Giáo án market leader pre inter EDITION 2

Giáo án gồm 90 tiết, soạn thành 30 buổi lên lớp, mỗi buổi 3 tiết. Các hoạt động được mô tả kỹ càng, các bước được chọn lọc, nghiên cứu và mô tả cụ thể, chính xác. Giáo trình Market leader Preinter (phiên bản 2).

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Lesson Plan: 2 Period: 4,5,6 Number of periods done: 3

Unit 1 : Career

I Students’ attendance check: 5’

II Homework checking: 0’

III New lesson

Period 4: Discussion and Vocabulary

Objectives for S:

- Develop speaking skill (Discuss the topic of Career)

- Get new vocabulary: noun phrases and verb phrases (the topic of Career)

Work arrangement

1 Discussion: (p.6)

- Discussing the quotation “Nothing will work unless

you do.” (Meaning: Nothing will happen/ come to you

unless you work)

- Discussing the 3 questions in (A) – Asking for more

details or reasons for each answer

- Discussing (B): The areas S would like to work in

- Discussing (C): The important tips to get ahead in

- Warm-up the whole class with the quotation: Ask S

to think and raise their voice

- Ask S to work in pairs to discuss the 3 questions;

Then, collect ideas from S (elicit S if necessary)

- Ask S for their choices and reasons

- Ask S for some tips to help one get ahead in his/ hercareer, then to work in pairs: discuss the given tipsand decide on the 4 most important tips to get ahead inone’s career

- Collect ideas from groups (write on the board) forthe most important tips (including some reasons), andreasons for why they think the tips that are left are notvery important (Explain meaning of new words ifnecessary)

Whole class

PairsIndividualPairs

A Matching the phrase with suitable definition

1c, 2d, 3b, 4a

B Completing the sentence with the best verb

2 take a career break, 3 make a career move, 4 offer

career opportunities, 5 decide on a career plan

C Crossing out the noun that does not go with the

- (B): Ask S to match the suitable verb in the box witheach phrase from (A) to make a complete sentence;

Ask some S to read the sentences and explain any newwords

- (C): Ask S to work in pairs to discover morecommon phrases with common verbs (the topic of

PairsPairs

Pairs andGroups

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No Content (mins)Time Activities arrangement Work

1 a training course, 2 progress, 3 a part-time job, 4

do a mistake, 5 a pension, 6 an official job

D Complete the sentence with the best verb phrase

from part C

1 take early retirement, 2 work flexitime, 3 get a

promotion, 4 do research, 5 earn a bonus

8’

career) by crossing out the wrong options

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

Individual

& groups

Period 5: Vocabulary and Reading

Objectives for S:

- Get to use new vocabulary (extra practice)

- Practice reading skill:

+ Be able to scan for information

+ Get some tips to get ahead in one’s career and be able to retell them without looking back the material

1 Vocabulary (cont): extra practice from T

Choosing the best verb from the box to make a phrase

5’ - Ask S to complete each phrase with the best verb fromthe box

Wholeclass

Discussing the factors that help when trying to move

ahead in career and practical advice for those who

want to

10’ - Ask S to work in pairs to discuss the 2 questions in

Reading (A); Then, collect ideas from S and write onthe board

Pairs

- Scanning for information

- Practising summarizing or paraphrasing

10’

15’

- Ask S to scan the text quickly to find out if any of thepoints that are listed on the board in Pre-reading arementioned; Check with the whole class for what pointsare in common (get the number of those tips)

- In details, ask S about what is said in the course bookabout the points listed on the board (S may read the text

or paraphrase the ideas); With the points that are notlisted, ask S to summarize/ paraphrase the ideas; write

on the board

Individual

Wholeclass

Reading (C)

Scanning the text again (3 paragraphs at a time) 6’ - Ask S to read the given statements in (C) and decidewhich tip each statement could be added to and why Individual& pairs

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Period 6: Reading and Listening: Improving your career

Objectives for S:

- Practice listening skill

+ be aware of the importance of listening to key words

+ be able to listen for specific phrases (related to tips to get ahead in one’s career)

Work Arrangement

1

Reading (D)

Matching 1-5 with a-e to make phrases

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

recall what’s in your mind, then scan from the text tocheck); Check with the whole class

Individual

Post-reading

Discussing the 3 most important tips

10’ - Ask S to work in pairs to discuss the three most

important tips out of 10 and express the ideas again tothe teacher in their own language

- Check with some pairs

1 Tip 6 (creating your own goals)

2 Tip 1 (make a list of your priorities/ outline your tasks

everyday)

3 Tip 7 (be comfortable with being uncomfortable/

challenges)

Nikola:

1 Tip 6 (the same as yours/ your own goals)

2 Tip 4 (look for opportunities to broaden your skills)

3 Tip 7 (Are you really present? – change  being

uncomfortable/ try something new)

- Play the audio file once for S to number the tip

Check with the whole class for their answers

- Play the audio file for the second time, pause at the

key points (italic letters) that show evidence for the

answers

- Play the audio for the 3rd time to listen for details

- Ask the whole class to discuss the 2 questions in B,elicit some details (conversation style, accent

Individual

Wholeclass

Listening (C)

Completing the extracts with specific phrases

1 what you’re good at

2 work on

5’ - Play the audio, ask S to listen and complete the given

extracts; Pause and check the missing phrases as well

as the meaning of the whole sentence

- Discuss Nikola’s comment in (C); ask S to interpret

IndividualWhole

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No Content (mins)Time Activities ArrangementWork

3 take it on

4 into a routine

5 what you’ve already got

IV SUM-UP: 3’

- Vocabulary (topic of Career)

- Reading and Listening: Ways to move ahead in career

V HOMEWORK: 2’

- Workbook Unit 1: Vocabulary A, B, C

- Read 10-14 (course book) in advance

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Lesson Plan: 3 Period: 7,8,9 Number of periods done: 3

Unit 1 : Career

III New lesson

Period 7: Language Review & Skills

Objectives:

- Acknowledge how often modal verbs are used in a job interview

- Be able to use modal verbs (can, could, would) to make requests, make offers, show desire or describe abilities (in a job

Tips/ ways to improve one’s career

Vocabulary Review

- Listing: some areas in business, compound nouns

that include the word “career”

- Choosing the suitable verbs that go with the given

nouns

5’ - Ask S for the tip that they most remember or like in

order to improve one’s career

- Show the vocabulary questions and ask S to giveanswers as quickly as possible

Whole class

- Listing modal verbs used to describe ability, make

requests and make offers

- Common questions in a job interview that are used

to make a request (R), make an offer (O) or ask about

ability (A)

(A), (B): Making questions and defining their

communication purposes, then, choosing the

equivalent answers

2 Could I confirm your contact details? (R)

3 Can you use this software package? (A)

4 Can you speak any other languages? (A)

5 Could you tell us more about your present job? (R)

6 Could you tell me your current salary? (R)

+ get the modals verbs that are used+ check with the whole class by asking S to completethe box (p.10)

- Ask S to rearrange the words in (A) to makequestions from a job interview and decide whethereach question is making a request, making an offer orasking about ability

- Check with the whole class; Then, ask S to match theinterviewing questions in (A) with the answers in (B);

Check with the whole class

Whole class

Individual

Whole classIndividual

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7 Would you let us know your decision as soon as possible? (R)

8 When can you start? (A)

9 Would you like some more coffee? (O)

Practice

(C) (D)

Possible questions

Can you work overtime/ work under pressure?

Could you tell me the reason why you choose our

company to apply to?

Would you like to work in our branch in…?

…

5’

- Ask S to sum-up the use of “can, could, would”

(used to make requests/ offers and ask about abilities),ask S to complete part C to find any othercommunication functions of “can, could, would” –

would like: to show desire (Can you offer me…)

- Ask S to think of other questions/ sentences todescribe abilities, make requests or offers (be in theposition of both an interviewer or interviewee) in a jobinterview; then, collect S’ outcome

& WCPairsWhole class

Pairs

3 Skills: Telephoning: Making contact

Lead-in: common telephone expressions

Listening (to get useful expressions)

- Listening for the purpose of each call

1 The man (Christophe Boiteaud) phones about a job

advertisement in a magazine (Careers Now) He wants the

woman (Carmen Diaz) to send him an application form for the

job The callers do not know each other.

2 The man (Jacques) from Intec phones the woman (Andrea),

but she is not there He leaves a message to say that he will not

be at the training course

The callers may know each other.

3 Dave phones John, whom he knows, to get the fax number for

Workplace Solutions because he can’t get through on the phone.

The callers know each other.

- Check details at the 2nd time of listening

Period 8: Skills: Telephoning: Making contact (cont)

Objectives:

- Be aware of the importance of the common expressions in making/ receiving calls

- Be able to make contact on telephone

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1 - Listening for details/ expressions

(Listen and fill in the blank/ choose the phrases that

are used)

C 2: Hold on, 3: put you through, 4: Is that, 5:

Speaking, 6: phoning about, 7: Could you give me

D 2: I’m afraid, 3: take, 4: message, 5: This is, 6:

Could, 7: tell, 8: make, 9: call, 10: back, 11: on

- Ask S to cover the useful expressions in the 3conversations again as well as add more expressionsthat S know

- Ask S to cover Useful language part for reference

- Sum-up expressions for the caller and receiver

WholeclassIndividual

Role-play: Making a telephone conversation

(p.136)

She is not in the office at the moment

Can I take a message?

Could I have your name and your address?

I will ask her to call you back

I’m calling about the job advertisement

I will send you the application form …

(p.139)

Can I speak to Laurie Thompson?

I’m calling about how to apply for the job

Could you tell me when the closing date is

- Getting to know the case

Company, products, head office, subsidiary, recent

performance, reasons, nature of sales position,

Period 9: Case study

Objectives for S:

- Get an overview of activities in recruitments:

+ assessing the recent performance; + giving the requirements

+ assessing the candidates’ profiles; + assessing the candidates’ performance from the interview

+ consider the strengths and weaknesses of each candidate and make a choice

Trang 8

- Be able to give opinions and discuss in group to come up to the last decision

- Be willing to work in group, be free to discuss and give personal opinions

- Get the form of semi-formal and informal emails and in which cases these email styles are used

1

Case study (cont)

- Getting to know the candidates

Barbara Szarmach (BS): Diploma in Marketing, Being

sales representative since leaving school, good knowledge of

computing, having best sales results, languages: Polish/ Russian/

English (not very fluent)

Comments: Strong, aggressive sometimes

Tadeusz Vajda (TV): Bachelor in Engineering, experience

of industry, Regional Manager for 5 years in Poland, fairly

successful, languages: Polish and English.

Comments: calm, relaxed, hard-working, not creative

Eva Rheinberger (ER): Bachelor in History, sales rep in 15

years, good sales record, languages: Polish, English, German.

Comments: quite nervous, dependable, didn’t seem to have ideas

about future of the company

- Directly listening to candidates’ interviews to

experience the candidates’ style and attitude

Main points:

BS: get to the top, become a director, difficult to work with but

get results

ER: want people to enjoy working, help each other, sales

experience, lead a team well, fast learner

TV: expand slowly in 5 years, not take many risks, patient,

realistic, have ability and experience, good judgment.

5’

- Ask S to read the information about each candidateand note down the key features

- Sum-up key points of each candidate on the board

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

Individual

Groups

2 Discussion:

As the members of the interviewing team, discussing

the strengths and weaknesses of each candidate, then,

make a decision on the best candidate for the position

10’

15’

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

- Ask for the choices and reasons from differentgroups, take notes on the board; Also, ask for reasons

to dismiss the other candidates

Groups

Wholeclass

Trang 9

Completing the email from the head of the

interviewing team to Liz Steiner, Sales Director of

Fast-Track

Semi-formal/ Informal writing style:

- Style

- Form

- Content: brief, short

- Greeting/ Ending the email

- Language: less formal than a business letter / spoken

language (see at the email examples)

(For whom? - Outside/ inside the company; When to

use? - Giving/ asking for information)

- Ask S how they will apply these features to thewriting task in this unit (what should be consideredwhen writing the email in this task?)

- Assign the writing task to S

class

IV SUM-UP: 3’

- Modal verbs

- Skills: Making contact on telephone

- Discussing: Choosing the best candidate for the new position

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Lesson Plan: 4 Period: 10,11,12 Number of periods done: 9

Unit 2 : Selling online

III New lesson

Objectives:

- Be able to discuss/ talk about online shopping (terms/ conditions/ policies of shopping/ selling online)

- Be able to discuss/ talk about advantages/ disadvantages of traditional and online shopping/ selling

1

Starting-up

- Questions:

1, Do you like shopping?

2, What do you/ don’t you like about shopping?

3, Have you heard about shopping online?

(e-commerce & some famous websites)

4, What are the advantages of shopping online?

5, Which of the given items would you not buy

online, why? ( disadvantages of shopping

online)

6, Have you ever thought of selling online? Its

advantanges and disadvantages?

- Extra question for discussion:

Can you make a brief business plan of an online

channel (the task is assigned for groups as

homework)

8’

7’

10’

- Raise questions (question 1,2,3) for the whole class to

discuss and lead to the new lesson: Selling online

- Ask S to work in pairs to list some advantages of shopping

online (question 4); collect S’ ideas, write on the board

- Ask S for what from the list that they do not want to shop online? (question 5)

- Elicit S the disadvantages of shopping online; write on the board

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

- Elicit the meaning of the quotation in the course book

Whole classIndividual/ pairs

Groups

- Introducing new vocabulary that is related to

shopping/ selling online: Terms, conditions

PairsWhole class

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No Content (mins)Time Teachers’ activities arrangement Work

2c, 3b, 4a, 5c, 6b

+ Providing further practice - Give S more practice on the new vocabulary (gap-filling & picture naming) Whole class

+ B)

Credit card details: chi tiết trên thẻ tín dụng (2)

Cooling off period: thời gian cho phép hủy đặt

After-sales service: dịch vụ sau bán hàng (7)

+ Providing further practice

Find the equivalent phrase for each given

- Check with the whole class: ask different groups for the

answers (from easy to difficult terms from T’s point of view)

- Give S more practice on the new vocabulary: Ask S to take

a piece of paper, whenever T show a definition, S will write the equivalent word on the paper;

- Ask S to exchange the paper, check with the whole class

Groups

Whole classPairs

Period 11: Listening: Multi-channel retail

Objectives: S will be able to:

- Develop listening skill: listen for words, listen for ideas (topic: online selling)

- Understand and get ideas about online selling

1

Pre-listening

Discussing multi-channel retail

10’ - Ask S to explain how they understand about multi-channel

retail

- Ask S to give examples of successful retailers to see how they use different channels

Individual

Listening: Multi-channel retail

A, B Fill in the gap

1 online, telephone

2 website, identical, store

3 enquire, order, channel

- Get S understand about the task

- Ask S to match the words in the correct blanks

- Play the audio file for the 1st time; Ask S to listen and check the missing words

- Play the audio file for the 2nd time: Check the answers and the meaning

- Ask S to list keys to successful online selling: collect ideas from S, write on the board

Pairs

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- Check at the third time of listening

- Ask S discuss in pairs the 3 statements in D and decide whether they think each statement is true or false and the reasons

- Play the audio file twice for S to check the speaker’s ideas (compare to their ideas)

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

- Play the audio file and let S look at the transcript

Period 12: Reading: Worry for retailers

Objectives: S will be able to:

- Get an overview of present market: traditional and online selling

- Develop reading skill:

+ Skimming for the reasons why some retailers are worried

- + Scanning for specific information about online and offline world of stores

- Discussing the positive and negative ways in

which online shopping affects the retail

- Ask S to work in pairs/ groups to guess the meaning of the

7 given words (to facilitate the reading)

- Elicit S to match the words with the definitions; then, checkthe answers with the whole class

- Ask S to skim the text to find the reasons why someretailers are worried (an overview of the topic); check withthe whole class (focus on the words at Pre-reading)

- Ask to scan the text to find answers for the 4 given

Pairs

Pairs/ Groups

IndividualIndividual

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No Content (mins)Time Teachers’ Activities arrangement Work

increasing.

+ A lot of people compare prices online.

+ Internet retailers can offer competitive prices.

- Scanning:

Answer the questions

1 no need to pay for a physical shop

comparison of prices through websites

2 Running a physical shop is more expensive than a

website

 different price for the same product

3 Consumers will become better at surfing the

High street, cut-throat, dilemma,

bricks-and-mortar, dual pricing, margin, shop about

- Ask S to summarize the information they got from the text,make comments on that or share what they know about thepresent market: the trend of traditional and online selling/

shopping

- Prepare 7 cards with one word on each, give one card toone S, ask him/ her to explain the word, the whole classlisten to the definition and speak out the word

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Lesson Plan: 5 Period: 13-15 Number of period done: 12

Class Date

TÊN BÀI HỌC: Unit 2 : Selling online

I Students’ attendance check: 5 mins

Number of absent students :

III New lesson

Teaching facilities: Coursebook, projector, board, chalk, lesson plan

Period 13

Objectives for Ss: - Get the usage of modal verbs and practice

- Usage of modal verbs: should, have to, must, need

Should/ shouldn’t: it is good or bad to do something

Have to/ need to: to say something that is necessary

to do

Don’t have to: to say something that is not necessary

to do

Must: similar to “have to”

Mustn’t: is not allowed to do something

10’ - Presents the usage of

modal verbs based on thegiven examples

- Get the usage of modalverbs from the context ofthe examples

Giáo trình,phấn bảng, máychiếu

2 - Practice: Do the exercises to practice (A&B p.17) 15’ - Instructs Ss to do the

exercise

Do the excerciseA: Work individually

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- Make sentences about Selling online: Advantanges

and disadvantages (using modal verbs)

Ex: You only need to have a computer connected to

the Internet

You don’t have to rush to the streets which is filled

with smoke and dirt

10’

- Check

- Asks Ss to makesentences with modalverbs about the topic:

Selling online

B: Work in pairs

- Work in pairs

Period 14

Objectives for Ss: Develop negotiation skill (Presentation, negotiation: Useful expressions and real pratice in Role-play part)

1 2.5 Skills: Negotiating tips

- Discuss some tips for negotiation

1 Be friendly – how?

2 Have clear aims – how?

3 Don’t change your plan during the meeting –

Why?

4 Have a lot of options – Why?

5 Never show any emotion - Why

10’ - Introduces some of

negotiation tips

- Asks students to givesupporting ideas for eachtips

- Present ideas on eachtips (following T’sinstructions)

- Give their own tips fornegotiating

Course book, projector, lesson plan

2 - Listen and fill in the blank

2 priority 3 Agreed 4.normal fee 5 We’d prefer 6

offer 7 mind if I 8 as long as 9 How about

10 agree to

- Extract useful expressions for negotiating skill

10’ - Plays the audio and asks

student to do the exercise

- Asks S to underline theuseful structures

- Listen and fill in theblank

- Get useful expressionsfrom the listening text

3 Listen and list all statements that express agreement,

10’ - Plays the audio 2 times

for S to take note thestatements

- Check

- Listen and take note,decide which attitudeeach statement expresses+ check

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A representative of a website maintenance company

(A) meets a company manager (B) to negotiate a

maintenance contract p.136, p.139

- How long is the contract?

- How often is the website tested?

- How long is the response time?

20’ - Asks one column of Ss

to be A, and the another to

be B

- As As and Bs, negotiateitems in the contract Try

to use the usefullanguages they havedrawn out

2.6.1 Lifetime Holidays: Negotiate a joint venture

Vocabulary: Find definitions for the given words

Package holiday, high street, catalouge, face, visit,

demand, solution, e-commerce, low-budget,

- Asks Ss to look at thedetails of negotiation onp.139 and p.141

- Make comments aftereach negotiation part

- Explain the words inEnglish

- Summarise key points

of the situation

- Come to the board andnegotiate with designatedpoints

Course book, projector, lesson plan

Writing a letter (format)

1 Your address

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

10’ - Asks Ss questions about

what they know about theformat the a letter

- Then, presents the

- Tell the T what theyknow about the format of

a business letter

Trang 17

5 It is common to put the subject of the letter directly

below the salutation

6 The content of your letter should be as short as

possible, divided into short, clear

paragraphs

7 To end the letter

format of a formalbusiness letter

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Lesson Plan: 6 Period: 16-18 Number of periods done: 15

TÊN BÀI HỌC: Unit 3: Companies

II Homework checking: 10 mins

- Give the meaning of words in English: high street, cut-throat, dilemma, bricks-and-mortar, dual pricing, margin, shop about

(Method: Point one student for one word)

- Collect writing paper from Ss

III New lesson

Period 16: Vocabulary and discussion

Objectives:

- Get to use certain words on the topic of Companies

- Be able to discuss about performance of a company/ develop speaking skill

3 your own company (be self-employed)

Which of these business sectors would you like to

- Collect S’ ideas, write on the board (at 3 columns)

- Make comments on Ss’ ideas

- Ask Ss to list the business sectors that they know

Write on the board

- Study on the given business sectors in the coursebook:

+ Ask S to pronounce the words correctly + Ask S to give the names of some companies in eachsector - Explains new words if there are any

PairsWholeclass

Wholeclass

Individual/ pairs

Complete the sentences

Ex A: 2 profit 3 subsidiary 4.workforce 5 market

share 6 head office 7 share price

Ex B: 2 Profit 3 Market share 4 Share price 5

Head office 6 Subsidiary 7 Workforce

Further practice: What’s that?

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Period 17: Listening

Objectives:

- Develop listening and speaking skills

- Get some practical knowledge about running a company

- Before Listening

Discuss the most important factors that make a

company successful

5’ - Ask S to work in groups to think of factors that

make a company successful

- Ask S to study on the factors given in the coursebook; compare with groups’ ideas at “Beforelistening” stage and choose 3 most important ones

- Take notes on the board the choices of some groups

Groups

Wholeclass

1 The order

1 starting with a simple business idea that is easy to

understand

2 having a strong company culture

3 having good designers who also understand

production

4 having user-friendly packaging (may listen in

details for the meaning of the term “packaging”)

10’ - Get S to understand the task

- Play the audio once for S to number the factors in theorder that they are mentioned

- Play the audio for the 2nd time to check: pause at thekey words and some other details

Individual

Wholeclass

3 2 Listen to the second part of the interview and

complete the notes

1 understanding

2 needs

3 competitors

4 offering solutions

10’ - Get S to understand the requirement of the task

- Play the audio for S to complete the notes

- Play the audio for the 2nd time to check with thewhole class, pause at the word that is needed to fill inthe blank

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4 3 Listening to the final part and decide which of the

followings was the interviewer’s question

(Key words: aware of the market, build on your

strengths, combination, where are the differences,

what do we need to adjust, what do we need to

understand…)

5’

- Elicit the questions: key words

- Instruct S to listen to key words and take notes whatthey hear for guessing the question

- Play the audio file (2 times)

- Check with the whole class at the 3rd time oflistening

Wholeclass

5 After listening

Discussion: What do you think the factors that make a

company successful?

10’ - Ask S about what they think are the important

factors that make a company successful/ makecomments on the interviewee’s ideas (to what aspects

do you agree or disagree with the speaker?)

Wholeclass

Period 18: Reading

Objectives:

- Consult some respected companies about their philosophy of value

- Develop reading skill (scanning skill)

Pre-reading: The most respected companies: give

factual information about companies in the world

(The survey of 1000 respondents (CEO) from

Financial Times, across 25 countries and the criteria

used for ranking)

10’ - Lead to the topic of the reading passage by asking

information about the survey

- What newspaper does the survey come from?

- Who are the respondents?

2 Reading: Read and take note the key points in each

reading passages, then, tell the others

A1: Customer service

- produces what customers want

- does everything to satisfy clients

- becomes the world’s biggest producer

A2: Commitment to communities

- gives a lot of money to charity

- Ask S to note down the key information

- Ask S to present the key points from what they haveread and tell the T in which line the information can

be found ( write on the board)

- Check S’ work by showing T’s notes; compare withSs’ work, conclude with 3 correct main points

GroupsReps

Trang 21

- will develop environmental technology

- will contribute to world peace and safety

(T may asks Ss about other information about other

companies in the text if there’s time left)

3 Post-reading

Discuss about respected Vietnamese companies

What’s that company?

What does it produce?

How is the products’ quality?

What is special about the company?

10’ - Ask S to work in the same group to discuss their

respected companies in Vietnam (reasons or evidence)

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Unit 3: Companies

Content: - Collecting the essays

- Correct ex B & C (Workbook p.12)Method: T check exercise B with the whole class

S finish first, T correct then

III New lesson

Period 19 + 20: Language review: Present simple and Present Continuous

Skills: Presenting your company

- Distinguish the two tenses: form and usage (Present Simple & Present Continuous)

- Use the tenses to express ideas

- Get useful languages for introducing a company and develop speaking skill

Work arrangements

8’ - Ask S to recall what they know about the two tenses

(form and usage)

- Ask S to come to the board and write down the form ofthe two tenses

- Check and gives out correct forms

- Collect ideas from S about the usage of 2 tenses Write

Note: Stative verbs don’t have PC forms

7’ - Ask Ss to work on examples given, find out the rules

for the two tenses (p.26)

- Correct Ss’ work about the usage of each tense

(matching exercise)

- Compare with what was listed on the board at first

- Ask S what they know about the verbs that are not used

in P.C, then, give notes about the time markers of twotenses and stative verbs (aren’t used in Continuoustenses)

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No Content (mins)Time Teachers’ activities arrangements Work

3 Practice A: Put verbs into the correct tense

1 hold, are holding 2 are using, use

3 takes 4 raise, are raising 5 deals

6 recruit, are advertising 7 are renting

Practice B: pairs

4 Practice B: Fill in the gap and put the verb into

correct tense

1 are 2 offer 3 have 4 are growing 5 employ

6 are considering 7 are preparing 8 are looking

“What’s that document? – A recruitment ad

In which business sector is the company?

How developing is the company?

What is the position needed?

What are the qualifications needed for the post?

What are the benefits for the post?”

- Ask S to study more on the text at home for writing arecruitment ad

5 Skills: Presenting your company

Starting up (A)

The factors that make a presentation successful

10’ - Ask S what factors make a presentation successful

- Show 8 factors to make a presentation successful(textbook p.27)

- Study on each point and ask S about their level ofagreement (strong agreement, agreement, weakagreement)

Whole class

6 Listening: B,C: Complete the chart

Key: 2 clothes 3 Fashion conscious men and

women aged 20-35, 4 260 million Euro 5 16

million Euro, 6 15, 14 (5 new stores next year) 7

new designs (quickly) 8.new store in New York

5’

- Play the audio for S to complete the table (2 times)

- Play the audio (3rd) to check the answer

- Play the audio (4th) to recognize which of thesuggestions (in exercise A) the speaker followed

Individual

7 Presentation (D):

Make a presentation about the company

5’ - Help S access the useful languages (p.27)

- Elicit what the S can talk about by collecting ideas from Groups

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S first and then showing T’s suggestions on the screen

- Give S 5’ to prepare for a presentation on their company

or any companies they know

- Listen to S’ presentations, take notes

- Ask other groups’ for what they get from thepresentation

- Correct common mistakes (after presentation)

Period 21: Case study

Objectives for S:

- Develop speaking, negotiating, persuading skills

- Get some practical knowledge about running a company

Work arrangements

- Understand the situation: Background and expansion

(luxury products/ international awards, 300

employees, 75 shops…)

- Understand the difficulties the company is facing

Prices: higher than competitors’

Production: delays due to old machinery

Demand: Falling demand for new products (biscuits

2 - Study on investment options

- Discuss & Present the investment plan

+ Buy new machinery

+ Invest in more research and development

+ Buy out a local competitor

- Ask one group (as board of directors) to come infront of the class and present its investment plan,other groups will listen and debate in order to come

to the best plan (Remind S when debating: use politeexpressions)

- Control S’ work and help S when necessary

- Give comments on S’ work

GroupsGroup andwhole class

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No Content (mins)Time Teachers’ activities arrangements Work

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TÊN BÀI HỌC: Unit 3: Companies

Content: Workbook (p.12)

III New lesson

Period 22

Objectives:

- Identify the main points when writing an investment plan

- Practice writing skill

1 Introduction of Structure of an investment plan

- Rationale: Background information (tenses) +

reasons for making a plan (tenses)

- Objectives: The goals that the plan writer want to

reach (Vinf, modal verbs)

- Options and benefits: details of what you want to

invest in, reasons why the options are chosen (ideas +

supporting ideas)

- Cost: how the budget is allocated

- Timeline: the timeline for stages to be reached

- The mechanism to assess the progress

15’ - Ask S about the structure and contents that are

included in an investment plan (what they got from the writing file - p.131 that they were assigned to read

at home before coming to class)

- Explain more the main points

- The investment plan sample is not the compulsory format, so, T ask S whether they would like to add anyother items

- Give S some notice when writing (be concise and relevant, correct in grammar, spelling…)

Individual

Period 23-24: Progress test 1 (90 minutes)

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Unit 4 : Great ideas

III New lesson

Objectives:

- Develop speaking skill (Great ideas) and catch new vocabulary

- Be more motivated in creating new things

- Verbs that can come before “idea”: have, think of,

suggest, like, develop…

- Pronunciation: Eureka and Archimedes

- Explanation of the origin of “Eureka”

In Greek, it means “I’ve found that.” The sentence

was uttered by Archimedes when he was having a

bath and suddenly found the principle which was then

also called under his name He was so eager that he

got out of the bathtub and ran out without clothes on

his body

5’ - Focus on the word “idea”, ask S which verb can go

with this noun Show T’s answers

- Ask S to look at the quotation in the book (by whomand in which situation was it uttered?)

- Ask S to pronounce the words ‘Eureka” and

3 Vocabulary (Put the phrases into correct gaps of the

passage which talks about how great ideas appear)

A 1c 2f 3e 4a 5b 6d

15’ - For ex A, ask S to guess the meaning of the phrases

first, then, match them with the appropriate definitions

- For ex B, ask S to do the ex and check it with the

Individual

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B 2 To extend a product range

3 to enter a market

4 to make a breakthrough

5 to meet a need

6 to raise somebody’s status

whole class by playing the audio

Period 26: Listening: The Innovation Works

Objectives:

Develop listening and speaking skills

1 Before you listen

- Choose the best option to define meaning of some

terms (which are then used in the listening part)

Brainstorm: B

Out of the blue: A

eBay: C

5’ - Ask S to work individually to find out the meaning

of the given words: matching exercise

- Check with the whole class

Individual

2 While you listen

(4.2) Listen and decide whether the statements are T

or F (1F 2T 3F 4F 5T)

(4.3) Listen and answer the questions

1 - The great idea seems to come suddenly

- The idea builds on something that existed before

2 - It took the idea of auctions and made it accessible

to anybody with the Internet and it met a real need

20’’

10’

- (4.2) Play the audio file twice for S to do the task

- Give S the transcript with some missing gaps, playthe audio for the 3rd time and ask S to listen again andfill in the blank At the same time, check the answerfor ex T/F

- (4.3) Play the audio file 2/3 times for S to answer thequestions

- Play the audio file to listen for details and check

Individual

4 After you listen

- Develop the idea of opening a club at Vietnam

Women Academy (ex: an innovation club)

15’ - Ask S to think about the idea of opening a club at

VWA Which areas should be targeted to/ thought of?

- Some/ all groups will make presentations (topersuade the T and the others the importance ofopening/ having such that club in our academy)

- T and other S will choose the group that has the best

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1 Pre-reading

Discuss the questions:

1 What examples of great business ideas do you

know?

2 Why are they considered great ideas?

Ex: Coca Cola: prints names on the can

10’ - Ask S to think and choose the greatest business ideas

they know and explain why they are great

(T may give an example if S keep quite)

- Write the ideas on the board

+ The problem the idea solves

+ Benefits of the idea

- The groups give out the answers and T check

- Ask S to sum-up one main point of each passage(what the great idea is)

Groups

3 Post-reading

Discuss the 4 questions in the textbook

5’ - Ask S to discuss the 4 questions in the course book Individual

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Approved Date,

Teacher

Mai Thành Hạnh

Trang 31

Lesson Plan: 10 Period: 28-29-30 Number of periods done: 27

Unit 4 : Great ideas

Match the verbs with the nouns (verb and noun combination)

III New lesson

Period 28: Language review: Past simple and past continuous + Skills: Successful meetings

Objectives:

- Review the form and usage of Past simple and Past continuous

- Practice speaking and listening skills

1 Language Review: Past Simple and Past Continuous

A: was working, developed, was living, opened

B: noticed, were performing, appointed, emigrated,

created, lived, introduced, were visiting

18’ - Ask S whether they know the cosmetics company of

Max Factor

- Lead S to the reading text A (p.38) to find out more information about Max Factor; At the same time, choose the correct tenses to complete the text

- Summarize the key points of the reading text

- Ask S about the two tenses which are used in the text: “Which tenses are they? – What are the forms? – When are they used?”

- Show notes on the form/ uses of the 2 tenses

- Continue with B: Ask S to read and choose the correct form of the verbs + explain

Individual

2 Skills: Successful meetings

When you have a great idea, it may be necessary to

bring it to a meeting to develop (you cannot bring it

to reality by yourself)

In this part, the problems of how to have a successful

meeting and how to act in a meeting are discussed in

Listen to a meeting which will discuss the launch of

15’ - (B) Play the audio twice to answer the questions

(4.4)

Individual

Trang 32

the new product and answer the questions

1 when to launch the goggles + marketing strategy

2 no reason to wait

3 Feb/ March and May/ June: Feb

4 specialist sports stores

- Play the audio (3rd) to check

- Play the audio again for S to do part C: Tick theexpressions that the chairperson uses (key: 3,4,6,7)

- Play the audio for S to do part D: gap-filling

- Check

Period 29: Skills + Case study

Objectives for S:

- Get useful expressions for a chairman and a participant

- Practice listening & speaking skill

10’ - Ask S to look over part C and D; underline some

useful expressions that are used in a meeting

- Ask S to give examples of the expressions for eachpurpose: To begin the meeting, start the aim…

- Ask S to prepare for the task (Role-play) in groups

Individual

Freestyle has developed a new tennis racket called

World-beater It will be launched in the US The

Marketing Department holds a meeting to discuss a

strategy

15’ - T is in charge of the chairman of the meeting 4

groups of S are 4 members (the tasks for each group are on 4 different pages)

- Role-play a meeting: Groups present their ideas, Tmake questions for each group and give the finaldecision for each item given to be discussed

T with groups

Listen to an excerpt from a company presentation and

complete the fact sheet about Protean

15’ - Tell S a little about Fabtek

- Ask S to listen to some facts about Protean

- T raise Qs about the listening text, S follow toanswer and get an overview of main features ofProtean “What are the characteristics of Protean”? –

“is it soft or hard/ long or short lasting?”- “What color

is it?” – “Which products that use Protean wonawards?”

Individual

4 Case study: Understand the case

Questions to check S’s understanding about the case:

* In which area does Fabtek want to co-operate with

Gadget Plc?

10’ - Ask S to learn about the case S explain the case to

the T T sum-up by asking S main Qs

Individual

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* What are Gadget Plc’s products?

* What is the plan for co-operation?

Period 30: Case study and Writing

Group discussion: Discuss to promote one new

product using Protean, (use points in the e-mail as a

guide)

10’ - Divide the class into (5/6) groups Ask each group to

think of one new product and make a plan to promote

it

Groups

2 Presentation:

About the new products 25’ - Each group present its product- T ask 2/3 S as the board of judges/ directors to come

in front of the class, listen to all groups’ ideas aboutnew products, ask questions for more details (T mayhelp) and consequently, choose the 3 most potentialones

Groupsand WC

Summary: Gives the reader a quick overview of the

total situation

Introduction: Shows the points that will be looked at

Findings: - Persuades the readers how effective the

ideas are

Conclusion: Shows how the facts/ findings are

interpreted

Recommendations: - Suggests to promote activities

10’ - Ask S to read Writing file on p.135

- Ask S about the items in a report and ask them tomake the sample report in the course book morepractical for the real situation (Which will be written

in each item - to propose the new product?)

- Ask S to write the report and hand in next lesson

Wholeclass

IV SUM-UP: 3’

- Past simple and past continuous

- Useful expressions for discussing in a meeting

V HOMEWORK: 2’

- Workbook (p.17-18-19, 61)

- Write the report about the product you have chosen

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Unit 5 : Stress

Collect S’s writing paper

III New lesson

Objectives:

- Get new vocabulary about stress at work

- Develop speaking skill

- Get an overlook about stress at work

1 - Lead-in: Discuss some pictures

“They feel stressed/ stressful.(with his work, with his

studies, with her housework”

- Starting-up

Stressful situations

Ways to reduce stress in life

8’ - Show 4 pictures, ask S how the people in the pictures

feel

- Lead to the new Unit

- Ask S about the quotation in the book (S may not be able to understand it, T ask them to think about it later after the lesson)

- Ask S about situations in which they often feel stressed (examples are given through matching exercise)

- Ask S about ways to reduce stress in life (examples are given through pictures)

Individual

2 Discussion & Vocabulary: Stress in the workplace

There is a lot of stress in our life, in every field (in

your relationship, your studies, your finance or your

work – In near future, you will leave our academy and

go to work)

Discussion: Stressful situations at work

Vocabulary: make a presentation, lead a meeting,

write a report, negotiate a contract, meet visitors, lose

your job

12’ - Ask S to list some stressful situations at work Write

on the board

- Show S 9 stressful situations at work Ask one S to

read aloud the statements: T correct pronunciation mistakes, other S listen and catch the information

- Ask S to work in groups to rank the situations: 1 formost stressful and 9 for least stressful

- Check with the whole class for the most and the leaststressful situation

- Check some phrases extracted from the list

8’ - Give S more words related to stress in the workplace

by asking them do task A, B

Individual

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4 Discussion: The most and the least stressful jobs

There is a lot of stress at work Discuss the job that

has the most and the least stress

8’ - Ask S to work in the same group as in the first

activity, guess the stress level of 6 jobs: Put the jobs in

the missing ranks (Explain new words if any)

- Count one point per each correct rank for the groups

Groups

Discussion:

- The quotation in the book

- There are two sides for everything Discuss two

sides of pressure at work

- Why do people become workaholics?

7’ - Come back to the quotation in the book

- Ask S for their opinion on each question Individual

Period 32: Listening

Objectives:

- Develop listening skill

- Develop speaking skill (quick reaction)

1 Listening: Dealing with stress

Audio 5.1: Alan Bradshaw is a stress management

consultant In this part, he talks about common causes

of stress at work

10’ - Ask S to list some causes of stress at work

- Write on the board

- Instruct S the task of listening; Listen and take note thekey words for the key points ( 2 times)

- 3rd: Check the answer – Draw out the causes of stressthat are mentioned in the listening part

Individual

2 Audio 5.2: Listen and answer the question

Listen for two main ways to deal with stress

- Investigating causes of stress/ identifying problem

areas

- Training managers by raising their awareness of

stress and giving them skills to prevent and reduce

stress

Further practice: if you were a stress management

consultant, which advice would you offer the

companies to deal with stress? (for the managers/

employees)

10’

5’

- Ask S to learn about the question

- Play the audio file for 2 times (S listen)

- Give S transcription of the listening part with somemissing gaps Play the audio file for the 3rd time, checkthe missing words and answer for the Q at the sametime

- Ask S for more ideas on how to help companies dealwith stress (T may give a solution: Organize regular conferences to

listen and talk and encourage/ motivate employees; think of relaxation plans like a holiday, coffee break, music program, etc )

Individual

3 Audio 5.3: Listen and see how men and women are

different in dealing with stress 10’ - Instruct S the task, ask them to have a look over thestatement, and guess the answer before listening Individual

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- Play the audio file for 2 times for S to listen,

- T check with the whole class (3rd of listening)

- Ask S about their opinion on the 5 statements, whetherthey have the same/ different opinions as the speaker

4 After you listen

Discuss how men and women are different in dealing

with stress

(Practice presenting/ speaking skill - making a short

presentation: T may evaluate S’ performance based on

the ideas, fluency, pronunciation, confidence,

vocabulary)

15’ - Give S about 5 minutes to read and think about the

statements (They can ask their friends’ ideas forreference if they find any statements that are toodifficult to deal with)

- Show each statement in the task for one/ two S to raisetheir opinion Do the same for the other statements

- Elicit S how to present their opinion: S should showthe opinion and then, give 2 or more reasons orexamples to make themselves more persuasive

(T may give her/ his own idea on some statements)

- Make comments on S’ presenting/ speaking skill

Individual

Period 33: Reading

Objectives:

- Develop reading skill: skimming and taking notes of the main points

- Broaden new vocabulary

2 Reading: A career change

- Read for details

- Get some new vocabulary

Highly paid, deadline, proposal, perk, get involved in,

accidentally, turning point, decade, doctorate,

- Finally, T and the whole class check the answers (T/

F) S locate the information to answer the Qs

- T cover the reading passage again by asking S toexplain some new words in E (S practice language use

or get new vocabulary)

Pairs

Trang 38

- Combine the verb with the noun phrase

1 make, 2.spend, 3 Do, 4 Keep, 5 do, 6 make

- Discuss some questions (p.44)

- Ask S to discuss the question in pairs

IV SUM-UP: 3’

- Stress in the workplace

- Causes and Solutions

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Unit 5 : Stress

Collect S’s writing paper

III New lesson

Period 34: Language Review + Skills

Objectives for S:

- Review the form of Past simple & Present Perfect

- Distinguish the uses of the two tenses

- Get useful expressions in making suggestions, giving opinions or showing agreement/ disagreement

1 Language Review: Past simple & present perfect

Analyzing the examples

* She worked for a stress management consultancy

for 3 years

* She has worked for a stress management

consultancy for 3 years

- Key difference: Past simple: completed past actions;

Present perfect: actions that continue from the past to

present

- Time markers:

+ past simple: last, ago, yesterday, in 2000

+ present perfect: so far, for, since, recently, just,

already, yet, never, ever, before

13’ - Show two sentences, and ask S whether she works

for the company now

- Ask S to identify the tenses and the key difference between the two

- Ask S about the 2 tenses in more details: Form and uses:

+ Write the form of the 2 tenses on the board+ Show many options of uses, S choose which are the uses of each tense

- Based on the uses of the 2 tenses, ask S to find the time markers for each Write on the board (under the form)

Whole class

2 Practice 1

Do exercise A (p.46)

Practice 2 (part C p.46)

Asking and answering about life experiences

- Have you ever flown in a plane?

- Yes, I have.

- When was it?

- That was a holiday with my family 2 years ago.

10’ - Ask S to do exercise A (p.46)

- Check with the whole class

- Ask S to ask and answer about their experiences:

give a sample

(S may use the ideas in part C p.46 or get the ideas from the pictures given by the T)

IndividualWhole class

3 Skills: Participating in discussions

5.3 Listen and take notes

7’ - Instruct S the listening task: Listen and take notes

A human resources manager and two colleagues are

- Individual

- Check

Trang 40

- offer a medical check-up

- have no-smoking policy at the staff restaurant

- offer healthier meals

- set up counseling service

5.4 Listen and fill in the blank

1 could offer 2 How about 3 should improve 4

could change 5 What about

5.5 Listen and tick the expressions they use, then

decide whether the statement shows agreement or

with the whole class

4 Useful language

Beside the expressions that are taken from the text

done above, we can get more in the “useful language”

part

5’ - Sum-up: Cover some expressions to express

agreement/ disagreement, make suggestions, giveopinions Ask S to look over the “Useful language”

part to get more expressions

Role-play as members of the human resources section

of a large company, discuss the 3 problems (trying to

use the expressions in the Useful language)

5’

10’

- Instruct the task, ask S to work in a group of 3 to solvethe 3 problems, ask them try to use the expression in the

“Useful language” part

(The first S raises the problem, asks for others’ ideas, the second S suggests idea, the third one shows agreement or disagreement on that, then adds or shows their opinions)

- Show and solve each problem with some groups

Group of3

2 Case study: Understanding the case

- Read the background information

- Listen to complaints from various staff members

1 fewer people: more paper work, lots of meetings

Too much control, being monitored

2 not enough space/ privacy; overcrowded with no

- Ask S to listen to 6 people and take notes theirproblems

- Sum-up the main problems of the employees of thecompany, focus on the main problems of HR Dept

(write on the board)

Work individually, Check with the whole class

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