Unit seven: The world of work.
A/ A students’ work. (A1)
I/ Objectives.
Bu the end of the lesson, the students will be able to speak about a
student’s work and vacations.
II/ Language contents.
1, Vocabulary: to be late for , that takes about , vacation,
summer vacation= summer holiday, last.
2, Structures: present simple tense, simple future tense and
comparative of adjectives.
III/ Teaching aids.
- Make a plan.
- Prepare some pictures of the summer vacation’s students.
IV/ Teaching produres.

Stages Teacher’s activities Students’ activities
1, Warm up 2, Presentations
play in front of the class.
Listen and correct their
mistakes if they have.
Listen and answer the questions:
( by students )
Yes, I do.
In June.
Look at the picture and answer the
teacher’s questions:
They are in the kitchen and they
are eating breakfast.
Listen to the tape.

Read the dialogue white listening.
Work in pairs.
Role- play the dialogue in front of
the class.

Rewrite the meaning of the new
words.
Read these new words.

5, Homework
Explain the meaning of the new
words: to be late for , that
takes about , vacation,
summer vacation, last.
@Ask students to look at these
questions and read them.
Then have them work with a
parner. Tell the students that the
answers are in the unit dialoge.
Have some pairs practice in
front of the class.
Listen and correct their
mistakes if they have.
*Hoa does her homework 2
hours a day.
*That takes about 2 hours each
day.
*Hoa will visit her parents on
the their farm during her
vacation.
@Make questions for students:
-What time do your classes start

-Do your classes start earlier or
later?
-For how many hours a day do
Answer about yourself.

( by students ). Others listen and talk about
yourself.

Work with a partner.

Rewrite these homework into
notebooks.

V/ Draw experience.

Unit seven: The world of work.
A/ Students’ work. ( A2+ A3 )
I/ Objectives.
By the end of the lesson, the students will be able to read for
comprehension throught a letter and practice listening.
II/ Language contents.
1, Vocabulary: Easter, Christmas, Thanksgiving, celebrate.


@Make questions for students:
-What do usually do during
vacation?
-If you don’t visit your uncle,
what you will do?
-Will you write a letter?
Use the letter to introduce the
lesson.
Ask students to look at it, this is a
letter from American and it is a
letter from Viet Nam.
@Ask students to answer the
questions: -Who wrote this letter?
-Who did he write this
letter? -In your opinion, what
is the letter about?
Now you read this letter and
answer this question.
Have students read the letter, and
go around the class to help the
students.
Give the meaning of these words:
-hear, find, celebrate, Easter,
Thanksgiving, Christmas, like
Listen to and answer the teacher’s
questions.
4, Production doing.

b. Independence Day.
c. New Year’s Eva ( Day ).
d. Christmas.
Talk some sentences about these
public vacations.
@Now you talk about the
vacations in Viet Nam.
Teacher can make some
questions:
-How many vacations are there in Practice in front of the class.

Work in pairs. Practice these questions in front of
the class.

Write the correct answers into
notebooks.

Talk again these vacations. Guess: which vacation is in each

-What do you usually do on each
vacation?
Ask students to work in pairs,
then write on the papers.
Call some students to read.
Listen and correct.
@ Learn by heart the new words.
Name vacations in Viet Nam and
in America.
Answer the questions:
-What do American students often
do in that day?
-What do Vietnamese students
often do on that day?

Go to the board and write all
sentences that you wrote.

Correct the mistakes.

Rewrite exercises into notebooks

V/ Draw experience. Unit seven :The world of work.
A/ A student’s work ( A4 )
I/ Objectives
By the end of the lesson, the students will be able to practice reading
for comprehension.
2, Presentation
3, Practice
Have a look, typical, period.
Make questions for students.
-What do many people think?
-How many hours a week does
Hoa work?
-Is Hoa a keen student?
-Does Hoa study hard?
@Ask students to read again
the text, have them look at the
questions and work in pairs .
Go around the class and help
them to answer the questions.
Call some pairs to practice in
front of the class.
Give the correct answers:

I usually go to school.
Yes, it is.
I study four hours a day.

Yes, I do.

Look at this picture and answer:
Hoa is studying/ doing her
homework.

4, Production.


Listen and correct their
mistakes if they have.
*Ask students to read the part:
Remember and note these
structures: -You will be late for
school -I’m usually early.
-We only work a
few hours a day.
- This is fewer hours
than any workers.
-This is more than
some workers.
@ Learn by heart.
Rewrite the Remember.
Read again the text and answer
Rewrite these correct answers. Work with a partner about yourself
by asking these questions.


By the end of the lesson, the students will be able to speak daily
works.
II/ Language contents.
1, Vocabulary: part- time, homeless, mechanic, prefer, shift, day off.
2, Structures: He has fewer days off than my Mom.
She takes care of thefamily.
He repairs machines in the factory.
III/ Teaching aids.
- Make a plan.
- Prepare a book, a photo of Tom’s family.
IV/ Teaching produres.

Stages Teacher’s activties Students’ activites
1, Warm up

2, Presentation. Read the letter.

Listen to the tape.

Read the letter while listening.
Scan this letter. Read in front of the class.

3, Practice.
What does he do in his free
time?
Where do they often go on
vacation?
Call students to answer these
questions . Listen to them and
corect their mistakes.
@ Have students look at the
questions that are in the pages
77, and ask them to work in pairs

Ask them to practice.
Listen and correct their mistakes
and give the correct answers.
-She works at home but three
morning a week she works part-
time at a local supermarket.
-She cooks lunch for homeless
people once a week.
-He is a machanic. He repairs
machines in a factory.
-He works about 40 hours a
week.
-The John family always goes to
Florida on vacation. They have a
great time there.
Then ask them to compare with
sentences that you guessed.
@ Have students use these words
to make new sentences:


Do an exercise.
First you can work with a partner.

5, Homework.
week/.
-My Dad/ machanic/ repair/ a
factory/
-golf/ free time/.
-go to florida/ vacation.
Ask them to speak and write
these sentences.
@ Learn by heart.
Read again this letter.
Use the words over to write
@Make questions for students:
-What is Mr Jonh’s job?
-Where does he work?
-How many hours a week does he
usually work?
-How many day off a week does he
have?
-Does he have a three - week
summer vacation?
You have just known some
information about Tim’s father. Do
you know about Hoa’s father?
Now you read the text to know
some information about him.
Listen and answer:
-He is a mechanic.
-He works in a factory.
-He usually works 40 hours a
week.
-He has two days off a week.

-Yes, he has a three week


3, Practice.
@Ask students to look at the
picture and answer the question.
This is Hoa’s father. What does he
do? Where does he work?
What is this? This is a buffalo.
Read the text and guide students to
read.

Ask them to read the text. Go
around the class and help them to
read.
Call some students to read the text.
Listen to students and correct their

fields.

Listen to teacher and read it. Practice in front of the class. Read and write the new words.

Answer the questions:
-He is a farmer.
-He works 84 hours per week.

He gets one day off, four or five
times a year.
-Yes, he does.

Read again the text is in the page
76 and answer the questions
about Mr John
Then they write on the table that
they drawn into the notebooks.
Talk about them in front of the
class. Listen and write into notebooks. V/ Draw experience

Preparatory date:
Teching date:
Period 44.
Unit seven: The world of work.
B/ The worker. ( B4+ B5 )
I/ Objectives.
By the end of the lesson, the students will be able to listen for
coprehension and fill out into the form.
II/ Language contents.
1, Vocabulary: hours per week, amout of vacation, be on duty,
assistant, annual 2, Structures: Sometimes he works in the morning and
sometimes he works in the afternoon.
When he has less time, he goes to the city.
Tim’s father has fewer days off than his father.
III/ Teaching aids.
- Make a plan.
- Prepare a tape and a cassette- player.
IV/ Procedures.

Stages Teacher’s activities Students’ activities
1, Warm up.
3, Practice
4, Production
-What’s about his vacation?
@ Now you listen to the tape and
take notes.
Explain the aim of this listening:

weeks
Worker

@Use the form over to make
sentences.
Ex: Peter works more hours than
Listen to the teacher about the aim
of the listening. Put the box into the notebooks

Repeat these works.

Listen to the tape

Each student talks the sentences
that he/ she has just heard.
Others compare with their friends.
Listen again and check into the
notebooks.
Susan.
Susan works fewer hours than
Peter.
Ask students to make sentences as
the same as those.
Listen and correct their mistakes
if they have.
@ Have students talk about the
following jobs:
- Mechanic.
- Farmer.
- Worker.
- Teacher.
- Nurse.
- Shop assistant.
( Using the structures in form over
to speak )
Can ask them this question: What
are you going to do in the future?
Then play the tape in part “ Play
with words”
@ Rewrite all the jobs that you
have just spoken into the
notebooks.
Prepare the next lesson: Unit
eight.
job)