English
Teachers Book
For Lao Government Officials
Module 1
TeachersBook|MODULE1
Research Institute for Educational Sciences/Laos Australia Institute
Setthathirath Road, XiengnheunVillage,
Chanthaboury District,
Vientiane, Laos
Tel & Fax: +856 21 213161
www.moe.gov.la/ries/
ertneCecruoseRsegaugnaLngieroFehtybdepolevedsaweludomsihT
and the Laos Australia Institute for the Ministry of Education and Sports
English for Lao Government Officials is supported by the Australian Government

English
For
Lao Government Officials
Module 1
Teachers Book

Contents
Unit 1 Introductions ....................................................................... 1
Unit 2 Personal information............................................................ 7
Unit 3 Classroom language.......................................................... 15
Unit 4 Classroom language.......................................................... 20
Unit 5 Occupations and Workplaces ............................................ 30
Unit 6 Time and Daily Routines.................................................... 38
Unit 7 Months and Dates ............................................................. 45
Unit 8 Weekly Routines ............................................................... 55
Unit 9 Countries nationalities and languages ............................... 65
Unit 10 Work information ............................................................... 74
Unit 11 Work responsibilities.......................................................... 85
Unit 12 Around town...................................................................... 94
Unit 13 Plans............................................................................... 101
Unit 14 The Past ......................................................................... 109
Unit 15 Laos.................................................................................116

English for Lao Government Ofﬁcials Module 1 1
Unit 1: Introductions
1 English for Lao Government Officials Module 1
Unit 1 Introductions
Speaking: Greetings
Dialogue
a) Listen and repeat.
Teacher- give students a few minutes to read the dialogue by themselves first before
listening.
A: Hello. My name’s Linda.
What’s your name?
B: My name’s Noly.
Where are you from Linda?
A: I’m from Australia.
B: Nice to meet you.
A: Nice to meet you, too.
b)Listen and repeat.
Teacher- Let students listen to the recording and repeat (about twice)
- Students work in pairs (open and closed)
- Ask two or three pairs to act the dialogue in front of the class using their
own names and different expressions.
- Students walk around the class and introduce themselves.
 Teaching suggestion: Give students more practice by saying ‘Hello’ to them at the
beginning of every lesson. Encourage them to reply.
Dialogue 2
a)Read the dialogue
Teacher: Goodbye. See you on Monday.
Students: Goodbye.
Teacher- Let students to practise saying ‘Good bye” with using different time expressions.
Teaching suggestion: Give students more practice by saying ‘Goodbye. See you
tomorrow’ to them at the end of every lesson. Encourage them to reply.

English for Lao Government Ofﬁcials Module 12
Listening: Alphabet
Introductory tasks
a) Listen and repeat
Teacher- Elicit all the letters from students, then let them read and repeat after the
recording. Check students’ pronunciation.
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
a b c d e f g h i j k l m n o p q r s t u v w x y z
After listening teacher points the letters randomly – students read
b) Listen and repeat
Pronunciation Focus
G H I J R X Z
Teacher- ask some students to repeat for checking pronunciation.
Practice
a)The letters of the alphabet are divided into seven (7) sound groups. Listen and repeat:
Teaching suggestion- after listening let students practice in group or in pairs, teacher
walk around for checking pronunciation.
b) Listen and write the letters in their correct sound groups.
A B F I O Q R
H C L Y U
J D M W
K E
G
N
S
P X
T Z
V
Teacher- Ask students to write the letters under each sound groups. Students can listen
twice.
Feedback- Students can check the answers with the sound groups in exercise a).

Follow-up tasks
a)Listen to the cassette and circle the letter you hear.
Teacher- Let students listen to the recording twice.
1. J K 6. T I G
2. H S W X 7. U W Q V
3. L F Z 8. M X Z
4. B K 9. R N
5. C Z P 10. I E A O
Feedback- Teacher plays the tape but pause after each one.
Teacher – write the numbers 1-10 on the board. Ask students to write and say the letters.
b)Listen and write the letters you hear.
Teacher- Let students listen to the recording twice.
1. NGO 6. UXO
2. UNDP 7. IMF
3. ADB 8. GTZ
4. WHO 9. FAO
Feedback- Teacher plays the tape but pause after each one.
Teacher – write the numbers 1-9 on the board. Ask students to write and say the letters.
Language Focus:
Possessive adjectives: my, your, his, her
My name’s Noly. His name’s Phouvong. Her name’s Khonevilay.

Spoken Written
What’s What is
My name’s My name is
Her name’s Her name is
His name’s His name is
 Ask students to use things around them for practising expressions with all possessive
adjectives.
Reading: Family
Introductory tasks
a) Match the Lao and English words.
Example: 1-g
1.brother a. a. ແມ່
2. father b. ພ່
3. mother c. ເມຍ
4. husband d. ຜົວ
5. daughter e. ລູກສາວ
6. sister f. ລູກຊາຍ
7. son g. ອ້າຍ/ນ້ອງຊາຍ
8. wife h. ເອ້ອຍ/ນ້ອງສາວ
9. grandfather i. ລຸງ/ນ້າບ່າວ/ອາວ
10. grandmother j. ປ້າ/ນ້າສາວ/ອາ
11. grandson k. ພ່ ເຖ້າ/ພ່ ຕູ້/ປູ່
12. granddaughter l. ພ່ ນ້ອງ
13. uncle m. ແມ່ເຖ້າ/ແມ່ຕູ້/ຍ່າ
14. aunt n. ຫຼານຊາຍ
15. cousin o. ຫຼານສາວ
Answer: 1-g; 2-b; 3-a; 4-d; 5-e; 6-h; 7-f; 8-c; 9-k; 10-m; 11-n; 12-o;
13- i; 14-j; 15-l
The terms ‘ ຫຼານຊາຍ/ຫຼານສາວ’ have specific words in English:
Ex: grandparent-grandson/granddaughter, uncle/aunt- niece/nephew
We also can add ‘in-law’ for ‘ໃພ້/ເຂຍ’:

Ex: son in-law /daughter in-law/uncle in-law/mother in-law/father in-law/sister in-law
Teaching suggestion 1: Model the activity for the students –
 Draw your family on the board. Draw it very simply and quickly.
e.g.
 Talk about the people in your drawing. For example, point at a picture and say, “This
is my husband. His name’s…’.
b) Listen and repeat
Teacher- let students practise, after listening.
father mother this that these those
c) Match the words with the pictures
Answer: 1-c 2-d 3-a 4-b 5-e
Practice
Read the sentences. Write the names of the family on the picture.
Answer:
1. Mary
2. Penny
3. Tim
4. John Smith
5. Jane
6. Rex
7. Tom
Teacher – ask, ‘What’s the name of person number 1, 2, 3, …?’ and write the answer on the
board.
Follow up tasks
a)Draw your family tree (Students draw their own family tree)
b)Show your drawing. Tell your partner about your family.
Say: ‘This is my…. Her name’s …’ / ‘This is my …. His name’s
c)Make groups of four. Tell each other about your families.
Teaching suggestion: Walk around and check what students are doing.

Are all students drawing? If not, why not? Some students are shy about drawing. Explain
that it doesn’t have to be a beautiful drawing but they need a picture of their family for the
next activity
Teachers also check:
 Do all students understand the tasks? Do you need to explain again?
 Are all students participating? If not, why not?
 How can you help them to participate?
 How is their grammar and pronunciation?
 Do they need more drill?
Writing: My family
Introductory tasks
a) Write the capital letters under the small letters.
a b c d e f g h i j k l m n o p q r s t u v w x y z
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Teacher- call students to the answer on the board and read together again.
Language Focus
Teacher- Ask students to give their examples.
a) Correct these sentences.
Teacher – write the sentences on the board. Ask students to correct them.
My name is John Smith.
This is my wife.
Her name is Mary.
This is my son.
His name is Tom.
b) Look again at your drawing of your family. Write sentences about your family next to
the drawing.
Check:
 the Present Simple Tense of “be”
 spelling
 a/an
 capital letters
 full stops
Teacher – when students are writing, go around to check their sentences. Don’t forget to
check the capital letters and full stops.

Unit 2: Personal Information
Unit 2 Personal information
Speaking: Can you spell it please
Dialogue
a) Listen and read the dialogue.
Teacher- give students a few minutes to read the dialogue by themselves first before
listening.
Teacher- Let students listen and repeat twice
-Divide students into two halves: one half is A, another half is B.
A: What’s your name?
B: Julie.
A: Can you spell it, please?
B: J – U – L – I – E.
A: And what’s your family name?
B: Harrison.
A: How do you spell it?
B: H-A-double R-I-S-O-N.
A: Sorry?
B: H-A-double R-I-S-O-N.
A: Thank you.
Teaching suggestions:
 Model: The teacher and a student model the dialogue using their own names.
 Pair work: Practise the dialogue. Use students’ own names.
.
Feedback: Teacher - ask two or three pairs to act the dialogue in front of the class
Practice
a) Listen and complete the dialogues. (Students can listen three times).
Dialogue 1 Dialogue 2
A: What’s your given name? A: What’s your family name?
B: John B: Smith
A: Can you spell it, please? A: How do you spell it?
B: J – O – H - N B: S - M – I –T - H
A: Thank you. A: Sorry?.
B: S - M – I –T - H
A: Thanks.
Teacher- Students listen twice and complete the dialogue.
Unit 2: Personal information

Teacher – play the tape again but pause after each sentence. Ask 3 or 4 students to say the
names they heard and spell them. Write them on the board. Tell students which is the correct
answer.
b) Complete the table and report back to your group.
Possible questions:
 What’s your first name?
 How do you spell it? (Sorry?)
 What’s your family name?
 Can you spell it, please? (Sorry?)
Given name Family name
1
2
3
4
5
Teacher – check if every student has five given/family names on the chart.
Note: “Sorry?” (with rising intonation ເຮັດສຽງຂ້ນ) is another way of saying “Can you say
that again please? “Sorry” is an easy and useful word for learners to know.
Encourage them to use it in the classroom.
Teaching suggestion 1: Before students get up to do the survey, encourage them to
participate actively – to get up and speak to more people than those sitting near them.
Remind them that this is a good opportunity to practise their speaking. Explain that
you can’t learn to speak without speaking. Make sure they know what language they
need to use in the survey.
Teaching suggestion 2: During the survey, walk around and listen to the students. Check:
 Are students using the language you want them to practise or are they just copying
from each other’s surveys? If so, you need to remind them again about their need to
practise speaking.
 How is their sentence structure and pronunciation? - Do they need more drill before
they do the follow-up task?
(Drill = Practise the sentence structure and pronunciation by repeating after the teacher.)
Teaching suggestion 3: Asking “Can you spell …?” is very useful for learning new
vocabulary or when a learner is not sure what word someone said. Encourage them
to use it whenever they need it in the classroom.

Listening: Numbers 1-10
Introductory task
a. Listen and repeat.
0 1 2 3 4 5 6 7 8 9 10
Teacher- ask some students to repeat
Practice
a) Listen to the cassette and circle the number you hear. (Listen three times).
a. 1 8 6 4
b. 0 6 5 8
c. 9 5 10 7
d. 4 10 2 5
e. 3 6 4 9
Teacher – write the letters a – e on the board. Ask students to write and say the numbers.
b) Listen and write the numbers in words. (Students can listen three times).
a five f eight
b seven g two
c one h three
d ten i nine
e four j Six
Feedback: Teacher - play the tape but pause after each one. Ask for the answer and write it
on the board. Students check their answers

Follow-up tasks
a) Listen and write the phone numbers.
a. A: What’s your phone number, Santi?
B: It’s 041 5847.
A: Thanks.
b. A: What’s your phone number?
B: 25 0774.
c. A: What’s your telephone number, Jane?
B: It’s 21 6450.
A: Sorry?
B: 21 6450.
A: What’s your phone number, please?
B: 31 6789.
A: And what’s your phone number, David?
B: It’s 21 8435.
A: Sorry?
B: 21 8435.
A: What’s your phone number, please?
B: 56 965343
Feedback: Teacher – write the letters a – f on the board..
Teacher - play the cassette but pause after each one. Ask for the answer and write it on the
board. Students check their answers. Ask students to write and say the phone numbers.
b) Group work: Work in groups of four. Ask each other’s phone numbers.
What’s your phone number? (Sorry?)
Name Phone number
Teaching suggestion 1: Your students may not have phone numbers. Write phone numbers
on small pieces of paper for them. Remind students that this is another opportunity to
practise their speaking
Teaching suggestion 2: Drill, “What’s your phone number?” before they start, make sure
they know the language they need to do the task.
Teaching suggestion 3: Remind them to say “Can you spell it, please?” for the names if
they need to. Remind them to say “Sorry?” if they want someone to say their name or
phone number again.
a) Individual work: Write about your group’s phone numbers.
Feedback: Teacher – when students are writing, go around for checking the sentences.
Don’t forget to check the capital letters, full stops and apostrophe –’s.

Reading: Occupations
Introductory tasks
a) Match English and Lao words.
1. teacher a. ພະນັກງານລັດ
2. doctor b-. b. ຊາວນາ
3. student c. ຕາຫຼວດຊາຍ
4. farmer d. d. ທະຫານ
5. soldier e. ກາມະກອນໂຮງງານ
6. policeman f. ຄນຂາຍເຄ່ອງ
7. businessman g. ຄູສອນ
8. shop keeper h. ນັກສກສາ
9. factory worker i. ທ່ານໝ
10. government official j. ນັກທຸລະກິດຊາຍ
11. businesswoman k. ຕາຫຼວດຍິງ
12. policewoman l. ນັກທຸລະກິດຍິງ
Answer: 1-g 2-i 3-h 4-b 5-d 6-c 7-j 8-f ...9-e 10-a 11-l 12-k
Feedback: Teacher – say a word in Lao and ask students for the English. Check the
pronunciation
Language Focus
Verb ‘to be’
 Teacher- explain the function of verb to ‘be’ and give the sample of positive/negative
statements, yes/no questions, wh/question with ‘be’.
 Ask students to give their examples.
Follow up tasks
a) Write the sentences under the pictures.
1. He’s a teacher. 2. They are government officials. 3. She is a policewoman.

4. She is a factory worker. 5 They are students. 6 He is a doctor.
Teacher- write the numbers 1-6 on the board. Ask students to read the sentence.
b) Pair work: Ask and answer:
A: What’s your occupation?
B: I’m a government official.
Feedback:
Teacher – when students are asking each other, go around to check their pronunciation of / /
in ‘official’ and ‘occupation’. Check also the contractions ‘What’s’ and ‘I’m’ and that they
say / / a government official
c) Put a line under all the singular nouns, a double line under the article and a circle for the
plural nouns in sentences.
e.g. He is a teacher.
They are farmers.
1. My mother is an accountant.
2. His brothers are doctors.
3. I am afactory worker.
4. Her aunt is abusiness woman.
5. My boyfriend is acomputer programmer.
6. Two of my sisters are government officials.
Teacher – write sentences 1 – 6 on the board. Ask students to put a line under the singular
nouns, a double line under the article and a circle for the plural nouns.
a) Write the following sentences in plural form
1. I’m a soldier.
We’re soldiers.
2. She is a government official.
They are government officials.
3. You are a shop keeper.
You are shop keepers.
4. He is a policeman.
They are policemen.
Teacher- ask students to write the answer on the board and check with the whole class.

Practice
a) Write am, is or are in the sentences below.
1. My name is Jenny.
2. Your father is a businessman.
3. Manoly is a teacher.
4. I am a student. My sister is a policewoman.
5. You are government officials.
Feedback Teacher – ask students for the answers, then write the correct answers on
the board.
b) Complete the sentences.
1. Is she a soldier?
No, she isn’t.
2. Are they students?
Yes, they are.
3. Is he a doctor?
Yes, he is.
4……………………………?
(Can be any questions for
positive or negative answer)
Teacher- ask students to write the answer on the board and check with the whole class.

Writing: Family and occupations
Introductory task
a) Write the words in the sentences.
Bounta’s family
My name is Mr. Bounta. I am a teacher.
I’m married. My wife’s name is Chanh. She is a doctor.
My son’s name is Sack. He is a student.
My daughter’s name is Boua. She is also a student.
Teacher- tell students to observe what should include in one sentence, example: capital letter
at the beginning and full stop at the end of the sentence.
Follow-up tasks
b) Look at the text of Bounta’s family. Write sentences about your family and their
occupations.
Check:
 the Present Simple Tense of “be”
 spelling
 a/an
 capital letters
 full stops
Teacher – when students are writing, go around to check the sentences. Don’t forget to check
the apostrophe –’s, capital letters and full stops.
Students put their sentences on the wall. Walk around and read each other’s writing.

Unit 3: Classroom language
Unit 3 Classroom language
Speaking: What’s this in English?
Teacher- Before listening to the dialogue, ask students about the things in the classroom for
brainstorming.
Dialogue
Teacher- give students a few minutes to read the dialogue by themselves first before listening.
a) Listenand read the dialogue.(Students can listen 2 times)
A:Is this your pen Sack?
B:No. It isn’t. It’s Kham’s (pen).
A:Kham, can I borrow your pen, please?
C: Of course.
A:Thank you.
C: You’re welcome
Teaching suggestion 1:
 Teacher- let students listen to the recording and repeat
 Class work: Half the class is A. Half the class is B. Practise the dialogue again
 Pair work: Practise the dialogue. Use your own pens and pencils. Practise it until you
can say it without looking at your book.
 Feedback: Teacher – ask some groups to act the dialogue in front of the class.
Teaching suggestion 2: Before the groups start, drill the questions again.
Teaching suggestion 3: Monitoring. Walk around and listen to the groups. Check:
 Do all students understand the task? Do you need to explain again?
 Are all students participating? If not, why not? How can you help them to
participate?
 How is their sentence structure and pronunciation? Do you need to drill it again?
 Language Focus
1. bag 2. book 3. chair 4. desk
5. classroom 6. calculator 7. pen 8. pencil
9. rubber 10. ruler 11. map 12. table
13. sharpener 14. CD player 15.board 16. poster
Unit 3: In the classroom

Teaching suggestion: Write the answer on the board and ask students to read the words.
b) Listen and repeat.
Teacher- Read the words, students repeat
c) Point at things in the classroom. Ask and answer:
Teaching suggestion: Ask students to take turn to point at things in the room and ask each
other: ‘What’s this in English?’ or ‘What are these in English?’
Remind them to say ‘Sorry?’ (from Unit 2) if they want you to repeat a word or a spelling.
Follow up task
Introduction
Teacher- Let students practise saying words about different colours, then ask the students to
tell about the colour of things around them.
b) Game ‘Is this your _________?’
Game Instructions:
 Each student puts one thing belonging to him/her on the teacher’s desk.
 Teacher picks up one thing (e.g. a pen) and asks (for example):
Teacher: Is this your pen, Noly?
Noly: No, it isn’t.
Teacher What colour is your pen?
Noly: It’s black.
 Teacher gives the pen to Noly
 Teacher asks students to continue as the sample.
 Continue until all things are returned to their owners.
Introductory tasks
a) Listen and repeat.(Students can listen 3 times).
11 12 13 14 15 16 17 18 19 20

Follow up tasks
a) Listen and circle the numbers you hear. (Students can listen three times).
1 5 9 13 17
2 6 10 14 18
3 7 11 15
19
4 8 12 16 20
Teacher – play the tape but pause after each one. Ask for the answer and write it on the
board. Students check their answers.
b) Listen and write the numbers you hear. (Students can listen three times).
a ___12___ e ___11____ i ____15___ m ___16___
b ___14___ f ___13____ j ___10___ n ____4___
c ____3___ g ____1____ k ___19___ o ____6____
d ____7___ h ___18____ l ____2___ p ____20___
Teacher- Ask the answer from the students and write the correct answer on the board.
a) Listen and write the numbers in words. (Students can listen three times).
a ____four_____ e ____ten_____ i ___six______
b ___eleven____ f ___fifteen___ j __sixteen__
c ____three____ g ____seven____ k __twenty __
d ____twelve___ h __nineteen__ l ___two_____
Feedback- Play the recording but pause after each one. Ask for the answer and write it on the
board. Students check their answers.
Teacher – write the letters a-l on the board. Ask students to write and say the numbers.
Practice
‘How many …?’ questions
How many + plural nouns……
‘How many desks are in the classroom?’
‘ມໂຕະຈ ັກໜ່ວຍຢູ່ໃນຫ້ອງຮຽນ?’
Teacher – ask students for the answers, e.g. ‘Manoly. how many chairs are in the
classroom?’ Ask the other students, ‘Is that right?’ Students answer, ‘Yes’ or ‘No’.

Reading: Where’s the pen?
Introductory tasks
a) Look at the pictures and read the words (in, on, under, between, next to).
between next to
Look at the pictures and read the sentences.
Where’s the pen? ບິກຢູ່ໃສ? Where are the pencils? ສດາຢູ່ໃສ?
It’s on the desk. ມ ັນຢູ່ເທິງໂຕະ They’re under the book. ມ ັນຢູ່ກ້ອງປ້ມ.
 Model 1: Put a pen in different places and say where it is. Make sure you put the
pen in the places that demonstrate in, on, under, between and next to.
 Teacher points at things in the classroom and asks students, ‘Where’s the …?’ or
‘Where are the…?’ Students answer using in, on, under, between, next to.
 Model 2: A few students point at things and ask the teacher or other students,
‘Where’s the …?’ or ‘Where are the…?’
 Group work: Work in small groups. Ask your group where things are in the
classroom. Ask:
‘Where’s the …?’
‘Where are the …?’
b) Read and answer the questions.
Teacher- After the task, ask students to compare their answer and write the answer on the
board.
Answer:
1. How many books are on the desk? There are five books.
2. Where‘s a computer? It’s on the desk.
3. Is a sharpener on the desk? Yes, it is.
4. Where‘s a calculator? It’s between the pens and a sharpener.
5. Where’s the bag? It’s under the desk.
6. What else you can see in the room? (Possible answer: a map, a window, a poster...)
in on under

Writing task
a) Complete the sentences under the pictures.
Remember the spoken and written form of the verb ‘to be’.
Spoken Written
Where’s
It’s
They’re
Where is
It is
They are
1. Where is the pen?
It is on the desk.
2. Where are the pencils?
They are under the book.
3. Where are the keys?
They are in the bag.
4. Where is the book?
It is under the
table.
5. Where is the sharpener?
It is on the chair.
6. Where is the ruler?
It is in the book.
7. Where is a map? 8. Where is a wastebasket?
It is between the blackboard and It is next to the table.
a poster.
Check with your partner.
b) Write about where things are in your classroom.
Teaching suggestion: when students are writing, go around to check their sentences. Don’t
forget to check the capital letters and full stops.

Unit 4 Classroom language
Speaking: Where are they?
Introductory tasks
Where’s the man? Where’s the woman? Where are the children?
at home at work at school
Teacher- Show pictures of people in different places and ask where they are. Then ask
students about their family members. For example: Where‘s your brother?
Dialogue
a) Listen and read the dialogue.
Teacher- give students a few minutes to read
the dialogue by themselves first before listening.
Teacher: Where’s Santi today?
Boun: He’s at home. He’s sick.
Teacher: Thank you. And where’s Ketkeo?
Noy: He’s at work. He’s busy.
Teacher: OK. And what about Nipha?
Noy: I’m sorry,, I don’t know.
Nipha: Can I come in. I’m sorry, I’m late.
Teacher: That’s all right.
Teaching suggestions: For the third listening play but pause after each sentence. Ask
students to say the sentences. Write the missing words on the board.
Teacher-Divide students intogroups and practise the dialogue.
Teacher: Make a group of four. Practise the dialogue. Use names of students in the class.
Feedback:Teacher -ask two or three groups to act the dialogue in front of the class.

Listening: 20-100
Introductory tasks
20 21 22 23 24 25 26 27 28 29 30
Teaching suggestions: after a second listening, teacher- point randomly to the numbers-
students say.
Pair work: Students take turn to point to the numbers and say.
c) Listen to the cassette and circle the number you hear. (Students can listen three times).
a. 24 21 26 30
b. 20 22 28 25
c. 23 26 29 30
d. 22 27 30 24
e. 26 29 25 21
Feedback: Teacher – write the letters a – e on the board. Ask students to write and say the
numbers.
d) Listen and write the numbers in words.
a. twenty g. twenty-six
b. twenty-one h. twenty-seven
c. twenty-two i. twenty-eight
d. twenty-three j. twenty-nine
e. twenty-four k. thirty
f. twenty-five
Teaching suggestion: Students listen two or three times. If students need more time to write,
you can pause after each number.
Feedback: Teacher – write the letters a – k on the board. Ask students to write and say the
numbers in words.
c) Game: Bingo
Write eight numbers (0-30) on the chart.
Listen to your teacher. Put X on the numbers you hear.
Say ‘Bingo’ when you have 8 X’s.
Teacher-Read numbers 0-30 randomly until the class has the winner.

Feedback: Teacher – the student who said ‘Bingo’ must tell you the numbers on his/her
chart so you can check he/ she has correctly heard the numbers you said.
a) Listen and repeat.
20 30 40 50 60 70 80 90 100
Teaching suggestions: after a second listening, teacher- point randomly to the numbers-
students say.
Pair work: Students take turn to point to the numbers and say.
b) Listen to the spelling of the numbers on the cassette. Write the numbers in words.
a. thirty e. seventy
b. forty f. eighty
c. fifty g. ninety
d. sixty h. one hundred
Audio script:
a. A: 30, t-h-i-r-t-y, 30.
B: T-h-i-r-t-y. Is that right?
A: Yes. That’s right.
e. A: 70, s-e-v-e-n-t-y, 70.
B: S-e-v-e-n-t-y. Is that right?
b. A: Can you spell 40, please?
B: F-o-r-t-y, 40.
A: Thanks.
f. A: 80, e-i-g-h-t-y, 80.
B: Can you spell it again, please?
A: E-i-g-h-t-y.
B: Thank you.
c. A: 50, fifty, 50.
B: Can you spell it again, please?
A: Yes. F-i-f-t-y.
g. A: 90, n-i-n-e-t-y, 90.
B: Sorry?
A: N-i-n-e-t-y.
d. A: 60, s-i-x-t-y, 60.
B: S-i-x-t-y. Is that right?
h. A. 100, o-n-e, then h-u-n-d-r-e-d.
B: H-u-n-d-r-e-d. Is that right?
Teaching suggestions: Students can listen three times. During the third listening , pause the
tape for each dialogue so students can check the answer.

Feedback: Teacher – write the letters a – h on the board. Ask students to write and spell the
numbers.
Pronunciation Focus: stress and &
thirt'een 'thirty
Teacher- Say the pairs number so students can hear the differences in the sound.
Teacher- Ask some students to come to the board and say the numbers randomly, students
point to the number.
thirt'een thirty
fourt'een 'forty
fift'een 'fifty
sixt'een sixty
a) Listen and mark the stress.
e.g. thirt'een thirty
fourt'een 'forty
fift'een 'fifty
sixt'een 'sixty
sevent'een 'seventy
eight'een 'eighty
ninet'een 'ninety
Teacher- Write all the numbers on the board , ask students to mark a stress for each number.
Correct it with the whole class.
Teacher- Let students listen and repeat
Teacher- Let students work in pairs. One student says and another writes down., then takes
turn.
Teaching suggestion: While students are practising, teacher walks around for checking
pronunciation.
b) Listen and underline the number you hear.
e.g. thirteen thirty
fourteen forty
fifteen fifty
sixteen sixty
seventeen seventy
eighteen eighty
nineteen ninety
Teaching suggestions: Students can listen three times. For the third listening, pause the tape
for each number so students can check the answer.
Ask one student to write the answer on the board and correct it with the whole class..

Practice
a) Listen and draw a line from number to number.
Teacher- explain that students have to draw a line from number to number based on
teacher’s instructions..
Teaching suggestions: Write the sample on the board if students do not understand
the instruction.
Read these instructions to the students:
1. Draw a line from 5 to 26.
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99
100
Teacher - Ask one student to write the answer on the board and check with the whole class.

b) Listen to how old they are and write the number of the dialogue in the box (Listen 3
times)
Teacher - Let students guess how old is the person in each picture.
A B C D E F
Audio script:
Dialogue 1
A: How old are you, Somphanh?
B: I’m forty.
Dialogue 2
A: How old are you, Mr. Khamsing?
B: I’m sixty.
Dialogue 3
A: Are you sixteen?
B: Yes, I’m sixteen this year.
Dialogue 4
A: How old are you, Phimpha?
B: I’m thirty years old.
Dialogue 5
A: How old are you, Mrs Phone?
B: I’m seventy years old.
Dialogue 6
A: And how old are you Bouasavanh?
B: I’m twenty-three.
Teaching suggestions: Students can listen three times. During the third listening, pause the
tape for each dialogue so students can check the answer.
Ask one student to write the answer on the board and correct it with the whole class..
a) Survey: How old are you?
Teacher-Drill the questions for the activity and check whether students understand what to do.
A: What’s your name?
B: Bounma.
A: How old are you?
B: I’m thirty./ I’m 30 years old.
4 2 3 5 1 6

Name How old?
1.
2.
3.
4.
5.
Cultural Note: Asking about age (ການຖາມອາຍຸ)
-ໃນວັດທະນະທາຂອງຊາວຕາເວັນຕກ ການຖາມເຖິງອາຍຸແມ່ນບ່ເໝາະສມເພາະເຂາເຈ້້າຖເປັນ
ເລ່ ອງສ່ວນຕວ.
b) Report the information to the class.
Teacher - Ask some students to report back to the class. Observe their pronunciation.
c) Ask and complete the form.
Personal information
Full name:
_____________________________________________
Occupation: _____________________________________________
Age: _____________________________________________
Telephone number: _____________________________________________
Teacher - Let students to work in pairs and write down the answer.
Teacher - Drill the questions for the activity and check whether students understand what
to do. Possible questions:
 What’s your full name?
 What’s your occupation (job)?/What do you do?
 How old are you?
 What’s your telephone number?
Teaching suggestions: Walk around while students doing the activity and check whether
students understand the task properly.
Reading: Follow instructions
Introduction
a) Look and read
Teacher- Let the students look at the pictures and read by themselves first.
Teacher- Read the words, students repeat.

b) Match the English and Lao words.
1. put a. ປິດ
2. give b. ເອາໃສ່
3. take c. ເປດ
4. open d. ເອາໃຫ້
5. close e. ນັ່ງລງ
6. stand up f. ເອາໄປ
7. sit down g ກ່າຍຄນ
8. copy h. ຢນຂ້ນ
9. point at i. ຊ້
Answer: 1-b 2-d 3-f 4-c 5-a 6-h 7-e 8-g 9-i
Feedback: Teacher – read the beginning of each instruction (from column A). Ask students
to complete the instruction (from column B).
Language Focus
Imperative negative (ປະໂຫຍກຄາສັ່ງຫ້າມ)
ເພ່ ອເຮັດໃຫ້ປະໂຫຍກຄາສັ່ງກາຍເປັນປະໂຫຍກຄາສັ່ງຫ້າມ ພວກເຮາຕ່ມຄາວ່າ Don’t ໃສ່ຕ່
ໜ້າຄາກິລິຍາ.
Imperative (ປະໂຫຍກຄາສັ່ງ) Imperative negative (ປະໂຫຍກຄາສັ່ງຫ້າມ)
e.g. Copy the word. e.g. Don’t copy the word.
Teacher-Explainthe differences between the imperative positive and negative.
Teacher- Ask students to give several examples.
a) Match the beginnings and the ends of the instructions.
Teacher- Ask students to read the sentences in each column, then complete the sentences.
1. Don’t give a. the door.
2. Take b. your books at page 45, please.
3. Open c. the pen to Somsinh.
4. Don’t close d. your given name.
5. Spell e. the pencil on the table.
6. Put f. the word on the board.
7. Don’t copy g. the rubber and give it to me.
Answers: 1-c 2-g 3-b 4-a 5-d 6-e 7-f

b) Listen and follow teacher’s instructions.
1. Put your pens on the table.
2. Close your book. Don’t open it.
3. (To one student) Take three books and give them to student X.
4. Student X, put the books under the table.
5. (To all the students) Stand up.
6. Stand in a circle.
7. (To one student) Ask a question, please.
8. (To all the students) Repeat the question, please.
9. (To one student) Answer the question, please.
10. Sit down.
11. Look at the board. Don’t look at the teacher.
12. (To one student) Write the number 45 on the board.
13. Give the pen/chalk to student X.
14. Student X, copy the number on the board.
15. Student X, put the pen in your bag.
16. Student Y, take the pen and give it to me.
17. Point at the window. Don’t point at the door.
18. (To one student) Open/Close the door.
19. (To one student) Spell your family name. Don’t spell your given name.
20. (To all the students) Say the numbers 20-30.
21. Open your book at page X.
Teaching suggestion: After reading each instruction, watch students’ movements (ການເຄ່ອນ
ໄຫວ) to check if they can follow the instruction.
Teaching suggestion: Always use English when you give these simple instructions in the
classroom. This will give students a lot of listening practice. Remember that following
classroom instructions is one of the course competencies – one of the things we want students
to be able to do in English by the end of the course.
c) Read and follow the instructions.
Write your full name on the line.
Circle your family name. Don’t circle your given name.
Copy a word from the board and write it in the box.
Write your age under the circle.
Draw a dog in the circle.
Spell the word ‘calculator’ under the line.
Complete the sentences:
Today is ...................................
Tomorrow is ............................
Yesterday was .........................

Teacher- Explain to the students what to do.
Feedback: Teacher – ask a student to draw the box, circle and line on the board. Read the
instructions one by one for the student to follow. After he / she has followed each instruction,
ask the other students, ‘Is that right?’
d) Group work: Write five instructions. Do not forget capital letters and full stops.
Make groups of four. Take turns to read an instruction. The other students in the group
listen and follow the instruction.
Feedback: Teacher - Ask a student from each group to take turns to read their instructions to
the class. The other students in the class listen and follow the instructions.
Writing: My family
a) Write about 4 people of your family’s member: Who are they? What are their names?
How old are they? What do they do?
Example: My father’s name is Mr. Keo. He is a policeman. He is 53 years old.
Check:
 the Present Simple
Tense
 spelling
 a/an
 capital letters
 full stops
Feedback: Teacher – when students are writing, go around to check their sentences.
Write the most common mistake sentences on the board and check with the whole class.

Unit 5: Occupations and Workplaces
Unit 5 Occupations and Workplaces
Speaking: What’s your…?
Introductory tasks
Teacher- Ask students about their occupations (What’s your occupation (job)?
/What do you do?)
Teacher- Ask students to read the words for a few minutes by themselves.
- Let students listen and repeat twice.
Ask some students to read the words to the class/check for pronunciations.
Teaching suggestion: This section is a revision of ‘What’ questions. Write them on the board
as the students think of them.
Dialogue
a) Listen and complete the dialogue.
Teacher- give students a few minutes to read the dialogue by themselves first before listening.
Tom: Hello, Susan. How are you?
Susan: I’mfine, thanks. And you?
Tom: Very well, thanks.
Susan: This is my friend, Khamsy. Khamsy, thisis Tom.
Khamsy: Pleased to meet you.
Tom: Pleased to meet you, too. What do you do, Khamsy?
Khamsy: I’m an accountant.
Tom: Where do you work?
Khamsy: I work for the Ministry of Home Affairs.
Teacher- Students listen 2 times and complete the dialogue.
Teaching suggestions: For the third listening play the tape but pause after each sentence.
Ask students to say the sentences. Write the missing words on the board.
Teacher- Let students listen to the dialogue again and repeat.
a) Group work
Teacher-Divide students into three groups and practise the dialogue.
Teacher: Make a group of three. Practise the dialogue. Use names of students in the class.
Feedback: Teacher -ask two or three groups to act the dialogue in front of the class.

Listening: occupations
a)Listen and number the pictures.
Teacher- Ask students to look at the pictures and guess what are their occupations.
— Students listen to the dialogue twice and number the pictures.
Audio scripts
Dialogue 1
A: What do you do Phone?
B: I’m an electrician.
Dialogue 3
B: I’m a lawyer.
Dialogue 5
A: Are you an engineer?
B: Yes, I am.
Dialogue 2
A: What do you do, Manisone?
B: I’m an accountant.
Dialogue 4
A: Are you a doctor, Somphanh?
B: No. I’m a dentist.
Dialogue 6
A: What’s your occupation, Mr Chanh?
B: I’m the manager of a garment factory.
For the third listening play but pause after each dialogue. Ask students to say the number.
Write the numbers on the board.
3 4 5
2 1 6

Follow-up task
Grammar Focus: Articles - a/an
In English we use:
‘a’ before a noun beginning with a consonant, e.g. a manager,
asecretary, adirector.
‘a’ ໃຊ້ຕ່ໜ້າຄານາມທ່ ຂ້ນຕ້ນດ້ວຍພະຍັນຊະນະ.
‘an’ before a noun beginning with a vowel (a/e/i/o/u), e.g. anengineer,
anorange, anactor, anumbrella
‘an’ ໃຊ້ຕ່ໜ້າຄານາມທ່ ຂ້ນຕ້ນດ້ວຍສະຫລະ
Note: auniversity/auniform because ‘u’ has a consonant sound.
a) What are their occupations? Look at the pictures and write sentences.
Teacher- Ask students to____________
e.g. 1. He is a policeman. 2. He is a businessman. 3. He is a doctor.
4. He is a soldier. 5. She is an accountant. 6. She is an electrician.
7. He is an engineer. 8. She is a director. 9. He is a teacher.
Teacher – ask students to write the correct answers on the board. Check their use of a/an,
their spelling, the capital letters and full stops. Ask the other students, ‘Is that right?’ If there
is a problem ask, ‘What’s wrong?’ and get someone to correct it.

b) Work in group of 3 to play a role of different occupations. Take turn to ask each
other.
B: I’m a lawyer. What do you do?
A. I’m an engineer.
C: A is a lawyer, B is an engineer.
Teacher-Model the activity with one student first.
Teacher- Walk around to observe students’ activity and checking their pronunciation.
Reading: Where do you work?
Introductory tasks
a) Match Lao and English workplaces. You can use the list of workplaces at the back of
your book to help you.
Teacher- Ask students to read the words in English and match with their Lao translation.
Students can work in pairs or in groups.
Answer: 1-g 2-e 3-k 4-i 5-b 6-h 7-j 8-l 9-d 10-m 11-a 12-f 13-c
Practice
a) Listen and number the ministries.
___3_____ Ministry of Agriculture and Forestry (MAF)
___5_____ Ministry of Home Affairs (MoHA)
___1_____ Ministry of Foreign Affairs (MFA)
___7_____ Ministry of Information , Culture and Tourism (MICT)
___9_____ Ministry of Industry and Trade (MIT)
___10____ Ministry of Labour and Social Welfare (MLSW)
___12____ Ministry of National Defence (MND)
___11____ Ministry of Education and Sports ( MoES)
___13____ Ministry of Finance (MoF)
___2_____ Ministry of Public Security (MoPS)
___8_____ Ministry of Justice (MoJ)
___4_____ Ministry of Public Health (MPH)
___6_____ Ministry of Energy and Mining (MoEM)

Audio scripts:
Dialogue 1
A. Where do you work, Mr Thongchanh?
B. At the Ministry of Foreign Affairs.
A. Oh, really!
Dialogue 3
A. Do you work at the Ministry of
Information , Culture and Tourism?
B. No. I work at the Ministry of
Agriculture and Forestry.
Dialogue 5
A. Where do you work, Bounmy?
B. I work at the Ministry of Home
Affairs.
Dialogue 7
Information , Culture and Tourism?
B. Yes, I do. I’m in administration.
Dialogue 9
A. Where do you work?
B. I work at the Ministry of Industry and
Trade.
Dialogue 11
B. I work at the Ministry of Education
and Sports.
A. Are you a teacher?
B. No, I’m a driver.
Dialogue 13
National Defence, Sonexay?
B. No, I work at the Ministry of Finance.
A. Oh. What do you do?
Dialogue 2
A. Where do you work, Xaysana?
B. I work at the Ministry of Public
Security.
A. Oh. Where’s that?
Dialogue 4
Justice, Soumaly?
B. No. I work at the Ministry of Public
Health.
Dialogue 6
Agriculture and Forestry?
B. No. I work at the Ministry of Energy
and Mining.
Dialogue 8
A. Where do you work, Chanthamaly?
B. I work at the Ministry of Justice.
Dialogue 10
Labour and Social Welfare?
B. Yes. I’m an accountant there.
Dialogue 12
B. I work at the Ministry of National
Defence.
A. Are you a soldier?
B. Yes, I am.
Students listen twice.
Feedback: Teacher - play the recording again but pause after each conversation. For each
one, ask, ‘Where does he work?’ or, ‘Where does she work?’

a)Read and complete the dialogue.
Teacher- Ask students to read and complete the dialogue using their own workplace.
Feedback: Students write their answer on the board and check with the whole class..
Teaching suggestions: Explain the meaning of ‘work for’ and ‘work at’.
Use ‘work at’ if you work at that particular place.
Use ‘work for’ if you work at another place, but being a part of that workplace.
Example: I work at the Research Institute of Educational Sciences, for the Ministry of
Education and Sports.
Language Focus
Present Simple
Teacher- Focus students on the third person singular- He/She`It.
-Give several examples to the students.
-Ask students to give their own examples.
a) Complete the sentences. Use the words in the box.
answer write live
listen work ask
1. She reads a book. 4. He lives in That Luang village.
2. We __work__for the Ministry of the
Home Affaires.
5. The teacher writes on the board.
3. She listens to the song. 6. They answer the questions.

Practice
a) Complete the text. Use the words in the box .
works a his
lives an village
She Ministry name
Mr Khamsy Soulivong is 38 years old. He is a vet. He works at the Ministry of
Agriculture and Forestry. He is married. He lives in Dongpalan village with his wife
and two children. His wife’s name is Khamseng. She is a teacher. She works for the
Ministry of Education and Sports at Vientiane Secondary School.
b) Read the text again and answer the questions:
1. What does Khamsy do? He is a vet.
2. How old is Khamsy? He is 38 years old.
3. Is he single? No. He is married.
4. What is Khamseng’s occupation? She is a teacher.
5. Where does she work? She works at Vientiane High School.
6. How many children do they have? They have two children.
Writing: Personal Information
Introduction
a) Ask five people and write their answers on the chart and report back to the class.
Example: His full name is Mr Khampheng Sengsoulivong and he’s forty years old. He’s an
accountant and he works for the Ministry of Education and Sports.
Full name? Age? Occupation? Workplace?
1. Mr. Khampheng
Sengsoulivong
40 accountant Ministry of Education and Sports
2.
3.
4.
5.
Teaching suggestion 1:Teacher-Model the task before students do the survey.
Teaching suggestion 2: When students are doing the survey, go around and listen to them.
How well can they ask and answer these questions? Do they need more practice? Are all
students participating? How can you encourage them to participate more?

Feedback: Teacher – ask some students to talk to the class about their survey, e.g. His full
name is Mr Khampheng Sengsoulivong and he’s forty years old. He’s an accountant and he
works for the Ministry of Education and Sports..
b) Complete the form. Remember to use capital letters for names and ministries.
Mr  Ms  Mrs  Miss  [Please tick ()]
Given name: ________________ Surname: ____________________
Age: ______________________ Married  Single  [Please tick ()]
Occupation: ________________ Ministry: _______________________
Teaching suggestion: This is an idea for feedback after the students have completed their
forms:
1. Draw 2 forms on the board. On Form 1, write your own personal information. Talk
about it as you write, e.g. “My given name’s …(write it) and my family name’s
…(write it). I’m …years old (write it) and I’m single (tick the box) …
2. Ask a student to complete Form 2 and talk about it.
c) Write about yourself. Use the text about Khamsy as a model.
e.g. My name is _____________________. I am _________________
______________________ and _____________________. ______
d) Read and check your partner’s writing. Can you understand it?
Check:
 the Present Simple
Tense
 spelling
 a/an
 capital letters
 full stops
Teaching suggestion:Walk around and monitor the students’ writing. Remind people about
capital letters etc. if necessary.

Unit 6: Time and Daily Routines
Unit 6 Time and Daily Routines
Speaking: What’s the time?
Introduction
Teacher- Write the question: ‘What’s the time? What time is it now?’ on the board and ask
students to repeat the question.
Teacher- Let students look at the clocks and say the time in Lao.
- Students listen and repeat
Teacher- Focus on the expression ‘to and past’.
Teacher- Write time on the board, students read.
Teacher- Ask students to work in pairs. One student says the time in Lao, another says in
English. Then take turn.
Dialogue
a) Listen to the recording and read the dialogue.
c) Practise the dialogue in pairs.
d) Practise the dialogue in pairs again using the different time phrases.
T- Ask students to use the time phrases from the box
Feedback: Teacher -ask two or three pairs to act the dialogue in front of the class.
Follow up tasks
a) Listen to the recording and draw the times on the clocks. (Students can listen twice).
1.quarter to nine 2.nine o’clock 3.quarter past nine 4.half past nine
Feedback: Teacher – play the recording again but pause after each dialogue. Ask ‘What’s
the time?’ After students give the correct time, draw it on a clock face on the board
a) Write the times under the clocks (see above for answers)
Feedback: Teacher – ask students to say and write the correct times on the board.
Unit 6: Time and daily routines

Tape scripts
1. A: What’s the time?
B: It’s quarter to nine.
B: It’s quarter past nine.
B: It’s nine o’clock.
B: It’s half past nine.
b) Write these times
e.g. 10.15 quarter past ten
11.15 quarter past eleven
12.30 half past twelve
7.45 quarter to eight
9.30 half past nine
10.45 quarter to eleven
Feedback: Teacher – ask for the answers from the students and then write the correct
answers on the board.
c) Barrier game
Instructions
Students work in pairs – Student A and Student B.
Each student has 8 clocks with the times on half of the clocks.
Student A
1 2 3 4
______________ ______________ _____________ ____________
5 6 7 8
____________ ___________ ____________ ___________
Student must not look at each other’s clocks.
Students take turns to find out the missing times by asking their partner, e.g.
A: What’s the time on clock 2?
B: It’s nine o’clock.

Students draw the missing times on their clocks.
Student B
1 2 3 4
__________ _________ __________ __________
5 6 7 8
__________ ___________ ___________ ____________
Teaching suggestion: Model the game with one student first. This will help the students to
understand what to do.
Listening: Manivanh’s Day
Introduction
a) Listen and read.
b) Listen to the recording and write the times.
She gets up at 6 o’clock.
She feeds the chickens at quarter past 6.
She cleans the house at half past 6.
She has a shower at 7 o’clock.
She has breakfast at 8 o’clock.
She goes to work at quarter past 8.
She has lunch atmidday.
She goes home at half past 4.
She has dinner at 6 o’clock.
She goes to bed quarter to 10.
Tape script:
Manivanh is a government official.
She works for the Ministry of Education.
Every day she gets up at 6 o’clock.
After that she feeds the chickens at quarter past six and cleans the house at half past six.
She has a shower at 7 o’clock.
She has breakfast at 8 o’clock.
After that she goes to work at quarter past eight by motorbike.
She has lunch at midday.
She goes home at half past four and has dinner with her family at 6 o’clock.
She goes to bed at quarter to ten.

Language Focus
a) Complete these sentences.
She has breakfast at 8.30 a.m.
What time do you have breakfast?
They go to work in the morning.
He goes to work by motorbike
I have dinner at 6 p.m.
Wehave lunch at 12.30.
b) Survey: Stand up and walk around. Ask five people. Write their answers on the chart.
Teaching suggestion 1: Model the activity with one student first. This will help students
understand how to do the survey.
What time do you _________?
Names
1.
2.
3.
4.
5.
Teaching suggestion 2: You can encourage shy students to participate in this activity. Get
them to ask you what time you do things and write your answers on the survey.
c) Each student talks about one person from their survey.
e.g. Manivanh gets up at ________________
She has a shower at ________________
d) Write four sentences about one person from your survey.
Reading: Manivanh’s Day
a) Write these times:
4 a.m. = 4 o’clock in the morning
8.30 a.m. = half past eight in the morning
8.30 p.m. = half past eight in the evening
9.45 a.m. = quarter to ten in the morning
6.30 p.m. = half past six in the evening
7.30 a.m. = half past seven in the morning
5.30 p.m. = half past five in the evening
10.45 a.m.= quarter to eleven in the morning
11.30 a.m.= half past eleven in the morning

Follow up tasks
Manivanh’s Day
a) Write the number of the picture next to the matching sentence.
1 2 3 4
5 6 7 8
9 10 11
10 Every day Manivanh gets up at 6 o’clock in the morning.
4 She feeds the chickens at 6.15 in the morning.
2 She cleans the house at 6.30 a.m.
11 She has a shower at 7.00 a.m.
5 She has breakfast at 8.00 a.m.
9 She goes to work at 8.15 a.m. by motor bike.
7 She has lunch at midday.
6 After work she goes to the market.
3 She has dinner at 6.00 p.m. with her family.
8 After dinner she watches television.
1 She goes to bed at 9.45 p.m.
Feedback: Teachers - ask students to read each sentence and say the number of its matching
picture, e.g. “Every day Manivanh gets up at 6 o’clock in the morning” is picture number 10.
b) Read these sentences:

c) Survey: Stand up and walk around. Ask five people. Write their answers in the chart.
Do you go to work by / on ____________?
Names
1.
2.
3.
4.
5
Teaching suggestion 1: Model the activity with one student first before all students do the
survey.
Teaching suggestion 2: You can encourage shy students to participate in this activity. Get
them to ask you what time you do things and write your answers on their survey. You can
also encourage students by asking them what time they do things and writing their answers
on your survey.
Writing: Your day
a) Read ‘Manivanh’s Day’ again
Take turns to read to your partner.
Teaching suggestion: When students are reading to each other, go around and listen to
them. Do any students need help with their pronunciation?
b) Write about your day.
e.g. Every day I _____________________________________
Teaching suggestion 1: When students are writing, go around and (quietly) check their work
(monitor their work). If you see a mistake, point to it, but leave the student to try to decide
what is wrong by himself / herself. This is a good learning strategy.
Teaching suggestion 2: After students have finished writing, encourage them to read their
writing again. Tell them to read it carefully and correct any mistakes they find before they
give it to another student in the follow-up activity.
Check:
 the grammar
 the spelling
 the full stops
 the capital letters

Revision
Game: Who’s the winner?
Make questions for the following answers.
Instruction
 Divide students into a group of 4-5.
 For playing- students can use a dice or write numbers 1-6 on the piece of
paper.
 Students take turn to throw a dice or pick up a piece of paper and move
forwards each box based on the dice thrown or the paper picked up.
 Students have to make a correct question to the sentence, otherwise they can
not move.
 If students reach the box ‘ GO BACK’ they have to go back based on the
direction given.
 Who can reach the finished line first – is the winner.
Teacher- walk around to observe students’ activity.
Help students when they have difficulties forming the questions.

Unit 8: Weekly Routines
Unit 7 Months and Dates
Speaking: Months
Introductory tasks
 Brain Storming Activity:
Teacher – introduce the topic of the lesson by eliciting what the student already
know about months of the year.
a) Listen and read the months.
January February March April May June
July August September October November December
 Note: Capital letters
Teacher – explain that when writing months in English, it is important to start the word
with capital letter.
e.g: My date of birth is on the 16th
of January, 1975.
b) Listen and mark the stress on the months.
'January 'February 'March 'April 'May 'June
Ju'ly 'August Sep'tember Oc'tober No'vember De'cember
Teaching suggestions: It is a good idea to get into the habit of highlighting and marking
up on the board the main stress of new words, and having students copy this down, e.g.
'January.
a) Listen and write the number of the dialogue in the box.
Teacher – ask the students to listen to the dialogues and number the months.
Teacher – play the recoding twice.
Answers:
5 3 2
January February March April May June
1 4 6
July August September October November December
Months of the
year
Unit 7: Months and dates

Audio scripts
1. A: What’s the date today?
B: It’s the 3rd
of July.
A: Sorry?
B: The 3rd
of July.
4. A: She’s getting married in August.
B: What date?
A: The 31st
.
B: Oh, that’s not long now.
2. A: What’s your date of birth?
B: The 3rd
of June, 1968.
B: The 19th
of April, 1952.
3. A When’s your birthday?
B: The 22nd
of May.
A: The 22nd
of May? That’s today!
Happy birthday!
6. A: Aksone says your birthday is on
the 5th
of November. Is that right?
B: Yes. That’s right – the 5th
of
November.
Teacher – check with the whole class.
Practise
a) Complete the sentences below
Teacher – ask the students to look at the pictures of the weather in Laos and then
complete the sentences below.
Teaching suggestion: Discuss the pictures before students complete the sentences. For
example, you can ask:
 How many seasons are there in Laos?
 What are the names of the seasons?
 What can you see in the picture of the cool, dry season?
 How many months are in the cool, dry season?
 What are they? etc.
Answers:
1. The cool, dry season is in December, January and February.
2. The hot, dry season is in March, April and May.
3. The wet season is in June, July, August, September, October and November.
Language focus: Adjectives for describing things
Teacher – explain frequent adjectives used for describing the weather
Teacher – explain the expression ‘What’s the weather like?’. The answer for this
question is the description of the weather.
e.g: It’s cold/It’s hot/ It’s warm/ etc.... .
a)Take turns to ask and answer about the weather in Laos
Teacher – ask the students to take turns to practice the question and answer, using the
fact about the weather of his/her home town.

Speaking: Ordinal numbers and dates
Introductory tasks
Teacher – introduce the differences between cardinal and ordinal numbers
Cardinal Numbers Ordinal Numbers
1 = One 1st
= the first
2 = Two 2nd
= the second
3= Three 3rd
= the third
4= Four 4th
= the fourth
5= Five 5th
= the fifth
6= Six 6th
= the sixth
7= Seven 7th
= the seventh
8= Eight 8th
= the eighth
9= Nine 9th
= the ninth
10= Ten 10th
= the tenth
Note: Ordinal numbers
Teacher once again explains more detail (simple rules) about how to say or write ordinal
numbers.
a)Listen and repeat
1st
2nd
3rd 4th
5th
6th
7th
8th
9th
10th
first second third fourth fifth sixth seventh eighth ninth tenth
Activity:
Line up: Ten students stand in a line, one behind the other. The first person in the line
says: ‘I’m first.’ The second person says: ‘I’m second,’ and the last person
says: ‘I’m last.’
Teaching suggestion: You can have more than one line up if your class has more than 10
people in it. You will have to teach the word “last”. The line up activity here gives students a
chance to be active and to practise saying the ordinals. They must stand one behind the
other, not next to each other, for the activity to be meaningful.
a)Listen and repat
Teacher – ask the students to practise say the ordinal numbers from 11th
– 20th
.
11th
= eleventh 12th
= twelfth 13th
= thirteenth
14th
= fourteenth 15th
= fifteenth 16th
= sixteenth
17th
= seventeenth 18th
= eighteenth 19th
= nineteenth
20th
= twentieth
Teaching suggestion: Pay attention to the pronunciation.

Write the ordinal numbers 21st to 31st in words.
21st
= twenty-first 22nd
= twenty-second 23rd
= twenty-third
24th
= twenty-fourth 25th
= twenty-fifth 26th
= twenty-sixth
27th
= twenty-seven 28th
= twenty-eighth 29th
= twenty-ninth
30th
= thirtieth 31st
= thirty-first
Teacher – ask the students to practise say the ordinal numbers from 21th
– 30th
.
Follow-up task
a) Listen and tick () the dates
Teacher tells the students that they are going to hear six short conversations talking
about someone’s important date, and they have to tick () the date. The recording can
be played twice.
Answers:
1. 23rd
July
4th
July
3rd
July 
2. 3rd
June 
13th
June
22nd
June
3. 22nd
May 
24th
May
2nd
May
4. 1st
August
21st
August
31st
August 
5. 9th
April
19th
April 
29th
April
6. 6th
November
5th
November 
25th
November
Tape scripts
B: It’s the 3rd
of July.
A: Sorry?
B: The 3rd
of July.
4. A: She’s getting married in August.
B: What date?
A: The 31st
.
B: Oh, that’s not long now.
B: The 3rd
of June, 1968.
B: The 19th
of April, 1952.
3. A When’s your birthday?
B: The 22nd
of May.
A: The 22nd
of May? That’s today!
Happy birthday!
6. A: Aksone says your birthday is on
the 5th
of November. Is that right?
B: Yes. That’s right – the 5th
of
November.
Note: How to write and say the dates
Teacher – explain the differences between ‘Written and Spoken forms’ when writing
and saying the dates.

b) Listen and complete.
Teacher – ask the students to listen to the recording and complete the dialogue.
Answers:
B: It’s the 3rd of July.
A: Sorry?
B: The 3rd of July.
A: Thanks.
B: The 3rd
of June , 1968.
Teaching suggestion: Difference between ‘date of birth’ and ‘birthday’. Explain to students
that date of birth is formal. It is often used on forms. They will practise asking for and giving
their dates of birth in the next section.
‘When’s your birthday?’ is informal. We don’t use the year when talking about birthdays. If
you want to practise ‘When’s your birthday?’ you can Play Dialogue 3 later and then
practise asking and answering around the room or do a survey.
Teacher – ask the students to listen and repeat after the recording.
1985 1965 2000 2002
1995 1999 2001 2020
b) Listen and write
Teacher – ask the students to listen and write the years
Tape script
1. 1997 3. 2005 5. 2021
2. 1963 4. 1978 6. 1946
a) Listen and complete
Teacher – ask the students to listen and the task.
Answers:
1. 19/6/1996 4. 17/3/2000 7. 30/7/1971
2. 10/8/1929 5. 31/10/1953 8. 29/12/ 1943
3. 23/1/1960 6. 14/2/ 2002 9. 18/11/1959

Tape scripts
B: The 19th
of June, 1996.
6. A: What’s your son’s date of birth?
B: The 14th
of February, 2002.
2. A: What’s her date of birth?
B: The 10th
of August, 1929.
7. A: What’s your date of birth, John?
B: Date of birth? The 30th
of July, 1971.
3. A: Your date of birth?
B: The 23rd
of January, 1960.
8. A: When were you born?
B: The 29th
of December, 1943.
4. A: What’s your daughter’s date of birth?
B: The 17th
of March, 2000.
9. A: What’s your father’s date of birth?
B: The 18th
of November, 1959.
5. A: When were you born?
B: Born? The 31st
of October, 1953.
Practise
a) Barrier game
Instructions
Students work in pairs – Student A and Student B.
Each student has a chart half completed with ordinal numbers.
Students must ask each other for the missing dates and write them on their chart.
Students must not look at each other’s chart.
Teaching suggestion 1: Make sure students cannot see each other’s chart. Divide the
students into A and B before you start. Tell Student A to cover Student B’s chart in the book
and tell student B to cover student A’s chart. Walk around to check they have done this.
Teaching suggestion 2: Model the Barrier Game with one student before the pairs start
asking and answering their questions. The activity also reminds students to say ‘Sorry?’ if
they need the answer repeated. You should model this too.
e.g. A: What’s the date in A1?
B: It’s the 3rd
.
A: Sorry?
B: The 3rd
. (A writes 3rd
on his chart in A1.)
Student A:What’s the date in …?
A B C D E F
1 9th
18th
30th
2 4th
2nd
3 15th
11th
24th
4 1st
22nd
19th

Student B:What’s the date in …?
A B C D E F
1 3rd
23rd
13th
2 21st
27th
20th
6th
3 8th
5th
16th
4 10th
7th
12th
a) Ask 10 people about their date of birth. Write their name and date of birth on the chart.
e.g. A: What’s your date of birth?
B: The 21st
of June, 1970.
Names Dates of birth
1. Manivone 21st
of June, 1970
2.
3.
Teaching suggestion: Model the survey task before students do the survey.
a) Write five sentences about people you talked to.
e.g. Somsinh’s date of birth is the 1st
of January, 1968.
Reading: Months
Introductory task
a) Write the words and numbers of the months in the box
Teacher – ask the students to work individually to write the months and the number of
the months. Reminds them about ‘Capital letter’

Answers:
a. l u j y July 7
b. r a y u j a n January
1
c. l a i p r April
4
d. d e m e b e r c December
12
e. r c o b o e t October
10
f. y b r f r e a u February
2
g. b e m e p e s t r September
9
h. n u e j June
6
i. t u u a s g August
8
j. a h m c r March
3
k. e r b n e o m v November
11
l. y a m May
5
a) Look at the calendar. Read and answer the questions.
Teacher – ask the students to work in a group of three or four to study the calendar and
discuss the answers with their classmates.
Teacher – check the answers as a whole class

1. What’s the first month of the year? January
2. What’s the last month? December
3. What day is the first of July? Monday
4. What day is the last day in June? Sunday
5. What month comes before (ກ່ອນໜ້າ) November? October
6. What month comes after (ຫຼັງຈາກ) October? November
7. How many days are there in January? 31 days
8. How many months have 31 days? 7 months
9. How many Fridays are there in January? 4
10. What date is the first Friday in January? 4th
11. What date is the second Friday in January? 11th
12. What day is the last day of the year? Tuesday
Practise
a)Write answers to these questions.
Teacher – ask the students to work in pairs answering the questions
Teacher – check the answers with the whole class.
Teaching suggestion 1: Discuss the pictures with the students before they write the
answers.Remind the students with capitalizing for each festival.
Teaching suggestion 2: The names of festivals have capital letters. You could write the
questions on the board without capital letters and get students to correct them before they
start writing the answers.
Answers:
1. What month is Lao New Year in?
Lao New Year is in April.
2. When is the Rocket Festival?
The Rocket Festival is in May or June.
3. When is the Boat Racing Festival?
The Boat Racing Festival is in September or October.
4. When is theThat Luang Festival?
The That Luang Festival is in October or November.
Task 2: In pairs, the students discuss about the dates of festivals and other important
dates in the Lao calendar.
Optional: The students can also discuss about any traditional festivals or other important
dates celebrated in their hometown.

Writing: Important dates
a) List about 5 of important dates in your life
Teacher – ask the students think about of the important dates in their life, and then share
with others.
Revision
a) Ask your classmate and complete the form
Teacher – ask the students to work in pairs asking and completing the form.
Teaching suggestion 1: This is revision of previous units. Spend as much or as little time as
necessary, i.e. If students seem to be sure of these questions and answers, them only spend a
short time. If they have forgotten, spend longer. Some students will need more practice than
others.
Mr / Miss / Mrs / Ms [please circle]
Name: …………………………………………………………………………………
(Given name) (Family name)
Occupation: …………………………………………………………………………..
Workplace: …………………………………………………………………………….
Telephone: …………………………………………………………………………….
Date of birth: ………………………………………………………………………….
Married  Single [please tick ()]
Number of Children: …………………………………………………………………
Teaching suggestion 1: Remind the students not to fill in the forms with full sentences.
Remind them about capital letters.
Teaching suggestion 2: When students are filling in the form, walk around and check their
writing. Help anyone who needs it.
Task 2: Report back to the class
— The teacher asks each student to report his/her partner’s information to the whole class
e.g. Her name is Ms Pansy Sanoubane. She …
Teaching suggestion 2: After students have finished writing, encourage them to read their
writing again. Tell them to read it carefully and correct any mistakes they find before they do
the follow-up activity.
Teaching suggestion 3: After the follow-up task, collect the students’ writing. Write
comments on the writing to give students feedback on their progress. Use the form called
‘Feedback on Progress in Writing’ which is in the Teacher’s Book on page 6.
Task 3: Give your form to someone else to read. Read another student’s form. Write about
that student.
Remember, you can say, ‘Sorry?’ or ‘Say it again, please’ if you want to hear the instruction
again.

Unit 8 Weekly Routines
Speaking: Early or late?
Introductory tasks
a) Look and Read
Teacher - ask the students to read the dialogue.
Teacher -put the students in pairs practising the dialogue.
Dialogue
a)Listen and complete the dialogue.
Teacher -ask the students to go through the dialogue to check if they have any difficult
words that need to be clarified.
Teacher -play the recording and ask the students to listen and complete the dialogue.
Teacher -check the answers as a whole class
Audio script:
Linda: Do you get up early, Mrs Somdy?
Somdy: Yes, I do. I get up at twenty to five.
Before work I feed the ducks and clean the house. Then I cook rice for breakfast.
Linda: And does your husband get up early?
Somdy: Yes. He works in the vegetable garden before he goes to work.
Linda: And does he go to bed early?
Somdy: Yes, he does. After dinner he reads the newspaper then he goes to bed at 9.30.
What about you, Linda? Do you go to bed early?
Linda: No, I don’t. I go to bed late and I get up late.
b)Listen and repeat
Teacher -play the recording and ask the students to repeat the dialogue.
c)Practice the dialogue in pairs
Teacher- ask students to practise the dialogue and let some of them demonstrate in front of
the class.
d)Practise the dialogue using your own names
Teacher- ask students to practise the dialogue using their own information and let
some of them demonstrate in front of the class.
Unit 8: Weekly routines

Practise
a) Read the dialogue and answer the questions.
Teacher - ask the students to read the dialogue again and answer the questions
individually.
Teacher - go through the answers with the whole class.
1.What does Mrs Manivanh do early in the morning? She feeds the ducks and cleans
the house. Then she cooks rice for breakfast.
2. What does her husband do early in the evening? He reads the newspaper then he
goes to bed.
3. What does Mrs Manivanh cook for breakfast? She cooks rice for breakfast.
4. Does her husband go to bed early? Yes, he does.
5. Does he get up late? No, he doesn’t.
Language focus
Teacher–brainstorm/ask the students what they already know about irregular verbs
Teacher-write all the verbs provided by the students on the board.
Teacher-present the rule of ‘Irregular Verb’, and give some examples on the board.
Optional: Teacher could try to find more exercise from grammar book to use as
supplementary maters to help students understand the use of irregular verbs.
a) Correct sentences
Teacher - allow students to work on their own correcting the sentences
Teacher - check the answers as a whole class.
Answers:
1. His son do the washing by himself.
His son does the washing by himself.
2. Are you go to work early?
Do you go to work early?
3. My father clean the yard every morning.
My father cleans the yard every morning.
4. She is doctors.
She is a doctor.
5. Boua wash the dishes.
Boua washes the dishes.
6. Do he work for the Ministry of Foreign Affairs?
Does he work for th Ministry of Foreign Affairs?
7. Does Kham has two children?
Does Kham have two children?

Listening: Khamphanh’s week
Introductory tasks
a)Look at the pictures and read
Teacher - prepare flash cards showing different activities.
Teacher - introduce the new vocabulary using the flash cards.
Teacher - ask the students to repeat the words.
Optional: Miming game
— Ask a few students to come up and mime the activities, and the rest of the class try to
guess what the activities are.
Practise
Listen and number the pictures
Teacher - tell the students that they are going to hear what Khamphanh’s daily
activities. The recording can be played twice
Teacher – ask the students to listen and number the pictures.
Teacher – check as a whole class.
Answers:
Audio script
Every day at 5 a.m. Khamphanh works in the garden.
He usually listens to the radio before work.
He sometimes drinks coffee with friends in the morning.
He reads the paper every evening after work.
He studies English every Tuesday evening.
Every Wednesday night, he plays the guitar with friends.
He sometimes drinks beer after work.
He usually goes fishing on the weekend.
4
7
2
1
3 5
8 6

a) What about you? Answer the questions
Teacher – ask students to work individually and answer the questions about
himself/herself using short answers
b) Class survey
Teacher – ask students to talk around the class and ask at least five people about their
daily activities, and write down their answers in the chart.
Do you …
Names
c) Report about one person from your survey
Teacher – ask students to work in pairs and report about one person from his/her survey.
Follow up tasks
Teacher – explain the use of connectors ‘and/but’ and give some examples
Teacher – ask the students to try to form sentences with the use of connectors ‘and/but.
Teacher – help with any difficulties
Note: Connectors (ຄາເຊ່ອມ) ‘and / but’
In either written or spoken language we normally use ‘and’ when we need to add something
to what we have already mentioned.
e.g. Linda goes to bed late and gets up late.
In either written or spoken language we normally use ‘but’ when we need to show
something opposite to what we have already mentioned.
e.g Ms Manivanh goes to bed late but gets up early.

a)Look at the chart and write sentences using and/but.
Teacher – ask the students to work with other students to write sentences using the
information given in the chart.
and/but drink coffee drink beer sing
play the
guitar
play
football
play
badminton
Somsinh      
Soumaly      
Phosy      
Manivone      
e.g. Somsinh drinks beer but he doesn’t drink coffee. He sings and plays the guitar. He plays
football but he doesn’t play badminton.
Soumaly drinks coffee but she doesn’t drink beer. She sings but she doesn’t play the guitar.
She plays badminton but she doesn’t play football.
Phosy: doesn’t drink coffee but he drinks beer. He sings but he doesn’t plays the guitar. He
plays football and badminton.
Manivone: dinks beer but she doesn’t drink coffee. She plays the guitar but she doesn’t sing.
She plays badminton but she doesn’t play football.
Language focus
Teacher – explain the use of ‘Adverbs of frequency’, and give more examples for the students
Notes:always ເລ້ອຍ Å, usually ປກກະຕິ, sometimes ບາງເທ່ ອ, never ບ່ເຄຍຈ ັກເທ່ ອ.
always 100% e.g. I always watch television in the evening.
usually 90% I usually go to work at 8:30.
sometimes 50% I sometimes play football on the weekend.
never 0% I never go to bed late.
e.g. (always 100%, usually 90%, sometimes 50%, never 0%)

Ask your partner
Teacher – put the students in pairs asking and answering questions using her/his own facts.
a)Survey: Stand up and walk around. Ask five people. Write their answers in the chart.
Teacher – ask the students to stand up and walk around the class, let them ask five people
and write the answers in the chart.
e.g. A: Do you …?
B: Yes, sometimes/always/usually.
No, never.
Names
Do you … Khamphanh
read the newspaper in the
morning?
always
drink beer? sometimes
go to bed late? never
go fishing at the weekend? usually
drink coffee in the morning? sometimes
watch television in the
evening?
usually
listen to the radio in the
evening?
never
Teaching suggestion1: Explain to students that they are going to find out what languages
people in the class speak. It is a good idea for the teacher to model this activity with one or
two students before the class starts the activity.
Teaching suggestion 2: When students are talking, go around to make sure everyone is busy.
You can also participate in the activity. If a student is not participating well, you can ask him
(or her) some questions and encourage him to ask you. Then you can find someone else to
ask him.
a) Write four sentences about your survey
Teacher – ask the students to write four sentences using their survey results.
Teacher – ask the students to read out their sentences to the whole class.
b) Complete the sentences with the correct endings.
Teacher – ask the students to work individually to complete the sentences with the
correct endings.
Teacher – go through the answers with the whole class.

Answers:
1. Thong often drinks tea but he never drinks coffee.
2. Phet usually reads the newspaper at night but he sometimes watches television.
3. Somphet sometimes drinks beer but he never smokes cigarettes.
4. Khamla always gets up early on week days but he usually gets up late on the
weekend.
5. Manivone usually eats rice for lunch but sometimes she eats bread.
Reading 1: Khamphanh’s week
Introductory task
Task 1:
Write the number of a picture in front of each sentence.
Teacher – ask the students to work individually to match the number of the pictures with the
correct sentences.
1 2 3 4
5 6 7 8
Answers:
6 Everyday at 5 a.m. Khamphanh works in the garden.
1 He usually listens to the radio before work.
3 He sometimes drinks coffee with friends in the morning.
7 He reads the paper every evening after work.
5 He studies English every Tuesday evening.
2 Every Wednesday night, he plays the guitar with friends.
8 He sometimes drinks beer after work.
4 He usually goes fishing on the weekend.

Language focus
Teacher – explain the rule about how to form a question with ‘When’, and demonstrate some
examples.
Questions with ‘When’
To form a question with ‘When’, it is required the auxiliary verb ‘do’
ການໃຊ້ຄາຖາມທ່ ຂ້ນຕ້ນດ້ວຍ ‘When’ ຈະຕ້ອງໃຊ້ຄາກິລິຍາ‘do’ຊ່ວຍໃນການສ້າງຄາຖາມ.
e.g. When do you listen to the radio?
When does Khamphanh work in the garden?
a) Read the sentences about about Khamphanh’s week again. When does he do these
things? Tick () the boxes
Teacher – ask the students to read the sentences about Khamphanh’s week again, and
find out when he does these things? Tick () the boxes.
in the morning in the
afternoon
in the
evening
at night on the weekend
work in the
garden

listen to the
radio

drink
coffee

read the
paper

study
English

play the
guitar with
friends

drink beer

go fishing

b) Complete the sentences with ‘always, usually, sometimes, never’
Teacher – ask the students to individually complete the sentences with ‘always, usually,
sometimes, never’ using their own information.

c) Class Survey:
Teacher – ask the students to stand up and walk around. Ask five people and write their
answers in the chart.
What do you do at _______________?
Names
Time
6.00 a.m.
8.00 a.m.
10.00 a.m.
12. 00 midday
2.00 p.m.
4.00 p.m.
6.00 p.m.
8.00 p.m.
Teaching suggestion1: Explain to students that they are going to find out what languages
people in the class speak. It is a good idea for the teacher to model this activity with one or
two students before the class starts the activity.
Teaching suggestion 2: When students are talking, go around to make sure everyone is busy.
You can also participate in the activity. If a student is not participating well, you can ask him
(or her) some questions and encourage him to ask you. Then you can find someone else to
ask him.
Practice
a) Khamphan’s week at the office
Teacher – ask the students to individually read about Khamphanh’s week at the office
and answer the questions.
Teacher – go through the answers as the whole class.

Khamphanh’s week at the office
Khamphanh is a government official. He works for the Ministry of Education. He works
at the English Language Resource Centre in Vientiane. He is the vice director.
Every day Khamphanh gets up at six o’clock. He always reads the newspaper before
work. He has breakfast at seven o’clock. He goes to work by motorcycle at 7.30 a.m. He
arrives at work at about a quarter to eight. He usually has a meeting with his staff on
Monday morning at 8.30 but sometimes his staff are late. Khamphanh works in his office
all morning. He doesn’t go home for lunch. He has lunch at the office canteen.
Every day he is very busy in his office. He usually finishes work at 4 o’clock but
sometimes he works late. After work he usually goes home but sometimes on Friday he
drinks beer with his friends. He smokes cigarettes after work but he never smokes at the
office.
1. Who does Khamphanh work for? He works for the Ministry of Education.
2. Where does he work? He works at the English Language Resource Centre in
Vientiane.
3. What is his position (ຕາແໜ່ງ)? He is the vice director.
4. What time does he get up every day? Every day he gets up at six o’clock.
5. What does he do before work? He always reads the newspaper before work.
6. How does he go to work? He goes to work by motorcycle.
7. When does he arrive at work? He arrives at work at about a quarter to eight.
8. What time does he have a meeting? He usually has a meeting at 8.30.
9. Who does he have a meeting with? He usually has a meeting with his staff.
10. When does he usually finish work? He usually finishes his work at 4 o’clock.
11. Where does he usually go after work? After work he usually goes home but
sometimes on Friday he drinks beer with his friends
.
12. Does he smoke cigarettes in the office? No. He never smokes in the office.
Writing: Your week
a) Write about your weekly routines
Teacher – ask the students to write about their own weekly routines using
Khamphanh’s as a model.
Check:
 the grammar
 the spelling
 the full stops
 the capital letters
Optional: Teacher can give this as homework.

Unit 9: Countries, nationalities and languages
Unit 9 Countries nationalities and languages
Speaking: Where are you from?
Introductory tasks
a)Southeast Asia map
Teacher – prepare a map of Southeast Asia and shows it to the students.
Teacher – ask the whole class to try if they can place the countries on the map.
e.g: What’s the name of the country for number 1?
It’s Laos.
b)Listen and repeat
Teacher – play the recording and ask the students to listen and repeat the words.
c) Listen and mark the stress on the country names, e.g 'Laos
Teacher – ask the students to listen to the recording again and try to mark the correct
stress.
Answers:
'Laos 'Singapore Indo'nesia 'Thailand 'China
'Myanmar Cam'bodia Ma'laysia 'Brunei 'Vietna
The 'Philippines
Teaching suggestion: Play the cassette two or three times. If students need more time to
mark the stress, you can pause after each country.
d) Look at the map of Southeast Asia. Ask and answer questions about the names of the
countries.
Teacher – ask the students to work in pairs ask and answer questions about the name of the
countries using the Southeast Asia Map.
Dialogue tasks
a)Listen and complete.
Teacher – ask the students to look at the picture of three women, and let them predict what
they are doing, where they are from, etc...
Teacher – play the tape and ask students to listen and complete the dialogue
Teacher – go through the dialogue with the whole class

Unit 9: Countries, Nationalities and Languages
Audio script:
Manivan: Good morning, Ms Hien. How are you?
Hien: I’m fine, thanks. And you?
Manivan: Fine, thank you.
This is Ms Alias. She’s from Malaysia.
Ms Alias, this is Ms Hien. She’s from Vietnam.
(Ms Hien and Ms Alias shake hands).
Hien: Pleased to meet you.
Alias: Pleased to meet you, too.
Hien: What do you do, Ms Alias?
Alias: I’m the Director of the Language Centre.
What about you?
Hien: I’m …
b)Role play
Teacher – put students into a group of three, and let them practise the dialogue.
Teacher – explain the use of ‘How do you do?’
Note: How do you do?
When greeting someone officially, we normally use ‘Please to meet you’. Moreover, we can
also use ‘How do you do?’
Follow-up tasks
a)What about you? Ask and answer
Teacher – ask the students to stand up and walk around, greet and introduce each other.
b) Ask and answer about these people
Teacher – ask the students to work in a group and discuss about the people in the pictures.
Language Focus
Teacher – explain the use of ‘To be’ in Past Simple Tense.
a)Complete the sentences.
Teacher – ask the students to work together with his/her partner and complete the sentences
with the correct form of verb ‘to be’.

Answers:
1. Kaisone Phomvihane was the President of Laos.
2. I was born in 1968.
3. Today is Wednesday.
4. Yesterday was Tuesday.
5. Last year we were in Malaysia.
6. In 1978, I was in Vietnam.
7. Today they are at work.
8. Yesterday evening he was at home.
9. In January they were in Luang Nam Tha.
10. Where were you last month?
b) Ask people where they were.
Teacher – ask the students to work in pair and ask each other about where they were at a
particular time.
Listening: What’s your nationality?
Introductory tasks
a)Match the nationalities with the countries.
Teacher – go through the list of nationalities, and asks students to try matching the
nationalities with the countries.
Teacher – check the answers with the whole class.
Answers:
Country Nationality
Laos 'Lao
Vietnam Vietna'mese
Indonesia Indo'nesian
Thailand 'Thai
China Chi'nese
Brunei Bru'neian
Myanmar 'Myanmar
The Philippines Fili 'pino
Malaysia Ma'laysian
Singapore Singa'porean
Cambodia Cam'bodian / Kh'mer
Timor Leste Timorese

J-O-H-NA: Can you spell it please?B: S-M-I-T-HUnit 2: Personal InformationEnglish for Lao Government Officials Module 18Unit 2: Personal Information8 English for Lao Government Officials Module 1b) Practise the dialogues in pairs. Use your own names.Teacher- Students work in pairs. Practise the dialogues using their own names.Walk around to monitor and help with pronunciation.Feedback: Ask some pairs to perform their dialogues in front of the class.Listening: Personal informationIntroductory tasksa) Listen and circle the correct answer.1

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