INTRODUCTION

First of all, on behalf of Saigon American English – the teacher department, I would
like to express my appreciation to all teachers who joined SAS family. Thank you
for choosing SAS as a place to build and develop your career.

SAS is an English teaching center with modern methods. During the teaching
procedure, teachers always apply games and activities to make the classroom
atmosphere lively and more fun. Therefore, students can study and enjoy English at
the same time.

In order to provide all teachers with an additional source of reference. “Teacher

guidebook” lists many games, activities and sample lesson plans. There are two main
chapters:

Chapter 1: Games and activities to teach vocabulary, grammar, speaking,

conversation, outdoor, etc., along with description, objective, level application.

Chapter 2: Many sample lesson plans and worksheets created by SAS English
teachers.

Hopefully, this book will be a useful source for teachers. We believe teachers are
not merely teachers but also entertainers, always make students laugh and create fun
atmosphere in the class room.
 TABLE OF CONTENT
CHAPTER 1: GAMES AND ACTIVITIES

1. WARM UP ACTIVITIES 1
2. OUTDOOR ACTIVITIES 9
3. ACTIVITIES FOR VOCABULARY 14
4. ACTIVITIES FOR GAMMAR 18
5. ACTIVITIES FOR CONVERSATION 21
6. ACTIVITIES FOR SPEAKING 22
7. REFERENCES 26

CHAPTER 2: SAMPLE LESSON PLANS

1. INTRODUCTION 27
2. PRONUNCIATION 29
3. SLANG 32
4. JOB INTERVIEW 34
5. INTERVIEW A STAR 38
6. GUESS THE WORD 40
7. LAST CLASS 43
8. INTERESTS/HOBBIES 45
9. DATING 50
10. JOBS 53
11. AT THE RESTAURANT 59
12. AT THE AIRPORT 62
13. TOURIST INFORMATION 64
14. GIVING DIRECTION 67
15. MAKING PLAN 70
16. COMPLAINTS AND EXCUSES 75
17. TRAFFIC 80
18. WEATHER 83
19. LIFE 88
20. SPORTS 92
21. GOING ON A PICNIC 95
22. ADVICES 99
23. WEEKEND 102

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 CHAPTER 1: GAMES AND ACTIVITIES
1. Warm up activities
No Name Description Objective Level
application
1 Memorizing Students sit in a circle or around a Learn All levels
name table. some
adjectives
One student starts by saying his or her
name, then the next student in the circle Practice
has to say “his/her name is…” (the speaking
name of the previous student) before and
saying his/her name. pronunciat
ion
The game continues in the circle until
all the students can remember all of
their classmates’ names.

You can level it up by adding a word

starts with the letter of the person’s
name. For example: I’m tall – Tana;
her name is Tall Tana, my name is
Talkative - Thach…

This is a great game for the first day

2 Change the This game is great for elementary level Learn Elementary
seat if students who already knew vocabs some and above
about clothes clothes
adjectives
Teachers say “change the seat if you’re
wearing …” Practice
listening,
Students who are wearing the clothes speaking
will have to change their sears as quick and
as possible pronunciat
ion
The slowest student will replace the
teacher, saying the order “change the
seat if you’re wearing…”
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2 Create Devide class into two teams Build up All levels
words vocabular
Teacher write a leter on the board, y
teams will create the word start with
that letter.

Each turn, team can add just one letter

until they create a meaningful words.

Team scores a point if the last letter

falls into their team.

Example: Teacher give letter D

Team A: D+ O
Team B: D + O+ C
Team A: D + O + C + T

3 Paper Ask student to write their name and 5 Practice All levels
airplane questions they want to ask their friend speaking
on a paper. and
listening
After that, each student uses that paper through Q
to make a paper airplane. &A

Students fly their planes and catch a

new one. They find their friend and
answer the questions on it.

4 Describe the The teacher writes vocabulary words Practice Intermediat

word to a on small pieces of paper. Students speaking e and above
partner work in pairs. through
describing
The pieces of paper are placed face pictures
down in front of the students.

Student A starts by picking up a piece

of paper and describing the word to
Student B. Student B has to guess the
word.

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 Once the correct word is guessed, the
students switch roles.

The winners are the two students with

the most correct guesses after 10
minutes.

5 Taboo A player chooses a card and has to Practice All levels

make his partners guess the word on speaking
the card without saying the “taboo” through
words. describing
something
For example, a student may have to
make his partners guess the
word “pool” without saying the words
“swim,” “water,” or “bathing suit.”

6 Letter This is a great way to lead into the Let All levels
string topic that you want to cover in the class students
dictation and also serves as a simple activity to think
help students recognise letters of the about
alphabet. what they
Think of a couple of questions for are going
students to discuss in pairs or groups. to learn by
recognizin
Write the questions down and then g words
dictate them as a long string of letters
Example: whatsyourfavouritecolour?
whatdidyoudoattheweekend?

7 Mixed-up Write a sentence on the board but mix Let Elementary

sentence up the word order, then challenge students and above
students to reconstruct the original think of a
sentence. sentence
by
For example: morning hadn’t eaten reconstruc
wish that döner kebab I at this 5 am. ting the
original
This is a great warm up so that you can sentence.
lead to the topic you want to teach

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8 Hangman This popular filler can also be a great Help All levels
way to start a lesson with beginner students
learners who are still unsure of the think of a
alphabet. Just put a recently learned word by
word on the board and let the students guessing
take it in turns to guess a letter. the letter
of
If you don’t know how to play, visit alphabet
this website:
https://eslgames.com/spelling-games/ Also
review
You can substitute with “SHARK pronunciat
VERSION”. This is how to play: ion of the
https://www.youtube.com/watch?v=Co English
hYui4s4Ec alphabet

9 Who Am I Tape a paper with the name of a Practice Elementary

famous person to the back of each speaking and above
student. Use names of people they by asking
know, such as well-known entertainers, and
but don't let students see whose name anwering
they have. questions

Students walk around the class asking

yes/no questions of each other and try
to guess what's on their back.

For adult beginners, make the game

easier by using the names of animals,
foods or household objects, such as a
refrigerator or sink.

10 Simon Says Stand in front of the class (you are Practice All levels
Simon for the duration of this game). speaking
and
Do an action and say Simon Says listening
[action]. The students must copy what
you do.

Repeat this process choosing different

actions
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 You can be as silly as you like and the
sillier you are the more students will
love you for it.

Then do an action but this time say

only the action and omit ‘Simon Says’.
Whoever does the action this time is
out and must sit down.

The winner is the last student standing.

To make it harder, speed up the

actions. Reward students for good
behavior by allowing them to play the
part of Simon.

11 Make the Write down a word of minimum five Build up Elementary

longest letters and tell your students to make vocabular and above
words up words that start with each letter of y
this word. It is desirable that the word
has no repeating letters.

The winner or the winning team should

make up the longest word. For
example: TABLE – Terrified,
Ambiguous, Blossom, Landscape,
Empty.

The students can also do the same with

the letters of their names.

It helps with ESL pronunciation

lessons.

12 Word chain The students toss a ball to each other Build up All levels
and name the words that start with the vocabular
last letter of the previous word, y
forming the chain.

For example, “ball“ – “lamp“ – “pie“,

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 and so on.

13 Play a song, This warm up is simple but almost Encourage All levels
pass the ball always gets entire classes thrilled to be students
learning. speaking
by putting
All you have to do is pick a song (the them in a
latest pop hit that your students would situation
be familiar with), toss a ball to a that they
student and then urge them to pass it to have to
another student. speak

Students will quickly understand that

the point is to get rid of the ball as fast
as possible.

Then, at the right moment, you stop the

music.

The student holding the ball must

answer a question, read a line from a
story, anything that has to do with
English

14 20 questions One person thinks of an object (person, Practice All levels

place, or thing). Everyone takes turns speaking
asking yes/no questions until someone and
can guess correctly (or until 20 listening
questions are asked). The difficult part by asking
is that you cannot ask "wh" questions! and
answering
Example: PINEAPPLE. Does it talk?
No. Does it make life easier? No. Do
you eat it? Yes. Is it something you
would eat for dinner? No. Etc...

If someone makes a mistake in forming

the question, other club members can
help turn it into a proper question.

15 How do you Have each student think of 4 nouns Practice All levels
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 call your they know. Encourage students to be speaking
girlfriend creative, as weird as possible. Students and
write their nouns into a piece of paper listening
with number from 1 to 4

Teachers write 4 questions on the board

like what your name, what do you have
for breakfast, how do you call your
boyfriend/girl friend?

Then teachers ask the students these

questions and the students have to
answer base on the nouns they wrote.
The answers will be very funny and
ridiculous

Example: How you you call your

girlfriend – shit or dob…

16 Things that Dividing class into 2 teams Build up All levels

vocabular
Have one student from each team stand y
in front of the class, face to the
students.

Teachers write on the board “things

that are in the kichen”

Students from each team has to list all

vocabularies they know, the standing
students have to guest the sentence
starting with “things that…”

The team with correct and faster

answer will get a point

This is a great warm up to lead to the

topic

Take a look at this video for more

details
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 https://www.youtube.com/watch?v=BE
ajfqD0PcI

17 Jump in, Have students hold their hands in a Practice All levels
jump out circle. Ask them flollow the instruction listening
of teacher and
activate
When teachers say “jump in” or “jump students
out”, everybody do exactly the same
thing

Then students have to do the opposite

Then teacher add more commands, like

jump left, jump right”, students follow
then do the opposite

https://www.youtube.com/watch?v=k6
bHltjIYzE&t=16s (more details)

18 Walk, stop, Have all students stand up Practice All levels

clap, name listening
Students must follow commands of and
teacher. activate
students
Then they have to do the opposite

This game is similar to the previous

game

https://www.youtube.com/watch?v=a7
2goyDtjeI

19 Save the Dividing class into group of three Practice All levels
mother Each team will assign who is mother, listening
father and son/daughter and
activate
Teachers say “save the mother”, two students
students from each team have to hold
the mother

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 2. OUTDOOR ACTIVITIES
First you need you comprehend why we create outdoor activities for students.
Here are 4 main purposes

- Review knowledge students already learned in class

- At this stage, the students already knew how to talk about a few topics. So
teachers need to create speaking activities related to the topics to help them
feel like they can speak English now
- To change to environment, not just in class but outdoor like parks, coffee
shops, shopping malls…Students feel more comfortable when it comes to
study English
- It is the time for teachers and students get more connection and have fun

No Name Description Objective Level

application
1 Body parts Input: Teachers let students discuss Review All levels
Places: in groups to find out as many vocabs
coffee shop, vocabulary about body parts as students
park possible. Then, each team will take already
turn to say the words. Teachers learnt and
correct their pronunciation. have fun

Output:
Act 1: Teachers say the word.
Students touch on their friends’ body
part. If they touch on the wrong
position, they will be punished.

Act 2: Teachers prepare sticky flash

cards of body parts and divide
students in to small teams and each
team will get some sticky flash card.
The team will stick the flashcards on
the body of one volunteer. The first
team will be the winner.

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2 The big Input: All vocabulary and knowledge Review the Elementary
game that the students learn in the previous vocabulary and above
Places: weeks. and create
coffee shop, team work
park, Output: sprit
shopping Teachers prepare 3 English station
mall. games (puzzle, riddles, picture-word
catching, …) and 3 stations riddles
and hide them in 3 stations.

Students are divided into 3 groups.

They will go through 3 stations, find
the game paper, solve/ play the games
and find out the answer of the station
riddles to go to the next station.

Teachers control the game by

Facebook messenger or Zalo inbox.

3 Spelling Bee Input: All vocabulary and knowledge Review the All levels
Places: that the students learn in the previous vocabulary
Coffee shop, weeks. and have
park. fun
Output:
Teachers prepare a collection of
glossary of those topic they’ve taught
with 3 level for each topic.

Students are divided into 3 team.

1st round: easy level, 3 teams take

turn to play. The team can choose the
topic they like. Teachers say 1 word
for 1 student, he/she spells it. Those
who’s with wrong answer will stop.

2nd round: medium level. 3 teams

take turn to play. The team can
choose the topic they like. Teachers
say 1 word for 1 student, he/she spells
it. Those who’s with wrong answer
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 will stop.

Final round: hard level. All finalist

play together and the rule is the same
but with hard words. Students can ask
teacher to repeat the word 1 time or
give them 1 sentence with the word 1
time. The game continues until we
find the winner.

4 Everybody Input: All the topics that the student Review the Elementary
talks learn in the previous weeks. vocabulary and above
and let
Output: students
Act 1: Teachers give the files: have more
Students have to speak English. chances to
Students can’t keep silent in 1 speak
mimute. Teachers give a topic and
everyone discusses.

Act 2: Teachers give a word. Students

talk anything about the word.

Act 3: Teachers show some pictures.

Students describe the pictures.

Note: Those who don’t speak or keep

silent more than 1 minute will be
punished (do an action or make a
fund…)

5 Vocabulary Input: All vocabulary that the Review the All levels
games students learn in the previous weeks. vocabulary
Places: and let
Coffee shop, Output: Students play these games: students
park. have more
Word jumble race: Rearange letters to chances to
make the correct words. speak

The hot seat – say the words.

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 The hot seat – draw the pictures.

Word - pictures matching.

6 Story telling Input: Teachers give the introduction Help Elementary

Place: Coffee and instruction of story telling. students and above
shop, park have more
Output: chances to
Teacher give each group 4-5 pictures talk
that link to a story.

Students discuss in the groups and tell

their story.

Other groups listen and take notes,

the tell the story again.

7 Truth or Input: Teachers give their students a Help Elementary

dare list of sample truth or dare questions students and above
Places: and suggestions and help them have more
coffee shop, understand it. chances to
park talk and
Output: also
Teachers spin the pen to choose the practice
one of doing truth or dare task. If the listening
student chooses truth, he answers a skills
question. If the student chooses dare,
he does an action decided by the
others.

8 Grouping Input: All the topics that the student Help Elementary
game learn in the previous weeks. students and above
Places: have more
coffee shop, Prepartion: chances to
park Teacher prepare some pieces of talk and
information that link to a specific review all
group (family, company, roomates, topics they
classmates). learnt

Example: 5 pieces of information of 5

people in family. But there are 3
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 families in the game. Everybody goes
and asks to find their family members
with the exact information.

9 Specific Input: Topic “at the restaurant, at the Help Elementary

situations shop,…” they’ve learnt in the students and above
Places: previous weeks. practice
Coffee shop, real life
park Output: English
Teachers ask students to prepare
menus or catologs at home and bring
them outdoor to practice.

Students make conversation with the

situations.
10 Speed dating Input: Review asking a lot of Help Elementary
different topics that they already students and above
learnt like job, hobby... have more
chances to
Output: talk and
It’s based on the concept of speed review all
dating so teachers will need to topics they
organize the seats in 2 rows, with learnt
guys on one side and girls on the
other.

The students must face each other

Teachers givestudents worksheets

with a list of questions

Then students practice asking and

answering questions in the list

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3. ACTIVITIES FOR VOCABULARY
No Name Description Objective Level
application
1 The A to Z Give students a theme, for Help Elementary
game example, jobs, things you take on student and above
holiday, food. brainstorm
before
Write the letters A to Z on the board. teaching
them
Teams of students must race to write vocabulary
an appropriate word next to each letter
on the board

2 Chinese Have students make 2 lines in front of Review Elementary

whisper the board vocabulary and above
and
The last student from each line will checking
receive a message or a word from the listening
teacher skills and
pronunci
The the student has to whisper to the -ation
next student in the line, it goes on and
on until the front student get the
message, then write it on the board

The team with correct and faster will

be the winner.

3 Stop the Put students into teams and write on Help Elementary
bus the board six vocabulary categories. student and above
brainstorm
Now give them a letter of the alphabet to build up
and the teams must race to think of a their vocab
word beginning with that letter for
each category.

Writing stops when the first team

yells stop the bus! and points are given
for each correct answer.

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4 Board race Draw a line down the middle of the Revising All levels
board and write a topic at the top. vocabulary,
whether it
The students must then write as many be words
words as you require related to the from the
topic in the form of a relay race. lesson
you’ve just
Each team wins one point for each taught or
correct word. Any words that are words from
unreadable or misspelled are not a lesson
counted. you taught
last week
active.
5 Pictionary Before the class starts, prepare a bunch Teach All levels
of words and put them in a bag. vocab in a
fun way
Split the class into teams of 2 and draw with visual
a line down the middle of the board. aid and it is
super fun
Give one team member from each team because
a pen and ask them to choose a word sometimes
from the bag. the pictures
are really
Tell the students to draw the word as a funny, help
picture on the board and encourage the
their team to guess the word. students
remember
The first team to shout the correct longer
answer gets a point.

The student who has completed

drawing should then nominate
someone else to draw for their team.

Repeat this until all the words are gone

- make sure you have enough words
that each student gets to draw at least
once!

6 Last Man Everyone holds hands and stands in a This is a All levels
Standing circle. great
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SAS – WE ARE A BIG FAMILY
 warmer to
Each student says one word, the next practice
say one, until they say all the words vocabulary
they just learnt. skills and
will get
If ater 5 seconds, a student can’t say everyone
any word or repeat, the students will be involved.
out.

The game continues in the same way

until there is only one student left. The
student will be the winner.
7 Hit the Write a whole bunch of words that A great All levels
board students just learned game to
review
Students make two lines in front of the vocab
board

Teacher say out loud any word on the

board

Students from each team will quickly

hit their hand on the word the teacher
just said. The faster will get a point

This activitiy you can tailor with a

sticky ball, it also works well

8 Boogle Dividing the class into teams. Build up Elementary

vocab and above
Write on the board 4 letters. In 5
minutes, let students make words with
these 4 letters (from 2 letter-word to 4
letter-word)

The team with more words will be the

winner. This game is funny because
there will be a lot of weird words that
even teachers have not heard before.

9 Compound This is a fun little quiz you can do at Build up Elementary

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SAS – WE ARE A BIG FAMILY
 word quiz the beginning of a lesson to get your vocab. and above
learner’s brains buzzing. Help
students
Choose five groups of three compound realize that
words with the same stem and write in some
them on the board without their stem. cases they
can
For example paste, ache, brush (the combine
stem is tooth) or ball, man, board (the two words
stem is snow). Put them on the board to make a
(as below) and give students five to ten new one
minutes to figure out what the missing
stem is.

Here are some more examples:

doorbell, doorman, doorstep; headline,
headcount, headlight, headset

10 Jumper Teachers put some pictures on the Review All levels

floor, which are vocabularies students vocab and
already learnt. practice
listening.
When teachers say one word, students
have to jump on that picture, the faster
will get a point

You can put the pictures in two row or

whatever arrangement you like.

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 4. ACTIVITIES FOR GRAMMAR
No Name Description Objective Level
application
1 Tic Tac Tic Tac Toe is a quick and fun way to It is a fun Elementary
Toe review a number of grammar forms. I way to and above
often use it to practise irregular forms of teach
the past simple. grammar.
All
You need two teams of 1-4 to play this students
game, one team plays as Xs, the other will be
as Os. involved.
They don’t
Draw a Tic Tac Toe grid on the board feel like
and write in each square one of the studying
items to be reviewed. grammar,
but playing
Teams take it in turns to choose a a game
square. After consulting with the team a
player makes a sentence using the You can
chosen word in the correct form. If the appy
sentence is correct, place an X or O in teaching
the square depending on the team. If the simple past
sentence is wrong the square stays in verbs
play.

The winner is the team which manages

to connect three Xs or Os in a row –
either horizontally, vertically or
diagonally

2 Draw a Ask the students to think of a room or Practice Beginner

kitchen area which they are all quite familiar there
with is and
there
Then have them guide you as you try to are as well
draw a plan of the room on the board. as
preposition
of place
and
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SAS – WE ARE A BIG FAMILY
 furnishing
vocabulary
3 Board List adjectives on the board You can do Elementary
race this and above
Make column for er or more activity for
teaching
Break students into team compara-
tive or
Students write each adjective under superlative
correct column adjectives

Correct answer when the game is finish

4 Word This game requires some planning It works All levels

Jumble before the lesson. well when
Race you teach
Write out a number of sentences, using sentence
different colors for each sentence. I structure
suggest having 3-5 sentences for each
team.

Cut up the sentences so you have a

handful of words.

Put each sentence into hats, cups or any

objects you can find, keeping each
separate.

Split your class into teams of 2, 3, or 4.

You can have as many teams as you
want but remember to have enough
sentences to go around.

Teams must now put their sentences in

the correct order.

The winning team is the first team to

have all sentences correctly ordered.

5 What is The teacher shows pictures, and ask This is a All levels
he doing? what is she or he doing great game
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SAS – WE ARE A BIG FAMILY
 for
Then students answer: She’s/he’s teaching
Ving… present
continuous
After students will come in front of
class to do the actions and the rest will
guess.

6 If I were Write on the board “If I were you, I Great game Elementary
you would…” for and above
teaching
Explain what does it mean, then ask second
students write this sentence on a small conditional
piece of paper, fold and put them on a
cup.

Then the teacher will say out loud the

sentence, the rest will have to guess
whose paper is that.

This is a great game for teaching second

conditional.

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 5. ACTIVITIES FOR CONVERSATION
No Name Description Objective Level
application
1 Freestyle Input: Q&A part. Practice All levels
conversio
Output: Students stand up and talk -nal English
with their friends in pair those Q&A
they’ve learnt and change the pairs.

2 Turn-by- Input: Q&A part. Practice All levels

turn conversio
Output: The student asks the next -nal English
friend. The next asks the next…

3 Role-play Input: conversations. Practice All levels

conversio
Output: Students do the role-play -nal English
game to practice the conversations

4 Rearange Input: Situations Practice Elementary

to converse conversio and above
Output: -nal English
Teachers cut the conversations into
pieces (Q&A separately).

Students work in pair and arange the

sentences to make a conversation,
then practice conversing with the
friend.
5 Teachers’ Input: Q&A part Practice All levels
control Output: conversio
Students work in pair. -nal English
Teachers give the question word
randomly. Students ask the full
question and the partners answer.

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 6. ACTIVITIES FOR SPEAKING
No Name Description Objective Level
application
1 Hot seat Split the class into 2 teams, or more Encourage Elementary
if you have a large class. students and above
speaks more.
Elect one person from each team to Put them in
sit in the Hot Seat, facing the the situation
classroom with the board behind where they
them. have to
speak
Write a word on the board. One of
the team members of the student in
the hot seat must help the student
guess the word by describing it.
They have a limited amount of time
and cannot say, spell or draw the
word.

Continue until each team member

has described a word to the student
in the Hot Seat.

2 Where Before the students arrive, turn your This is a Elementary

Shall I Go classroom into a maze by great and above
rearranging it. It's great if you can do speaking
this outside, but otherwise push activity for
tables and chairs together and move giving
furniture to make your maze. direction.

When your students arrive, put them

in pairs outside the classroom.
Blindfold one student from each
pair.

Allow pairs to enter the classroom

one at a time; the blindfolded student
should be led through the maze by
their partner. The students must use
directions such as step over, go
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SAS – WE ARE A BIG FAMILY
 under, go up, and go down to lead
their partner to the end of the maze.

3 Just a Just a Minute is a very simple Put them in Elementary

Minute activity that you can use to get your the situation and above
students talking. Write a bunch of where they
general categories on the board such have to
as jobs, hobbies, dreams, movies, speak. After
food, etc. 1 minute
speaking,
Put the students into groups of 4 and they realize
they can number themselves 1-2-3-4. that they can
Then, ask one of the students can speak for 1
stand up and throw a paper airplane minute,
at the board and whatever word it boost their
gets closest to is the topic for the confidence
first student.

All the number ones must talk about

that topic for one minute without
stopping and if they stop or have a
long pause, they’ve lost the
challenge.

4 What do you Set a five-minute time limit and in Encourage Elementary

know about groups have students think up and students to and above
bananas write down as many facts as they can think more
about bananas (or cats, Belgium, and speak
David Beckham, etc.). more

Then they will talk about what they

have written

One point should be given for each

true sentence.

5 Describe the Student A gets a picture. Student B Put them in Elementary

Picture to a takes out a blank sheet of paper and the situation and above
Partner something to write with. Student A where they
describes the picture to Student B, have to
and Student B has to draw the speak.
23
SAS – WE ARE A BIG FAMILY
 picture. Student A cannot use
gestures to describe the picture.
Student B is allowed to ask questions
about the picture. After five minutes,
the class votes on whose drawing is
the best and most resembles the
picture.

6 Two truths Write or dictate three sentences Put them in Elementary

and a lie about yourself. the situation and above
where they
Two statements should be true and have to
one false, for example: I used to be speak.
an air steward I can ride a
unicycle My favourite food is
sushi Now invite students to discuss
in pairs which statement they think is
the lie.

Ask each pair which statement they

think is untrue and have them
explain why. Reveal your answer,
and ask students to come up with
three sentences about themselves.

7 Interview Teachers give students the student A Encourage Elementary

and student B information and students to and above
question cards. think more
and speak
Student A and student B practice more
with each other.

8 Spin the Teachers spin the marker to select Put them in Elementary
marker or the speaker. the situation and above
the chair where they
The student makes a speaking about have to
the topic. speak.

9 Draw the Teachers note some words or parts Put them in Elementary
turn of the topic in the cards. the situation and above
where they
24
SAS – WE ARE A BIG FAMILY
 Students draw the cards and take have to
turn to speak. speak.

10 Debate (for Teachers give the students a Higher level Intermediat

higher lever) controversial question about the students they e and above
topic and divide students into 2 love
teams. debating. So
this is a great
Students discuss, then debate. activities for
them

25
SAS – WE ARE A BIG FAMILY
Í7. REFERENCES
https://www.theclassroom.com

https://eslgames.com

https://www.businessenglishresources.com

https://busyteacher.org

https://www.theclassroom.com

https://www.pinterest.com

https://www.tefllemon.com

https://www.gooverseas.com

http://blog.vipkid.com.cn

https://www.fluentu.com

https://eslactive.com

https://www.englishclub.com

https://goldstarteachers.com

https://www.allthingstopics.com/airports-and-air-travel.html

http://www.englishwithjo.com/topics/

http://iteslj.org/questions/amusement.html

https://eslgold.com/practice-speaking/conversation-topics/

https://www.eslconversationquestions.com/english-conversation-questions/topics/

https://youtu.be/pzX1j3h7X4k

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SAS – WE ARE A BIG FAMILY
 CHAPTER 2: SAMPLE LESSON PLANS
Reference: bogglesworldesl.com

LESSON 1: FIRST DAY INTRODUCTION

Name Game

Get ready to introduce your partner to the class starting with the following
sentence…

"My name is… I… (2 info about you), and she/ he is ... who…"

Begin with yourself. State your name and share 2 things:

• FAVORITE FOOD
• COUNTRY YOU WISH TO VISIT
• DREAM JOB…..

Your students should follow your example, with the added rule that they must
name everyone who shared before them. The last person to share will have the task
of naming everyone in the classroom.

FIND SOMEONE WHO

1. Sleep 6 hours a day.

2. Busy on Sunday.
3. Doesn’t like coffee.
4. Have more than 3 brothers and sisters.
5. Have the same last name with you.
6. Does not like Monday. Why?
7. Have birthday in this month.
8. Live in the same district as you.

EXCHANGE INFORMATION

DECRIBE YOUR CLASSMATE

Have each student write down their name on a small piece of paper, divide the class
into 2 group, have each group take turn to pick out a name, and in between 1
minute, they need to describe the person for that group to guess.
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SAS – WE ARE A BIG FAMILY
FIND SOMEONE WHO...

1. Sleep 6 hours a day.

2. Busy on Sunday.
3. Doesn’t like coffee.
4. Have more than 3 brothers and sisters.
5. Have the same last name with you.
6. Does not like Monday. Why?
7. Have birthday in this month.
8. Live in the same district.

FIND SOMEONE WHO...

1. Sleep 6 hours a day.

2. Busy on Sunday.
3. Doesn’t like coffee.
4. Have more than 3 brothers and sisters.
5. Have the same last name with you.
6. Does not like Monday. Why?
7. Have birthday in this month.
8. Live in the same district.

FIND SOMEONE WHO...

1. Sleep 6 hours a day.

2. Busy on Sunday.
3. Doesn’t like coffee.
4. Have more than 3 brothers and sisters.
5. Have the same last name with you.
6. Does not like Monday. Why?
7. Have birthday in this month.
8. Live in the same district as you.

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SAS – WE ARE A BIG FAMILY
LESSON 2: PRONUNCIATION

I wish to wish, I dream to dream, I try to try, I live to live, and I’d die to die,
and I cry to cry, but I don’t know why.

THE GOOD SHIP WAITS HERE TO SHOOT THE SHEEP

Ask 4 random students to read the sentence slowly.

Introduce the topic today: Pronunciation.

Pass out the chart.

VOWELS

Go through the first line, ask student to give example word (or possible sentence)
for each vowel.

In group of 3 or 4, play the listening game, the last loser will have to make a
sentence with at least 6 words regarding to the first line of Vowels.

Repeat with 2nd line and 3rd line.

PRACTICE

BUT, MOON, TOY, SIR, SURE, LOW, LEAVE, BAR, FLOOR, PILL, APPLE,
LOOK, SET, MAY, FLY, DEAR, BEAR, NOW, DOG, FATHER

CONSONANTS

Go through with each word then have random student repeat and choose a person
to make a sentence with the example word on the Chart.

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SAS – WE ARE A BIG FAMILY
After the first line of Consonants, devide class into 2 groups, give them 5 minute to
write out as many word as possible which have same pronunciation with the first
Consonant line. Continue with second and third line.

INTONATION

Jack will cycle to the restaurant tonight.

How many way to speak this sentence and how many meaning can you find in this
sentence.

In group, make question for each key word from the sentence.

Divide class into 2 groups, each group take turn to ask the other team 1 of those
qustions, if the other team speak out the sentence with the correct press to answer
the question, that group take 1 point and continues to answer the next question.

Kate will sing in David’s concert at the weekend

A BIT OF BITTER BUTTER

This is to correct that undifferentiated "uni-vowel" that so many students use. It's a
variation on the old telephone game which I found very successful.

First I put on the board the words "bitter, butter, batter, better, Betty, bit of,
bought a". You can give definitions for bitter and batter if you like. I drilled the
pronunciation of these words, told the students to remember them without writing
them down, and erased them.

Next, I divided the class into teams by row and told them I would give some words
to the last person in the row, who would tell the next person, who would tell the
next, and so on. The first person in the row would then write the words they heard
on the board. (You might have to specify that students aren't allowed to write or
spell the words for their teammates.)

We played the game using combinations of the words from the beginning of class:
bitter batter, better Betty, bit of butter and so on. My students found this pretty
challenging.After congratulating the winning team, tell the other students they have
another chance to catch up. This time it's going to be harder. For round two, I
modified the old Betty Boughter tongue twister.

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SAS – WE ARE A BIG FAMILY
1. Betty bought a bit of butter.
2. But she said the butter is bitter.
3. If I use it in my batter,
4. It will make the batter bitter.
5. So she bought some better butter.
6. And she put it in the batter.
7. And the batter was much better.
8. Better not use bitter butter
9. If you want some better batter
10. Bitter butter makes it bitter.

Now they REALLY have to listen! You can use the extra lines for tie-breakers etc.
I awarded points only for perfect answers, so the game was really difficult to win.
The students were very involved and competitive. My classes have 65 students
each, so two rounds took up the entire period. If time ran out, the students wanted
me to stay extra time to finish the game.

In such big classes it's hard to give any attention to every individual student. This
activity means EVERY student is participating and having to listen and pronounce
words clearly. The best thing was, at the beginning of the class I had a lot of people
saying "budda-bedda-budda-bedda..." and by the end almost every person was
enunciating and speaking much more clearly and distinctly.

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LESSON 3: SLANG
WARM UP (OMG)

“I’m down to chill. Hit me up when you guys hang out.”

How many of your students could understand that phrase? Utilizing slang is an
essential skill needed to function in today’s society. Not only does slang occur in
everyday social interactions, it is also used in classrooms by peers and professors.
In spite of this, many ESL students are not taught slang in preparation for
university life. As a result, these students struggle to understand lectures and
participate in discussions that include colloquial language. By teaching slang in the
classroom, we can prepare our students for real world interactions.

VOCABULARY

1. Shady There is a guy walking back and forth. He looks suspicious.

2. Ballin’ Look at how much money he has! He is so rich
3. Hit up I will wait for you at home. Call me when you get out of class
4. Chill out Everything will be ok, calm down.
5. Ditch Dung is not in class today. She is not going/coming to class.
6. Down I am going to climb the mountain, who is going with me?
7. Bomb OMG, that drink look so delicious, I want one.
8. Bad He is very very good on fighting
9. Lame She forgot her flight ticket at home. She can’t get on the train. This is
so bad.
10. Bounce The party is so boring. Let’s leave.

PRACTICE

Have students try to remember the slang words and speak them out loud with
correct pronunciation.

Devide class into 2 groups. Play board race.

Tell them to be ready then read out a situation (without using the slang word), SS
have to guess the word and write them on the board.

Who finish writing the correct word on the board first will get 1 point.
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SAS – WE ARE A BIG FAMILY
The rest of the team can help by yelling out loud the slang word (if they want)

PRODUCTION

• Separate students into groups of relatively equal skill levels and bring out the
paper bag filled with paper slips from the Scenario Worksheet.

• Pick a slip of paper from the bag and read the scenario out loud. Give the
entire class few minutes to create a short dialogue between two or more
students using slang to fit the scenario. (Consider extending this time for
lower-level students.) For example, a scenario might be going to the movies.

Student A: Wow, that movie was really lame!

Student B: Yea, I’m glad we bounced early.

• Each group, one at a time, performs its dialogue in front of the class.

• Give a point to every group that uses the slang correctly. Give a bonus point
to the most creative group of that round.

• Then, pick out another scenario from the bag and start the process again.

• Different students must perform each round in order to give everyone in the
group a chance to speak.

Groups cannot use the same slang word twice in a row. Encourage groups to try
out different slang words.

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SAS – WE ARE A BIG FAMILY
LESSON 4: JOB INTERVIEW
WARM UP

Start the class off with a sentence, for example - 'I lost my wallet at the shops but
fortunately ...'. Then point to a student to finish the sentence. Then continue: 'But
unfortunately ...' (get the next student to finish that sentence). Continue on around
the classroom. Very funny responses - my students were talking about it for a long
time after

Teacher Notes

As globalisation continues, students from around the world have more and more
opportunities to work in companies that use English as the means of
communication in the work-place. I've found this lesson plan created a lot of
interest and enthusiasm amongst my Chinese university students in Shanghai. As
China opens up and more foreign companies are entering the market, university
students are particularly interested in learning 'English for employment' skills.

Introduction - 5 Minutes

• Teacher begins by talking about foreign companies in the country they are
teaching in. Teacher writes some of the companies on the board.
• Tell the students we will be talking about job interviews in class today.

Building the Lesson - 15 minutes

• Write the words 'employer' and 'applicant' on the board. Ask the students what
are some things an 'employer' would ask about during and interview and what
are some things an 'applicant' would ask. Write down a couple of examples.
• Give each student the hand-out titled 'Employers and Applicants.' Go over the
vocabulary as a class. Put the vocabulary on a handout.

Vocabulary
Work experience, vacation, medical insurance, bachelor/masters/MBA, degree,
training, salary, housing, promotion, work environment, experience, letters of
recommendation,

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SAS – WE ARE A BIG FAMILY
• After you have defined each word, get the students in small groups to list if the
word would be more likely used by an 'employer', an 'applicant' or both during
a job interview.
• The teacher will now go over the following questions with the students. After
each question is explained, illicit a response from the students whether this
would be a question usually asked by an 'employer' or 'applicant.' Write the
questions on a handout.

Questions

1. What salary do you expect?

2. What salary do you offer?
3. What is your work experience?
4. What did you study in school?
5. What languages can you speak?
6. Is there a chance for promotion?
7. What are the benefits?

Main Activity: Job Interview Role Play - 20 Minutes

• Divide the class groups of 4 or 5: employers seeking to hire employees and

applicants seeking to find jobs. Have SS prepair in group for a short interview
between Employer and Applicant.
• Give them about 10 minute then start the role play conversation.
• Then the other SS have to listen and take note about the interview.

Make sure the students are aware that they should ask and answer each question
and use the vocabulary given in their answers.

Extension

If time permits, ask the employers who they would like to hire and why.

Reference: http://iteslj.org/Lessons/Blake-JobInterview.html

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SAS – WE ARE A BIG FAMILY
 EXTRA: JOB INTERVIEW ROLEPLAY
Preparation:

1. Divide class in to two major groups by having them randomly pick up a card
which tells them who they will be:
+ Group of employers (parent, shop owner, restaurant owner)
+ Group of employees (who apply to be a tutor, shop assistant, and
waiter/waitress)
2. Get students to prepare for their interview by answering the following
questions:
- For employers:
+ What criteria of the position
+ How much money do you want to pay
+…
- For applicants:
+ Tell about your personal identification (Asked by the employer)
+ Tell you strengths, best skills (Asked by the employer)
+ Tell your biggest weakness (Asked by the employer)
+ Tell your career goals, future plan (Asked by the employer)
+ Advertise to sell yourself (Why they hire you)
+ Tell your salary expectation
3. Set the tables enabling students to practice their conversations as employers
and applicants.
4. Conclusion: Ask the employer to report about who wins, why they are
chosen.
Index: Questions for the interview
a. Tell about yourself

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SAS – WE ARE A BIG FAMILY
 b. What are your strengths, best skills?
c. What is your major weakness?
d. What are your career goals, future plans?
e. Why do we hire you?
f. What salary do you expect to have? Explain?

DESIGNED BY MR VO VAN SI

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SAS – WE ARE A BIG FAMILY
LESSON 5: INTERVIEW A STAR
WARM UP

Write down the name “SON TUNG”. Ask the class if they know who is he? How
do they know about him (from, job, famous for, accomplishment, scandal, working
on…)

Give yourself as an example, let the class practice interview you. Have them note
down all the question/ comment about you.

Note down all the questions that you can interview a person on the board.

Put the class into group of 3. 2 persons will practice interview the other one.

INTERVIEW A STAR

Each student should choose a famous person they plan to act as.

If the characters are well-known to everyone (ideally they should be), you can run
the activity in class. To keep the class focused or make sure they do some research,
you can use the Interview Fact Sheet. In any case, students should be ready to be
interviewed as this character so they should know something about them and be
prepared to improvise, guess or make up any answers on the spot!

Name:
From:
Job:
Famous for:
Biggest Accomplishment:
Biggest Scandal:
Now Working on:
Happiest Time:
Biggest Regret:

Now, you can do this two ways:

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SAS – WE ARE A BIG FAMILY
1) Put the students in pairs. Each student prepares 5 questions for the other student
and then they take turns interviewing each other.

2) Do a mock talk-show in class. In turn, each student goes to the front of the class,
announces who they are acting as, and the whole class can interview them.

You may choose to have the interviewers in turn do some research first. This works
best if you pair the students. One way to do it is to have each student choose who
they will be. Then pair them, at random or have them choose who they want to
interview. Now each student has to do research on both the person they picked
AND the person their partner picked. That way the questions will be more relevant
and focused.

You have to be a little careful to make sure that people don't ask insulting or
slanderous questions like, "President Bush, why are you so ugly?" Or, "Angelina
Jolie, will you sleep with me?" Other than that, this is a very fun lesson and
students get very creative explaining away scandals or making up histories of their
characters. It's especially fun when the interviewer knows more about the person
than the actor does. Encourage students to be creative!

Note: For beginner students, you might ask them to just find some basic
information on the star and formulate basic questions like, "Where are you from?"
and "What do you like to do?" For higher level students, I would push them to ask
more probing questions and give complete answers.

Now let SS act as any person they would like

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SAS – WE ARE A BIG FAMILY
LESSON 6: GUESS THE WORD
I DARE YOU

This is a fun group game for ESL classes. Divide the groups into teams. They then
take turns drawing a card (don’t let the students see the cards). The teacher reads
the card (each of which contains a “dare”) as well as the number of points the
student’s team will earn if he/she can do it. The more embarrassing or difficult the
dare is, the more points it is worth!

http://www.stickyball.net/docs/games/i%20dare%20you%20cards.pdf

GUESS MY FEELING

Devide class into 2 or 3 group, have 1 or 2 people from each group come up to act
(can use story/ situation but not similar or opposite word) the Feeling for his/ her
group to guess.

If that group can guess the right answer, they can move on with the next Feeling.

Each word will be limited in 2 minutes only.

1 point for each correct word.

• angry • cute • lucky

• beautiful • exciting • old

• careful • famous • poor

• careless • friendly • popular

• clever • happy • rich

• crazy • interesting • sad

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SAS – WE ARE A BIG FAMILY
TRIVIA GAME

ROUND 1: All Mixed Up

Questions Answers

1. What room in a house has a sink and a toilet? Bathroom

2. How do you spell the word “sweater”? S-W-E-A-T-E-R

3. What do you call your mother’s mother? Grandmother / Grandma

4. In what sport do you kick a ball in a goal? Soccer / Football

5. What is the big, hot, orange ball in the sky? The Sun

6. What month comes after May? June

ROUND 2: Starts with “S”

The answers to each of these questions will start with the letter “S”.

Questions Answers

1. What do you use to wash your hands? Soap

2. This is a farm animal that says “baa”. Sheep

3. This is another word for a rock. Stone

4. This is in a kitchen, it makes fire, and people use it to

Stove
cook food.

5. This is a sweet, red fruit that looks like a heart. Strawberry

6. This word means that you don’t feel well. Sick

CATEGORIES GAME

Separate students into teams of 2 or 3 or 4 students.

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SAS – WE ARE A BIG FAMILY
Write 5 or 10 categories on the board

Categories can be English-related (like: Nouns, Verbs, Adjectives, Adverbs, Plural

Nouns, Countable Nouns, etc.) or just fun categories or categories that reinforce
recent learned vocabulary (like Something you can eat, Something destructive,
Something hollow, Places, Something heavy, etc).

Choose one letter from the alphabet, and then give the teams a set amount of time
(usually 2 or 3 minutes) to come up with a word for each category that begins with
the specified letter. If the letter is "G," for example, answers might look like this:

Nouns: ghost

In the classroom: Gary

Something you can eat: grain

Adjectives: good

Drink: grape juice

WORD IN WORD

This is a good time killer, when you have 10 minutes left at the end of the class and
need to do something fun.

Break the ss into teams and write a vocabulary word (the longer the better) on the
board.

Then give the kids 2 or three minutes to write as many words as they can, using
only the letters in the word on the board.

After the time is up, review their words. I usually give one point for each word.
(The first time, they will inevitably miss words such as "a" or "I", and make sure to
point this out and hear their groans.)

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SAS – WE ARE A BIG FAMILY
LESSON 7: LAST CLASS
VOCABULARY REVIEW

• Put the class into two teams.

• Place two chairs in front of the blackboard facing the room.

• Number the pupils and call number 1s to come and sit in the chairs. Behind
them write two words – one for each team – making sure that the number 1s
can’t see them.

• Then each team must describe the word to their team-mate. The first person
to guess the word correctly wins a point for their team.

• Then number 2 from each team sits in the chair and the game continues.
Make sure everyone has at least one go at guessing a word.

• Prepare which words you want to revise before the lesson. To increase the
suspense the last word could be the same for both teams.

STORY REVIEW

• In group of 3, they can try and remember the stories (role play) they have
played. Once they remember a few, they need to make the titles for that
story / roleplay.

• Then have each team take turn to replay that story/ role play

STAY IN TOUCH

Meaning/Usage: To stay connected

Explanation: When you can touch someone, you are literally close to that person.
"Stay in touch" is indicating that the person wants to keep communicating so they
will be "close" as friends.

"Call me more often man. We got to stay in touch."

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SAS – WE ARE A BIG FAMILY
"I hope you stay in touch with me. I'll give you my contact information."
"Let's stay in touch. I'll email you whenever I can."
"Are you staying in touch with her, or are you guys not talking anymore?"

A: "Since you are moving to England, I'm really going to miss you."
B: "Yeah. I'm going to miss you a lot too."
A: "You promise that you'll stay in touch?"
B: "Of course. We'll always keep in touch."

Other Common Sentences

"Keep in touch. I'll want to know how you're doing."

"Julie told me that she would keep in touch with me."

Ask student to give out ideas to how to Stay in touch with each other.

Pair up student to create a short conversation about Stay in touch with different
situations.

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SAS – WE ARE A BIG FAMILY
LESSON 8: INTERESTS/ HOBBIES

FREE TIME HOBBIES INTERVIEW

Swim to travel on a horse

Ride to make a picture with a pencil

Draw to make music with your mouth

Drive to move through water

Dance to move around in a car

Sing to move your body when listening to music

Fish to buy things in the store

Shop to catch the animal under the water

Travel to go to different place to relax or work then come back

1. What are your hobbies?

2. What do you do in your free time?
3. What don’t you like to do? Why?
4. Do you think fishing is boring? Why?
5. What new activity would you like to try doing in your free time? (drill on
this question after Vocabulary)

VOCABULARY

http://www.teach-this.com/images/resources/sports-time.pdf print SPORT TIME

Divide class into 2 groups. Ask 1 person from each group to become the writer. In
5 minutes, each group need to write as many as sport name as possible (Group 1
will make Indoor sport, group 2 will make outdoor sport)

Write them on the board:

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SAS – WE ARE A BIG FAMILY
Karaoke, football, tennis, badminton, golf, watching movie, skiing, snowboarding,
water surfing, diving, fishing, listen to music, handball, volleyball, baseball,
basketball, swimming, sailing, running, go to the gym, play video game…

Practice speaking:

Ask your partner WHAT DO YOU LIKE DOING IN YOUR FREE TIME?

Explain GRAMMAR

I like to watch movie in my free time

è I like watching movie

S + like/ love/ hate/ dislike/ enjoy/… + V-ing (to express your interest)

Practice:

Ask the class to prepare 4 hobbies that they like doing and 2 hobbies that they
dislike doing on a piece of paper.

Now go find 2 friends who like/ love the similar hobbies and 1 friend who dislike/
hate the similar hobbies.

(Remember to use the sample question back in first activity)

CAN YOU REMEMBER

ESL EFL Speaking and Memory Activity - Elementary - 25 Minutes

In this memory game, students have to remember free time activities, the places the
free time activities are done and the objects used to do each activity. Each student
is given an activity card. The students walk round and form a group of three with
students who have a matching free time activity.

Each group should consist of a student with a free time activity card, a student with
a card for the place where the activity is done.

When everyone is happy with the groups they have formed, the students listen to
each group and try to remember what each group says. The groups then identify
the free time activity and the place to the rest of the class.

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SAS – WE ARE A BIG FAMILY
After that, each group will have to explain how to play and what to used with the
sport that they have.

Can you remember.PDF

DON’T CRY JONI

A. Listen to the song once for general understanding.

B. Listen again to fill in the blanks with the verbs in the song. The verbs may be in
the simple present, present progressive, simple past, simple future, or present
perfect forms.

C. Put the following events in the order in which they happened in the song.

Answer keys

(1)‘llwait/‘llgrow/‘llsee/saving/signed
(2)was/lived/‘ve.known/wrote/had
(3)read/went/fell/told
(4)cry/‘llforget/wait
(5)left/got/tried/kept/said
(6)packed/caught/had/asked
(7)ran/weren’t/fell/heard
(8) cry/ ‘ll forget/ ‘ve been/ married

C. 5-2-4-1-3-6-9-7-10-8

DON’T CRY JONI

(1) Jimmy please say you __________________ for me

I__________________ up some day you__________________
__________________ all my kisses just for you
__________________ with love forever true

(2) Joni __________________ the girl who __________________ next door

I__________________ her I guess 10 years or more
Joni __________________ me a note one day
and this is what she __________________ to say

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SAS – WE ARE A BIG FAMILY
(1) Jimmy please say you __________________ for me
I__________________ up some day you__________________
__________________ all my kisses just for you
__________________ with love forever true

(3) Slowly I __________________ her note once more

then I __________________ over to the house next door
her tear drops __________________ like rain that day
when I __________________ Joni what I had to say

(4) Joni, Joni please don’t __________________

you__________________me by and by
you’re just 15, I’m 22
and Joni I just can’t __________________ for you

(5) Soon I __________________our little home town

__________________me a job and __________________to settle down
but these words __________________ haunting my memory
the words that Joni __________________to me

(1) Jimmy please say you __________________ for me

I__________________ up some day you__________________
__________________ all my kisses just for you
__________________ with love forever true

(6) I __________________ my clothes and I __________________ a plane

I __________________ to see Joni, I had to explain
how my heart was filled with her memory
and __________________ my Joni if she’d marry me

(7) I __________________ all the way to the house next door

but things __________________ like they were before
my tear drops __________________ like rain that day
when I __________________what Joni had to say

(8) Jimmy, Jimmy please don’t __________________

you__________________ me by and by
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it’s been 5 years since you__________________ gone
Jimmy I __________________ your best friend John.

C.Put the following events in the order in which they happened in the song.

_______ Jimmy left his hometown.

_______ Jimmy read Joni’s love note.
_______ Joni cried because of what Jimmy told her.
_______ Joni wrote Jimmy a love note.
_______ Jimmy went to Joni’s house and told her that he couldn’t wait for her
because of their age difference.
_______ Jimmy got a job and tried to settle down.
_______ Jimmy realized things weren’t the same as they were before.
_______ Joni married John.
_______ Joni told Jimmy, “You’ll forget me by and by”.
_______ Jimmy returned to his hometown because Joni’s words kept haunting
him.

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LESSON 9: DATING
WARM UP

- Bring a flower to the class and ask a student out for a date.
- What is your ideal boyfriend/ girlfriend

FIND YOUR PAIR AND ASK THEM OUT

Hand out the matching card for everyone, ask them to get up and find their pair.

When they all set with their partner, ask them to practice asking the other person
out for a date.

(They can randomly accept or deny the request “politely”)

Cinema You want to watch Minion movie

Coffee shop You want to enjoy coffee with
“accoustic”music
Dinner You love eating at 5 star restaurant
Go to the beach You really want to go to Vung Tau
Music concert You love music
Go shopping in Vincom You want to buy a Gucci watch
Hang out at the park next to a beautiful You like quite and romantic place
river

VOCABULARY

Last night at the cinema, Tracy stood me up. She went Dutch on me

1. blind date 6. go Dutch

2. break up with 7. have a crush on

3. fall in love 8. love at first sight

4. get divorced 9. propose

5. get engaged 10. stand someone up (not showing

up)
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ROLE PLAY – Make up situation to use the word above

SPEED DATING

Warm up

Write speed dating on the board. Pause for a moment, read the faces in the
classrooms, you usually know who is familiar with the topic and who isn't. After a
quick glance around the room ask the classroom, "What is Speed Dating?" Some
students will be familiar with the topic because of popular movies, pop culture or a
variety global sources that they are exposed to.

After asking the students what speed dating is, I like to give them the following
questions to discuss in small groups.

1. "Does speed dating exist in your culture?"

2. "Have you ever been speed dating?"

3. "Do you know anybody who has ever been speed dating?"

4. "Do think it is a good way to meet new people?"

5. "Would you try speed dating if you had the opportunity?"

Try to put students in groups that evenly distribute your talkers. A group of
students that answer with one word responses won't be beneficial because they
won't challenge each other.

After the small group discussions, open the floor to a classroom discussion, this
discussion should only last as long as the students are willing to talk.

Activity
Have the students create new profile, and put an emphasis on the details. They
should create a name, occupation, hobbies, faults, achievements, educational
history etc., and encourages the students to be outrages! The more exaggerated the
profile the more fun the students will have.
Arrange the class room so the desks are in two rows, facing each other like this
(example is for ten students)

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 Student 1 [] [] Student 6

Student 2 [] [] Student 7

Student 3 [] [] Student 8

Student 4 [] [] Student 9

Student 5 [] [] Student 10

Now the students have a completely new persona to talk with. This next
conversation should last three minutes as well. After three minutes the students
rotate again. With 10 students you will have 5 three minutes conversations.

Post Activity

The very first thing I do when the activity is finished is tell them how long they
spoke for, five three minutes conversations is 15 minutes. So I would say,
"Congratulations, you just spoke constantly and fluently for 15 minutes straight,
that is a victory," it helps to remind the students that they are actually making
progress.

At this point you can put all the boys in one group and all the girls in another group
to discuss, or gossip, about their dates. The students wxill talk about what date was
the best, what date was the worst, who was the most interesting, etc.

I like to have the students choose one student they are the most compatible with,
and all 10 reveal their selections to see if there are any matches. *It is important to
put an emphasis ons persona and hypothetical characters so nobody gets their
feelings hurt, I make sure students understand this from the beginning so they can
create a persona that has nothing in common with their real selves.

Great activity, good for lots of laughs, but also very good to improve confidence
and fluency

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LESSON 10: JOBS

WHAT IS YOUR DREAM JOB? WHY?

BRAINSTORMING / DEBATE – ROLEPLAY

STEP 1 Job list: Babysitter, Accountant, Actor, Actress, Athlete, Baker, Banker,
Chef, Chief, Dentist, Doctor, Editor/ Writer, Engineer, Lawyer, Mechanic,
Musician, Nurse, Pharmacist, Pilot, Policeman, Businessman, Teacher, Tour
Guide….

STEP 2 Write a job title on the whiteboard. Choose "BABYSITTER". Brainstorm

beneath this heading the "advantage" of being a babysitter.

It is important to make the students realize that for this part of the activity they
have no choice. They are only going to think about the positive aspects of the job.

You might lead the students into the activity by choosing one or more students and
asking them questions to get them thinking:

"You are a babysitter, you like your job, why?"

"You work in a home. Why do you like it?"

"You like working with children, why?"

"You often work at night, what are the advantages of this?"

"It's different from working in an office. How?

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While you are asking the student questions like these, start writing the answers on
the board in note form as below:

Babysitter advantages

You can watch TV

It's comfortable.

Children are fun.

Babysitters have free time during the

day.

No taxes.

Food is usually free.

No pressure.

You can read books.

Work in a friendly environment.

No boss hanging over your shoulder

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STEP 3 Group the students in pairs, give them an A4 sheet of paper and get them to
choose a job and begin writing an advantage list as you modelled on the board (see
above).

STEP 4 After a few minutes, rotate the lists around to give each pair fresh
brainstorming material. Push the students to think of new ideas as this will make
for better and more lively debates in the next part of the lesson.

STEP 5 When the A4 sheets are just about full, stop the students. Pick up one of
the "Job Advantages Sheets" and introduce the notion of a debate if the students
aren't familiar with it.

STEP 6 Select a pair of students and make sure they are aware they are supporting
the job from the job sheet they are holding. Supposing they are holding the "Chef"s
Assistant Pros" sheet and you (the teacher) are holding the "Babysitter Pros" sheet
you might start the debate by saying:

"Being a babysitter is better than being a chef's assistant

because it's easier work and you don't have a boss watching you".

A student might reply

"But being a chef's assistant is more useful

because you gain work experience and learn about food".

This TEACHER-STUDENT exchange (which can be carried on as long as you like

because both sides have plenty of firepower ready from the A4 sheets) usually
kickstarts the debate process.

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JOB FAIR/ JOB INTERVIEW

The purpose of this lesson is to give false beginners some practice at job interviews
in English. This lesson is intended more for adults or college students. Although, a
real job interview will be much more complex, this lesson should give students a
look at the vocabulary that is necessary for doing a job interview in English.

This lesson follows a format of a discussion, followed by a role-play activity.

Preparation

Benefits and Qualifications/ Employers Activity Sheets/ Job Seekers Activity

Sheets

Note: The Employer Sheets and the Job Seeker Sheets are both seven pages long.
There are seven different employers and seven different job seekers. Also, you
might want to consider editing the information to suit your particular class.

VOCABULARY

Fair (n)

Represent (v)

Offer (v)/ (n)

Benefit (n): promotion, tip, raise, per (20/hour), commission, discount, insurance
(dental, medical)

Qualification (n): major (hospitality, biology), certificate, license, skill (typing,

calculating, speaking)

Shy, responsible, creative, kind, generous, talkative

Introduction and Discussion:

Tell the students that you will be talking about job interviews today. Define the
words benefit and qualification on the board.

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Make a chart with the headings benefits and qualifications on the board and ask the
students to come up with some examples. Write the examples under the appropriate
headings.

Now hand out the worksheet titled Benefits and Qualifications. Go over it as a
class. In groups decide what the most important benefits and qualifications are. Ask
a few students what benefits they want. Then ask a few students what qualifications
they have.

Role-play Activity: Job Fair

Now, comes the real focus of the class: a role-play activity to practice doing job
interviews in English. Divide the class into two groups: companies seeking to hire
employees and people seeking to find jobs.

The companies line up in row. And the job seekers go from company to company
and ask about the jobs. The job seekers are primarily interested in what benefits
they can get. The companies are primarily interested in the qualifications of
potential employees.

Before you let the students go at it, you should probably model an example
interview with one student. You may also want to discuss the questions that each
party will want to ask (though I've found it is not necessary).

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LESSON 11: AT THE RESTAURANT
THE BIG BACK BUG BIT THE BIG BLACK BEAR, BUT THE BIG
BLACK BEAR BIT THE BIG BLACK BUG BACK!

Introduction:

Tell the students that they will be ordering food from restaurants today. Invite one
student up to the front and give the student a menu. After the student has had a
short time to look at the menu, say, "May I take your order?"

Usually, the student will say something very basic, "Hamburger." If this is the case,
I walk to my pretend kitchen, cook up a pretend hamburger, and when I am done,
pretend to spit in it. The class will usually laugh and the student who ordered it may
be surprised.

If the student gives a more sophisticated answer, then I write it on the board and
then we begin to discuss other ways of ordering food.

Discussion:

The purpose of the above demonstration is a lesson in pragmatic competence. Just

barking out orders can be perceived as being rude and may have real consequences.
After the student sits back down, I ask the class why I spit in the student's
imaginary hamburger.

As a class we briefly discuss ways to order food: I'll have a hamburger, please. I'd
like the seafood spaghetti.

1. Welcome.
2. Give Menu.
3. Give recommendations
4. Take their orders.
5. Confirm their orders.
6. Ask how the meal was and if they want dessert.

Ask ss give some polite sentences for each step.

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MAKING A RESTAURANT MENU

The students must write their own menu which includes appetizers, main menu,
deserts, and drinks.

Once they have finished their menu have them practice the dialog again using items
from their own menu. This can be done as a role play in front of the class or as a
simple dialog drill where the entire class is practicing at one time. I personally like
the role play method.

Vocabulary

Grill Egg roll

Fry Sweet soup

Boil Wonton/ Dimsum

Stew

Steam

Roast

Mixed rice papers

Sticky Rice

Sea food (fried) rice

Curry chicken

Beef noodle soup

Stuffed pancake

Blood pudding

Beef rice noodles

Crab rice noodles

Soya noodles: mien

Spring roll
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Role-play Activity:

Now, come to the real focus of the class: a role-play activity to practice ordering
food. Divide the class into three: one third of the class will become restaurant
waiters and the other two thirds will partner up and go around to the various
restaurants and order food.

The waiters should receive their 'Special of the Day' prompt cards and their activity
sheet. As customers visit their restaurants, waiters have to write down the orders.
Likewise, the customers write down what they ordered on a sheet.

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LESSON 12: AT THE AIRPORT
BRAINSTORM

Divide the class into 3 groups, brainstorm the word Airport, name out anything that
related to Airport. 5 minutes to prepare.

BOARD RACE

REVIEW ABOUT CONTRY AND NATIONALITY

CHECKING IN

The airport is your first stop before leaving on your dream vacation or trip. You
should arrive at the airport with plenty of time to spare. Don't arrive 10 minutes
before your plane departs. You can park your car in long-term parking if you are
planning to be away for a few days, or you can ask someone to drop you off in the
loading zone right in front of the airport terminal. In some cases, you can check
your bags there at curb side, or you might have to go to the check-in counter inside
the airport. Many airports now allow you to check in at a computer kiosk, but you
will still need to check your bags if you have any. Once you are checked in, you
will have to pass through security where they will check your ID and your carry-
on bags. You will also need to walk through a metal detector, which will check for
illegal items. After you pass through security, you can walk to the gate where you
can wait to board your flight. Just wait until they call your section to board. Enjoy
your flight.

***DECLARE: khai hang hoa

***PLAN (v) (n): y dinh

MATCHING ACTIVITY

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Depart (v) When you’re leaving on a plane
Long-term parking (n) Where you can park your car for long time
Drop off (v) Take someone to the airport then leave
Airport terminal (n) The building to get to the plane
Computer kiosk (n) The information machine at the airport
Board (v) Get on the plane from the waiting room
Declare (v) to inform about something

AT THE CUSTOMS

The purpose of this lesson is to give students the skills to pass customs with as little
trouble as possible.

Preparation:

The Teacher will need to print off and photocopy customs officer role-play
sheets, traveler role-play sheets, and passport and character prompt cards.

Go to this website to download

https://bogglesworldesl.com/survival_travel_english/airport_english.htm

Note: There are two versions of the customs officer role-play sheet, A and B. This
is so that students can hear common customs questions asked in more than one way
(2 officers at a time)

Introduction:

Tell the students that they will be studying airport English. Have one student come
up to the front. Give that student a passport card and explain that you are a customs
officer. The student will have to pass customs. Because you are the customs officer,
you will be able to lead the conversation.

Discussion:

After a few students have tried to get through your customs and immigration, then
go over the conversation.

Write the questions on the board and ask the students what possible answers could
be. With all of the questions and possible answers on the board, have a few more
students try to come through your customs. Hopefully, they will have no problems
doing it well.
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Role-play Activity:

Now, comes the real focus of the class: role-playing going through customs. The
class will be divided into two groups of students: customs officers and travelers.

Hand out the custom officer role-play sheet to the custom officers. Each custom
officer represents a country of their choosing and they will briefly interview each
traveler before letting them into the country.

It works well when you put their desks in a line so that the travelers can go from
one customs officer to another in an orderly fashion.

Handout the passports and traveler role-play prompts to the travelers. Have the
travelers read their prompts.

Note: you should be able to fold the character prompts and paste them onto the
back of the passports. It is very convenient like that.

As travelers get interviewed, the customs agents take down the travelers'
information. The travelers write down what countries they visited.

Finally, if time permits have the students change roles.

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LESSON 13: TOURIST INFORMATION
HOLIDAY HABITS (Find someone who/ Adverbs of frequency)

Tell the class that they are going to ask each other about their holiday habits.

Give one worksheet to each student and write these phrases on the board: Yes,
always. Yes, usually. Yes, often. Yes, quite often. Yes, sometimes. No, hardly ever.
Never.

Ask the students to look at the first statement and elicit the question: Do you take a
lot of photos on holiday? Ask the question to different students in the class,
explaining that they must answer using one of the phrases on the board. When
someone in the class answers using the matching adverb of frequency (Yes,
always.), get all of the students to write that student's name next to the first
statement on their worksheet.

When everyone is ready, the students go around the class and conduct their survey

http://www.teach-this.com/images/resources/holiday-habits.pdf

VOCABULARY

Divide class into 2 groups, ask them to put these following words in the correct
chart (Place to relax/ Place to eat/ Place for shopping/ Place for nightlife)

Give them a few minutes to work and have them write the words on the board.

art gallery, apartment, beach, coffee house, campsite, hotel, lake, downtown,
mountain, museum, palace, park, restaurant, suite, pool, villa, park, wine bar,
market, exhibition (triền lãm), opera house

Check students understand what each place is by giving an example (local or

international).

Check pronunciation (e.g. model orally and drill, mark the stress on the board).

COMMUNICATION

Pick a few random pairs of SS, ask them to act as a Tour Guide and a Guest

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The Guest will ask about somewhere to eat/ somewhere to stay/ somewhere to go at
night…

The tour guide will come up with a name of place/ or create a name of place to
answer the client.

PREPERATION

Focus on and reinforce the functional language by recapping on the different

functions used (it is important for students to become familiar with functional
labels so that they can categorize the language they are learning and use it
appropriately

Follow these steps for a formal conversation between Tour Guide and Client

Offering to help

• Can I help you?

• May I help you?

Asking for more detail

• What type of place are you looking for?

Making a suggestion

• Why don’t you check out the…..?

• I can recommend the…

Offering more help

• Is there anything else I can help you with?

• Would you like any more information?

Ending the conversation

• Have a good day.

• I hope you enjoy (the meal)

ROLE PLAY

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Stage 1

Divide class into team of 2 or 3.

Ask each team to complete the Information sheet for their city. The activity will be
more communicative, but more challenging if each team can complete the sheet for
a different place (but it is not essential).

They can invent information they are not sure about

Stage 2

• Use 1 person from each team to be the Tour Guide

• Arrange the class so that the tourist information officers are sitting behind desks.

• Give each of the visitors a different area to ask about (places to relax, places to
eat, night-life, shopping, places for children).

• Visitors go to each of the desks and ask for information on their area, and make
notes from each Tour Guide.

• At the end they should decide which of the places to go to (or which of the
information officers gave the best information).

Stage 3

• Restart the Role play with different Tour Guide from each team

http://www.onestopenglish.com/esp/hospitality-and-tourism/pdf-
content/hospitality-and-tourism-giving-information-tourist-information-centres-
elementary/157399.article

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LESSON 14: GIVING DIRECTIONS
“Around the corner” What is near here?

WARM UP

Blindfold yourself and ask students to guide you (to a seat)

After having one student to leave the classroom, the teacher instructs the remaining
students rearrange classroom furniture. The student who has left the classroom is
then blindfolded and brought back in. Students then use the target language to lead
the one blindfolded through the maze of rearranged classroom desks and chairs to
some goal—this could be a special treat, a piece of candy, a valuable item

DIRECTIONS TO A NEAREST GAS STATION

On the board draw a rough map from the school to the nearest gas station, just a
few streets and coffee shop will do.

Ask “Excuse me, can you tell me how to get to…” Then ask where a few other
places are and have students draw and label them on your map.

PREPOSITION OF PLACE

At: we use “at” to talk about an exact place or position

On: attached, next to or along the side of (river), used to show that something is in
a position of above something else, left - right

In: Use to talk about something that stays inside another

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Introduce the following phrases:

- crossroads of (1) and (2)

- at the roundabout

- go straight until you come to….

- go along (Thi Nghe river)

- take the first left/right

- go across, at the end of,

- around the corner (near here)

- It’s across from

- It’s next to

- opposite

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Explain the meaning of each phrase and lead some pronunciation practice
exercises.

ROLE PLAY PRACTICE

Add some more new places on the map from the second activity.

Pair up student and let each pair practice asking and giving direction (to any
random place on the map)

GROUP PRODUCTION

Divide class into groups of 3 or 4, have each group pick 1 famous place in
downtown HCM city.

Give them 5 minutes to prepare the direction to get to their place of choice.

After they are all ready, have them role play asking and giving direction to the
places where they chose as groups.

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LESSON 15: MAKING PLAN
WARM UP ACTIVITIES

FIND SOMEONE WHO WOULD LIKE TO… THIS WEEKEND

___ go for a drink

___ go to the beach

___ go dancing

___ go shopping

___ go swimming

___ visit a temple

___ watch a soccer game

___ study English

___ have dinner

___ go to a concert

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TELEPHONE

The purpose of this lesson is to give false beginners the skills to call somebody and make
plans or make excuses.

This lesson follows a simple format of an introduction and discussion, followed by a line-
up activity.

Preparation: The teacher will need to print off and photocopy the caller worksheet and
the receiver worksheet.

Introduction:

Tell the students that they will be making plans. Before explaining anything, give one
student a note on which something like the following is written:

Call _______ and ask him to go to a movie Saturday night.

Another student's name should be written in the blank. Make the student actually pick up
an imaginary phone and dial. Then you, the teacher, say, "Bringgg. Bringgg." and point to
the person whose name is in the blank. Hopefully that person will be surprised but will
still pick up their imaginary phone.

Listen carefully to how your students approach the task that has been set for them
and record their conversation on the board as it is happening (or just after).

Usually, I find the conversation is very basic, lacks any sophistication and is very to the
point.

Discussion:

Now that the conversation is written on the board, you can go through and make
suggestions. Did they exchange greetings properly? Did the caller jump right to asking
about going to the movies? Or was there some requisite small talk first: How are you
doing these days? Did they remember to set a time and place to meet? Did the receiver
show some enthusiasm at the proposal?

Now have another pair of students try it out. If all goes well this time have a third pair try
it out but stop them when the caller asks if the receiver is busy. What if the receiver is
busy? What could she say? Or what if the receiver isn't busy, but then doesn't really want
to do the proposed activity? Flat out refusing a request might make the caller feel bad so

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you can discuss how to make excuses. Give them some pragmatic competence. In the
role-play that follows students are supposed to say, "Oh! I just remembered I have to . . .
", if they want to make an excuse.

Role-play Activity:

Now, come the real focus of the class: a line-up activity to practice making plans. Divide
the class into two groups: callers and receivers. Give each group their respective
worksheets. Callers have to check off ten things that they would like to do. Receivers will
check off five things that they don't want to do. Callers will make calls and asks receivers
to do the activities that the callers checked off. If the receivers are not busy and
they want to do the activity (i.e. the receivers didn't check it off), then the receivers
accept the proposal and both parties negotiate a time and place and record the information
on their worksheets.

Class setup is very important for this. Basically, the class is setup so that there are two
lines of chairs. The receivers will face the wall and the callers will sit behind them. See
the picture above. The receivers should have their names pasted onto the back of their
chairs if the students are not too familiar with each other.

Callers will go to a receiver and tap on that receivers shoulder and say, "Bring! Bring!"
Receivers will answer and they will either make plans to do something or the receiver
will make an excuse. After they hang up the phone, the caller stands up and waits for the
next available chair behind a receiver and tries the conversation again. As more and more
phone calls are being made the schedules should start filling up and it will become harder
and harder for the students to negotiate a time to meet. This will present them with a new
task:

A: Are you busy on Tuesday evening.

B: Yes, sorry. I have plans with Minsu. How about Wednesday afternoon?

A: No, I'm busy on Wednesday.

Target Language:

Jim: Hello.

Susan: Hello. Is Jim there please?

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Jim: Speaking.

Susan: Hi, Jim. This is Susan. How are you doing these days?

Jim: Good. What's up?

Susan: Are you busy on Friday evening?

Jim: No, I'm free. Why?

Susan: Would you like to have dinner together?

Jim: Sounds good. What time would you like to meet?

Susan: How about 7:00?

Jim: 7:00 is fine. Where would you like to meet?

Susan: Why don't we meet in front of Antico's Italian Restaurant?

Jim: Sounds good. See you there.

Susan: Great. Bye.

GROUP ACTIVITY

Devide class into 4 groups. Give each group a Role Play card.

Give them 5 minute to learn their Role, then begin the Telephone activity.

When each person from each team performs the Role play, the rest of the class has to
listen and answer these questions:

1. What is the purpose of the phone call?

2. How does the phone call end?

3. List any useful telephone expressions you hear:

Group 1:

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You just broke up with your girlfriend/ boyfriend, you are very sad. You call your friends
to ask them to go with you for a walk in district 1.

Group 2:

You just came home from 20 hours of work. It is 9 o’clock in the evening and your best
friend call you when you are about to go to sleep. You are very tired and upset to pick up
the call.

Group 3:

You are sitting at home, watching a very interested movie, your friend call you to invite
you out for a walk. Your motorbike is in a repair shop, you don’t have money for Taxi.
But you really want to meet your friends.

Group 4:

You are working night shift at KFC, you hate your job and really want to quit. Today is a
very busy day, and you are exhausted. You want to leave and have some good coffee with
your friends.

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LESSON 16: COMPLAINTS AND EXCUSES

VOCABULARY TASK -----------ceiling

Print Vocabulary Task file

PERSONAL COMPLAINT MENU ROLE PLAY

Be sure that students are aware of complaint, apology and excuse grammar and
vocabulary before you embark on this activity. It is suitable for pre-intermediate and
intermediate levels.

Step 1 On the board write "NEIGHBOR COMPLAINT MENU" then ask around the
class for sample complaints. Write them on the board. The board might look like this:

NEIGHBOR COMPLAINT MENU

They always have noisy parties.

The dog barks all night.

The children are really naughty.

There is always trash in front of the house…...

Step 2 Put students in groups of 3 and have ready an A4 sheet of paper for each group.
Each sheet of paper has one of the following headings:

BOSS COMPLAINT MENU

BROTHER/SISTER COMPLAINT MENU

HUSBAND/WIFE COMPLAINT MENU

ROOMATE COMPLAINT MENU

RESTAURANT MANAGER COMPLAINT MENU

BOYFRIEND/GIRLFRIEND COMPLAINT MENU and so on....

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Each group of students then chooses one of the complaints topics and begins to write
complaints on their sheet of paper (as you modelled on the board).

Step 3 Rotate the complaint menus every 3 or 4 minutes so each group gets to work on
each menu. In this way they get a feel for the different kind of complaints.

Step 4 Once the menus have rotated right round the class or the sheets of paper are full of
complaints tell the students to stop writing and model the final part of the activity - the
roleplay. Pick up one menu (Neighborhood Complaint Menu) and address a pair of
students saying

Here are expressions you can use when complaining:

• I have a complaint to make. ...

• Sorry to bother you but...
• I'm sorry to say this but...
• I'm afraid I've got a complaint about...
• I'm afraid there is a slight problem with...
• Excuse me but there is a problem about...
• I want to complain about...
• I'm angry about...

"Look, you are my neighbors and I'm not very happy. My first complaint is that
you always have noisy parties."

The "neighbor" students will apologize and try to make excuses....and then you continue
through the complaints....

Positive response to complaints:

• I'm so sorry, but this will never occur / happen again.

• I'm sorry, we promise never to do the same mistake again.

• I'm really sorry; we'll do our utmost/best not to do the same mistake again.

Negative response to complaints:

• Sorry there is nothing we can do about it.

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 • I'm afraid, there isn't much we can do about it.

• We are sorry but the food is just alright.

"Also, there is always trash in front of your house.."

Step 5 Finally, select one student out of each group to be the complainer. Give this
student one of the complaint menus. The students then begin to roleplay. Be sure to rotate
the students and menus around to keep the topic material and responses fresh.

SITUATION: VERY ANGRY CUSTOMER IS CALLING CUSTOMER SERVICE

Role A

You are a customer who has just bought a very expensive machine, but after 3 days, the
machine started making terrible noise, and you are very worried that something bad is
going to happened to the machine and to the work that you are working on it. On top of
this, you have been trying to call the Sale person who sold you the machine but the phone
is off.

You are more angry because you can not finish your work on time because of the
machine and also losing a lot of money from the work.

You call the customer service and been put through 3 wrong department store and now
you are FURIOUS.

You finally get to speak to the manager of the company. You want ACTION!

Role B

You are a manager of an important manufacturing company and you have had a very
busy day. You are finally just about to take your lunch break when the telephone rings. It
is the receptionist who tells you that this is a call you must take, as the customer is very
angry about the machine.

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You pick up the phone and realize that this is a very serious customer complaint. You will
get fired if your boss find out about this problem.

You have to try and resolve this problem quickly and as quiet as possible before you boss
find out.

MAKING AN APOLOGY

APOLOGIZE - One Republic & Timbaland

I ____________________ on your rope (HOLD – present continuous)

Got me ten feet off the ground

And I ____________________ what you say (HEAR – present continuous)

But I just can’t make a sound

You tell me that you ____________________ me (NEED – simple present)

Then you go and cut me down

But wait, you tell me that you’re sorry

Didn’t ____________________ I’d turn around and say... (THINK – simple present –
negative)

That it’s too late to apologize, it’s too late

I said it’s too late to apologize, it’s too late

I’d take another chance, take a fall, take a shot for you

I need you like a heart ____________________ a beat (NEED – simple present)

(But it's nothing new)

Yeah yeah

I ____________________ you with a fire red, (LOVE – simple past)

Now it’____________________ blue (TURN – present continuous)

And you say sorry

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Like the angel heaven let me think was you

But I’________ afraid... (BE – simple present)

It’s too late to apologize, it’s too late

I said it’s too late to apologize, it’s too late (x2)

I said it’s too late to apologize, yeah

I said it’s too late to apologize, yeah

I’m holding on your rope

Got me ten feet off the ground..

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LESSON 17: TRAFFIC

WARM UP

Let’s imagine that we went to a café. And it’s like speed dating, where you have to
change your companions. At first when we come in there are tables for three
people. So when I say Start I want you to unite into groups of 3 and you will have
about a minute and a half to learn each other’s names, to learn each other’s hobbies
and find something that all three of you have in common.

When I say Switch, it means that now you need to unite into groups of four,
changing all of your partners. And again you will have about 2 minutes to learn
each other’s names, hobbies and find something in common.

Then again, into new groups of three or into groups of five.

MAKING EXCUSE

“It is Monday morning and you woke up late for work. You are rushing to work
after cleaning up. You call your boss to tell him about your being late”

Put students into pair. Ask them to come up with a short conversation on the phone
for this problem.

VOCABULARY

Bumper to bumper: when car or/ motorbikes are going so close together on the
road

Traffic jam: a long line of motorbikes or cars on the road that not moving or
moving very slow.

Stuck (in traffic): You are in the middle of traffic, can’t move forward or
backward.

Hold up: Why are you late today? What hold you up?
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Rush hour/ peak hour: the time of the day that the road is full of motorbike and
car

Rush (v) (to work)

Run out of (gas/ petrol): empty of gas

Pull over: The police pull me over because I was going too fast

Pull out: I almost hit the car when i pull out from the curbside

Run over: I run over a cat on the way to work. I am so upset.

Delay: I am having a delay today because the traffic is so terrible.

Road rage: violence situation between 2 motorists/ car drivers on the road (have
you ever seen a road rage? What happened?)

License: the card

ROLE PLAY 1 – MAKING EXCUSE

Person 1: You are late for work this morning. You want to have breafast before
coming to work. So you call your boss to tell him that you are stuck in a traffic jam.
You will be at work 20 minutes late.

Person 2: You are the boss. You are upset and stress because you have lots of
things to do at work today. You are on your desk working hard when a call comes
in.

ROLE PLAY 2 – AFTER HAVING BREAKFAST

Person 1: You are a police man. There is a motorist who is going so fast toward
you. You need to pull him over to check his lisence before accident happens.

Person 2: You are rushing to work now after having breakfast. You don’t want to
be late.

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ROLE PLAY 3 – AT THE OFFICE

Person 1: The boss. You are very upset because your staff comes in almost 1 hour
late.

Person 2: You are finally here at work. Try to come up with a good excuse to talk
with your boss about your delay. Do not let him know that you stopped to have
breafast. Try to apologize for being late.

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LESSON 18: THE WEATHER

Warm up

Start off with your usual warm up and try to get students talking about seasons.
Ask each student what season they like best and and why. (give a season and
activity)

This could elicit much of the vocabulary you plan to practice during the lesson so if
certain vocabulary words come up, write them on the board.

You can also talk about different activities students like to do during particular
seasons and why some of them, such as snowboarding, cannot be done year round.

Introduce

Through your warm up activity, you may have been able to build a vocabulary list
on the board which is good because it shows that some students are familiar with
these words and will make the introduction easier.

If you are unable to elicit any weather related vocabulary, you will have to spend
more time on your introduction and practice sections.

Once you have completed the warm up, introduce your weather related vocabulary.
Ask ss what type of weather we have here in Vietnam.

VOCABULARY

Sunny, cloudy, rainy, snowy, stormy, foggy, haily, chilly, freezing

Breeze, thunder, tornado, hurricane, flood, temperature

Drill these new words by asking student to make sentences with 9 words

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Note: You can add in “place; time; with who; or transition word of Place (but,
when, while, also, on the other hand).

Crazy weather story

This is an activity that will make your students speak in class and be creative.

• Ask students to write 2 words about weather on a piece of paper and tell
them not to show anyone.

• The teacher starts telling a story, then stops and chooses a student.

• That student will continue the story and must use his/her word. This student
then chooses the next student to continue the story.

• The last student must end the story.

WHAT ACTIVITY CAN’T YOU DO IN HOT WEATHER?

WHAT ACTIVITY CAN’T YOU DO IN COLD WEATHER?

(Devide class into 2 groups)

I’m Going on Vacation

Do you have a dream vacation? Most people can imagine where they would like to
go whether it is skiing on a dramatic slope or sunning on a peaceful beach. Give
your students some practice with weather words by getting them thinking about
their dream vacation.

Have your class sit in a circle and ask a volunteer to start. The person who takes the
first turn will also take the last turn in the game. With each turn taker, the person
should first describe in about two sentences the type of weather he would like on
his vacation, and then tell the rest of the class where he will go on that vacation.

For example, “I like sunny skies and warm ocean water. I’m going on vacation to
Hawaii.”

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The second person, whoever is sitting to the left of the person that just went, will
describe her dream vacation weather, and then tell the class where she is going on
vacation. Then she must also repeat where the first student is going on vacation.

The third student then tells the class about his dream vacation weather and then
where he will go. He also says where student number two will go and then where
student number one will go.

Continue in this manner until you make it all the way around the circle to the first
student who must say, in the correct order, where each of his classmates will take
his dream vacation. Feel free to prompt students throughout the game if they are
stumped, but do not be surprised if the students do it on their own. If you have the
map on the wall from the previous game, you could also let your students put their
markers on the globe where they said they would like to vacation after the game is
finished.

Twenty Questions

Here is a game that reviews not only weather words but also question asking. Have
one student choose a location he would like to visit.

You can supply a list of possibilities or just let him choose at random. The rest of
the class takes turns asking yes/ no questions about the weather of that place.
Encourage your students to use questions about the weather at the beginning to
narrow down the possibilities.

If the class cannot guess after twenty questions, the student answering the questions
wins. If they are able to guess before using all twenty questions, the class wins.

Give each student a chance to be the question answerer. If you have a particularly
large class, you may want to break your students into small groups to play the game

Role play

You go to pick up a friend from the airport. He/She is from Hanoi, comes to HCM
city to visit you. Pair up, make a short conversation about weather with your friend.

Example:

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A: Hi, welcome to HCM city, how do you feel after the flight?

B: Thank you. Im feeling wonderful. What a beautiful weather here.

A: Oh, what is the weather like in Hanoi?

B: It is terrible. It is cold and lot of rain in the last few days.

A: Really?! What is the tempature in Hanoi right now?

B: I think it is 18 degree.

A: I see.

B: So how is the weather on Tet holiday in HCM city?

A: ______________________________....

Work in pair/ or 3, interview your friend, then present about your friend.

• Do you like cold, rainy days or do you like hot, sunny days?

• Do you ever feel "under the weather"?

• Which is your favourite season?

• Some people get depressed in the winter. Do your emotions change with the
seasons? How?

• Some people love the feeling of rain falling on them and others people hate
it. How do you feel about being rained on?

• Which do you think is worst: being out in uncomfortably hot weather or

uncomfortably cold weather.

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LESSON 19: LIFE
5 Activities

1. Most Important Things in Life

2. Life is:

3. Life's Ages

4. Necessities in Life

5. Pleasures in Life

Level: Intermediate up
Age: Adult

Most Important Things in Life

Activity A

Get students to list off their spontaneous answers. They must justify and explain as
they talk.

Activity B

Using the ideas below as well as your own, get the students to list off the ten most
important things in life, putting them in order of importance.

• Money • Job

• Love • Health

• Ambition • English

• Friendship • Etc.

• Self-esteem

• To feel useful

• Family

• Food
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 Life is:

Activity A

Brainstorming activity; get the students to define "life". Below are some
student answers which shouldn't be shown to students until they have
contributed something.

• Is an adventure.

• Can be wonderful.

• Life is like an onion: when you remove all the layers, there is nothing

• left.

• Life is a dream.

• Life is hard but beautiful, too.

• Life is a film in which you are the main character.

Activity B

You could even devote a whole class to discussing student comments.

Life's Ages

Life is said to have four stages, according to a Peter Laslett:

• Childhood.

• Working and family.

• Freedom from work and family.

• Decrepitude and death.

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 Activity A

Discuss these with your students.

Activity B

Get your students to draw up their own list of life's ages; for example, they
may choose to start off with "baby" stage and end up with "octogenarian".
Beside each step they choose, they could give an explanation of their
opinion. They could give details of the aspects that differentiate, say,
children from adolescents. Most students agreed that childhood,
adolescence, adulthood and old age were the top four stages; but are there
more? Infancy? Young adults? Middle-age? Incidentally, the word "infant"
comes from the combination of the prefix "in" (= not) and the present
participle of the Latin verb "For" (To talk). The literal translation of
"infans" is "not talking", which is one way of looking at a toddler: A being
who cannot talk.

Activity C

Which age is the best? Why? Does life "begin" at 40? I asked the latter
question and then got my students to finish off the following sentence:

Life, for me, begins/began at:

• Thirty, because I have a job; a flat; I feel settled; I have money to travel.

• Twenty five/six, because I have finished my studies and started to work.

• Thirty, because I ended a boring relationship-and started to live!

• Twenty two, because I got my first job.

• Fifteen, because I moved home to a better place.

• Etc.

Activity D

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 What did you want to be as a child? In theory, a simple brainstorming
activity. But it could lead on to many other topics. My students produced
the following: F = Female M = Male

• An Economist (F)

• An Actress(F)

• Somebody with authority (M)

• Hostess, Hairdresser (F)

• A Bird (F)

• A Fireman; I loved taking risks (M)

• A Doctor (F)

• A millionaire (F)

• Etc.

Necessities in Life

Activity A

Sound out your pupils on what they feel is a necessity for them in life at
the moment/in general

Activity B

Get each L2 to choose what he believes are the three most relevant
necessities from the following list.

• A certain amount of good food is necessary.

• Water is necessary to live.

• Friends are necessary.

• Romance is necessary.

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 • Sex (?).

• Cars are necessary.

• Alcoholic drinks.

• School.

• Politeness.

• Money.

• Holidays are necessary.

• Family

Activity C

Debate and see whether there is a male-female difference.

Activity D

You could also do the following: Ask them to eliminate the "necessities"
that they could, if pushed, do without.

The "things that are not necessary in life at all?

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LESSON 20: SPORTS
WARM UP

Divide the class into Teams A and B.

Assigns each team a topic: Sport (Indoor Sports – Outdoor Sports)

Each team meets for 5 minutes in private and collectively draws up a list of ten
items related to the topic. After the lists are made, the game begins.

Team A then has one minute to ask team B yes/no questions and try to guess the
name on Team B's list (hence producing a noisy outburst).

The members of Team B must listen and tick the items which Team A manages to
guess. For every word Team A guesses correctly, they score a point. For every
word they miss, Team B gets a point.

After the points are recorded, it's Team B turn to guess Team A's list.

Additional rounds can be played with different topics assigned by the teacher. The
first team to score 10 numbers of points wins.

GROUP WORK/ ASK YOUR PARTNERS

1. What are some sports you like watching? Why?

2. What are some sports you dislike watching? Why?
3. Do you play any sports? If so, which sport?
4. Would you like to learn how to play a new sport? What would you like to
learn?
5. What two sports would you like to mix?
6. Do you prefer to watch sports or play them? Why

VOCABULARY (ABOUT SPORTS)

Our team won by 3 goals

Our team lost by 5 points

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She broke the Olympic record last year

He holds the record on swimming.

How many points have you scored this season?

I think I’ll take up tennis next spring.

I’ve decided to give up hockey.

SLANGS/ IDIOMS

• To be a good sport – to take lost game well and to respect the opposing
team

• Get the ball rolling – To get started

• Take it on the chin – to be brave and not complaint or cry about losing

• Win by a nose - To win (the game) so closely.

GROUP ROLE PLAY

Each group will have to create a role play situation.

Try to use as many new word/ Idioms that we just learned as possible.

The group which uses the most new words – better story will win.

(Rank score 5/5 for the story)

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 1. What are some sports you like watching? Why?
2. What are some sports you dislike watching? Why?

3. Do you play any sports? If so, which sport?

4. Would you like to learn how to play a new sport? What would you like to
learn?
5. What two sports would you like to mix?
6. Do you prefer to watch sports or play them? Why

1. What are some sports you like watching? Why?

2. What are some sports you dislike watching? Why?
3. Do you play any sports? If so, which sport?
4. Would you like to learn how to play a new sport? What would you like to
learn?
5. What two sports would you like to mix?
6. Do you prefer to watch sports or play them? Why

1. What are some sports you like watching? Why?

2. What are some sports you dislike watching? Why?
3. Do you play any sports? If so, which sport?
4. Would you like to learn how to play a new sport? What would you like to
learn?
5. What two sports would you like to mix?
6. Do you prefer to watch sports or play them? Why

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LESSON 21: GOING ON PICNIC
Procedure:
The teacher introduces the game with the phrase, "Hello. My name's Dan and we're
going on a picnic! I'm going to bring doughnuts!"

First letter of your name matches the first letter of the item you are bringing on the
picnic.

The first student is coached to say, "Hello. My name is (K-----) and we're going on
a picnic! Dan is bringing doughnuts and I'm going to bring (k------)!"

The next student says, "Hello. My name is (Y-----) and we're going on a picnic!
Dan is bringing doughnuts and K--- is bringing k--- and I'm going to bring (Y------
)!"

This continues around the room, names and items added, with the teacher repeating
the whole list at the end, generally to an ovation as the students are happy you can
remember their personal names and they are amazed that you can remember the
whole class.

Write down all the items that they are bringing to the picnic.

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VOCABULARY

An axe Lamp chop

A back yard A nice spot (place)

Barbecue Sausage

A bandaid Sauce

Beef Wood

Burnt meat Blunt (oposite) sharp

A chin A nice piece of BBQ steak

Tissue paper

Lighter

Light

Water

Hot sauce

Carpet

Cabana/ Tent

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Now in groups, lets separate the items into categories of Food/ Drink/ Garment/
Clothes/ accessories....

THE DIALOG

JILL: It's a nice spot, Kathy. How often do you come here?

KATHY: Oh, now and then. About once a month in Spring and Autumn. Not often
in Summer.

JILL: Well, we like barbecues in Summer... on nice warm evenings... or sometimes

on Sunday afternoon - you know... in the back yard.

JOE:OK, let's get the wood!

Look at the dialog to understand the meaning and lets try to informal invite your
friend to go to picnic.

INVITATION ROLE PLAY

Person 1: Meeting up with a friend at a coffee shop. You are seeting up to go on a

picnic with your close friends. Ask (person 2) to go on picnic with you first.

Person 2: You are on a free weekend, your friend at the coffee shop invite you to
go on a picnic. He owed you 500,000d. You want to go but try to ask him to pay
you back the money politely.

Then, you both call 2 more friends on the phone and invite 2 more closes friend to
go on a picnic.

MEETTING AT THE HOUSE

Now all the friend meeting up at Peson 1 house to find out which they need to buy,
and start going to the supermarket/ stores.

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Set up customer service – customer at store to negotiate the prices and aditional
things we will need. Remember to take the receips to calculate the speding total for
the trip.

AT THE PICNIC

You are all here at the picnic.

Now let’s set up the picnic, spit up the groups to let have them help to get
everything ready. (Set up the grills, prepare the BBQ. Set up Drink.)

One group will have a responsible for creating game for the rest of the group and
explaint it to them when we start the activity.

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LESSON 22: ADVICES

WARM UP

Ask the class to give you advice when you miss Tracy.

What should I do and What could I do???

SHOULD / COULD / WOULD

1.Use SHOULD and SHOULDN’T for advice

Here are some examples of using should and shouldn’t to ask for and give advice
and suggestions:

“I am so poor, what should I do?”

“Hmm.. I think you should work harder and save your money.”

2.Use COULD and COULDN’T for ability in the past

I couldn’t hang out with Tracy before but now I can.

Use COULD for possibilities in the future

“I could buy Tracy a diamond ring when I have money.”

Use COULD to make polite requests

§ Could you please ask Tracy to kiss me!

§ Could you tell Tracy that I love her so much, please!

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3.Use WOULD to talk about unreal situations

§ I would marry Tracy if I am a millionare.

Note: In this case, would is often shortened to ‘d

Use WOULD YOU LIKE to make polite offers

“Would you like anything to drink?”

Don’t use “to” after should, could, and would

PRACTICE

Ask student write out 1 of his/ her problem on a piece of paper. When they finish,
ask them to pass that paper to the friend on the right.

Now, the ss need to give 2 advices for that problem, 1 use “could” and 1 use
“should”

GUESS THE PROBLEM

Give each student 2 problems, ask them to write the advices to each problem and
do not show them to his/ her friends.Then take turn to read out the advices for the
class to guess the problem. Divide class into 2 teams, the team which guess the
most correct problem is the winner.

1. You can’t wake up in the morning.

2. Your bedroom is always messy.

3. You never hand in your homework on time.

4. You feel shy when you talk to the opposite sex.

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5. You always lose the TV remote.

6. You don’t have any friends.

7. You have nothing to eat in your house.

8. You want to send a text message, but you’re driving.

9. You haven’t studied for today’s exam.

10. You’re overweight.

11. You didn’t get what you wanted for Christmas.

12. You have no Internet signal.

13. Your computer has a virus.

14. You hate your job.

15. You have ink on your shirt.

16. You can’t sleep.

17. You have no money.

18. You’re addicted to cigarettes.

19. You feel burnt out from working too hard.

20. Your English aren’t improving.

21. You didn’t get a promotion.

22. You lost your friend’s favourite book.

23. Your neighbours are really noisy.

24. You're in love with two people

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LESSON 23: WEEKEND

WARM UP

What are you going to to this weekend?

Explain the use of “Be + Going to” and “Will”

Have students give 1 example sentence using “Be going to” and “Will”

MORE FREE TIME:

What would you do? Rank these and share your rankings with your partner and
explain why. Put the best at the top. Explain why?

• sleep • go out with friends

• read • study English

• do exercise • clean up the house

• watch movies • go shopping

ASK SOMEONE OUT (to a movie)

How do you invite your friend to go to see a movie/ coffee shop this weekend?

Before start this Role Play activity, ask SS to try to ask and answer to see if they
can perform with a perfect conversation.

Now go through these examples then have them pair up and start the Role Play
game.

When making plans with someone else, it is polite to ask about the other person's
time and availability.

Example:

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 • Are you free this Friday?

• What are you doing this weekend?

• Are you busy tonight?

• Do you have time after class?

Positive responses (interest and available)

• Sure! Do you want to do something?

• I'm free all weekend.

• I'm open this evening.

• I don't have anything scheduled.

Negative responses (non-interest or not available)

• Sorry, I have plans this weekend.

• I'm going to (Las Vegas) with (my friends).

• Unfortunately not. I have something else scheduled.

• Not really. (I'm kind of busy tonight.)

To show interest, but temporary not available

• I'm not free on Friday, but I do have time Saturday.

• I'm going to be out of town, but I'll be back next weekend.

• I have something planned. How about tomorrow?

• I'm busy today. How about some other time?

Once you know that the other person has time and interest, you can suggest an
activity.

• Do you want to (wanna) go to a movie?

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 • How about having dinner together?

• There's a concert at the Galivan Center. Want to go?

• Why don't we go bowling?

Possible responses

• Sounds good.

• Good idea.

• That would be fun/great.

• When/where should we meet

THE BATE - 3 DAYS WEEKEND

Is this a good idea or bad idea? Complete the table with your partner and share
with the class:

Reasons why it's a good idea Reasons why it's a bad idea
For students
For shoppers
For hospitals
For the police
For librarians
For soldiers

DEBATING TOPIC

Group A strongly believes that 3 DAY WEEKEND is a good idea and Group B
strongly believes that it is bad idea.

Each group will have few minutes to prepare before the debate.
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3 DAYS WEEKEND

Is this a good idea or bad idea? Complete the table with your partner and share
with the class:

Reasons why it's a good idea Reasons why it's a bad idea
For students
For shoppers
For hospitals
For the police
For soldiers

3 DAYS WEEKEND

Is this a good idea or bad idea? Complete the table with your partner and share
with the class:

Reasons why it's a good idea Reasons why it's a bad idea
For students
For shoppers
For hospitals
For the police
For soldiers

3 DAYS WEEKEND

Is this a good idea or bad idea? Complete the table with your partner and share
with the class:

Reasons why it's a good idea Reasons why it's a bad idea
For students
For shoppers
For hospitals
For the police
For soldiers

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