - large - larger

-nice - nicer

b. Các tính từ có một ngun âm duy nhất đứng trước phụ
âm cuối phải gấp đôi phụ âm đó trước khi thêm er

- thin – thinner
- fat – fatter
- wet – wetter
- big – bigger

c. Các tính từ có hai vần nhưng tận cùng là y thành ier
- noisy - noisier

- happy - happier

d. Các tính từ tận cùng là le, et, ow, er cũng đựơc xem là
tính từ ngắn

- heavy – heavier
- noble – nobler
- quiet - quieter
- narrow – narrower
- clever - cleverer
Ngoïai leä:

good - better
bad - worse
2. Long adectives

MORE + Long ADJ +( than)
Tính từ dài là tính tù hai vần trở lên

Ex: A jumbo jet is more economical than a concord
+ her younger sister is more beautiful than she

A. Complete these conversation. Then practice with a

partner

B. Pairwork Compare the items above with apartner.

Give your own opinions

Useful expression

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3. The style is more

attractive

4. The material is better

Ex: Which tie do you like better?

I like the orange one better. The design is nicer

UNIT 3 HOW MUCH IS IT?

EXERCISE:10

CONTENT NOTES

10. WRITING

How much do these items cost in your country ? Fill in the
chart . Then compare the prices in your country with the
prices in the U.S

Cost in my
country

Cost in the U.S
gasoline

a compact disc
a haircut
a pair of jeans

6000 /litre
35.000
15.000
150.000

$ 1.10 / gallon
$ 12.99
$ 23.00
$ 34.00
You can say

Many things are more expensive in my country than in the
United states. For example, a litre is about 6000 VN
đồng . In the U. S it’s more expensive

UNIT 3 HOW MUCH IS IT?

EXERCISE:11

CONTENT NOTES

11. READING

New words

- special

- include/in klud/v
- furniture

- health

- beauty product

- channel

- household
- poster
- on – line
- appear

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the false statements ,give the correct
information

true false
1. About 60% of music in the united state

is sold through music store

2. The home shoppinh network is the
name of a computer shoping service
3. About 37% of American households do

their shopping through the computer
x

x
x

B. Pair work Talk about these questions

1. Do you like shopping? How often do you usually shop?
= How often do you usually do your shopping?

2. What kinds of shopping do you like?
3. Who do usually go shopping with?
4. Where do you usually go shopping with?
5. Do you like to go shopping window? Why?
6. What do you want to buy ?

UNIT 3 HOW MUCH IS IT?

CONTENT NOTES

Music, artful arrangement of sounds across time. This definition is obviously very
broad, but a narrower one would exclude too much. Music is part of virtually every
culture on Earth, but it varies widely among cultures in style and structure. Definitions
of music can change dramatically over a short time, as they have across the world
during the 20th century.

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Rap, an urban music that emerged from the hip-hop movement of the South Bronx,

New York, in the 1970s—a music that still thrives today.

Sir Mix-A-Lot: Rap Technology West Coast rapper Sir Mix-A-Lot put Seattle on the
rap map with his 1992 single “Baby Got Back.” For Encarta Africana’s cameras, Sir
Mix-A-Lot demonstrates some of the techniques he uses in building a rap song.©
Microsoft Corporation. All Rights Reserved./"One Mile of Funk" composed and
performed by Sir Mix-A-Lot, Courtesy of Mix-A- Lot Publishing, Inc. and Rhyme
Cartel Records Inc. All Rights Reserved.

Expand

Rap music combines rhythmic instrumental tracks created by a disc jockey, or DJ, with
the spoken, rhyming bravura of a master

Folk Music, the music with which the people of a nation or an ethnic group most
specifically identify themselves. It consists of song or pieces taught through

performance rather than notation (written musical notes), and learned by hearing. The
original composers of folk music are anonymous or forgotten. A folk song does not
have a standardized form. Instead, its words as well as its music exist in more than one
and sometimes a great many variants, or in slightly different versions. Folk music is
most commonly the music of the socially and economically lower classes and of rural
populations. Although many folk musicians are accomplished artists who have fine
technique and mastery of many pieces, folk music is generally simpler and more
compact in style than classical, or art, music. Folk music exists in many different forms
and under a variety of social and cultural conditions

Jazz, type of music first developed by African Americans around the first decade of
the 20th century that has an identifiable history and distinct stylistic evolution. Jazz
grew up alongside the blues and popular music, and all these genres overlap in many
ways. However, critics generally agree about whether artists fall squarely in one camp
or another.

POP :Popular Music, music produced for and sold to a broad audience. Types of

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closely linked to the social identity of its performers and audiences. Early musical
styles were also very influential in shaping popular music.

Satchmo Sings “Back O' Town Blues” One of the founders of instrumental jazz music,
American Louis Armstrong, known as Satchmo, also profoundly influenced vocal jazz
and popular song. With a gravelly, natural voice, Armstrong used highly original
phrasings, intentionally singing either slightly ahead of or behind the beat. In this 1965
performance, Armstrong sings “Back O' Town Blues.”BBC Worldwide Americas,
Inc./"Back O'Town Blues" Words and Music by Louis Armstrong & Luis Russell ©
1946 (Renewed) by Louis Armstrong Music Publ. Co., Inc. (ASCAP). All rights o/b/o
Louis Armstrong Music Publ. Co., Inc. administered 100% Worldwide by Music Sales
Corporation (ASCAP). All Rights Reserved. International Copyright Secured.

Expand

UNIT 4 DO YOU LIKE JAZZ?

EXERCISE:1

CONTENT NOTES

1.SNAPSHOT
a.Vocabulary

- Salesospel
- New age
- classical
- country

b.Talk about these questions

1. 1.Which of these kinds of music do people in your country
listen to?

2. 2.What other kinds of music do people in your country like?
3. c. Listen and number the musical styles from 1 to 8 as you

hear them.

</div>

Giao an New Interchange 1

<b>UNIT I PLEASE CALL ME CHUCK</b>

<b>Exercise 3 NAMES AND TITLES</b>

<b>Exercise 4 CONVERSATION</b>

<b>UNIT I PLEASE CALL ME CHUCK</b>

<b>Exercise 6</b>

Aim:

<b>UNIT I PLEASE CALL ME CHUCK</b>

<b>Exercise 7</b>

<b>UNIT I PLEASE CALL ME CHUCK</b>

<b>Exercise 8</b>

<b>UNIT I PLEASE CALL ME CHUCK</b>

<b>UNIT I PLEASE CALL ME CHUCK</b>

<b>Exercise 9</b>

<b>UNIT I PLEASE CALL ME CHUCK</b>

<b>Exercise 9</b>

<b>UNIT I PLEASE CALL ME CHUCK</b>

<b>UNIT 2 HOW DO YOU SPEND YOUR DAY?</b>

<b>UNIT 2 HOW DO YOU SPEND YOUR DAY?</b>

<b>UNIT 2 HOW DO YOU SPEND YOUR DAY?</b>

<b>UNIT 2 HOW DO YOU SPEND YOUR DAY?</b>

<b>UNIT 2 HOW DO YOU SPEND YOUR DAY?</b>

<b>UNIT 2 HOW DO YOU SPEND YOUR DAY?</b>

<b> UNIT 2 HOW DO YOU SPEND YOUR DAY?</b>

<b>UNIT 2 HOW DO YOU SPEND YOUR DAY?</b>

<b>UNIT 2 HOW DO YOU SPEND YOUR DAY?</b>

<b>Time expression</b>

At + hour

at seven o’clock

<b>Telling the time</b>

<b>- Giờ kém: Phút + to + giờ</b>

8.40 = Twenty to nine

- Giờ hơn: phút + past + giờ

5.10 = ten past five ; 10.20 = twenty past ten

Nhưng sử dụng Half để nói

3.30 = half past three ; 9.30 = half past nine

Và quarter để diễn tả 15’

2.15

=quarter past two;

4.45 = quarter to five

T tells Ss tht early and late are adverds. Explain

that adverds describe the action of adverb, usually

by telling when or how. Illustrate the point byu

writing these sentences and questions on the

board; Ss should be able to supply the correct

adverds as answers:

I leave work early When do I leave work?

I get home late. When do I get hom?

<b>A. </b>

T goes over the task. Ss fill in the blanks. Elicit

answers and explain any new voabulary

<b>UNIT 2 HOW DO YOU SPEND YOUR DAY?</b>

<b>UNIT 2 HOW DO YOU SPEND YOUR DAY?</b>

<b>UNIT 2 HOW DO YOU SPEND YOUR DAY?</b>

<b> </b>

<b>UNIT 3 HOW MUCH IS IT?</b>

<b>Aim: </b>

<b>UNIT 3 HOW MUCH IS IT?</b>

<b>UNIT 3 HOW MUCH IS IT?</b>

<b>UNIT 3 HOW MUCH IS IT?</b>

<b>UNIT 3 HOW MUCH IS IT?</b>

<b>UNIT 3 HOW MUCH IS IT?</b>

<b>UNIT 3 HOW MUCH IS IT?</b>

<b>UNIT 3 HOW MUCH IS IT?</b>

<b>UNIT 3 HOW MUCH IS IT?</b>

<b>UNIT 3 HOW MUCH IS IT?</b>

<b>UNIT 3 HOW MUCH IS IT?</b>

<b>UNIT 3 HOW MUCH IS IT?</b>

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