UNIT 12: A VACATION ABROAD
LESSON 1 – GETTING STARTED + LISTEN AND READ

A. Aim: By the end of the lesson, Ss will be able to read for details about making plans
for a vacation abroad and aware of how to make, accept and decline invitations.
B. Methods: Communicative approach
C. Teaching aids: Teacher: textbook, poster, pictures
Students: textbook, notebook, pens, rulers.
D. Procedure:
I. Class management: 1 minute
II. Revision: (5 minutes) WARM-UP
III. New lesson:
1. Setting the scene: Included in the WARM-UP
2. Main activities:
Teacher’s and students’
activities
On the board

- Show the photocopied pictures
to students, one by one, and ask
students to guess what country it
is.
- Ask if they know what three first
pictures are

- Elicit words from students.
- Guide Ss to read new words.
WARM-UP

* Guessing game:
Answer key:
a. the USA b. Australia c. Thailand d. Britain
e. Canada f. Japan

PRE-READING
I. Vocabulary:
- (to) include: translation









* Set the scene: “Mrs. Quyen is
going to the USA for a vacation.
She is ringing her friend, Mrs.
Smith, to tell her about the trip”
- Put the chart on the board and
ask students to read the
statements.
- Ask students to work in pairs to
decide if the statements are true or
false.
- Get students to give their
answers and write them on the
board.








- Have students open their books,
- (to) come over: explanation
- (to) pick so up: explanation
- abroad: explanation
(to) live/ be/ go/travel abroad
* Vocabulary checking: ROR
II. True/ False prediction
a. Mrs. Quyen is calling Mrs. Smith from the
airport

in San Francisco.
b. Mrs. Smith invites Mrs. Quyen and her husband
to stay with her while they are in town.
c. Mrs. Quyen doesn’t accept Mrs. Smith’s
invitation because she wants to stay with a Vietnamese
friend of hers.
d. Mrs. Quyen and her husband will be in the USA
for 3 days
e. Mrs. Quyen and her husband will come over to
Mrs. Smith’s place for dinner one night
f. Mr. Thanh, Mrs. Quyen’s husband, goes abroad
for a business meeting


WHILE-READING
III. Checking True/False statements:
*Answer keys:
Sentence Answer

Correction



listen to the tape while reading the
dialogue on page 112
- Call on some students to correct
the false statements.




- Draw the grid on the board and
have students copy it
- Ask students to open their books
and read the dialogue
- Ask students to work in pairs to
complete Mrs. Quyen’s schedule
with the information taken from
the dialogue
- Call on some students to go to
the board to write the information
in the grid on the board.
- Ask students to look at their
books and answer the questions on

page 113
- Let students compare their
answers with their partners
- Call on some students to answer
- Give feedback and correct.



a.
b.
c.
d.
e.
f.
F
T
F
T
F
T
Mrs. Quyen is calling Mrs.
smith from Ha Noi
Because her
accommodation is included
in her ticket price
Only Mrs. Quyen will
come over to Mrs. Smith’s
IV. Grids:
*Answer keys:
Date Mon 25

th

Tue
26
th

Wed
27
th

Thu
28th
Schedule

Coming
to San
Francisco

Going
out
Having
dinner
with
the
Smiths
Leaving
San
Francisco

III. Comprehension questions:

* Answer key:
a. No, they won’t. Because they are coming on a
tour, and their accommodation is included in the
ticket price, so they will stay at the hotel
b. No, he won’t. Because he will have a business
meeting in the evening that day.
c. Mrs. Smith will pick her up at her hotel.

POST-READING
Answer keys:
Making invitation: “Would you like to come over



- Tell students to read the dialogue
again and pick out the statements
indicating the following
situations: making an invitation,
accepting an invitation, declining
an invitation, making a complaint
- Call on some students to give
their answers and have students
copy
for dinner one night”
“ you must come over for dinner
one night”
Accepting an invitation: ”Yes, we’d love to but we’ll
only be in town for 3 nights”
Declining an invitation: “That’s very kind of you but
we’re coming on a tour ”

Making a complaint: “Oh dear. He’s always
working”

IV. Consolidation: (2 minutes)
- T asks students to state the main ideas of the talk between Mrs. Smith and Mrs. Quyen.
V. Homework
- Do exercises 1 and 2
- Prepare Speak

PERIOD 76 Date: February 18,
2011
UNIT 12: A VACATION ABROAD
LESSON 2 – SPEAK

A. Aim: By the end of the lesson, Ss will be able to talk about their plans for a trip abroad
using tourist brochures and flight information.
B. Methods: Communicative approach
C. Teaching aids: Teacher: textbook, poster, pictures
Students: textbook, notebook, pens, rulers.



D. Procedure:
I. Class management: 1 minute
II. Revision: (5 minutes) WARM-UP
III. New lesson:
1. Setting the scene: Included in the WARM-UP
2. Main activities:
Teacher’s and students’ activities On the board


- Tell students that the student who
can answer the question will get one
or two good marks.










- Elicit words from students.
- Guide Ss to read new words.


WARM-UP
* Quiz:
Answer key:
1. What’s the end of everything?
(letter G)
2. What word starts with T, ends with T and is
full of T? (teapot)
3. What’s in the middle of New York city?
(York)
4. Which river in America has 4 eyes?
(Mississippi)

PRE-SPEAKING

I. Vocabulary:
- an itinerary: explanation
- a gallery: situation
- a flight: explanation
- via (prep): explanation
- facilities: translation







Call on some students to go to the
board to draw the lines to match the
tables with the titles




- Leave the table on the board and ask
students to look at them
- Go through the tables, asking
students questions for information
about the flights, accommodation, and
tourist places.









- Set the scene: “These people are
- a brochure: realia
Travel brochure:
* Vocabulary checking: Slap the board
II. Matching:
1. Itinerary
2. Flight information
3. Hotel advertisement
4. Travel brochure

WHILE-SPEAKING
III. Tell Me About:
* Suggestions:

For the flight information table:
+ How many flights a week can you take from
Los Angeles to Boston?
+ Which flight can you take every day of the
week?
 For the hotel advertisement table
+ Which of the hotel cheaper?
+ How much is a double room in Revere hotel?
How about the Atlantic hotel
 For the travel brochure
+ Where can you visit?
IV. Mapped Dialogue:




making a plan for their trip from Los
Angeles to Boston. Let’s do it with
them”
- Put the mapped dialogue chart on
the board.
- Elicit the exchanges from students
- Have some pairs practice each
exchange before going on to another
exchange
- After finishing the dialogue, ask a
good pair to demonstrate the whole
dialogue.







- Ask students to make a plan for their
coming summer holiday by filling the
information in their itinerary.
- Call on some pairs to demonstrate
their plans for the class
- Give feedback and correct



Where shall we
stay?


Where should we
visit?


What time should
we leave Los
Angeles?
The Revere hotel is
expensive but it has
a gym
I think we should
visit Harvard
medical school, the
museum and Art
Gallery.
There’s a daily
flight at 10 am,
would that be Ok?


POST-SPEAKING
V. Transformation:
Example:
Depart (Hue):
Arrive (Ho Chi Minh city):
Accommodation:

Sightseeing:
Depart (HCM city):

IV. Consolidation: (2 minutes)



- T asks students to state the main structures for exchanging information about travelling
and tourists.
V. Homework
- Write the itinerary into your notebook
- Do exercises 3 and 4
- Prepare Listen.

PERIOD 77 Date: February 18,
2011
UNIT 12: A VACATION ABROAD
LESSON 3 – LISTEN

A. Aim: Practice listening to the weather forecast for information about the weather in
big cities in the world.
B. Methods: Communicative approach
C. Teaching aids: Teacher: textbook, poster, pictures
Students: textbook, notebook, pens, rulers.
D. Procedure:
I. Class management: 1 minute
II. Revision: (5 minutes) WARM-UP
III. New lesson:
1. Setting the scene: Included in the WARM-UP
2. Main activities:

Teacher’s and students’ activities On the board

WARM-UP



- Get students one by one to go to the
front of the class, each student says
out a word until they make a
meaningful sentence. At the end, ask
the whole group to repeat the sentence





- Elicit words from students.
- Guide Ss to read new words.





- Write the topic on the board
- Ask students to find the words
related to the topic. Collect students’
words and write them on the board


- Go through the meaning of the

words and have students copy.


* Chain game
Ex: T: yesterday
S1: I
S2: went
S3: shopping


PRE-LISTENING
I. Vocabulary:
- humid: synonym
= wet
- snowy: picture
- minus: example
- centigrade: example
* Vocabulary checking: Rub out and remember
II. Brainstorm:







Possible answer:
Words re
lated to the
weather forecast







- Ask students some questions to lead
in the lesson
- Suggestions





- Put the gap-fill table on the board
- Have students copy in their
notebooks
- Set the scene: “You are going to
listen to the weather forecast about
the cities in the table and have to fill
in the gaps with the information you
hear”
- Play the tape 2 or 3 times
- Tell students to work in pairs to
compare their answers
- Get students to give their answers
and correct.

- Have students ask and answer the
questions about the weather and

temperature using the information in
Cloudy, cool, cold, warm, hot, dry, fine, humid,
rainy, snowy, sunny, wet, windy, stormy

WHILE-LISTENING
III. Chatting:
1. Have you ever listened to the weather forecast
on TV or on the radio
2. What does it often tell you about?
3. Do you think it’s necessary to listen to the
weather forecast? Why? Why not?
4. What do you know about the high and the low
temperature?
IV. Gap fill:
City Weather
Temperature

Low High
1. Sydney dry; windy
20
26
2. Tokyo
dry; windy
15
22
3. London
humid
; cold
-3 7
4. Bangkok warm;

dry

24 32
5. New
York
windy; cloudy 8
15
6. Paris
cool; dry
10
16


POST-LISTENING



the table.
- Models with a good student
- Write the exchanges on the board
- Open pairs:
Call on some pairs to demonstrate the
exchanges
- Closed pairs:
Have the whole class practice
speaking using the information in the
table
- Monitor and correct
V. Role Play:
A: What’s the weather like in Sydney today?

B: It will be dry and windy
A: How about the temperature?
B: The low will be 20 and the high 26 degrees

IV. Consolidation: (2 minutes)
- T asks students to state the main structures for asking about weather.
V. Homework
- Ask students to use the information in the table to write a weather report, beginning
with:
“Here is today’s weather forecast for the international travelers. In Sydney, it will
be ”
- Do exercises 5 and 6
- Prepare Read.

PERIOD 78 Date: February 18,
2011
UNIT 12: A VACATION ABROAD
LESSON 4 – READ

A. Aim: By the end of the lesson, Ss can obtain some knowledge about some places of
interest in the USA



B. Methods: Communicative approach
C. Teaching aids: Teacher: textbook, poster, pictures
Students: textbook, notebook, pens, rulers.
D. Procedure:
I. Class management: 1 minute
II. Revision: (5 minutes) WARM-UP

III. New lesson:
1. Setting the scene: Included in the WARM-UP
2. Main activities:
Teacher’s and students’ activities On the board

- Prepare 11 cardboards numbered
from 1 to 11 on one side and the
words on the other side
- Inform the rules of the game.
- Stick the cardboards on the board
showing the numbered side
- Divide the class into 2 teams and
ask each team to choose 2 numbers,
one in the first row, and one in the
second row. If the words in the both
cards match in sequence of an
adjective with a noun, this team will
get a point



WARM-UP
* Pelmanism: Adjectives - Nouns
Adjectives Nouns
Humid
Warm
Windy
Dry
Cloudy
Humidity

Warmth
Wind
Dryness
Cloud
Coolness



PRE-READING




- Elicit words from students.
- Guide Ss to read new words.






- Draw the grid on the board
- Ask students to copy the grid in
their notebooks
- Ask students to read the postcards
from Mrs. Quyen to her children and
fill in the gaps with the information
taken from them
- Call on some students to go to the
board and write the information in

the grid on the board.
- Give feedback and correct






I. Vocabulary:
- volcano: picture
- lava: picture
- (to) pour out: drawing
- (to) carve: mime
- (to) be situated: translation
- rock: picture
- shore: picture
- wharf: synonym
= harbor
 Vocabulary checking: Slap the board.

WHILE-READING
II. Grids:
Place What she did and
saw
a. Hawaii
b. New York
c. Chicago
d. Mount Rushmore
e. San Francisco
Went swimming,

visited Kilauea
volcano
* Answer Key:
Place What she did and saw
a. Hawaii Went swimming, visited










- Ask students to look at the
questions on page 118 and answer
the questions
- Tell them to compare their answers
with their partners
- Call on some pairs to give their
answers and give feedback
b. New York
c. Chicago
d. Mount
Rushmore
e. San
Francisco

Kilauea volcano

Went shopping, bought lots of
souvenirs
Saw Lake Michigan
Saw the heads of 4 American
Presidents
Visited Fisherman’s wharf, the
Napa valley wine growing area
and the Alcatraz Prison

POST-READING
III. Comprehension questions
* Answer Key:
a. She went there by plane
b. She saw the famous prison on the island of
Alcatraz
c. It is the mount where the heads of four
American Presidents are carved into the rock, and
it can be seen from more than 100 km away
d. It is also called “The windy city”
e. She went shopping
IV. Consolidation: (2 minutes)
- T asks students to state the main points of the cities in the passage.
V. Homework
- Write the answers into your notebooks
- Do the exercises in the workbook: 7, 8
- Prepare Write.





PERIOD 79 Date: February 19,
2011
UNIT 12: A VACATION ABROAD
LESSON 5 – WRITE

A. Aim: By the end of the lesson, Ss will be able to write postcards to their friends about
their trip.
B. Methods: Communicative approach
C. Teaching aids: Teacher: textbook, poster, pictures
Students: textbook, notebook, pens, rulers.
D. Procedure:
I. Class management: 1 minute
II. Revision: (5 minutes) WARM-UP
III. New lesson:
1. Setting the scene: Included in the WARM-UP
2. Main activities:
Teacher’s and students’ activities On the board

- Write the numbers on the board
- Tell students each number is for a
question but 4 of them are lucky
numbers. For a lucky number.
Students will get 2 points
- Ask students to answer briefly.

WARM-UP
* Lucky numbers
Questions:
1. Where did Mrs. Quyen and her husband
spend their holiday?

2. Lucky number
3. What did they see on mount Rushmore?














- Elicit words from students.
- Guide Ss to read new words.





- Set the scene: “
From the USA, Mrs.
Quyen send a postcard to her friend
Sally to tell her about the trip”
- Ask students to look at the postcard
on p.118 and complete the gaps with
the appropriate words

- Call on some students to go to the
4. Who did they visit when they were in USA?
5. Lucky number
6. What did Mrs. Quyen do while her husband
visiting the statue of Liberty?
7. Lucky number
8. What did Mrs. Quyen buy?
9. What did she send to her children from the
USA?
10. Lucky number

PRE-WRITING
I. Vocabulary:
- luggage: picture
- (to) complain: translation
- heaviness: antonym
= lightness
- hospitable: explanation
= welcoming, friendly
* Checking vocabulary: ROR
II. Gap fill:
* Answer key:
1. in 2. people 3. weather 4. visited
5. her 6. nice / lovely 7. bought
8. for 9. heaviness 10. soon



board and write the words they guess
- Give feedback and correct


- Write the topic on the board
- Ask students to look at part 2 (p.118)
- Go through the instructions by using
questions
- Draw the grid on the board
- Let students copy the grid
- Ask students to read the postcard
again and fill in the gaps with the
sentences showing the information on
the left.
- Call on some students to go to the
board and write their answers in the
grid.
- Give feedback and correct
- Ask students to write the grid in their
notebook





Set the scene: “Imagine you are a
tourist on vacation in a certain
place/city in Viet Nam. Write a




III. Grid:

* Information needed to write a postcard
Ex: What do you write about the place?
What do you write about the weather?
* Answer Key:
Necessary
information for a
postcard

Place We’re having a
wonderful time in the
USA
How do you feel
about the people?
The people are
friendly
Weather The weather has been
warm and sunny
Who do you
visit/see
In San Francisco, I
visited my friend,
Sandra Smith
What you see? No information
What you buy I bought lots of
souvenir




postcard to a friend about your trip,

using the information in the grid”
- Tell students to write a postcard on a
piece of paper
- Monitor and assist students with their
writing


- Call on some students to the front of
the class and ask them to read their
postcards to the whole class
- Give feedback and correct
WHILE-WRITING
IV. Writing:







POST-WRITING
V. Exhibition:
Sample postcard:
Dear Jane,
I’m having a really good time in Hanoi, the
capital of Vietnam. The people are hospitable
and helpful and the weather has been wonderful:
cool and sunny.
In Hanoi, I visited some of my old friends, Tom
and Sally. It was very nice to see them. We

visited The History Museum and some art
galleries in Hang Bai street and had lunch
together at a vegetarian restaurant.
I bought a lot of souvenirs and postcards for you
and other friends.
See you soon.
With love,



Mary.
IV. Consolidation: (2 minutes)
- T asks students to state the information needed to write a postcard.
V. Homework
- Write the postcard in the notebook
- Do the exercises in the workbook: 9, 10
- Prepare Language Focus.

PERIOD 80 Date: February 19,
2011
UNIT 12: A VACATION ABROAD
LESSON 6 – LANGUAGE FOCUS

A. Aim: By the end of the lesson, Ss will be able to talk about activities using the Past
progressive and Present Progressive Tenses.
B. Methods: Communicative approach
C. Teaching aids: Teacher: textbook, poster, pictures
Students: textbook, notebook, pens, rulers.
D. Procedure:
I. Class management: 1 minute

II. Revision: (5 minutes) WARM-UP
III. New lesson:
1. Setting the scene: Included in the WARM-UP
2. Main activities:



Teacher’s and students’ activities On the board

- Give instruction
- Call on some Ss to the write on the
board and correct
- Ss look at the picture and then remind
what the people in the pictures are
doing




- Elicit words from students.
- Guide Ss to read new words.






- Set the scene to introduce the model
sentence by eliciting the answer from
Ss, get Ss to repeat and write the

sentence on the board:
“Set the scene: Look at picture! What
was Ba doing at 8 o’clock last night?”
WARM-UP
(Kim’s game)
Say what the people in the pictures are doing
1. take a shower 4. write a letter
2. eat dinner 5. walk with a dog
3. read book 6. talk to grandma

PRESENTATION
I. Vocabulary:
- mailman: picture
- cheer: mime
- drum: picture
- sound: translation
- crowd: picture
* Checking vocabulary: ROR
II. Presenting Present Progressive Tense:
- Model sentence:
Ba was talking
a shower at 8 o’clock last night
be V_ing
- Form: was/ were + V_ing
- Use: to indicate an action that was in progress
at a point of time in the past





- Ss listen and repeat the sentence in
chorus

- Show the cardboards and go through
the verbs
- Model the first sentence and have Ss
repeat
- Ss work through the rest of the cues






- Ss look at the pictures then match the
half – sentences in column A to those
in column B


- Elicit the model from Ss, using
Vietnamese
- Have Ss repeat and write the sentence
on the board
- Model the first picture and have Ss
repeat




PRACTICE

III. Word cue drill
1. Ba / take a shower
2. Hoa / have dinner
3. Bao / read a book
4. Nga / write a letter
5. Na / walk with her dog
6. Lan and her grandma / talk to each
other

PRESENTATION
IV. Matching:
Answer key:
a. C; b. F; c. E; d. B; e. D; f. A.

* Model sentence:
The Le family was sleeping when the mailman
came
Concept check:
- Form: Main clause Con adv clause
S.P When S.past
While P.C
- Use sequence of tenses: An action was talking
place in the past when another action took
place








- Model the first sentence and have Ss
repeat: The Le family was sleeping
when the mailman came.
- Ask Ss to work through the rest of the
cues.






- Ask Ss to look at the picture and have
Ss repeat.
- Model the first picture and have Ss
repeat.
- Call on some Ss to go to the board to
write the sentences.
- Monitor and correct.
PRACTICE
Picture cue drill (page 118).
Answer key:
b. While Hoa was eating, the telephone rang.
c. when Nam won the race, the crowd was
cheering.
d. Mrs. Thoa was cooking when Tuan arrived
home.
e. When Lan arrived at school, the school drum
was sounding.
f. It was raining when the plane got to Hanoi.


PRODUCTION
Model sentences: Nam is always talking
in class
S be always V-ing
Form: is/ am / are + always + V-ing
Use: To express a complaint
* Exercise:
a. Bao is always forgetting his homework.
b. Mrs. Nga is always losing her umbrella.
c. Nam is always watching TV
d. Na is always talking on the phone.
e. Liem is always going out.




IV. Consolidation: (2 minutes)
- T asks students to state the form and main usage of present progressive tense with
“always”
V. Homework
- Write complete sentences into your notebooks.
- Do all exercises in the workbook.
- Prepare Getting started, Listen and read.