Teacher textbook - Module 1

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…’.
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
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.
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.
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.
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.
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

b)Listen and mark the stress on the nationalities, e.g. 'Lao
Teacher – play the recording and asks students to mark the stress on the nationalities.
Teacher – try helping students with marking correct stress, and check with the whole class.
Teaching suggestion 1: Play the cassette two or three times. If students need more time to
mark the stress, you can pause after each nationality.
Teaching suggestion 2: It is a good idea to get into the habit of writing new words on the
board and marking the stress, e.g. Ma'laysian. Drill the pronunciation
c)Listen and repeat
Teacher – ask the students to listen to the words again and then repeat after the tape.
d)Take turns to ask and answer about country’s names and its nationality
Teacher – put the students to do pair work, let them work together to ask and answer about a
country’s name and its nationality.
Follow up task
a)Listen to the dialogues. Write the nationality of the person in each dialogue.
Teacher – explain that the students will hear six dialogues, and they have to listen and write
down the person’s nationality in each dialogue.
1. Thai 4. Filipino
2. Cambodian 5. Malaysian
3. Chinese 6. Singaporean
Teaching suggestion 1: Play the cassette two or three times. If students need more time to
write, you can pause after each dialogue. More importantly, pronunciation should be
focused.
Audio script
1. A: What’s your nationality?
B: I’m Thai.
2. A: Are you Vietnamese?
B: No, I’m not. I’m Cambodian.
3. A: Are you from China?
B: Yes, I am.
4. A: What’s Anna’s nationality?
B: She’s Filipino.
5. A: We’re from Malaysia.
B: Oh, so you’re Malaysian?
A: Yes, that’s right.
6. A: Is Mr. Lee from China?
B: No, he’s not. He’s from Singapore.

Note: Pronunciation
Notice the / / sound for ‘ti’ and the stress in ‘natio'nality’.
Practise the pronunciation of ‘natio'nality’.
b)Role play
Teacher – ask the students to work in pair, ask and answer ‘What’s your nationality?’
Example:
A: Are youVietnamese?
B: No, I’m not. I’m Cambodian.
Speaking: What languages do you speak?
Introductory tasks
a)Complete the table with the nationalities and languages in the box.
Teacher – ask the students to work with each other and complete the table.
b)Listen and mark the stress
Teacher - play the recording (twice) and asks students to mark the correct stress
Answers:
Country Nationality Language
Laos Lao 'Lao
Vietnam Vietnamese Vietna'mese
Indonesia Indonesian Indo'nesian
Thailand Thai 'Thai
China Chinese Chi'nese
Brunei Bruneian Ma'lay
Myanmar Burmese 'Burmese
The Philippines Filipino 'Tagalog
Malaysia Malaysian Ma'lay
Singapore Singaporean 'English
Cambodia Cambodian 'Khmer
mark the stress, you can pause after each language.
c) Listen and repeat the dialogue.
Teacher – play the recording and asks students to repeat the dialogue
d) Practise the dialogue
Teacher – put the students in pairs and let them practise the dialogue
Teacher – ask a few pairs to come up and practise the dialogue in front of the class.

Dialogue:
Tom: Do you speak Vietnamese?
Khamsy: No, I don’t.
Tom: What languages do you speak?
Khamsy: Lao, Thai, and a little English.
Language Focus
Teacher – explain the use of ‘and/ or’ and give more examples.
and / or
When we need to add something to what we have mentioned or written earlier we can
use ‘and’
e.g. David speaks English and French.
Phonephet speaks English, French and Vietnamese.
In the same case, for English negative statement we use ‘or.’
e.g. Somsinh doesn’t speak English or French.
Niphaphone doesn’t speak English, French or Vietnamese.
Please note the sentence structure when adding three or more things in the sentence.
e.g. Phonephet speaks English, French and Vietnamese.
Niphaphone doesn’t speak English, French or Vietnamese.
We use comma between things mentioned or written earlier. We use ‘and/ or’ before
the last thing.
a)Write about these people. Use and / or / but.
Teacher – ask the students to work individually to write sentences using formation provided
in the table.
After finishing writing sentences, let students compare theirs with other students
Name English French Vietnamese
Ms. Phonephet   
Mr. Somsack   
Mr. Chanthai   
Ms. Niphaphone   
Mr. Sonesay   
Ms. Khamsay   
1. Ms Phonephet speaks English, French and Vietnamese.
2. Mr Somsack speaks English and French but he doesn’t speak Vietnamese.
3. Mr Chanthai speaks English, French and Vietnamese.
4. Ms Niphaphone doesn’t speak English, French or Vietnamese.
5. Mr Sonesay speaks English and Vietnamese but he doesn’t speak French.
6. Ms Khamsay doesn’t speak English, French or Vietnamese.

b)Find someone who.....
Teacher – ask the students to stand up and walk around the class, and find someone who
speaks these languages.
Find someone who speaks …
Name
Thai _________________________________
Vietnamese _________________________________
English _________________________________
French _________________________________
Russian _________________________________
Malay _________________________________
Khmer _________________________________
Chinese _________________________________
people in the class speak. It is a good idea for teacher to model this activity with one or two
students before the class starts the activity.
ask him.
Teaching suggestion: Make sure all students are listening actively to each other. After one
student has answered, you can ask another student “What did he / she say?” This will
encourage them to pay attention.
c) Write sentences about the languages people in your class speak
Teacher- ask the students to individually write sentences about the people who they spoke to.
Teacher – ask some of the students to report their findings to the class.
Reading: Ethnic Language?
Introductory tasks
a) Discuss these questions
Teacher – discuss each question with the students.

Practice
a)Read the newspaper article.
Teacher – introduce the topic ‘Ethnic language study’, so they have some ideas what they
are going to read in the article.
Teacher – go through the text and explain any difficulties the students might have.
Ethnic language study
Many government officials in Vietnam study English
but in some provinces government officials study
ethnic languages. Many ethnic minority groups live in
these provinces. It is important for the government
officials to speak their languages. The government
officials study Hmong, Khmu, Yao and Tai. They
study these languages for eight months.
Vietnam Times Nov 23, 2001
b)Circle T for true (ຖກ) or F for false (ຜິດ) for each sentence.
Teacher – ask the students to work in pairs, and try to answer the questions
Answers:
1. The government officials live in Vietnam. (T)
2. The government officials in Vietnam do not study English. (F)
3. Government officials in Vietnam study ethnic minority languages. (T)
4. Hmong, Khmu, Yao and Tai ethnic groups live in Vietnam. (T)
5. The ethnic minority language course is for 32 weeks (T)
Teaching suggestion: It is a good idea to ask students correct the false sentence.
Writing: I speak Thai, English and a little French.
Introductory task
Teacher – give a brief review about using/writing capital letters when mentioning about
countries, nationalities and languages.
Note: Capital letters (ຕວພິມໃຫ່ຍ)
ການຂຽນຄາສັບຂອງປະເທດ, ສັນຊາດ ແລະພາສາໃນພາສາອັງກິດ, ຕວໜັງສທາອິດຂອງຄາ
ສັບຂອງຄາສັບນັ້ນຕ້ອງການຂຽນດ້ວຍຕວພິມໃຫ່ຍສະເໝ.
ຕວຢ່າງ: Sothea is from Cambodia. He is Cambodian. He speaks Khmer. He
doesn’t speak Lao, Thai or Vietnamese.

a) Rewrite these sentences.
Teacher – ask the students to work in pair and rewrite the sentences with correct capital
letters. Teacher – check with the whole class
Her name is Akiko. She is from Japan. She is Japanese. She speaks Japanese. She
speaks Lao but she doesn’t write it. She speaks Thai, Lao and Chinese. She speaks a
little English. Mr. Wang Lee is from Singapore. He is a businessman. He goes to many
countries for his work. He usually goes to Indonesia, Malaysia and Thailand for work.
He speaks English and Chinese. He does not speak Malay, Thai or Lao.
Teaching suggestion: It is a good idea to revise the use of capital letters in previous units.
b) Write sentences about the people in your class or your family as the sample from a).
Teacher – ask the students to individually prepare some sentences about the people in the
class or in his/her family using the sample from a).
- Optional: It can be assigned as homework

Unit 11: Work responsibilities
Unit 10 Work information
Speaking: Here’s my card
Introduction task
a)Ask and answer the questions
Teacher – prepare/show a name card to students and ask if people exchange name cards
in Laos?. Also, what information is normally included in the name card?
Dialogue
a)Listen and complete the dialogue.
Teacher – ask students to read through the dialogue
Teacher – play the recording (twice) and asks students to complete the dialogue
Audio Script:
David: This is Souvanh. He’s from Saravanprovince. He works for the Provincial
Cabinet.
Debbie: Pleased to meet you, Souvanh. My name’s Debbie.
Souvanh: Pleased to meet you, Debbie. Are you American?
Debbie: No, I’m Australian.
Souvanh: And do you work in Laos?
Debbie: Yes, I’m an adviser. Here’s my name card.
Souvanh: Thank you.
b)Listen and repeat
Teacher – play the recording and pause so students repeat after each speaker.
Teacher – focus on any problems with pronunciation.
c)Practise the dialogue in pairs
Teacher – ask the students to work in pairs and practise the conversation
Teacher – walk around the class and offer any help needed.
Teacher – ask some students to come up and demonstrate their conversation
Practise
a) Look and read the card
Teacher – ask the students to study the card carefully.
Teacher – clearly explain each part appeared in the card.
Unit 10: Work information

b) Look and repeat
Teacher – read the words and focus on the word stress
Teacher – ask the students to repeat with attention on the correct stress after the teacher
Teacher – explain about how to pronounce when giving someone e-mail addresses..
In e-mail addresses, @ is pronounced ‘at’. A full stop (.) is pronounced ‘dot’.
For example:
Write: yoshi@laotel.com
Say: ‘Yoshi at laotel dot com’
c) Questions and answers
Teacher – ask the students to work in pairs and take turns to ask the questions.
Whose card is it? Yoshitomo Suzuki’s
Is it a man’s card or a woman’s card? a man’s
What is the person’s family name? Suzuki
What is the person’s given name? Yoshitomo
Where does the person work? Teacher Training Department, Ministry
of Education
What organization does the person work for? Japan International Cooperation Agency
(JICA)
What is the person’s position? Adviser
What is the person’s phone number? (856-21) 250933
What is the person’s fax number? (856-21) 250933
What is the person’s e-mail address? yoshi@laotel.com
What is the person’s office address? JICA Laos Office
Naxay Village
P.O. Box 3933
Vientiane, Lao P.D.R.
Follow up tasks
a) Read and complete
Teacher – ask the students to work in pairs and try to complete the cards.

Save the children
Australia
Carol Perks
Health Adviser
Vientiane Office
P.O. Box 2783 Vientiane, Lao PDR
Telephone 856(21) 313837
856(21) 416937
Facsimile 856(21) 415432
E- mail: scaus@laotel.com
Answers:
Family name: Sa Im
Given name: Ton
Workplace: Pedagogical Research Department
Organisation: Ministry ofEducation Youth and Sports
Position: Director
Phone number: 012 869 458
Fax number: 023 211 409
E-mail address: prd@camnet.com.kh
Office address: St. 280 inside Chao Ponhea Hok School
Sangkat Boeung Keng Kang 1
Khan Chamcamon, Phnom Penh
Family name: Perks
Given name: Carol
Workplace: Save the ChildrenAustralia
Organisation: Save the ChildrenAustralia
Position: Health Adviser
Phone number: (856 21) 313837 or (856 21) 416937
Fax number: (856-21) 415432
E-mail address: scaus@laotel.com
Office address P.O Box 2783
Vientiane, Lao P.D.R.
Teaching suggestions: Teacher should remind the students not to write full sentences for the
answers on the form.
Pedagogical Research
Department
Ministry of Education
Youth and Sports
TON SA IM
Director
St.280 inside Chao PonheaHok School Phone : 012 869 458
SangkatBoeungKeng Kang 1 Fax : 023 211 409
Khan Chamcamon, Phnom Penh E-mail :prd@camnet.com.kh

b) Write questions
Teacher – ask the students to form questions individually.
Teacher – walk around the class and help with any difficulties
Answers:
Family name: What’s your family name?
Given name: What’s your given name?
Workplace: Where do you work?
Organisation: What organisation do you work for?
Position: What’s your position?
Phone number: What’s your phone number?
Fax number: What’s your fax number?
E-mail address: What’s your e-mail address?
Office address: What’s your office address?
c) Take turns to ask your partner questions. Complete the form about your partner.
Teacher – ask the students to work with a person who sits next to him/her, ask each other
and complete the form
Then, teacher – ask the students to share their friends’ information to the whole class.
e.g. A: What’s your family name?
B: Sanoubane.
A: Can you spell it, please?
B: V-I-L-A-V-A-N-H
(Student A writes ‘Vilavanh’ on the form)
Mr / Miss / Mrs / Ms [please circle]
Name: ………………………………………………………………………………..
(Given name) (Family name)
Workplace: ……………………………………………………………………………
Organisation: …………………………………………………………………………
Position: ………………………………………………………………………………
Phone number: ……………………………………………………………………….
Fax number: ……………………………. E-mail address: ………………………...
Office address: ……………………………………………………………………….
Teaching suggestion: Walk around and monitor students’ writing. Remind them about
capital letters etc. if necessary. Teacher should also remind the students not to fill in the form
with full sentences.
a) Group work
Teacher – ask the students to work in a group of four, and take turns to report about the form
he/she has.
Teacher – walk around and correct any mistakes made by the students.

Listening: Workplaces
Introductory tasks
a) Match Lao and English workplaces.
Teacher – ask the students to try matching Lao and English workplaces
Teaching suggestion: Remind the students that they can use the list of workplaces at the back
of the book to help them
Answers:
Provincial Cabinet ຫ້ອງວ່າການແຂວງ
Provincial Education Service ພະແນກສກສາແຂວງ
District Administration Office ຫ້ອງການປກຄອງເມອງ
Lao Women’s Union ສະຫະພັນແມ່ຍິງລາວ
Provincial Governor’s Office ຫ້ອງການປກຄອງແຂວງ
Lao Federation of Trade Unions ສະຫະພັນກາມະບານລາວ
Provincial Hospital ໂຮງໜແຂວງ
Lao Youth Union ສູນກາງຊາວໝຸ່ມ
National University of Laos ມະຫາວິທະຍາໄລແຫ່ງຊາດ
The National Assembly ສະພາແຫ່ງຊາດ
Teacher – play the recording, asks students to listen and repeat after the recording.
c) Listen to the dialogue. Write the workplace of the person in each dialogue.
Teacher – tell the students that they are going to hear six different dialogues, and they
have to write the workplace of the person in each dialogue.
1. Provincial Cabinet 4. The National Assembly
2. The National University of Laos 5. District Administration Office
3. Provincial Hospital 6. The Lao Women’s Union.
write the answers, you can pause after each dialogue.

Audio scripts
1. A: Do you work at the Provincial Governor’s Office?
B: No, I don’t. I work at the Provincial Cabinet.
2. A: Where do you work, Sonesay?
B: I work at the National University of Laos.
3. A: Phimphone, do you work at the Provincial Hospital?
B: Yes, that’s right.
4. A: Hello, I’m Kelly Wilson. I am a new Australian AID advisor at the National
Assembly.
B: Pleased to meet you, Ms Wilson.
5. A: Where do you work now?
B: I work at the District Administration Office.
A: That’s interesting. My brother works there, too.
6. A: Your workplace?
B: The Lao Women’s Union.
d) Practise saying the name of the workplace
Teacher – ask the students to practise saying the name of the workplace
Teacher – check and asks individual students to say the word.
Teaching suggestion: students need to be able to say the name of their workplace in English.
If their workplace is not at the back of the book you may need to tell them. Give students time
to practise saying their workplaces. Check their pronunciation.
Practise
a) Look at the card below
Teacher – ask the students to look at the card in their book
Teacher – let the students to try to understand about the card, and ask if they have
any questions
Teacher – help with any difficulties
b) Read the sentences. Circle T for true and F for false for each sentence
Teacher – ask the students to read through the sentences and circle T for true and F
for false for each sentence.
Answers:
1. His name is in the middle of the card. T
2. His workplace is on the left of the card. T
3. His address is in the top left corner of the card. F
4. His phone number is in the bottom right corner of the card. T
5. His organisation is at the top of the card. T

Follow up tasks
a) Listen to the teacher. Follow his/her instructions to make your name card.
Teacher – explain clearly what the students have to do, and get ready with their pens
Teacher – give the instructions slowly (twice for each instruction
Instructions
1. Write your name in the middle of the card.
2. Write your position under your name.
3. Write your organisation in the top left corner of the card.
4. Write your workplace in the top right corner of the card.
5. Write your office phone number in the bottom right corner of the card.
6. Write your fax number under the phone number.
7. Write your office address in the bottom left corner of the card.
Teaching suggestion: Tell students to take a piece of paper to make their own cards, instead
of writing in the book.
Make sure that students understand that they must do what you say. For example, if you say
‘Write your name in the middle of the card,’ then they must write their name in the middle of
the card. You can demonstrate this. Tell students you will watch after each instruction to see
them do what you have said.
b) Whose card is this?
Teacher – tell the students to put their cards on the teacher’s desk. The teacher will take a
card and read the information on the card to you but he/she will not read the name.
Teaching suggestion: Talk about a card like this, ‘This person works at the governor’s
office. He is a head of an administrative office. His phone number is 215486. He doesn’t
have an e-mail address…’
top
rightleft
bottom
middle

Reading: In the office
Introductory tasks
a)Match the pictures with the words from the box.
Teacher – ask the students to try matching the words and the pictures.
Answers:
photocopier fax telephone computer filing cabinet
shelves typewriter calendar board calculator
1.photocopier 2. computer 3.shelves 4.filing cabinet
5.fax 6.calculator 7.telephone
8. typewriter 9. board 10. calendar
Practise
a)Survey
Teacher – put the students into two different groups, and gives each group with two
different surveys.
Teacher – walk around and helps with any problems
Teacher – get some of the students to orally report their survey findings
e.g. A: Do you have a computer in your office?
B: Yes, I do/No, I don’t.

Survey A
Do you have a … in your office?
Name
1.
2.
3.
4.
5.
Survey B
Do you have a … in your office?
Name
1.
2.
3.
4.
5.
Teaching suggestion: Model the activity with a student before students do the survey.
b) Write about people from your survey
Teacher – ask the students to write a few sentences about their survey.
c) Write about yourself
Teacher – ask the students to work individually to write about himself/herself using the
structure given.
Teacher – ask a few students to share their sentences with the whole class.

Language Focus:
Prepositions of place
Teacher – introduce ‘Prepositions of place’, translate into Lao language.
a) Read and repeat the prepositions
Teacher – read the words and asks student to repeat
Follow up task
a) Look at the picture of Somphanh’s office. What can you see in the picture? Where are
the things in Somphanh’s office?
Teacher – ask the students to look at the picture and try to elicit what they can see in
the picture.
b) Use prepositions of place to complete the sentences. Some prepositions are used more
once.
Teacher – ask the students to work in a group of three completing the text.
Answers: Somphanh’s office
opposite between in the corner of under
next to on on the right in the middle of
Somphanh’s office
In Somphanh’s office he has a filing cabinet, a desk, a photocopier and a board. The
filing cabinet is inthecornerof the room. A new computer is on the desk. An old
typewriter is on the shelf. The shelf is under the window. The clock is between the
window and the calendar. The white board is on the wall opposite the door. The keys are
on the wall nextto the board ontheright. The briefcase is on the chair. The calculator is on
the desk between the computer and the telephone. The printer is on the table nextto the
desk on the left. The photocopier is opposite the desk. There is nothing inthemiddleof the
room.
c) Read the text and form questions
Teacher – ask the students to individually read the text again and form 3 questions to as
other students.
Grammar Focus: Prepositions of place
Read and repeat the prepositions after the teacher.

Writing: My office
a) Describe your office. Use Somphanh’s office.
Teacher – assign the students to write a paragraph describing his/her office
Teaching suggestion: This can be assigned as homework.

Unit 11 Work responsibilities
Speaking: What are they doing?
Introductory task
a) Look and answer
Teacher – ask the students to look the picture and
answer the questions.
Dialogue tasks
Teacher – explain that the students are going to hear a conversation between two people,
and then tell them to listen and repeat the conversation
Teacher – play the recording and pause after each sentence, ask the students to repeat
after each pause. The recording can be played twice.
Audio script
Susan: Are you busy, Hongkham?
Hongkham: Yes. I’m writing a report.
Susan: What’s Khammy doing?
Hongkham: I think he’s talking to the director.
Susan: And what’s Manivone doing?
Hongkham: She’s organising a workshop. What are you doing now?
Susan: Nothing.
Practise the dialogue in pairs
Teacher – put the students in pairs and then ask them to practise the conversation.
Then, teacher – ask some of them come up to the class and practise their conversation.
Language focus
Teacher – elicit to see if the students know anything about present continuous tense.
Teacher then – explain about the usage of Present continuous tense and give some
examples (both from teacher and students.

Grammar focus: Present Continuous Tense
‘What are you doing now?’
We use Present Continuous to talk about actions that are happening now at the time
of speaking.
Present Continuous is the present tense of the verb ‘to be’ + verb + ing
ພວກເຮາໃຊ້ Present Continuous ເພ່ ອບອກເຖິງການກະທາໃດໜ່ ງທ່ ເກດຂ້ນໃນເວລາທ່ ກາ
ລັງເວ້າ
e.g. I am working.
(verb to be) (verb+ing)
Spoken Written
I’m working. I am working.
You’re working. You are working.
He/She’s working. He/She is working.
We’re working. We are working.
You’re working. You are working.
They’re working. They are working.
Yes/No questions
Are you working now? Yes, I’m./No, I’m not.
Is Susan working now? Yes, she is./No, she isn’t.
Wh/question: Where are working?
Note:
Verb+ing, e.g. work/working
Verbs ending in ‘e’drop the ‘e’ before ‘ing’, e.g. write/writing
use/using
file/filing
have/having
type/typing
Teaching suggestions: Explain the rules of how to spelling the verb when forming present
continuous tense, and give more examples and exercises.
a)Write a sentence under each picture.
Teacher – put the students in pairs, let them discuss and write sentences about each
picture.
Teacher – correct sentences with the whole class.

Answers:
1. She’s watching TV. 2. He’s reading. 3. He’s listening
a newspaper. to the radio.
4 He’s drinking beer. 5. He’s playing 6. He’s studying
badminton. English.
b) Miming: What am I doing? Work as a class. One student mimes doing something and
asks, ‘What am I doing?’ The others guess.
Teaching suggestions: Ask one student to act in front of the class. It could be some actions
like reading reports, signing documents, watching TV, drinking beer, playing badminton, or
studying English.
Listening: What are they doing?
Introductory tasks
a)Listen and repeat.
Teacher – play the recording and pause after each sentence, let the students repeat the
sentence as a whole class.
1. talking on the phone 2. writing a report 3. reading a document

4. using a computer 5. sending a fax 6. filing documents
7. using 8. typing 9. having a meeting 10. signing
a photocopier documents
Follow up task
a) Listen to the dialogues and number the pictures.
Teacher – ask the students to look the pictures and number the pictures while
listening to the dialogue.
Teacher – play the recording twice.
Answers:
4 2 1
5 3

Audio scripts
1. A: Is Somsinh busy now?
B: No, I don’t think so. He’s talking to a friend on the phone.
2. A: What’s Phonemany doing?
B: She’s sending a fax.
3. A: What’s Mala doing? Is she talking on the phone?
B: No. I think she’s writing a report.
4. A: Are Oudone and Manivanh busy now?
B: Yes. They’re having a meeting.
5. A: Is Somsanouk having a meeting?
B: No, I don’t think so. I think she’s filing documents.
Reading: Hongkham’s work responsibilities
Introductory tasks
a) Look at these adverbs of frequency
Teacher – explain about the use and meaning of verbs of frequency and give examples to
help the students understanding more clearly.
Notes: always ເລ້ອຍໆ, often ຂ້ອນຂ້າງເລ້ອຍໆ, usually ຕາມປກກະຕິ
sometimes ບາງເທ່ ອ never ບ່ເຄຍຈ ັກເທ່ ອ
always 100% e.g. I always watch television in the evening.
often, usually 90% I often go to meetings.
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%, often/usually 90%, sometimes 50%, never 0%)
Teaching suggestions: Teacher explain the use of question for ‘usually’ and ‘often’

Note: ‘usually’ and ‘often’
ຄາຖາມ‘How often do you…?’ ສາມາດຕອບໄດ້ດ້ວຍວະລ (time phrases)-ເຫຼ່ ານ້:
e.g.  every day
 once a day/week/month/year
 twice a week
 three times a week
 four times a…
 never
 on Tuesdays
ການນາໃຊ້ຄາກິລິຍາວິເສດ‘often’ ແມ່ນໃຊ້ເພ່ ອບອກເຖິງການກະທາທ່ ເຮັດຂ້ອນຂ້າງເລ້ອຍໆ
ແຕ່ບ່ຈາເປັນຈະເປັນປກກະຕິ. ດັ່ງປະໂຫຍກທ່ ວ່າ:‘I often go to meetings.’ ມ ັນບ່ໄດ້ບອກ
ເຖິງການກະທານັ້ນ ຫຼາຍຄັ້ງປານໃດ/ປກກະຕິປານໃດ.
b) Look at the chart below. Talk about Manivone does at work using always/ often/
usually/ sometimes/ never.
c) Teacher – ask the students to work in pairs talk about what Manivone does at work
using different adverbs of frequency.
d) e.g. Manivone sometimes talks on the phone at work.
always often usually sometimes never
talk on the phone at work 
write reports 
read documents 
use a computer 
send faxes 
file documents 
sign documents 
have meetings 
type letters 
use a photocopier 
Teaching suggestion: Remind students about the third person singular ‘s’ e.g. ‘talks’
Write about what Manivone does at work.
Teacher – ask the students to form sentences individually about what Manivone does at
work.
Teacher – go through the sentences with the whole class.

Answers:
e.g. Manivone sometimes talks on the phone at work.
Manivone often writes reports.
She usually reads documents.
She always uses a computer.
She sometimes sends faxes.
She sometimes files documents.
She never signs documents.
She often has meetings.
She never types letters.
She sometimes uses a photocopier.
Teaching suggestion: Before students start writing. remind them again about the third
person singular ‘s’ on the verbs. When they are writing, walk around and check their work.
Survey:
Teacher – ask the students walk around the class and try to ask five people about what
they do at work.
Teacher – ask them to write the answers.
e.g. A: How often do you.....?
B: Always/often/usually/sometimes/never.
Name
talk on the phone at work
write reports
read documents
use a computer
send faxes
file documents
sign documents
have meetings
type letters
use a photocopier
a) Talk about people from your survey.
Teacher – ask the students to report their survey results.

Follow up tasks
a) Read the text
Teacher – ask the students to go through the reading text to see if they have any
difficulties with vocabulary.
Teacher – let the students work with their partner and try to understand the text.
b) Complete the chart below
Teacher – ask the students to work in a group of three and complete the chart with the
information needed.
Answers:
What Hongkham does at work. How often?
reads reports
signs documents
go to meeting
go to inspect projects
organise a big meeting
have meeting with foreign advisers
go abroad
every morning
every morning
twice a week
sometimes
once a year
once a month
three times a year
Follow-up tasks
a)Survey
Teacher – ask the students to stand and walk around to ask three people with the
question ‘ How often do you ..................’. Then let the students to record their answers in
the chart.
b)Report back to the class.
Teacher – ask a few students to report their information to the class.
 Tell them to write ‘every day, once a day, twice a week, three times a week, four times
a …’ in the chart according to students’ answers.
 Model the survey with one student.
Practise
Teacher – explain about ‘Why/because’, and give some more examples
a) Read the dialogue below
Teacher – ask the students to work in pair and practise the dialogue.
b) Read the dialogue below
c) Take turn to ask each other about your own jobs

Writing: At work
a) Write about your work responsibilities
Check:
 the grammar from this unit
 correct spelling
 full stops
 capital letters
Revision
a) Asking and answering questions
Teacher – ask the students to work in pair, interview own partner
Teacher – walk around and help with any difficulties.

Unit 12 Around town
Unit 12 Around town
Speaking: Places around town
Introductory tasks
a) Look and answer
Teacher – introduce prepositions ‘on, in, behind, next to, under, in front of, between,
in the middle of’ to the class
Teacher – can use real objects in the class, and form questions like ‘Where is the ......’
b) Complete the sentences with ‘on, in, behind, next to, under, in front of, between, in
the middle of’
Teacher – ask the students to work in pairs, and go through the pictures.
Answers:
Where is the dog?
1. It is on the car. 2. It is in the car. 3. It is behind the car.
4. It is next to the car. 5. It is under the car. 6. It is in front of the car.
7. It is between the cars. 8. It is in the middle of the road.
c) Listen and repeat.
Teacher – play the recording and pause after each picture to let the students torepeat
the words.The recording can be played twice.
1. market 2. post office 3. restaurant
4. hospital 5. hotel 6. guesthouse
7. airport 8. temple 9. bank
10. district administration office 11. grocery shop 12. school
Unit 12: Around town

Unit 12 Around town
Dialogues
a) Listen and complete.
Teacher – introduce the dialogue to the students
and tell them that they are going to hear a
conversation about asking and giving directions.
Teacher – play the recording and ask the students
to complete the gaps.
Audio script:
A: Excuse me. Where’s the market?
B: It’s in Fifth Street opposite the bank.
It’s a big building.
A: Is it near here?
B: Yes. It’s not far.
A: Thank you very much.
B: You’re welcome.
mark the stress, you can pause after each sentence.
Teacher – play the recording again and ask the students to repeat after sentence by
sentence.
c) Practise the dialogue in pairs.
Teacher – put the students in pair and then ask them to practise the dialogue in pair.
Teacher – monitor the class and make sure that the students do swap the role.
Language focus
Teacher – explain different types of adjectives for describing things, and provide some
more examples.
More adjectives for describing things
We use adjectives for describing things. These adjectives describe:
Size (ຂະໜາດ): big (-ໃຫ່ຍ) small (ນ້ອຍ)
e.g. It is a big building on your left.
It is a small shop in town.
Age (ສະແດງພາວະ): old (ເກ່າ-) new (-ໃໝ່)
e.g. Brian’s car is old, but my car is new.
Location (ທ່ ຕັ້ງ): near (-ໃຫ້) far from (-ໄກຈາກ)
e.g. My house is near the market, but it is far from the office.

Unit 12 Around town
Note: Streets, Roads and Avenues
A street and a road are the same. An avenue is a wide road - usually with trees
on both sides. The short way to write these are:
StreetSt. Road Rd. Avenue Ave.
Teaching suggestion: It is important to differentiate between ‘Street, Road and Avenue.
a) Take turn to ask and answer about places in your town.
Teacher – put the students to work in pairs and practice the dialogue.
Teacher – ask some students to demonstrate the dialogue in front of the class.
Listening: Places around town
Introductory task
Teacher – introduce the important on the intonation on ‘or’ questions
Pronunciation Focus: Intonation on ‘or’ questions
ການຂ້ນການສຽງ ແລະ ລງສຽງໃນຄາຖາມທມ ‘or’
ການຂ້ນສຽງ ແລະ ວງສຽງໃນຄາທ່ ມ ‘or’ ແມ່ນຄກັນກັບປະໂຫຍກທາທ່ ມສອງ ຫຼ ຫລາຍ
ກວ່າສອງວະລຂ້ນໄປໃນເວລາຂ້ນສຽງໃຫ້ທ່ານຮັກສາລະດັບຂອງສຽງສະເໜກ່ອນໜ້າຄາເຊ່ອມ-
‘or’ ແລ້ວລງແລ້ວສຽງເມ່ອສຸດຄາຖາມ
ຕວຢ່າງ Is it big or small?
a) Listen and write the places, their locations and their descriptions.
Teacher – tell the students that they are going to hear short dialogues, and they have to
fill in the chart. The recording can be played three times.
Answers:
Place Where Description
1. bank In Second Street opposite the hotel big
2. market
On the corner of First Street and Second Street next to
the post office
old
3. hospital In Second Street behind the bank. old
4. restaurant In Third Street between the guest house and the shop small

Unit 12 Around town
Audio scripts
1. A: Excuse me. Where’s the bank?
B: It’s in Second Street, opposite the hotel. It’s on the left.
A: Is it big or small?
B: It’s big.
A: Thank you very much.
2. A: Excuse me. Is the market near here?
B: Yes. It’s on the corner of First Street and Second Street, next to the post
office.
A: Is it old or new?
B: It’s an old building.
A: Thanks.
B: No problem.
3. A: Where’s the hospital, please?
B: It’s in Second Street, behind the bank.
A: Is it on the left?
B: No, it’s an old building on the right.
A: Thanks a lot.
4. A: Excuse me. Is there a Vietnamese restaurant near here?
B: Yes. It’s in Third Street, between the guesthouse and the shop.
A: Is it big or small?
B: It’s a small restaurant on the right.
A: Thank you.
Teacher – play the recording again and ask the students to complete the dialogue.
b) Where’s the bank? Draw it on the map.
Teacher – ask the students to work with a partner looking back at the dialogue and try to
mark where the bank is.
Teacher – check with the whole class
c) Practise the dialogue in pairs
Teacher – ask the students to work with a partner practise the dialogue.
Teacher – monitor the class, and then ask a few pairs to practise the dialogue in front
of the class.
Practise
a) Look at the map and find these places on the map
Teacher – ask the students to look at map and try to find where the places are on the map
Teacher – go through the map with the whole class.
b) Read the sentence. Circle T for true and F for false for each sentence.
Teacher – ask the students to read through the sentence and circle sentences with
True or False.
Teacher – go through the answers with the whole class

Unit 12 Around town
Answers:
1. The school is in Second Street. (T)
2. The temple is in Second Street, between First Street and Third Street. (T)
3. The Provincial Cabinet is on the corner of First Street and Third Street. (F)
4. The market is opposite the Provincial Cabinet. (F)
Follow up task
a) Find these places on the map
Teacher – ask the students to work in pairs, look at the map and try to find places
given on the map.
Teacher – check to see if the students follow the task properly.
b) Look at the map and complete the sentences.
Teacher – ask the students to work individually and complete the sentences based on
the information on the map.
Answers:
1. Vientiane High School is oppositeThatphun temple on the left.
2. The Ministry of Information and Culture is next to the Ministry of Education on the
left.
3. The bus station is behindthe Morning Market on the right.
4. The Medical school 2 is next to the French Embassy on the right.
5. The NSAM is betweenthe ELRC and Sisaket temple.
6. The Victory Gate is inLane Xang Avenue at the roundabout.
7. Mahosot hospital is on the corner ofMahosot Road and Setthathirath Road.
Teaching suggestion: It is a good idea to discuss the map before completing this task.
c) Look at the map. One student describes where a place is.
Teacher – ask the students to work in pairs: one student says ‘It’s in Lane Xang
Avenue opposite Vientiane High School’ and another student says ‘It’s Thatphun
temple’
Teacher – monitor the class and ensure that the students are with the task.
Reading: At the restaurant
Introductory tasks
a) Do you know the names of these foods in Lao?
Teacher – read the names of the foods and ask the students to repeat
grilled chicken papaya salad beef laap fried pork sticky rice
spicy fish soup grilled fish Lao sausages steamed vegetables
Teaching suggestion: Discuss Lao foods and the meanings of the adjectives. For example,
what other foods are spicy, steamed, grilled? What other kinds of laap can you have? This is
a good way of revising foods learned in earlier units as well as checking that students
understand the new vocabulary.

Unit 12 Around town
Practise
a) Read the dialogue
Teacher – ask the students to read
the dialogue.
Teacher – ask the students to
Practise the dialogue in pairs.
b) Write True or False next to the sentences.
Teacher – ask the students to decide if the sentence is true or false.
1. Brian likes Lao food. T
2. He likes grilled chicken and beef lap. F
3. He doesn’t like papaya salad. T
c) Practise the dialogue using other kinds of foods.
Teacher – ask the students to practise the dialogue using their own preferred foods.
Teacher – ask some of them to come up and demonstrate the dialogue.
Follow-up tasks
a) Survey: Stand up, walk around the class. Ask five people: ‘Do you like …?’ If they
answer ‘Yes’ put a tick () under each type of food. If they answer ‘No’ put a cross ()
under each type of food.
e.g. A: Do you like grilled chicken?
B: Yes, I do/No, I don’t.
Do you like …?
Name grilled
chicken
papaya salad fish soup fried pork beef laap
Vichit     
1.
2.
3.
4.
5.
Teaching suggestion: Model the activity with a student before others do the survey.
b)Report about 2 students from your finding.
Teacher – ask a few students to report some of the findings they have found.

Unit 12 Around town
Language focus
Teacher – explain about the use of Past Simple Tense with verbs ‘go’ and ‘have’.
a) Ask students to work in groups of six. Sit in a circle to play a game.
Teacher – organize the class by putting the students in a group of six, and let them sit in a
circle.
Teacher – explain about how to play the game.
Game: ‘I went to the restaurant and I had … ’
 The first person says ‘I went to the restaurant and I had grilled chicken’.
 The next person repeats the first sentence and adds one more type of food.
e.g. I went to the restaurant and I had grilled chicken and papaya salad.
 The third person repeats the second sentence and adds one more type of food.
e.g. I went to the restaurant and I had grilled chicken, papaya salad and beef laap.
 The fourth …
Note: The last person in each group stands up and repeats the last sentence to the class.
Teaching suggestion: Remind students that each sentence has only one ‘and’. It comes
before the last noun in the sentence - before the last thing they bought.
Writing: My house
Introductory tasks
a) Barrier Game: One person is Student A and the other person is Student B. Don’t look at
your partner’s map. Take turns to ask for the missing places. Write the missing places on
your map. Remember you can ask “Sorry?” or “Can you say it again, please?”
e.g. A: Where’s the post office?
B: It’s opposite the market.
A: Sorry?
B: Opposite the market. (Student A writes the post office on his/her map)
Student A: Where’s…
1. the guesthouse?
3. the hotel?
5. the bank?
7. the Provincial Education Service?
Student B: Where’s …
2. the hospital?
4. the grocery shop?
6. the restaurant?
8. the post office?
Practise
a) Draw a map of your favourite place or a map of your house.
Teacher – ask the students to individually draw a map of his or her favourite place.
b) Write 5 sentences to describe your map.
Teacher – ask each of them to write 5 sentences to describe their own map.

Unit 13 Plans
Unit 13 Plans
Speaking: Diary
Introductory tasks
a)Look at Phonemany’s diary.
Teacher – ask the students to try guessing about Phonemany’s plan on Monday,
Tuesday and Wednesday.
Teacher – write the ideas on the board
Dialogue
Teacher – explain to the students that they are going to hear a dialogue between David
and Phonemany, then they have to try to complete the dialogue.
Audio script:
David: What are you doing at work next week Phonemany?
Phonemany: I’m going to read reports on Monday morning. In the afternoon, I’m going
to have a meeting with the Australian AID project staff.
David: What about Tuesday?
Phonemany: I’m not going to work on Tuesday. I’m going to take my mother to the
hospital.
David: And what are you going to do on Wednesday?
Phonemany: In the morning, I’m going to write a report. In the afternoon, I’m going to
a workshop.
David: Oh, you’re very busy.
b) Practise the dialogue in pairs
Teacher – put the students in pairs and practise the dialogue.
Teacher – monitor that class. Then the teacher ask volunteers to come up and practise
the dialogue in front of the class.
c) Take turn to talk about your own plan for work next week.
Teacher – let the students to discuss with his/her partner about their plan for work
next week.
Teacher – ask the students to share their plans with the whole class.
Unit 13: Plans

Unit 13 Plans
Language focus
Teacher–elicit to see if the students know something about ‘be going to’
Teacher–explain about the use of ‘be going to’, and introduce them structure of ‘be going to’.
‘going to’
When we talk about future plans we often use ‘going to’.
-ການນາໃຊ້ ‘going to’-ແມ່ນເພ່ ອເວ້າເຖິງການກະທາໃດໜ່ ງທ່ ແນ່ນອນໃນອະນາຄດ.
e.g. What are you going to do next Monday?
I’m going to have a meeting with all the staff in the office.
When we use the verb ‘to go’ we do not need to say ‘going to go.’ We can say, for
example, ‘I’m going to a workshop on Wednesday’.
a)Look at David’s diary. What is he going to do next week? Write sentences.
Teacher – ask the students look at David’s diary and write sentences about his plans.
Teacher – ask the students to share their sentences with someone who sits next to him/her.
Note: English has many exceptions to the rules.
These can only be learnt by heart.
We usually say: going to a restaurant
going to a meeting
going to a workshop
But these are exceptions: going shopping
going fishing
going home
going on a picnic
e.g. He’s going to have a meeting on Monday.
He ‘s going to read documents on Tuesday.
He’s going to write reports on Wednesday.
He’s going to inspect the project on Thursday and Friday.
He’s going shopping and fishing on Saturday.
He’s going on a picnic on Sunday.
b) Stand up, walk around the class and find someone who is going to do these things at the
weekend.
Teacher – ask the students to walk around the class and find someone who is
going to do the activities at the weekend.
c) Write five sentences about your survey.
Teacher – ask the students to write five sentences about they have found in their
survey.
Unit 13: Plans

Unit 13 Plans
Practise
a) Barrier Game
Pair work: One person is Student A and the other person is Student B. Don’t look at your
partner’s diary (cover it with a piece of paper). Take turns to ask about Phonemany’s plans
for the week. Write your partner’s answers on your diary. Remember, you can ask “Sorry?”
or “Can you say it again, please?”
e.g. A: What’s Phonemany going to do on Monday?
B: She’s going to…
A: Sorry?
B: She’s going to…
Student A: Phonemany’s diary A
Mon: have a meeting
Tues: hospital
Wed: write reports attend a workshop
Thurs: file documents
Fri: inspect the project
Sat: go shopping
Sun: go fishing
Student B: Phonemany’s diary B
Mon: have a meeting
Tues: hospital
Wed: write reports Attend a workshop
Thurs: file documents
Fri: inspect the project
Sat: go shopping
Sun: go fishing
Teaching suggestion: Model the activity with one student first. This will help the students to
understand what to do.
b) Compare the completed diaries.
Teacher – let the students to share their completed diaries.
c) What is Phonemany going to do next week? Write sentences
Teacher – ask the students to prepare sentences about Phonemany’s plans
for next week.
Teacher – then check with the whole class.
e.g. She’s going to have a meeting on Monday.
She’s going to the hospital on Tuesday.
She’s going to write reports and attend a workshop on Wednesday.
She’s going to file documents on Thursday.
She’s going to inspect the project on Friday.
She’s going shopping on Saturday.
She’s going fishing on Sunday.
Unit 13: Plans

Unit 13 Plans
Listening: Holiday travel plans
Introductory task
a) Discussion
Teacher – ask the students to work in a group and look at the picture and discuss.
Base on the questions, write your ideas from the discussion on the board.
Questions:
What nationality do you think are they?
Where do you think the plane is going?
Where is the bus going?
What do you think they are talking about?
Where can you visit caves?
Where can you visit waterfalls?
Teaching suggestions: In this activity all ideas are acceptable. They are predictions about
what students will hear on the cassette. Later, students will listen to the cassette and check
their predictions.
b) Listen and complete the chart.
Teacher – inform the students that they are going hear a dialogue between Sonexay and
John. And then ask them to complete the chart.
Teacher – check the answer with the whole class.
Where? Do?
Transport?
(how get
there)
Who with? How long
Sonexay Vang Vieng visit the caves by bus
with his
family
for three days
John Pakse
visit Wat Phou
and Khonephapheng
waterfall
by plane
with his
wife
five days
Audio script:
Sonexay: Where are you going for your holiday, John?
John: My wife and I are going to Pakse. What about you, Sonexay?
Sonexay: Well, I’m going to take my family to Vang Vieng because it’s beautiful there
and my children want to visit the caves. We’re going to stay for three days.
John: Oh, that will be nice. How are you going to get there?
Sonexay: We’re going there by bus. It’s not far. What about you, John? How are you
going to get to Pakse?
John: We’re going to fly there because it’s a long way. We’re going to stay there for
five days because there are many things to do there.
Sonexay: Are you going to visit Wat Phou?
John: Yes. And we want to see Khonephapheng waterfall, too.
Sonxay: Oh, the waterfall is beautiful! Have a nice holiday, John.
John: Thanks, Sonexay. You too.
Unit 13: Plans

Unit 13 Plans
c) Ask and answer these questions about Sonexay and John’s holiday.
Teacher – ask the students to work individually on the questions and prepare the
answers.
Teacher – ask the students to check their answers with the one who sits next to them.
Answers:
Where are Sonexay and John going for their holidays?
John is going to Pakse, and Sonexay is going to Vangvieng
How are they going to get there?
John is going by plan, and Sonexay is going by bus.
How long are they going to stay there?
John and his wife are going to stay for five days, and Sonexay is going to stay for
three days
Who are they going there with?
They are going with their family
What are they going to do there?
They are going to do sight-seeing.
d) Barrier Game: Malee and Daraphone’s holidays
Teacher – explain clearly how play the game
Teacher – ask the students to compare their chart.
Student A
Name Malee Daraphone
Where? Luang Prabang Bangkok
Transport? by plane by train
How long? 4 days 3 days
Who with her sister her mother
Do? visit temples, go to the waterfall
visit the Buddha cave
go shopping
eat in restaurants
see a film
Student B
Name Malee Daraphone
Where? Luang Prabang Bangkok
Transport? by plane by train
How long 4 days 3 days
Who with? her sister her mother
Do? visit temples, go to the waterfall
visit the Buddha cave
go shopping
eat in restaurants
see a film
Teaching suggestion: Model the activity with one student first. This will help the students to
understand what to do
Unit 13: Plans

Unit 13 Plans
Reading: Vanna’s trip to Australia
Introductory tasks
a) Look at the pictures. What is Vanna going to do before he goes to Australia?
Teacher – ask the students to look at the picture and discuss about things that Vanna is
going to do before he goes to Australia.
Teacher – share the information with the whole class.
b)Number the pictures from 1-5
Teacher – ask the students to work in pair and discuss about each activity and order
them in the right order.
Teaching suggestions: In this activity, all ideas are acceptable. Students can compare their
predictions and discuss why.
Answers:
c)Complete these sentences
Teacher – ask the students to work on their own to complete the sentences
Possible answers:
First, he’s going to fill in a visa form.
Then, he’s going to buy new clothes.
After that, he’s going to have a baci.
Next, he’s going to pack a suitcase.
Finally, he’s going to get on the plane.
2 3 1
5 4
Unit 13: Plans

Unit 13 Plans
Practise
a) Read the text and complete Vanna’s diary.
Teacher – ask the students to work in a group and read the text and complete the diary.
Teacher – help with any difficulties with vocabulary that the students might have.
Teacher – goes through the answer with the whole class.
Answers:
Mon: pack suitcase
Tues: have baci
Wed: fly to Vientiane
get plane ticket and visa in Australian Embassy
Thurs: buy some new clothes
visit some friends
go to a restaurant
Fri: go to the airport
Sat: arrive in Melbourne
Sun: relax
Vanna’s trip to Australia
Vanna lives and works in Pakse. He works for the Ministry of Public Health in Pakse
Hospital. He is a doctor. He is the Deputy Head of the Public Health Section. Next week
Vanna is going to Australia because he is going to study in Melbourne for six months.
He is very busy now because he has many things to do before he goes to Australia. On
Monday he is going to pack his suitcase. He is going to check he has everything he
needs.
On Tuesday, he is going to work. His boss and colleagues are going to have a baci for
him because they want to wish him good luck. On Wednesday morning, he is going to
fly to Vientiane. On Wednesday afternoon, he is going to the Australian Embassy to get
his plane ticket and visa.
On Thursday morning, he is going to buy some new clothes at the market. He’s going to
buy warm clothes because it is cold in Melbourne. On Thursday afternoon, he’s going to
visit some friends to say goodbye.
On Thursday evening, he is going to a restaurant for dinner with a group of friends.
On Friday morning, he is going to the airport. First, he is going to fly to Bangkok at
9.30 a.m. Then, he is going to fly from Bangkok to Melbourne.
He is going to arrive in Melbourne on Saturday afternoon. On Saturday night and
Sunday, he is going to relax
Unit 13: Plans

Unit 13 Plans
b) Read the text and answer the questions.
Teacher – ask the students to work individually to answer the questions.
Teacher – suggest the students to check their answers with their classmates
Answers:
Where does Vanna work? Pakse
What ministry does Vanna work for? Ministry of Public Health
Why is Vanna going to Melbourne? Because he’s going to study there
What is he going to do on Monday? Pack his suitcase. And check he has everything
he needs
Why are his boss and his colleagues going to have baci for him? Because they want to
wish him good luck
Where is Vanna going to get his visa? Australian Embassy
What is he going to do first on Thursday? Buy some new clothes
Where is he going before he flies to Australia? Bangkok
When is Vanna going to arrive in Melbourne, Australia? On Saturday afternoon
What is he going to do after he arrives in Melbourne? Relax
Note about short answers.
We only need short answers here because we want to check the students’ reading
comprehension, not their sentence structure. We check their sentences in other activities.
Writing: Work travel plans
Introductory tasks
Discussion:
Teacher – guide the discussion on the questions ‘Do you travel for work?
Where do you go? What for?
a) Imagine you are going to travel for work. Write notes about your plans in the chart.
Teacher – ask the students to work on their own and think about their plans.
b) Group work
Teacher – put the students in a group of four, and then take turn to talk about his/her
travel plans for work.
Teacher – ask the other students to try questioning and complete the chart.
c) Write about your travel plans for work
Teacher – set the writing task as their homework.
Unit 13: Plans

Unit 14 The Past
Unit 14 The Past
Speaking: How was your holiday?
Introductory tasks (page ......)
Teacher – brainstorm some ideas based on the questions given.
Teacher – write all the ideas on the board.
Dialogue
Teacher – help the students to go through the dialogue and check whether they have any
problems with the language.
Teacher – can the students to try guessing the words that are missing.
Teacher – play the recording and pause after each sentence to give some time to the
students to complete the sentences. The recording can be played for three times
Teacher – goes through the answer with the whole class.
Answers:
Sonexay: Hello, John. Did you have a good holiday?
John: Yes, yes. It was lovely.
Sonexay: Really? What did you do?
John: Well. We visited Wat Phou and we went to Khonephapheng waterfall. It’s
very beautiful. And we saw dolphins.
Sonexay: Mmm, it sounds interesting. Where did you stay?
John: Er, we stayed at a guesthouse near the market.
Sonexay: Ah, did you buy anything?
John: Yes. I bought some coffee and my wife bought some beautiful sinhs from
Saphai village. And how was your holiday, Sonexay?
Sonexay: Well, ……………….
b)Listen and repeat
Teacher – play the recording again and ask the students to repeat after each of the
sentences.
c)Practise the dialogue in pairs
Teacher – ask the students to work with a partner and try practising the dialogue in pairs.
Teacher – ask a few pairs to demonstrate the dialogue in front of the class.
Unit 14: The Past

Unit 14The Past
Language focus
Teacher – review about the use of Past Simple, and give more examples
Past Simple Tense
ພວກເຮາໃຊ້ Past Simple Tense ເມ່ອເວ້າເຖິງເຫດການ ຫຼ ການກະທາທ່ ເກດຂ້ນໃນອະດດ
Past Simple Tense ໃນພາສາອັງກິດແບ່ງອອກເປັນສອງໝວດຄ: ໝວດປກກະຕິ (regular
verbs) ແລະ ໝວດບ່ປກກະຕິ (irregular verbs). ໝວດປກກະຕິເມ່ອເວລາປ່ຽນ Past Simple
Tense ພວກເຮາຕ່ມ ‘ed’ ໃສ່ທ້າຍຂອງຄາກິລິຍາ ສ່ວນໝວດບ່ປກກະຕິນັ້ນຕ້ອງໄດ້ປ່ຽນຮູບ
ແບບຂອງຄາກິລິຍາ.
e.g. I go to Champasack province every year. (Present tense)
I went to Champasack province last week. (Past tense)
a) Complete the chart below with the Past Simple Tense forms of the verbs from the
dialogue.
Teacher – ask the students to work individually to read the dialogue again and complete
the chart with the Past Simple Tense forms of the verb used in the dialogue.
Answers:
Regular verbs Irregular verbs
Present Past Present Past
visit
stay
visited
stayed
do
go
see
buy
be
did
went
saw
bought
was/were
b) Rewrite the following sentences using the past simple tense.
1. I am in the office today.
I was in the office yesterday
2. We usually go shopping every Saturday.
We went shopping last Saturday
3. My grandfather drinks tea in the morning.
My grandfather drank tea this morning
4. Our cousins visit us on Sunday.
Our cousins visited us last Sunday
5. Sandra read a book before going to bed.
Sandra read a book before going to bed last night
6. My mother buys milk every day.
My mother bought milk yesterday
Note: A list of irregular verbs is at the back of the book.
Unit 14: The Past

Unit 14 The Past
Listening: Jane’s trip to Xiengkhuang
Introductory task
a) Look at the pictures. What did Jane do in Xiengkhouang.
Teacher – ask the students to look at the pictures and try to guess about what Jane did in
Xiengkhuang
Teacher – help with the language, and write the ideas on the board.
b) Number the pictures from 1-7
Teacher – help guide the students by asking questions in the book.
Practise
a) Listen to Jane describing her trip to Xiengkhouan. Number the pictures from 1-7.
Teacher – play the recording and ask the students to number the pictures.
Teacher – check with the whole class
Audio script
My name’s Jane. I’m a new Australian AID adviser on an Education Project. Last
month I went to work in Xiengkhouang for three days. It was an interesting trip. I
arrived at Xiengkhouang airport at 8.30 in the morning. On the first day I went to the
Provincial Education Service. I met the director to talk about my visit. After that I went
to the Teacher Training College and planned a one-day workshop. On the second day,
my colleagues and I conducted the workshop for about thirty teachers. It was about
education in the year 2002. In the evening we had dinner at Mouang Phouan
Restaurant. On the last day, the teachers took me to the Plain of Jars. In the afternoon,
at about two thirty, I flew back to Vientiane.
. b) Listen again. Tick () the verbs you hear.
Teacher – play the recording and ask the students to tick the verbs they hear.
Answers:
went  was  arrived  conducted  saw took 
visited  came Did drove planned  packed
stayed met  flew  had  checked worked
bought stopped enjoyed talked read wrote
Teaching suggestion: Play the cassette two or three times. If students need more you can
pause after each verb.
6 4 2 7
1 5 3
Unit 14: The Past

Unit 14The Past
Pronunciation Focus: Past Simple Tense of regular verbs
-ຄາກິລິຍາທ່ ປກກະຕິ (Regular verbs) ສ່ວນຫຼາຍຈະອອກສຽງ /t/ -ຫຼ /d/.
ຄາກິລິຍາທ່ ລງທ້າຍດ້ວຍຕວ ‘ch’, ‘sh’, ‘s’, ‘f’, ‘k’, ‘p’ ທ່ ຈະອອກສຽງ /t/.
ຄາກິລິຍາທ່ ລງທ້າຍດ້ວຍຕວ ‘n’, ‘m’, ‘v’, ‘z’,’y’,’l’ທ່ ຈະອອກສຽງ /d/.
-ແຕ່ຄາກິລິຍາທ່ ລງທ້າຍດ້ວຍຕວ ‘t’ ຫຼ ‘d’. ຈະອອກສຽງ /id/
ສັງເກດວິທການອອກສຽງຄາກິລິຍາທ່ ປກກະຕິ (Regular verbs).
c) Listen to these verbs and write the verbs you hear in the lists below.
Teacher – play the recording and ask the students to write the verbs in the correct
column.
Answers:
/t/ /d/ /id/
missed stayed started
asked planned wanted
stopped listened needed
checked organised conducted
finished opened invited
Audio script
missed finished stopped
stayed wanted organised
asked conducted planned
listened started invited
needed opened checked
d)Listen and repeat the verbs in each list.
Teacher – play the recording again and ask the students to repeat the verbs in each list.
Audio script
/t/ /d/ /id/
missed stayed started
asked planned wanted
stopped listened needed
checked organised conducted
finished opened invited
e)Look again at the pictures of Jane’s trip again. Write one sentence for each picture.
Teacher – ask the students to look at the pictures again and try to form sentences.
e.g. Jane arrived at the airport.
Teaching suggestion: While students are working, walk around to monitor. Check if they
used the correct forms of the Simple Past Tense and vocabulary.
Unit 14: The Past

Unit 14 The Past
Reading: A work trip
Introductory tasks
a) Discuss the questions below.
Teacher – ask the students to work in a group of three and discuss the questions.
Teacher – go through each questions with the whole class.
b) Group work: Divide into four groups: A, B, C and D.
- Group A reads and fills in the chart about Text A.
- Group B reads and fills in the chart about Text B.
- Group C reads and fills in the chart about Text C.
- Group D reads and fills in the chart about Text D.
Do not read each other’s texts.
Teaching suggestion: It is a good idea to ask students to say A, B, C, D. Then, group them
according to their letter.
Text A: Somchai’s trip
I went to Luang Prabang last week for a meeting about development. I went with two people
from my office. We flew there on Wednesday and came back on Saturday. We stayed at
Visonh’s Guest House. It cost 30,000 kip a night. We came back on Saturday.
Who? Somchai
Where? Luang Prabang
When? Last week
Why? For a meeting
Who/with? Two people from the office
How/travel? By plane
How/long? Four days
Where/stay? Visonh’s Guest House
Total cost 120,000 kip per person
Text B: Khamsing’s trip
I went to Luang Namtha last week. I flew there with my adviser to do a survey at the
provincial hospital. We talked to many nurses and doctors. We stayed in a guest house for
two days. It was not very expensive. We paid only 30,000 kip a night. We came back on
Sunday.
Who? Khamsing
Where? Luang Namtha
When? Last week
Why? To do a survey at the hospital
Who/with? An advisor
How/travel? By plane
How/long? Two days
Where/ stay? Guest house
Unit 14: The Past

Unit 14The Past
Text C: Ketkeo’s trip
Yesterday, I went to a village in Vientiane province to inspect a project. I went with some
people from my office. We went by car. The project is very good. The people in the village
are raising pigs. I visited three families. They had a lot of pigs. We helped the families. We
talked to them about good ways to raise pigs. We stayed overnight at the village. We came
back to Vientiane Municipality this morning.
Who? Ketkeo
Where? Vientiane province
When? Yesterday
Why? To inspect a project
Who/with? Some people from the office
How/travel? By car
How/long? One day
Where/stay? At the village
Total cost Free / nothing
Text D: Phouvong’s trip
Five days ago I went to Savannakhet province to attend a Health Education Training
workshop. I went with my colleagues. We went there by bus. It took us about six hours from
Vientiane to get there. The workshop was very interesting. We stayed at the Provincial Health
Service Guest House for three nights. It was not very expensive. We paid only 30,000 kip per
night. We came back on Friday evening.
Who? Phouvong
Where? Savannahket
When? Five days ago
Why? To attend a Health Education Training workshop
Who/with? Colleagues
How/travel? By bus
How/long? Three nights
Where/stay? Guest house
Teaching suggestion: It is a good idea to encourage students to write short answers, not a
full sentence.
Practise
a) Group work:
Teacher – ask the students to work in groups of four. Make sure the group has one person
from Group A, B, C and D. Take turns. Use own notes to talk about your text. Do not read the
text to the group. Listeners complete the chart below. Listeners can also ask questions.
Unit 14: The Past

Unit 14 The Past
Follow up tasks
a)Group work:
Teacher – ask the students to work in groups of six, and sit in a circle to play a game.
Teacher – then explain clearly about how to play the game.
Game: ‘Last year I went to many meetings…’
The first person says ‘Last year I went many meetings’.
The next person repeats the first sentence and adds something else.
e.g. ‘Last year I went to many meetings and wrote many reports’.
The third repeats the second sentence and adds something else.
b)Report:
Teacher – assign the last person in each group stands up and says the last sentence to the
class.
Teaching suggestion: Remind students that each sentence has only one ‘and’. It comes
before the last noun in the sentence - before the last thing they added.
Writing: A work trip
Introductory tasks
a)Discussion
Teacher – ask the students to work in a group and discuss about their work trip to
somewhere. And make notes in the chart.
Teacher – ask some volunteers to come up in front of the class and share their information.
b)Write a report
Teacher – ask the students to write a short report about his/her work trip.
Teacher – monitor the class and help with any difficulties.
Revision: Game – Who’s the winner
a)Form questions for the following answers.
Teacher – explain about how to play the game: the student must form the questions in each
box they are at.
Unit 14: The Past

Unit 15: Laos
Unit 15 Laos
Speaking: Provinces
Introductory tasks
a) Ask and answer the questions
Teacher – discuss with the whole class using the three questions.
Teacher – write down the answers on the board.
Dialogue
a) Listen and complete
Teacher – tell the students that they are going to listen to a dialogue between Susan and
Linda. They try to listen and fill in the gaps.
Teacher – play the recording at least three times.
Answers:
Susan: Oh. Hello, Linda. Good to see you again!
Linda: Oh, what a surprise! How are you?
Susan: Fine, thanks. A bit tired. Yesterday I came back from Luang Nam Tha. It’s in
the north, in the mountains.
Linda: Oh. How did you get there?
Susan: Well, first I flew to Luang Prabang. I stayed there for three days and then
went by bus to Luang Nam Tha.
Linda: Mmm. How was the bus trip?
Susan: Oh, it was quite long because Luang Nam Tha’s on the border with Myanmar
and China, but the views were very beautiful.
Linda: Oh, sounds good! And what about Luang Prabang? What did you do there?
Susan: Well,…
Feedback: How many provinces did you hear? What are they?
2 Provinces. Luang Prabang and Luang Nam Tha
Teacher – play the recording again, and ask the whole class to repeat the dialogue.
b) Practise the dialogue in pairs
Teacher – put the students in pair, and let them practise the dialogue.
Teacher – walk around the class and help with any difficulties.
Unit 15: Laos

Unit 15: Laos
Practise
Introductory tasks
a) Look at the map and complete the sentence.
Teacher – ask the students to study the map and try to complete the sentences
Answers:
1. Xiengkhouang is in the east of Laos. It’s on the border with Vietnam.
2. Sayaboury is in the west of Laos. It’s on the border with Thailand.
3. Vientiane Capital is in the centre of Laos. It’s on the border with Thailand.
4. Champasack is in the south of Laos. It’s on the border with Thailand and Cambodia.
b) Read the names of the provinces.
Teacher – ask the students to try reading the names of the province with the correct
pronunciation.
Teaching suggestion: If you have a big map of Laos, you can use it for this activity or you
could draw a map on the board.
Capital
Unit 15: Laos

Unit 15: Laos
c) Write the names of the provinces under the correct headings on the chart
Teacher – ask the students to work individually to name each province under the correct
headings on the chart.
North South East West Centre
 Phongsaly
 Luang Namtha
 Oudomsay
 Luang Prabang
 Saravan
 Sekong
 Champasack
Attapeu
 Houaphan
 Xiengkhouang
 Bokeo
 Sayaboury
Vientiane
Capital
Vientiane
Province
Saysomboune
Borikhamsay
Khammouane
Savannakhet
Teaching suggestion: If you are using a big map, ask students to point to the provinces in
each answer. For example, a student can point and say, ‘Phongsaly is here in the north’.
Follow up tasks
a) What are the well-know tourist destinations in Vientiane Capital?
Teacher – elicit some ideas from the students about well-known tourist destinations in
Vientiane Capital.
Teacher – write all the ideas on the board.
b) Listen and answer
.Teacher – ask the students to listen to the recording and try to answer the questions.
The recording can be played three times
Answers:
1. How many well-known tourist destinations are there in Vientiane Capital?
__________8___________
2. How many well-known tourist destinations are there in Xiengkhoung?
__________5__________
3. How many well-known tourist destinations are there in Luang Prabang?
__________6________
4. How many well-known tourist destinations are there in Savannakhet?
__________5_________
5. How many well-known tourist destinations are there in Champasack?
__________5_________
Scripts
Unit 15: Laos

Unit 15: Laos
Vientiane Capital
Hello, everyone! Welcome to Laos! Today I’m going to give you an overview of
different places to visit in Vientiane Capital. In town, you can visit some important
museums such as Lao International Museum, Souphanouvong Museum and Kaysone
Phomvihane Museum. Also, you can see some the well-known sites like That Luang
Stupa, Patuxai Monument, Ho Phrakeo, Sisakhet Temple and Xieng Khoun Temple.
Xieng Khouang
Welcome to Xieng Khouang Province! Here, one the places that you cannot miss seeing is
called the Plain of Jars. And there are also many different interesting sites to visit throughout
your stay, for example That Found, That Chomphet. In Khoun District, you can also visit Piawat
Temple or you can enjoy yourself at Hot Spring Water Pond.
Luang Prabang
Hello, my name is Khamsy. I am here to introduce you to some of the famous places to
visit in Lung Prabang. Some of the main attractions in town are Wat Xieng Thong,
Mount Phou Si, Wat Visounnarath. Also, just outside of the main town are Tad Kwang
Si Waterfall, Tham Ting Caves, and Tad Sae Waterfall.
Savannakhet
Savannakhet is another province where you can enjoy your holiday. The Dinosaur
Museum is a great place to visit. Also, other places to go and see are That Ing Hang,
Wat Sayaphoum, That Phonh, Heun Hin – Stone House. Enjoy your holiday!
Champasack
Hello, everyone! Let me introduce you to some of the places that you can tour in
Champasack Province. To the south of Pakse, the provincial capital is the Wat Phou
Temple. You can also spend your time at Done Daeng known for its traditional
livelihoods and forested trails. In the southern region of the province is Done Khong
and Si Phanh Done. A really beautiful place is Khone Pha Pheng; it’s a lovely waterfall
Listening: Districts, Villages and Households
Introductory tasks (Page .....)
a) Read these numbers in English.
Teacher – ask the students to try say the numbers in English.
Teacher – read the numbers again, and the students repeat after the teacher.
b) Pair work
Teacher – ask the students to work in pairs, and take turns to write down five large
numbers. Then, one person reads his/her numbers and the other person writes the
numbers. Finally, check the numbers he/she wrote with own partner
Unit 15: Laos

Unit 15: Laos
Practise
a)Listen and circle.
Teacher – ask the students to listen and circle the number from the recording.
Instruction: Teacher – say these numbers.
835 – eight hundred and thirty-five
287 – two hundred and eighty-seven
1,708 – one thousand, seven hundred and eight
3,090 – three thousand and ninety
63,800 – sixty-three thousand, eight hundred
35,815 – thirty-five thousand, eight hundred and fifteen
51,030 – fifty-one thousand and thirty
700,000 – seven hundred thousand
a. 825 835  e. 63,800  63,900
b. 278 287  f. 35,815  35,850
c. 1,780 1,708  g. 51,030  51,300
d. 3,009 3,090  h. 700,000  170,000
Check with a partner.
Feedback: Teacher – ask students to write the answers on the board.
Read the numbers after your teacher.
b) Listen and answer
Teacher – ask the students to listen to the recording and try to answer the questions.
Teacher – check together with the whole class.
c) Barrier Game
Teacher – explain how to play the game. And give some examples
Teacher – monitor the class.
Pair work: One person is Student A and the other person is Student B. Don’t look at your
partner’s chart (cover it with a piece of paper). Take turns to ask for the information. Write
the missing information on your chart. Remember, you can ask “Sorry?” or “Can you say it
again, please?”
e.g. A: How many districts are there in Savannakhet province?
B: There are ______________.
Unit 15: Laos

Unit 15: Laos
Student A: How many …?
Provinces Districts Villages People Households
Savannakhet 703,000
Bokeo 373 21,974
Oudomxay 7 210,000
Sekong 4 249 10,585
Sayaboury 290,600
Student B: How many …?
Provinces Districts Villages People Households
Savannakhet 15 1543 114, 400
Bokeo 6 118,200
Oudomxay 777 35,815
Sekong 4 63,836
Sayaboury 554 51,300
Check with your partner.
Feedback: Teacher – ask for the missing information from students
d) Write about each province using the information from your chart
Teacher – ask the students to work individually to form sentences using the information
from the chart.
Teacher – check together with the whole class.
e.g: In Savannakhet, there are 15 districts, 1,543 villages,
700, 000 people and 114,000 households.
Answers:
1 In Bokeo, there are 6 districts, 373 villages, 703,000 people and 114,400 households.
2 In Oudomxay, there are 7 districts, 777 villages, 210,000 people and 35,815 households.
3 In Sekong, there are 4 districts, 249 villages, 63,836 people and 10,585 households.
4 In Sayabury, there are 10 districts, 554 villages, 290,600 people, 51,300 households.
Feedback: Teacher – Ask students to read their sentences and write them on the board.
Unit 15: Laos

Unit 15: Laos
Reading: A Province
Introductory tasks
a) Match the adjectives with their opposite meaning
Teacher – ask the students to work individually match the adjectives with their opposite
meaning.
Answers:
e.g. big small
far near
old new
wet dry
different same
cold warm
cool hot
boring interesting
expensive cheap
ugly beautiful
big small
short long
Feedback: Teacher – read adjectives on the left, students say the opposites on the right.
b) Repeat the adjectives
Teacher – read the adjectives and ask the students to repeat after the teacher.
Teacher – make sure that the students repeat the adjectives with the correct
pronunciation.
c) Use the adjectives above to describe these places.
d) Teacher – ask the students to work in pairs and use the above adjectives to describe
the places.
e.g. Pakse bridge is very long and … . It’s …
Unit 15: Laos

Unit 15: Laos
Feedback: Teacher – ask students to share their descriptions with the class.
Practise
a) Read the text and answer the questions
Teacher – elicit some information about Luang Prabang.
Teacher – write down all the ideas on the board.
Brainstorm: What do you know about Luang Prabang.
Teacher – ask the students to work in a group of three, read the text and try to answer the
questions. Teacher – check the answers with the whole class.
Read the text and answer the questions.
Luang Prabang is a big province in the north. It is on the border with Vietnam, but there
is no border checkpoint. It has borders with six provinces. The capital of Luang Prabang
province is Luang Prabang city. Twelve different ethnic groups live in the province and it
has about 360,000 people. There are 11 districts, 1,176 villages and 63,582 households in
the province.
This city is the old capital of Laos. It is on the Mekong and Khan rivers. Many people say
it is very beautiful because it has many old and beautiful temples. Tourists like to visit the
temples and the old Royal Palace Museum. They also like to travel up river by boat to
visit the Buddha caves.
People can go to Luang Prabang by air, by boat or by road. From Vientiane, people can
travel by car or bus on Road Number 13. They can also go by boat up the Mekong river
or fly from there to Chiengmai in the north of Thailand.
Luang Prabang
Unit 15: Laos

Unit 15: Laos
1 Where is Luang Prabang province? In the north
2 What country does Luang Prabang have a border with? Vietnam
3 How many provinces does Luang Prabang have borders with? Six provinces
4 How many people live in Luang Prabang? 3600,000 people
5 How many ethnic groups live there? 12
6 What is the name of the old capital city of Laos? Luang Prabang city
7 What are two things tourists like to do in Luang Prabang? visit the temples and the old
Royal Palace Museum
8 How can people travel to Luang Prabang? by air, by boat or by road
9 What country can people fly to from the international airport? Chiengmai, Thailand
Writing: A province
Introductory task
a) Write about one of the provinces.
Teacher – ask the students to think of a province and make notes on the chart.
Teacher – ask the students to share their information with the one who sits next to
him/her.
Practise
a) Write about one of the province in Lao PDR.
Teacher – can either ask the students to prepare their writing in the class or set as
their homework.
b) Sharing information
Teacher – ask each student to put their finished writing on the wall, then they all
stand up, walk around and read each other writing.
Teacher – remind the students that they have to fill in the information in the chart
using their friends’ writing.
Teacher – walk around the class and offer any helps needed.
Unit 15: Laos

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