Throughout the world, women live longer than men. Why? Because men smoke more.

Nonsmoking men
live just as long as women. Smokers pollute the air. They breathe out 100 times as much pollution as
nonsmokers. They breathe it out on their children and on their wives or husbands. Children whose parents
smoke have more breathing and lung problems than other children. Among nonsmoking women married to
smokers, there are as twice as many deaths from lung cancer as there are among women married to
nonsmokers. Men have the right to kill themselves by smoking if they want to. They do not have the right to
kill their wives and children by smoking.

QUESTIONS
1. a. Explain 3 common cases in which pronunciation is taught in a high school language class. (1pt)
b. Identify the problem sound in the word death. and then work out 3 activities for the class to practice
recognising them, using minimal pairs. (1.5pts)
2. a. Describe 4 activities you like most to introduce a reading text. (1pt)
b. How would you introduce this reading passage? (1pt)
c. Work out a ten-minute follow-up activity for this text. (1pt)
3. a. What is the difference between questions for checking understanding and questions for using a
lexical item as an active one? (1pt)
b. Suggest a question to check understanding of this item: pollute (1 pt)
c. Suggest a question for students to use this item as an active one: right (n) (1 pt)
4. Identify the structure in the following sentence and suggest 3 examples: (1.5pt)
Children whose parents smoke have more breathing and lung problems than other children.

Explain 3 common cases in which pronunciation is taught in a high school language class (1pt)
Discrete Slots: teachers spend some portion of the lesson on pronunciation (in Tieng Anh 10, 12 textbooks)
Integrated phases: teachers teach pronunciation as an integral part of the teaching of skill (in Four
Corners)
Opportunistic teaching: teachers teach pronunciation when it becomes a problem to learning.
Vit ng tn khi nim nh trong gio trnh l OK

Identify the problem sound in the word death. and then work out 3 activities for the class to practice
recognising them, using minimal pairs
The problem sound in death: // khi gii thch
I/Presentation
Lead-in:
The teacher shows a photo of teeth.
The teacher asks the students What are these?
The teacher introduces the sound //
The teacher writes to sound on the board //
Presenting
The teacher says the sound alone: //
The teacher says the sound in word: teeth
The teacher conducts choral repetition: teeth
The teacher conducts individual repetition: teeth
The teacher explains how to make the sound: Put your tongue between your teeth and push the air out
The teacher contrasts this sound // with a similar sound /t/
// /t/
Thick tick
bath bat

II/Practice
a/Aural Practice
One-Two drill
The teacher gives instruction: Listen to a word. If you hear the sound // say ONE, if you hear the sound /t/
say TWO. Dont say the word, just say one or two
The teacher writes on the board: //(1) /t/(2)
The teacher (T): thin Students (Ss): one
T: ten Ss: two
T: three Ss: one
T: bath Ss: one
Same-Different Drill
The teacher gives instruction: Listen to 2 words. If you hear they are the same say SAME, if are different,
say DIFFERENT
The teacher (T): thin-tin Students (Ss): Different
T: tooth-tooth Ss: Same
T: Bath bat Ss: Different
T: Three tree Ss: Different
Odd one out
The teacher gives instruction: You will hear 4 words. Which one is different from the other three? Say the
number.
T: thigh/tie/thigh/thigh Ss:2
T: three/tree/tree/tree Ss:1
T: path/path/path/pat Ss:4

Describe 4 activities you like most to introduce a reading text.

1. The teacher uses pictures to let the students guess words and elicit ideas
2. The teacher gives True/False questions to let the students guess if they are true or false, basing on
their background knowledge
3. Eliciting: The teachers ask students questions related to theme which can be answered based on
their background knowledge
4. The teacher holds a discussion about the theme of the reading text.

How would you introduce this reading passage?

Introducing the text: True/False
1. The teacher gives students some sentences about smoking for them to guess true or false, basing
on their background knowledge.
T: What do you think about these sentences? Are they true or false?
1/ Smokers are more likely to have diseases and may even die.
2/ Men smoke more than women.
3/ Women and children cannot die from smoking.
Answer key: 1/True 2/True 3/False (optional)
What is the difference between questions for checking understanding and questions for using a
lexical item as an active one?
With questions for checking understanding, students are not supposed to use the word while answering.
On the other hand, with questions for using active vocabulary, students must produce and use the lexical
items when they answer.

Suggest a question to check understanding of this item: pollute

- What can pollute the rivers?
- Can people get sick if they drink polluted water?

Suggest a question for students to use this item as an active one: right (noun)
Is voting a right or a requirement for eighteen-year-old citizens?

Identify the structure in the following sentence and suggest 3 examples: (1.5pt)
Children whose parents smoke have more breathing and lung problems than other children.

Relative Clause with whose (for possession) (khng cn vit cng thc nu cu trc qu confusing v a dng)
Subject1 + whose + Subject2 + Verb2 + Verb1c
Examples:
The dog whose owner died still waits at the train station.
The police talked to the man whose wallet was lost.
It was Streep whose career took off in 1985.

Cn 10 pht th follow up activities focus on language practice: MC, matching, gap-filling: ngh ra example hoy
hehe (4-5 questions with 7-8 options)

30-45 pht: speaking & writing => design free practice aka guided speaking/writing (teaching language
input s tn thi gian nhiu) ; cho 1 task vit cho diiiiiiiii ra.

3. a. trang 12 coursebook: list them out lol.

b.

FINAL!!!!!!!
MC
Gap-filling
True-False
Practice (6pts)