TEST 1 Identify the problem sound in the word death.

and then work out 3

Throughout the world, women live longer than men. Why? Because men activities for the class to practice recognising them, using minimal
smoke more. Nonsmoking men live just as long as women. Smokers pairs
pollute the air. They breathe out 100 times as much pollution as The problem sound in “death”: /θ/ khỏi giải thích
nonsmokers. They breathe it out on their children and on their wives or I/Presentation
husbands. Children whose parents smoke have more breathing and lung Lead-in:
problems than other children. Among nonsmoking women married to The teacher shows a photo of teeth.
smokers, there are as twice as many deaths from lung cancer as there are The teacher asks the students “What are these?”
among women married to nonsmokers. Men have the right to kill The teacher introduces the sound /θ/
themselves by smoking if they want to. They do not have the right to kill The teacher writes to sound on the board /θ/
their wives and children by smoking. Presenting
The teacher says the sound alone: /θ/
QUESTIONS The teacher says the sound in word: teeth
1. a. Explain 3 common cases in which pronunciation is taught in a high The teacher conducts choral repetition: teeth
school language class. (1pt) The teacher conducts individual repetition: teeth
b. Identify the problem sound in the word death. and then work out 3 The teacher explains how to make the sound: “Put your tongue between
activities for the class to practice recognising them, using minimal pairs. your teeth and push the air out”
(1.5pts) The teacher contrasts this sound /θ/ with a similar sound /t/
2. a. Describe 4 activities you like most to introduce a reading text. (1pt) /θ/ /t/
b. How would you introduce this reading passage? (1pt) Thick tick
c. Work out a ten-minute follow-up activity for this text. (1pt) bath bat
3. a. What is the difference between questions for checking understanding
and questions for using a lexical item as an active one? (1pt) II/Practice
b. Suggest a question to check understanding of this item: pollute (1 pt) a/Aural Practice
c. Suggest a question for students to use this item as an active one: right One-Two drill
(n) (1 pt) The teacher gives instruction: “Listen to a word. If you hear the sound /θ/
4. Identify the structure in the following sentence and suggest 3 say ONE, if you hear the sound /t/ say TWO. Don’t say the word, just say
examples: (1.5pt) one or two”
Children whose parents smoke have more breathing and lung problems The teacher writes on the board: /θ/(1) /t/(2)
than other children. The teacher (T): thin Students (Ss): one
Explain 3 common cases in which pronunciation is taught in a high T: ten Ss: two
school language class (1pt) T: three Ss: one
Discrete Slots: teachers spend some portion of the lesson on T: bath Ss: one
pronunciation (in Tieng Anh 10, 12 textbooks) Same-Different Drill
Integrated phases: teachers teach pronunciation as an integral part of the The teacher gives instruction: “Listen to 2 words. If you hear they are the
teaching of skill (in Four Corners) same say SAME, if are different, say DIFFERENT”
Opportunistic teaching: teachers teach pronunciation when it becomes a The teacher (T): thin-tin Students (Ss): Different
problem to learning. 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.
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) (không cần viết công thức
nếu cấu trúc quá confusing và đa dạng)
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.
Còn 10 phút thì follow up activities focus on language practice: MC,
matching, gap-filling: nghĩ ra example (4-5 questions with 7-8 options)
30-45 phút: speaking & writing => design free practice-guided
speaking/writing (teaching language input sẽ tốn thời gian nhiều) ; cho 1
task để viết cho dài ra.
TEST 2
You are going to teach a Pre-Intermediate class this reading text.
Read it, and then answer the questions below.
SKIING
Skiing is one of the most popular sports in the world. According to recent
estimates, about one hundred million people ski regularly or occasionally.
Sliding across the snow on skis is also one of the most ancient methods of
transport known to man. It has been demonstrated that men were already
travelling across the snow by means of primitive skis before the invention
of the wheel. In the Asiatic region of Altai and in Scandinavia, for example,
the remains of skis have been found which date back to 4,000 BC. Further
evidence is supplied by ancient cave paintings which depict people skiing,
and a Norwegian saga which tells the story of an invasion of its territory
8,000 years ago by a tribe of skiers who came from the north.
Nowadays, skiing has become a big industry and a notable feature of
leisure culture. Ski resorts and all the activity that they generate are the
main source of wealth in many mountain regions, which were previously
remote and inaccessible. And far from its elitist image, skiing is now
enjoyed by an increasingly broader spectrum of society.
Questions:
  Firstly, the teacher says the whole sentence. Then, the teacher
1a, Which may be the problem sound in the word invasion and feature? decides stressed syllables and underlines them.
Why?  Next, the teacher decides the intonation pattern and marks it with
Invasion /ɪnˈveɪ.ʒən/: The problem sound is the sound /ʒ/. Vietnamese arrows.
students tend to confuse it with the sound /ʃ/  Then, the teacher divides the sentence into sections.
Feature /fe′chər/: The problem sound is the sound /ch/. Vietnamese  Finally, the teacher conducts repetition from end towards
students tend to confuse it with the sound /t/ beginning.
1b, Describe how you will help your students correctly pronounce one of → → → → → →
the sounds you have identified. →
The teacher says the sound alone: /ʒ/. According to recent estimates, |about one hundred million |people| ski
The teacher says the sound alone in a word: decision. |regularly or
The teacher conducts choral repetition of the word decision. /zh/ occasionally. ↘
The teacher conducts individual repetition of the word decision. 3.
The teacher describes how to make that sound: Clench your teeth together a/ What are the ways of making grammar practice more meaningful?
lightly and pull your tongue away from them. Then push air through  Getting students to say real things about themselves.
them, while voicing out. Example: Students make sentences from the promts.
The teacher contrasts this sound with a similar sound /ʃ/ T: Write on the board
/ʒ/ /ʃ/ “ Anne likes tea but she doesn’t like coffee
fusion fission a/ Folk/ music
pleasure special b/ walking/ swimming”
Practice: S: Anne likes folk but she doesn’t like music.
A - One/Two drill  Giving situations which imply the structure, but leave the students
The teacher gives instruction: Listen to these words. If you hear the sound to decide exactly what to say.
/ʒ/, say ‘one’, if you hear the sound /ʃ/, say ‘two’. Remember to say only Example: Give the prompts orally - Students response with a question
the number. T: you are a stranger. Ask about places in the town using the structure “ is
The teacher writes the two sounds /ʒ/ and /ʃ/ on the board. there any…”
Teacher: Vision Students: One S: Is there any cafe near here?
Teacher: Musician Students: Two  Letting students add somethings of their own.
Teacher: Usual Students: One Example: T asks the question and give a different promt word each time
B - Same/Different drill T: Where are you going? Cinema
The teacher gives instruction: Listen to these words. If they have the same S: I’m going to the cinema.
sound, say ‘same’, if they have different sounds, say ‘different’. b. Identify the structure in each of the following sentences and then
The teacher writes the two sounds /ʒ/ and /ʃ/ on the board. give 2 other examples for each one: (2 pts)
Teacher: Division/discussion Students: Different - Nowadays, skiing has become a big industry and a notable
Teacher: Conclusion/occasion Students: Same feature of leisure culture.
Teacher: Function/measure Students: Different => Structure: The present perfect tense ( skiing has become ).
Ex1: Mobile phone has recently become an essential tool in modern life.
1c, Show what you should do to help the Ss to read aloud this sentence: Ex 2: Jose has finished all of his homework.
According to recent estimates, about one hundred million people ski - And far from its once elitist image, skiing is now enjoyed by an
regularly or occasionally increasingly broader spectrum of society.
The teacher conducts repetition using back-chaining teachnique. => Structure: The passive voice ( Skiiing is now enjoyed ).
Ex1: The children are often taken to the park at the weekend. The teacher conducts choral repetition: dream
Ex2: John was adopted by his foster parents at his seven. The teacher conducts individual repetition: juicedream
The teacher describes how to make the sound: Make the sound /i/ put
TEST 3 keep it last longer.
You are going to teach a Pre-Intermediate class this reading text. The teacher contrasts this sound /i:/ with a similar sound /i/.
Read it, and then answer the questions below. /i:/ /i/
PARENTS' DREAMS team this
Parents often have dreams for their children's future. They hope their week will
children will have a II. PRACTICE
better We than they had. They dream that their children will do thi Aural practice:
ngs that they couldn't do. 1.One/ two drill:
Parents who come to the U.S. from foreign countries hope their chi The teacher gives instruction:
ldren will have better Listen to the words. If you hear the sound /i:/, say one. If you hear the
education here. They think their children will have more career cho sound /i/, say two. Just say the number, don’t say the word.
ices and more successful lives. They make many sacrifices so that their The teacher writes on the board:
children will have more opportunities. They think their children will 1. (2)
remain close to them because of this. Some children understand and /i:/ /i/
appreciate these sacrifices and remain close to their parents. However, Teacher (T): Students(Ss):
other children feel ashamed that their parents are so different from other T: this Ss: (2)
Americans. T: tea Ss:1
1a. Which may be the problem sounds in the words dream and feel? T: will Ss: (2)
Why? 2. Same or Different:
The problem sounds in these words are: The teacher gives instruction:
- “Dream” /dri:m/ : the problems here are consonant cluster /dr/ and the Listen to two words. Say “same” if they have the same sound. Say
sound /i:/. “different” if they have different sounds.
+ Consonant cluster /dr/ : Vietnamese has no consonant clusters in T: treat/ cheat Ss: same/ T: idiom/ cheap Ss: different/
initial or final position. So, Vietnamese students often make mistakes T: guilty/ jeep Ss:d
when they speak in English. Oral practice
+ The sound /i:/: most students could not distinguish the differences The teacher says the sound alone /i:/
between this sound and the sound /ɪ/. Even when they can recognize that The teacher says the sound in words: imagine, tea, team
the /i:/ sound is longer than the /ɪ/ sound, they still pronounce both sounds The teacher says the sound in phrases: English tea, imaginary world
exactly the same. The teaher says the sound in sentences: English is not cheap.
- “Feel” /fi:l/: another problem sound here is the final /-l/ beside the /i:/ The teacher makes the combination of two similar sounds /i:/ and /i/:
sound that I’ve mentioned. This ending consonant doesn’t exist in She wants to improve the tea in her cáfe
Vietnamese, so students often skip it and than mispronounce as /fi:u/ 1c. Show what you should do to help the Ss to read aloud this
which is wrong. sentence:
1b. Describe how you will help your Ss to correctly pronounce one of “Some children understand and appreciate these sacrifices and remain
the sounds you have identified. close to their parents.”
Presenting: → → → → → → →
The teacher says the sound alone : /i:/ /tᔑ/ /ə/ /^/ /ə/ /æ/ /ə/ /i/ /ᔑ/ /æ/ /ə/ /ei/
The teacher says the sound in a word: dream
Some children |understand |and |appreciate |these sacrifices |and |remain -A drill where there is -A drill where there is still control of
|close to |their complete control of response, there is more than one
parents.↘ response, there is only correct way of responding.
2a. Why is it important to decide whether a vocabulary item is one correct way of
concrete or abstract? responding.
It is important because it also decides which way we should teach the
meaning of vocabulary. With concrete words, we should teach the
meaning by using visual aids/5 senses. On the other hand, with abstract -Ss don’t use the -Ss use the structure to express
words, the most appropriate way to teach is giving situational examples. structure to express meaning (
2b. How would you teach this lexical item: different? meaning. complete understanding )
The lexical item DIFFERENT[ picture+example.+explanation+L1
translation]
Teacher shows meaning visually - use a picture: There are 4 green apples Activities : Activities :Getting Ss to say real things
and a red one. Teacher gives example in this situation Eg: The red apple Repetition, about themselves, giving situations
is different from the other green apples. Substitution, Single which imply structures, letting Ss add
Teacher say the word aloud once or twice. word prompt, picture sth of their own, information gap
Teacher writes the word on black board and gives form, word class and prompt exercise...
word family.
 form: /ˈdɪf(ə)r(ə)nt/
3b.Identify the structure in each of the following sentences and then
 word class: different (adj)
give 2 other examples for each one:
 word family: difference (n)
- Parents make many sacrifices so that their children will have more
Teacher gives explanation: not the same as other
opportunities.
Teacher gives example: Eg: The red apple is different from the other
Structure : So that: expressing purpose
green apples.
Teacher gives meaning by asking a student to provide a translation in L1:
khác nhau. Subject + Verb + so that + Subject + Modal + Verb-bare
Teacher asks a question to help the students use the word. Example :We bring the umbrella so that we won’t get wet in the rain.
“Is your name different from hers? We arrived at the theatre early so that we would have time to eat before
Teacher conducts repetition of the new word, word family, example the show.
sentences chorally and individually. 4. Design a 45 minutes follow-up writing activity for the reading text
3a. What are the differences between mechanical practice and above.
meaningful practice in teaching grammar? Topic: Write a letter to thank your parents for their sacrifices and to
show how you love them. (Guided Writing)
Mechanical practice Meaningful practice Warm-up activity
T shows picture of the day JUNE 17th and asks: “Do you know what day
it is?”
Ss may be a little bit confused.
T shows the next picture of A FATHER and asks: “Can you guess what
day it is now?”
Ss anwer: “ FATHER’S DAY”
T continues asking: “What is THE DAY FOR MOTHERS? Ss’ possible answers: create close – nit bond, create not kinship but
Ss anwer: “MAY 13th” friendship, widen my perspective of the world, help me live a positive
T asks some further Qs life, etc.
“Who do you love most?” NOTE: When Ss give their answer, T might focus on their ideas only not
“What would you do to celebrate their day?” grammatical mistakes. T then helps them with their vocabulary. The
Ss anwer the Qs by standing up and taking turn to say their ideas. possible answers above are what T concludes through Ss’ answers.
T leads in the topic by saying that: “No matter where you were born or
whose your parents are, the fact is that you are genuinely loved.” Then, T
suggests a good way to show true feelings is by writing them a letter.
T shows the topic on the PowerPoint slide: Write a letter to thank your
parents for their sacrifices and to show how you love them.
Oral Preparation (optional)
Structure input
T asks: “How can we start a letter for a friend?”
Ss answer: “HI, name or HELLO, name”
T: “How about people older than us?”
Ss: “DEAR, name”
T writes on the board all the options (add some more if necessary: “TO
MY FAVORITE, name” or “DEAREST name,…”) and builds up notes
for a description of the letter.
T: “How do you usually say thank you to your parents?”
S: “Thank you, mom/dad”, “Thank you so much for…”
T suggests some phrases which show your highest appreciation and
writes them on the BB. (“Without you, I wouldn’t be a good person.” or
“I am very lucky to be your child”)
Vocabulary Input
T says: “Let them know how you respect them and love them honestly
and sincerely.”
T shows many words on the PowerPoint (generous, kind, careful,
socialite, insightful, helpful, patient, hard-working, supportive…)
T asks Ss to choose one of those characteristics to answer the question
“What characteristics you always look up to your parents?”
Ss’ possible answers: insightful, helpful, patient, hard-working, etc.
T asks: “How do your parents support you in study?”
T shows 5 phrases on the PowerPoint (encourage me to…, help me in….,
give me advice on…., remind me to…, explain me about…)
Ss’ possible answers: help me in all projects at school, encourage me to
do volunteer works, be patient with my dumbness, read me books and tell
me stories every night, etc.
T: “How do you like your parents’ advice?”