Đề tài nghiên cứu khoa học cấp Trường: Methodology for english language teachers

It will guide students to discover practical techniques, guidelines and principles related to English language teaching with the purpose to help student teachers to apply educational pri

Shape of a skills lesson

Pre-stage

Engaging in pre-task activities is essential as it encourages students to reflect on the topic or situation prior to reading, listening, speaking, or writing This stage provides a clear purpose for their engagement, allowing students to connect their existing knowledge with the subject matter Effective pre-tasks can enhance comprehension and facilitate meaningful participation in the learning process.

- Vocabulary tasks, where the teacher pre-teaches vocabulary to aid comprehension

- Prediction tasks where students guess what they are about to learn

- Brainstorming or discussion tasks where students collect all their ideas on the topic

Encourage students to reflect on their existing knowledge of transportation methods both on and beneath the water Allow a few minutes for them to discuss their predictions about the text's content with a partner Conclude with a class debrief, recording their responses on the board for further analysis.

Encourage students to examine the vivid images in the text, which include a sailboat, an aqualung, a submarine, a propeller, various types of ships, and a lighthouse Ask them to jot down their interpretations of the text's subject matter based on these visuals Afterward, facilitate a class discussion to share their thoughts and compile their ideas on the board.

Before diving into the reading material, the teacher engages students by inquiring if they have ever traveled on a boat or ship This prompts a discussion where students can share their personal experiences related to being on a boat, fostering interaction and connection among the class.

Provide a structured overview that previews and highlights important information and the interrelationships of ideas

Students can be grouped and provided with index cards featuring various inventions related to the reading selection If they have previously studied inventions in land and air transportation, those can be included as well The task involves sorting these inventions into the appropriate categories outlined in the structured overview, which can serve as a predictive exercise before reading.

While-stage

This stage provides students with a structured framework to enhance their practice of the lesson's target skill, enabling them to perform more accurately and thoroughly It allows the teacher to assess students' understanding through various tasks, while students can collaborate in pairs, groups, or work individually.

Tasks for students can be categorized into comprehension tasks, ordering tasks, and transformation tasks Comprehension tasks involve answering questions based on a text, while ordering tasks require students to arrange pictures or statements in the sequence presented in the text Transformation tasks encourage students to convert information from one format to another, such as rewriting details about Vietnam's geography instead of simply summarizing England's This approach provides a structured framework that helps students assimilate new information, minimizes errors, and ensures adherence to proper style, grammar, and sentence structure, ultimately guiding them toward successfully completing the assignment.

For English language learners, having a clear purpose for reading is essential to assess their reading success During reading, teachers should model effective questioning techniques to enhance students' ability to self-question, fostering deeper comprehension and engagement with the text.

The selection "On or Under the Water" aims to explore the inventions that have significantly contributed to the evolution of various boat types throughout history.

Two during-reading strategies that effectively assist students in monitoring their own comprehension are using subheadings and headings and analyzing captions

In the book "On and Under the Water," a caption titled "Finding the Way" is accompanied by images of a lighthouse, likely familiar to students, alongside an intriguing gold, circular object that may be unfamiliar to them, specifically a mariner's astrolabe.

The teacher's role involves exploring the purpose of the lighthouse, a familiar concept for students, and then introducing the idea that another object may similarly assist ships in navigating their journey, as indicated in the text.

Example 3: Turn headings and subheadings into questions

To enhance comprehension, teachers should encourage students to transform subheadings, such as "Beneath the Surface," into predictive questions This technique not only engages students but also sets the stage for what the subsequent text will reveal under that specific subheading By predicting the content, students can actively connect with the material and improve their analytical skills.

In "Beneath the Surface," a key question arises: "What invention enabled boats to operate underwater?" Expository texts, characterized by their use of headings and subheadings, facilitate the process of questioning while reading Effective readers utilize these cues to engage in self-questioning, enhancing their comprehension of the material.

In the lesson, read "On or Under Water" aloud while encouraging students to participate Provide each student with a copy of the text for note-taking during the study Highlight key vocabulary words such as navigation, invention, lighthouse, chronometer, and satellite signals, which students should write in the margins Prior to having students reread the text silently, pre-teach these essential vocabulary terms using diverse techniques to enhance understanding.

In clustering, students guess the words meaning by the context of its use

From "On or Under the Water" the cluster might look like this: b) Word Scroll or Graphic

Completing a vocabulary graphic enhances readers' understanding by visually illustrating connections that may be easily missed Incorporating personal associations with the word into the graphic fosters deeper engagement and comprehension, making the learning experience more meaningful.

Post-stage

Extension activities enable students to engage meaningfully with the information they learned during the While stage of their lessons The Post stage typically involves an 'information transfer' exercise, where students respond to their new knowledge through productive skills such as speaking or writing For instance, after reading a description of a sports event, students might write a letter to a friend detailing the event or perform a role-play based on the story If the While task involved speaking, such as conducting a questionnaire among peers, the Post task could consist of summarizing the results in a brief paragraph.

The objective of this activity is to engage students in a process commonly utilized by educators to adapt text for English language learners By employing techniques such as simplification, expansion, direct explanations, and comparisons, the goal is to enhance comprehension and produce clearer, more accessible text.

Simplification: The government's funds were depleted (It was almost out of money.)

The government's funds have been exhausted due to significant expenditures on various initiatives, including essential equipment and assistance programs for the underprivileged As a result, there are no remaining financial resources available for additional spending.

Direct definition: The government's funds were depleted (This means that the government had spent all of its money)

For this activity, the teacher models the first work after creating a bulletin board which is labeled as follows:

The objective of this activity is for students to collaborate in small groups while the teacher facilitates their learning The level of teacher guidance will vary based on the students' needs Students will brainstorm the history of transportation inventions and then present their ideas to the class As they share, a graphic will be created on the board or overhead to visualize the information Each group will then choose a specific area for deeper research, culminating in a comprehensive study of transportation inventions.

The teacher’s role

In the Pre stage, the teacher's primary role is to engage students' thinking and prepare them for upcoming tasks by providing clear instructions During the While stage, students work independently or in groups, with the teacher focusing on monitoring and assisting those who struggle Finally, in the Post stage, the teacher evaluates student performance to determine readiness for further monitoring and evaluation.

Materials

Skills lessons prioritize task-based learning, requiring teachers to focus less on direct instruction and more on detailed preparation of materials and tasks This approach emphasizes student engagement in completing tasks rather than traditional teaching methods Non-native English teachers, especially in reading and listening contexts, should not be expected to create original texts but should instead select engaging materials from published sources Additionally, they must adapt these materials into a Pre, While, Post lesson format suitable for large classes, minimizing the need for extensive photocopying.

Lesson planning

1.6.1 Reasons for making lesson plans

For students, a well-structured lesson plan demonstrates the teacher's dedication and professionalism, reflecting the time invested in preparing for the class This commitment fosters a positive learning environment, setting the standard for the level of preparation students can anticipate.

Effective lesson planning provides teachers with a structured framework for their classes, enabling them to visualize their goals and generate ideas for future lessons It serves as a helpful reminder of their intended objectives during classroom instruction Additionally, a well-thought-out plan fosters student confidence, creating a more conducive learning environment.

While a lesson plan serves as a guideline, teachers must remain flexible and responsive to their students' needs during class This may require adjusting the plan or even abandoning it altogether to ensure that all students receive the support they need at that moment.

Effective planning is crucial when a teacher is being observed for assessment or performance review, as it provides the observer with a clear understanding of the teacher's objectives, enabling an accurate evaluation of the lesson's success.

A well-structured lesson should strike a balance between coherence and variety, ensuring students can recognize a logical flow throughout Conversely, a monotonous 45-minute drill can hinder student engagement, as the absence of variety and the repetitive nature of the activity can negatively impact the learning experience.

A well-structured written plan must begin by outlining key details about the students, including the total number of students in the class, their ages, genders, and behavioral traits, such as whether they are cooperative or challenging to manage This information is essential for teachers in training to document effectively.

The plan must outline the specific activities that teachers and students aim to engage in, such as studying grammar, writing narratives, listening to interviews, or reading passages An objective observer should be able to identify a clear and logical sequence of the topics and activities intended for study or activation throughout the plan.

A well-structured lesson plan outlines the methods and activities that teachers and students will employ, such as whether they will work in pairs or engage in a class discussion It should clearly convey a logical sequence of classroom events, enabling an objective reader to understand the flow of the lesson Additionally, the plan should specify the materials and resources that will be utilized for the activities.

The plan will address potential challenges and outline strategies for managing them, while also connecting the current lesson to previous and subsequent lessons Additionally, it is essential to delve deeper by posing critical questions regarding the activities we plan to implement.

The following are the questions we need to answer:

For each activity we intend to use in the lesson, we need to able to answer a number of questions in our own minds They are:

Who exactly are the students for this activity?

The composition of a classroom significantly impacts teachers' planning strategies, as factors such as students' ages, skill levels, cultural backgrounds, and individual personalities must be considered To ensure a comprehensive understanding of their students, educators include a section in their lesson plans dedicated to describing the class, which serves as a reminder for themselves and provides insight for observers.

Why do you want to do it?

The reason from the fact that teachers like the activities and they are interesting

Enhancing students' vocabulary and fluency in specific topics can significantly improve their comprehension of complex oral narratives Additionally, implementing effective coping strategies for challenging stories can foster a more positive classroom atmosphere.

How long will it take?

While some imaginative activities may initially seem engaging, they often have a short lifespan Effective planning requires teachers to consider the duration of each activity, which is reflected in the intended timing outlined in their lesson plans.

Identifying potential issues during a lesson provides teachers with valuable insights into the language and activities being utilized.

Teachers have to decide whether they are going to use equipment or not In their plans, teachers usually indicate the Teaching aids they are going to use

Teachers frequently reference specific procedures in their lesson plans, often using shorthand notation to describe the type of activity For instance, "TQ – SA" indicates a question-and-answer session led by the teacher, while "S – S" denotes pair work among students.

How will it fit in with what comes before and after it?

Maybe 2 or 3 activities are linked by topic, one leading into the other Maybe an activity has no connection with the one before it The point of answering this question for ourselves is to ensure that we have some reasonable vision of the overall shape for our lesson and that it is not composed of unrelated scraps

Teaching reading

The importance of teaching reading

Teaching reading is a crucial aspect of a teacher's role, as many students seek to read English texts for career advancement, academic pursuits, or personal enjoyment Additionally, reading enhances language skills, offering valuable exposure to English that benefits language learners Furthermore, engaging with various texts serves as excellent models for English writing and creates opportunities for language study.

Kinds of reading students should do

The debate over suitable reading texts for English language learners often revolves around the authenticity of the materials used Critics argue that traditional language-teaching resources can appear artificial, featuring overly simplified language that may seem comical and unrealistic to native speakers This concern highlights the importance of selecting texts that genuinely reflect the nuances of the English language.

Providing low-level students with copies of The Times or The Guardian can be overwhelming, as they are likely to encounter numerous unfamiliar words, complex grammar structures, and a challenging writing style that can hinder their comprehension.

Striking a balance between authentic English and the capabilities and interests of students is essential in language learning Beginner students can comprehend certain authentic materials, such as menus, timetables, signs, and basic instructions However, for longer texts, it's beneficial to provide materials that are tailored to their level while still resembling real English The key is to ensure these adapted texts maintain a strong resemblance to authentic English to enhance learning.

When considering reading materials for students, it's essential to evaluate the types of texts that best suit their needs Should they focus solely on factual texts like encyclopedias, or should they also engage with novels and short stories? The choice of reading materials often depends on the students' backgrounds; for instance, business students may benefit from business-related texts, while science students may prioritize scientific literature However, in a mixed group with diverse interests, a varied selection is crucial Teachers should incorporate a range of texts, including magazine articles, letters, stories, menus, advertisements, reports, play extracts, recipes, instructions, poems, and reference materials, to create a comprehensive reading experience.

Reading skills students should acquire

Students must develop the ability to efficiently scan reading texts for specific information This skill allows them to locate relevant details without the need to read every word or line, as a more thorough reading approach can hinder their scanning effectiveness.

Students need to be able to skim a text as if they were casting their eyes over its surface to get a general idea of what it is about

Readers' approach to text—whether scanning or skimming—varies based on the type of material and their purpose For instance, they might scan a computer manual for specific information or skim a newspaper article for a general overview In contrast, literary works typically invite a more immersive reading experience, as readers engage with the text for pleasure, leading to a slower and more attentive approach.

Reading for detailed comprehension, whether looking for detailed information or language, must be seen by students as something very different from the reading skills mentioned above

A key role of teachers in reading instruction is to emphasize the significance of effective reading strategies, such as skimming and scanning It is essential for students to understand that their reading approach can greatly influence their comprehension and retention of information.

The principles behind the teaching of reading

1 Reading is not a passive skill

Reading is a dynamic activity that requires comprehension of word meanings, visualization of concepts, analysis of arguments, and personal reflection on their validity Without engaging in these processes, both students and readers risk only superficial understanding of texts, leading to quick forgetfulness.

2 Students need to be engaged with what they are reading

Student engagement with reading texts is crucial for maximizing learning outcomes When students are genuinely interested in the topic or task at hand, they are more likely to absorb and benefit from the material presented Conversely, a lack of interest can significantly diminish their educational experience.

3 Students should be encouraged to respond to the content of a reading text, not just to the language

Studying reading texts involves analyzing language use, paragraph structure, and the frequency of relative clauses; however, understanding the text's message is equally crucial Students should have the opportunity to engage with the content by expressing their feelings about the topic, fostering personal connection and enhancing their language skills.

4 Prediction is a major factor in reading

When engaging with texts in our native language, we often grasp the overall content even before reading Book covers provide insights into the book's themes, while photographs and headlines suggest the essence of articles Similarly, reports have a recognizable format that indicates their nature prior to reading any text.

The moment we encounter a book cover, headline, or formatted page, our brain begins to anticipate the content, setting expectations for the reading experience To enhance engagement and comprehension, teachers should provide students with similar hints, enabling them to make predictions about the material they will encounter This approach fosters better reading skills and encourages active participation in the learning process.

5 Match the task to the topic

Engaging students with Hamlet’s soliloquy "To be or not to be" can spark discussions about the use of infinitives, while analyzing a restaurant menu allows for an exploration of ingredients However, these activities may seem trivial at first glance; the deeper significance lies in understanding Hamlet's themes and the actual dishes presented on the menu.

After selecting the reading text for students, it is essential to choose engaging and effective reading tasks, including the right questions and stimulating puzzles Even the most captivating text can lose its appeal with dull or irrelevant questions, while a simple passage can become thrilling through creative and thought-provoking tasks.

6 Good teachers exploit reading texts to the full

Effective reading instruction goes beyond simply having students read texts; it involves integrating these texts into engaging class activities Skilled teachers utilize the reading material to spark discussions and develop further tasks, ensuring that students not only comprehend the content but also actively use the language for study and later application.

Characteristics of a good reader

Language learners can enhance their reading skills by adopting various effective reading strategies Good readers do not read every word; instead, they focus on key words and take small samples from the text to grasp the overall meaning They read silently, avoiding whispering, and often predict what comes next in the text When encountering difficulties, they quickly revisit previous sections for clarity Additionally, good readers draw on their existing knowledge to aid comprehension and utilize context and word affixes to infer the meanings of unfamiliar words This approach allows them to maintain fluency even when faced with unknown vocabulary, prioritizing general understanding before delving into specifics These skills are essential for proficient reading in any language.

Steps for presenting a reading text

- Give a brief introduction to get the students thinking about the topic of the text

- State a purpose for reading the text (skim, scan, read for total comprehension)

- Pre-teach any important words which will otherwise prevent the students from understanding the text

- Write one or two questions on the board to focus their attention

- Present the text and tell the students how much time they have to read (Do not allow them too much time, especially in skimming and scanning exercises)

- Have the students answer questions about the text

- Present a follow up activity In this, the students can share their own opinions or discuss what else they know about the topic of a text.

Reading activities

In a dynamic classroom activity, the teacher presents four distinct opinions on a specific topic, placing each statement in one of the classroom's corners Students are then invited to choose the opinion they most strongly disagree with and gather near that corner Once assembled, each group engages in a discussion, articulating their reasons for dissent regarding the selected viewpoint This interactive exercise fosters critical thinking and encourages respectful debate among students.

Ask students to work in pairs Challenge them to talk in English for 1 minute about a topic Repeat with a new topic, students change roles

Find a quotation about the topic Students discuss the quotation What does it mean? Do they agree with it? Why/Why not

Before diving into the reading material, the teacher engages students by writing 5 or 6 key words from the text on the board This interactive approach encourages students to guess the topic, fostering their critical thinking and comprehension skills.

The teacher finds 3 pictures or objects which are connected to the story and ask the students to guess how they are connected Students read the text to check

In this engaging classroom activity, students are divided into two or three groups and take turns drawing keywords on the board without using letters or numbers As each learner illustrates their assigned word, the rest of the class guesses the term, earning points for their team This interactive game fosters creativity and teamwork, making learning both fun and lively.

In this activity, the teacher dictates three sentences from a passage, prompting students to write them down and compare their work with a partner If needed, the sentences are displayed on the board for a final verification The teacher then engages the class in a discussion about the possible connections between the sentences and the overall theme of the text Students are encouraged to make predictions about the content before reading the passage quickly to confirm their guesses.

8 How many words do you know?

The teacher prepares the board by writing the letters of the alphabet in 3 or 4 columns

Students line up in two teams, each designated by a different colored marker The first student from each team receives a board marker Upon receiving a topic from the teacher, the two students rush to the board to write a word related to the topic, placing it next to the corresponding letter After writing, they pass the marker to the next teammate and move to the back of the line The teams compete for three minutes to write as many relevant and correctly spelled words as possible The team with the highest number of valid entries at the end wins the game!

To engage your class effectively, start by preparing one or two straightforward questions related to the reading topic Organize the students into two rows facing each other and encourage them to ask their questions within a strict time limit of 60 seconds After the time is up, have one row rotate to allow each student to interact with a new partner Repeat this process multiple times to enhance participation and learning.

In today's digital age, an abundance of valuable free content is readily accessible Begin by locating a brief, three-minute video that aligns with the reading topic After viewing the video, create straightforward discussion questions Play the video for the students, then encourage them to engage in partner discussions about their observations.

While-Reading Activities are designed to enhance students' focus on specific elements of a text, improving their comprehension These activities aim to enable learners to engage with the material as if it were in their native language, facilitating a deeper understanding of the content.

During this stage, students will be able to:

1 Identify topic sentences and the main idea of paragraphs Remember that every paragraph usually includes a topic sentence that identifies the main idea of the paragraph

2 Distinguish between general and specific ideas

3 Identify the connectors to see how they link ideas within the text

4 Check whether or not predictions and guesses are confirmed A reading class might start with one of these pre-reading activities Some pre-reading tasks might go beyond its stage

5 Skim a text for specific information Skimming is the ability to locate the main idea within a text, using this reading strategy will help students to become proficient readers

6 Answer literal and inferential questions: Literal simply refers to what the text says and inferential is using the text as a starting point to get a deeper meaning

7 Infer the meaning of new words using the context: All language learners rely on context to decipher the meaning of a word, a reading strategy used quite a lot when you do extensive reading

8 Coding text: Coding text involves teaching students a method of margin marking so they can place a question mark next to an statement they don’t understand or an exclamation mark next to something that surprised them

9 Student-to-student conversation: You can ask students to have a conversation after they have finished a paragraph or a stanza of a poem so they can clear up any confusions they might have

10 Scan a text for specific information : You scan when you look for your favorite show listed in the TV guide, when you look your friend’s phone number in your contact list If you want to use this reading strategy successfully, you need to understand how the reading material is structured as well as have a clear idea about what specific information you have to locate This technique is key if you need to find information in a hurry

Post-reading activities enhance students' comprehension of texts by encouraging critical analysis of their reading These activities are most effective when conducted after successfully implementing pre-reading and while-reading strategies.

Students should select 10-15 words from the text, focusing on categories like the most interesting or important words They will then craft a narrative, poem, or news report using these chosen words.

Ask students to say which part of the text is the most important/interesting and which part is not interesting or important

To enhance classroom engagement, prepare four or five straightforward questions for students to discuss for three minutes Following this discussion, have one member from each pair move on to converse with another individual in the group This activity promotes interaction and helps students practice their speaking skills effectively.

Teaching speaking

The importance of speaking

Many second language learners struggle with oral production despite memorizing extensive vocabulary and grammar rules Unlike children, who naturally acquire speaking skills before reading and writing, these learners often find they can read better than they can speak Therefore, prioritizing speaking in language instruction is essential, as developing oral skills facilitates the subsequent acquisition of reading and writing abilities.

Principles in teaching speaking

3.2.1 For beginning levels a Limit the objectives to avoid overwhelming the learners

- Provide your students with enough structured practice so they can begin interacting at a basic level

- This will reduce students fear and encourage more speaking

- Later, more free production can come after structured practice

Example of structured practice for a beginner:

Teacher asks: What is he playing?

Student answers: He is playing b Mix the speaking activities with comprehension work That is, have the students listen to the teacher or each other before they read

- When the students listen before they speak, it leads to more natural speech

- Comprehensive work fosters an interaction between speaking and listening

- Remember, we listen first before we begin speaking, so speaking should involve listening as well

Teachers should begin by having students listen to or read a dialogue, allowing for a discussion on challenging vocabulary Once the text is understood, students can practice the dialogue, emphasizing speaking skills over mere reading aloud, which lacks comprehension Additionally, it's essential to incorporate activities that focus on dialogues and the practical use of the language.

- Focus on language use rather than knowledge about language

- Dialogues are more concrete and controlled than less structured drills

Example of knowledge about a language: A student can describe the structures and parts of speech in a language

Example of knowing how to use a language: A student can introduce himself or herself, greet others, apologize, etc d Do not emphasize the significance of mistakes

- This encourages students to speak without fear of correction

- This increases focus on meaning and communication rather than grammatical correctness

- Correction should especially focus on problems affecting clear communication or language already taught to the students e State the purpose/goal of the students

- This provides a context of the activity to the students

- It also allows the learners to concentrate on the task and understand why they are doing it

Example of purposes in speaking:

“Now we will practise describing our friends.”

“In this exercise we will learn to talk about clothing.”

3.2.2 For intermediate and advanced levels a Focus on and work towards real, spontaneous speech

- Remember real speech is most often unrehearsed and unpracticed

Example of questions leading to real spontaneous speech:

What did you do last night?

What did you eat for breakfast this morning? b Design activities which encourage natural interaction between speakers

- Human speech most often involves interaction

- Interaction integrates speaking and listening c Place students in pairs, triads or small groups

- Smaller groups and pairs are student-centered

- This increases the quantity of speech spoken by the students

- This decreases the vulnerability of the students and lowers their anxiety level d Provide topics of interest to the students

- Interesting topics increase student motivation

- This also fosters a focus on meaning (and their personal feelings and thoughts)

- It is good to ask students what they are most interested in e At the advanced level, especially in free production, allow only speech in the target language (English)

- This greatly increases the amount of English spoken

- Having a clear guideline reduces the temptation of students to “hide” in their native language

- Students may dislike this but should be discouraged from using their own language without the teacher’s permission.

Example activities for speaking

In this engaging classroom activity, the teacher presents a dialogue through reading or audio playback, encouraging students to repeat what they hear While this method is a safe and effective way to enhance language skills in a short time, it can lead to boredom if used excessively, so moderation is key for maintaining student interest.

Teachers can give students the beginning of a sentence which the students can then complete

Example: This is your _ (hand, head, finger, etc.)

That is _ (her hand, his finger, my ear, etc.)

The teacher speaks a sentence to the students and also says a cue word for them to replace a word in a sentence

Example: Teacher: I am going to eat

Students: I am going to eat

Students: I am going to sleep

In this engaging classroom activity, the teacher presents a sentence and provides a cue word, prompting students to substitute a specific word in a modified version of the sentence This exercise builds on previous lessons, as students apply their vocabulary skills by repositioning words within the sentence structure.

Example: Teacher: I like to eat bananas

Students: I like to eat bananas

Students: I like to eat apples

Students: I hate to eat apples

The teacher gives a sentence to students along with a brief instruction which forces the students to communicate with another form

Students are given a simple dialogue in which they practice a given pattern

Example: Duc: Hi, I am Duc

Tan: Hello, Duc I am Tan

Huy: Hi, Duc I am Huy

The chaining exercise encourages students to use their own names, promoting a deeper understanding of their spoken words By emphasizing the importance of sharing truthful information about themselves, rather than merely reciting text or dialogue, this approach enhances personal engagement and authenticity in communication.

In a typical dialogue, two or three speakers engage in conversation Once the teacher presents the dialogue to the class, different students are assigned to perform various parts After practicing and comprehending the dialogue, students can further rehearse by incorporating their own information.

Students can be given the beginning lines in a dialogue and instructed to finish the dialogue creatively

Students can study and learn to sing songs to practice their speaking.

Example activities for communication

Structured language practice alone is insufficient; students need opportunities to creatively communicate in the new language Engaging in activities that promote interaction is essential for enhancing language skills and fostering effective communication.

To enhance collaborative learning, organize students into small groups and provide them with slips of paper that they need to arrange in a specific order Encourage them to discuss their reasoning in English, fostering critical thinking and language skills as they articulate their choices.

Give students a cartoon or set of pictures which shows a story or sequence of events Have the students tell the story

3 Information Gaps and Jigsaw Communication

- Information Gap: a language learning situation in which one students knows something that another does not

In this engaging activity, Student A describes the various figures on a card, while Student B listens attentively and draws precisely what is conveyed This exercise not only enhances communication skills but also fosters active listening and creativity among students.

Jigsaw Communication is an interactive educational exercise where students are assigned different yet interconnected pieces of information By engaging with materials provided by the teacher, each student gains insights that the others lack Through targeted questioning and the exchange of information, they collaboratively piece together the complete understanding of the topic at hand.

Engage students by presenting a captivating image to the class or small groups, prompting them with questions about its content After this discussion, encourage students to describe the picture freely, allowing them to express their thoughts and interpretations without guided questions This activity fosters creativity and observational skills while enhancing verbal communication.

A role play is a spontaneous conversation between two people who are imagining they are other people or they are in a different situation

Engage students in a collaborative storytelling exercise by starting a narrative and inviting each student to contribute creatively Record their additions using a cassette tape, and at the conclusion of the activity, play the recording back for the class This allows students to either transcribe the story or respond to comprehension questions, enhancing their listening and writing skills.

To engage students in storytelling, provide each student with a sentence from a short story suitable for their level Each student must memorize their sentence without sharing it with others Once memorized, they will line up in the correct order to reconstruct the story Finally, the students will narrate the story one sentence at a time, fostering collaboration and enhancing their speaking skills.

Give students questions which they must ask others in the class The others must answer them in English, too

Example: Where were you born? / How old are you? / Do you have any brothers or sisters? What do you like best in English?

Encourage student engagement by presenting open-ended questions for discussion in pairs or small groups Alternatively, provide a list of topics that allows students to converse freely, fostering a dynamic and interactive learning environment.

Questions for free talk: What was the best day of your life?

What is your family like?

Topics for free talk: School Movies Hobbies Family

- Guessing games: choose an object in the room and ask the students to guess what it is, asking questions in English

The Telephone game is an engaging activity where students form a circle and pass a whispered word or sentence from one to another The teacher begins by quietly sharing a message with the first student, who then relays it to the next, continuing until it reaches the last student This student announces what they heard, and the teacher reveals the original message, highlighting how communication can change as it travels.

The teacher engages students by acting out a story, prompting them to describe their observations Alternatively, the class can be divided into groups to create and perform brief pantomime skits After presenting their skits, students must articulate in English what is occurring in their performances, which may require multiple repetitions for clarity and understanding.

ENGLISH 10 UNIT 8: NEW WAYS TO LEARN

- Ss are aware of the importance of electronic devices that can help them learn

- Ss have a positive attitude to get access modern electronic devices to learn

- Ss indicate the importance of electronic devices

- Ss understand more about the way to use electronic devices the most effectively

- Ss form and improve competences such as: collaboration, teamwork, presentation

- Ss practise looking at the pictures and describe them

- Ss match each of arguments with their explanations

- Ss read arguments and give the opinions about the most effective ways of using electronic devices

- Ss answer the following questions

- Ss discuss in pairs or groups

Teacher’s and Students’ activities Content

* Methods/techniques of teaching and learning: Communicative approach

Show several images of electronic devices on the screen, ask sts to write the names and how do they help you learn at school?

Listen to the teacher and then answer the questions

* Suggested answer: computer, laptop, smart phone, tablet, speakers

* Methods/techniques of teaching and learning: Communicative

+ Step 1: T gives Ss time to read through the arguments in favour of using electronic devices in learning and match arguments 1-

+ Step 2: T asks them to compare the answer with a partner

- Call on some Ss to check

- Step 3: T asks Ss to exchange the answer with a partner

+ Step 1: T guides Ss to understand the requirement of this activity

+ Step 2:T gives Ss several ways to express their ideas about the most effective ways of using electronic devices

+ Step 3:T presents a model and have Ss work in groups, to express their ideas

- Step 4:T calls on some Ss to check

- Step 1: T asks two Ss to model the example

-Ss have Ss discuss in pairs in 5 minutes

-T walks round and offer help if necessary

- Step 2: T checks two pairs and comment

Task 2: Work in pairs Read the arguments and explanation again Decide on the two most effective ways of using electronic devices Explain why

1 The two most effective ways of using electronics are because _

2 We think/ believe is an effective way of using _ because _

E.g: In my opinion, making learning and teaching faster, easier and better is an effective way of using electronics because teachers can use these devices to prepare for the lesson, and students can look for information on electronics

Task 3: Work in pairs Discuss how useful electronic devices are in learning, using the arguments below

1 Electronics or electronic devices make my

- Step 1: T dividesthe class into groups of

3 to 4 Ss, ask Ss to focus on getting answer to the questions and note down their group’s discussion in 4 minutes

- Step 2: T asks the representatives from some groups to report the results of their group work to the class school life much easier and more enjoyable

2 Electronics make learning and teaching faster, easier and better

3 Students can relax during break time by listening to music, texting, chatting or playing games on their smart phones

4 Electronics make students' backpacks lighter

Student A: I think electronic make school life easier and more enjoyable

Student B: Exactly Students who hate homework can have fun doing it on tablets

Student A: And when they type on tablets they can change or add more things any time they want

* Methods/techniques of consolidation: Communicative approach

- T asks Ss to consolidate the main contents

What have you learnt today? What can you do now?

+ I can talk about how electronic devices can help us learn

+ I can give a report about how their classmates use the devices to learn school subjects

- T asks Ss to do exercise at home

- Prepare for the next lesson

- Ss listen and take note

1 Write the dialogue in the notebook

ENGLISH 10 Unit 9: Preserving the environment

- To teach Ss to talk about the environment impacts of human activities

- To teach Ss to practise sharing and giving responses to new information

- By the end of the lesson, students will be able to:

+ Express their opinion about the environment impacts of human activities

+ Give a report about the environment impacts of human activities

+ Perform their viewpoints to other people in real life

- Teacher: Handouts, textbook and pieces of papers

C Methods: - The whole lesson: Integrated, mainly communicative

- Ask Ss to write sentences using some words in context:

- Ask Ss to label the photos with the types of pollution

- Check the answers and have different Ss write them on the board

* Answer: a soil pollution b water pollution c air pollution c noise pollution

- Guide Ss to understand the requirement of this activity

- Focus Ss’ attention on the instructions and the table

- Ask Ss to work individually and read the text carefully before they complete the table Remind them to refer back to the reading text to get the necessary information

- Encourage Ss to share their ideas with a partner Check answers as a class and write them on the board

Human activity Type of pollution Consequence

The combustion of fossil fuels by motor vehicles, factories, aircraft, and rockets contributes significantly to air pollution, leading to environmental issues such as acid rain, the greenhouse effect, global warming, and various health problems Additionally, the use of fertilizers and pesticides, along with the disposal of harmful waste and chemicals into rivers, results in soil pollution, contaminating vegetation and reducing soil fertility, which negatively impacts land utilization Furthermore, noise pollution from factory machinery, vehicles, aircraft, and musical instruments creates loud and disruptive sounds, contributing to psychological and health issues in humans, including increased stress levels, higher health risks, and hearing damage.

This activity focuses on speaking about environmental impacts

- Give enough time for Ss to read the conversation individually Check comprehension as a class

- Have Ss practise the conversation in pairs

- Monitor the activity and select some pairs to role-play the conversation in front of the class

Focus Ss attention on the instructions

- Divide the class into groups of 3 – 4 students

- Allow Ss enough time to select the type of pollution and prepare their conversation

Encourage students to identify and note the key points or ideas shared by each speaker during discussions Provide assistance with any challenges they may encounter and remind them that they are welcome to incorporate their own thoughts and perspectives into the conversation.

- Have Ss act out their conversations in front of the class Discuss their performance as a class

- Alternatively, have Ss discuss and act out their conversations in groups

- Summarize what they have learnt by asking Ss some questions:

What have you learnt today? What can you do now?

+ I can talk about types of pollution and negative effects on the environment and human health

- Ask students to learn by heart the expressions

- Prepare for the next lesson

1 How important is teaching speaking?

2 What is the shape of a speaking lesson?

3 What are the principles for teaching speaking?

4 What are the activities in teaching speaking?

Teaching listening

The relationships between listening and the other language skills

Listening is a complex language skill that encompasses various sub-skills beyond mere hearing; it involves decoding sounds and grasping their meanings Effective foreign language instruction requires teaching students to listen in diverse ways One essential sub-skill is the ability to discern differences between phonological sounds, such as distinguishing between /p/ and /b/ in words.

Minimal pairs, such as "pig" and "big," illustrate how a single sound difference can create entirely different meanings Other examples include "click" and "clock," "sheep" and "ship," "mud" and "made," and "sun" and "run." Understanding these distinctions is crucial in listening comprehension, as it involves recognizing structural differences in language.

Effective listening in language learning involves recognizing various sentence structures, such as questions, statements, and commands For example, in the query “Would you please pick the phone up?”, the listener identifies “pick” as a verb and “phone” as a noun, while understanding the intonation indicates a question Additionally, learners must develop the ability to infer the meanings of unfamiliar words based on context and grammar, as seen in the phrase “The policemen hit the man with a billy club,” where the term "billy" can be guessed or ignored Furthermore, recognizing discourse markers and cohesive words is essential, as language is typically communicated in broader contexts, or discourse, rather than in isolated phrases These markers often include nouns that are later referenced by pronouns, helping to maintain the flow of conversation.

Last week my sister Jan sent me a letter She had good news to share with me about her new job

Articles or determiners are also important for discourse:

A space ship landed on our apartment building last night

The ship was huge with bright lights all over it This flying object was…

Effective discourse markers, such as "first," "second," "next," and "finally," play a crucial role in enhancing communication Additionally, a vital listening skill is the ability to infer unspoken information For example, when a student hears, "Yesterday, after Beth got up and ate breakfast, she went to the park," they should deduce that Beth visited the park in the morning Language often conveys meaning beyond what is explicitly stated, as demonstrated in various conversations.

Woman : I want to complain about a man abusing me

Policeman : Did he hit you?

Woman : He was screaming at me and threatening me

The woman's response indicates that the man did not hit her, as a direct affirmation would have been expected otherwise Effective listening often relies on grasping the main idea rather than understanding every word, a technique known as skimming This skill is useful when consuming news, as it allows listeners to focus on key events Summarizing is similar, involving the condensation of main ideas into fewer words, which is helpful when conveying news highlights to others In some cases, listeners may prioritize specific information over the main idea, a process known as scanning; for example, a listener may only focus on relevant temperatures or names during a broadcast Lastly, advanced listeners should hone their critical listening skills, which involve evaluating the truthfulness and agreement of the information presented.

“This car is a bargain It is just fifteen years old and costs only 10,000,000 dong”

“It is important for Vietnam to develop much closer ties with China”

Critical listening involves not only understanding spoken words but also evaluating their truthfulness, requiring listeners to make judgments about the content The language we use varies based on our audience, highlighting the importance of recognizing different styles and emotional tones, such as American, British, and Indian English Effective listeners can discern these variations and adapt accordingly Additionally, predicting a speaker's next point enhances listening skills; for example, students must anticipate new topics during lectures to take accurate notes, while everyday interactions may require predicting a stranger's intentions In situations where total comprehension is crucial, such as asking for directions to catch a train, careful listening and seeking clarification become essential to avoid misunderstandings These advanced listening skills are particularly relevant for intermediate and advanced English learners.

Reasons for teaching listening

There are may many reasons for getting students to listen to spoken English The following are the three main reasons:

Exposing students to various spoken English accents and dialects is essential for enhancing their listening skills, as it broadens their understanding beyond their teacher's unique voice.

Teaching listening is crucial as it enables students to subconsciously acquire language skills, even without explicit focus from teachers Effective listening practice is essential for language learners, as it offers exposure to important aspects such as grammar, vocabulary, pronunciation, rhythm, intonation, pitch, and stress through appropriate audio materials.

Improving listening skills in students is akin to enhancing their reading abilities; the more they practice, the better they become By providing students with opportunities to engage in active listening, we can significantly enhance their listening proficiency.

Kinds of listening students should do

The debate surrounding the use of authentic listening materials in language learning mirrors that of reading For instance, playing a political speech tape for complete beginners may leave them confused, as they likely won't comprehend any of it While such exposure could familiarize them with the sounds of the language, its practical benefits are limited In contrast, providing a realistic yet not authentic tape of a telephone conversation can be far more beneficial, as it helps learners understand the language better and boosts their confidence.

Active listening requires engagement from listeners; lengthy recordings on uninteresting topics can demotivate students, causing them to lose focus Once disengaged, it becomes challenging for them to re-engage with the material, resulting in a loss of comprehension and rendering the listening experience ineffective.

The effectiveness of audio materials in language learning hinges on the learner's proficiency level and the associated tasks Beginners may struggle with authentic resources like pre-recorded announcements or telephone messages, while elementary students can engage with more complex materials as long as the questions remain accessible Advanced learners can thrive with scripted content if it is engaging and nuanced, accompanied by tasks that match their skill level.

Incorporating a variety of audio tapes into the classroom enhances the listening experience, exposing students to diverse forms of spoken language This includes playing different types of recordings such as announcements, conversations, telephone exchanges, lectures, plays, news broadcasts, interviews, radio programs, and stories, which collectively enrich the learning environment.

Special characteristics of listening

Listening activities in the classroom differ significantly from other exercises, primarily because audio recordings maintain a consistent pace for all students Unlike language study, speaking practice, or reading, where learners can progress at their own speed, audio tapes continue regardless of individual comprehension levels Listeners cannot rewind to revisit previous content, pause to reflect, or review visual aids, which means they must adapt to the speaker's pace This dynamic places the speaker in control of the interaction, often sidelining the listener's engagement.

Many students experience panic during listening activities due to the nature of taped material When they fail to recognize a word or phrase, pausing to think can lead to missing subsequent content, hindering their comprehension Therefore, it's crucial to encourage students to focus on general understanding first, rather than fixating on details They should develop the habit of allowing the entire tape to "wash over them" during the first listen, achieving a broad comprehension before revisiting the material for specific information.

Listening is a unique skill, particularly in informal spoken language, which often includes incomplete sentences, repetitions, and hesitations Familiarity with informal spoken English, along with an understanding of vocal elements such as tone, intonation, rhythm, and background noise, enables students to better interpret and grasp the meaning behind these speech characteristics.

The principles of teaching listening

To effectively prepare students for listening activities, teachers must focus on enhancing students' ability to hear clearly and comprehend the material This involves addressing various concerns, which can be summarized in key principles that guide effective listening instruction.

1 Use authentic (real) texts and present them as naturally and realistically as possible This might mean taping texts from radio broadcasts or interviews such as the voice of America or the British Broadcasting Corporation

- Allow background noise or interruptions, which are normal

- Use different voice types and accents

- Avoid out – of –context words

2 Include a variety of types of texts These can include:

- News (TV or radio) broadcasts

3 Use primarily meaning- based tasks Listeners must not only hear sounds but they must understand meaning as well

- An example of a task which is not meaning –based:

Which word do you hear?

- An example of a task which is meaing-based:

- circle the definition for the word you hear: a a small animal that lives with people b the truck of a tree cut down

During the practice phase of a lesson, particularly at lower levels, some tasks may focus on discrimination exercises rather than meaning-based activities However, the ultimate goal is to facilitate communication through language that emphasizes understanding Prioritize comprehension over mere repetition, and value meaning over grammatical form.

4 State a specific purpose for listening tasks The task should be designed to practice one or more of the different sub skills If the students are skimming for the main idea, they may miss some specific information Or if the students are listening for total comprehension, they may miss the main idea Before a task begins, tell the students what the purpose is You can do this by writing a question or questions on the blackboard

What is wrong with the man?

What is the man idea of the listening text?

What do you think will happen next?

Who do you think is talking to whom?

Do you agree with what the woman is saying?

When the students have a specific purpose in listening, they will be able to listen more carefully

5 Introduce a listening task before presenting it: if the students have been talking about shapes and sizes and your next listening task is about living in the city, they may be disoriented Be sure to prepare for what they will hear This can be done by asking questions, introducing one or two important vocabulary words, having a brief discussion about the topic, or asking the students to talk about their own experiences Whenever presenting a listening text, inform the listeners of the topic or the setting of the text All of this will help the learners to focus their attention

6 Generally, it is best to avoid pre-teaching vocabulary items This will allow the students to guess at meaning from context Previewing lists of the vocabulary words does not happen in real life Students should have practice in understanding the meaning of the text without knowing the meaning of all the words The only vocabulary words that should be pre-taught are the ones necessary for understanding the main idea of the text

7 Usually it is best to listen to texts more than once Often the listeners will not catch the full the first time But if the text is repeated, each time with different focus, this will help the students to understand more fully

Example questions for a repeated text:

First listening: What is the man’s name and what is his job?

Second listening: Why does the man say his job is the best?

Third listening: What does the woman think about the man’s opinion?

Example activities for listening practice

1 Sound discrimination Provide students with many similar contrasting sounds and ask them to discriminate which is which

2 Word stress discrimination Read words and ask them to identify the stressed syllable

3 Sentence stress discrimination Read a sentence with varying word stress and ask students to identify which word is emphasized

More advanced: Ask students to answer questions appropriately depending on stress:

Are you’ flying to China?

Are you flying to ‘China?

Are ‘you flying to China’?

4 Dictation Provide students with sounds, words, sentences, songs, and/ or texts and ask them to write what they hear This is a very effective measure of comprehension

Songs: Transcribe a song and take out every 5th (6th, 7th, 8 th…) word Play the song and have the students fill in blanks

Texts: Similar to above Read or play a tape- recorded text and have students fill in the blanks on a transcript of the text

6 Comprehension questions (provide before listening) These can be multiple choice: true/ false; or open- ended

7 Identifying/ describing emotional tones Prepare texts showing anger, excitement, sadness, fear, joy, confusion, etc

Compare and contrast them and ask students to identify and describe what they hear

8 Progressive listening Students listen to a recorded passage several times First time they listen for major divisions in the passage (How many people did you hear speak?) Second time they answer questions which have direct answers from the passage.(What did the man think about the woman’s new dress?) The third time involves more abstract questions or inferences (How do you think the woman feels?)

ENGLISH 10 Unit 8: New ways to learn Lesson 5: Listening

- To teach Ss listen to instructions on how to access and use online English language materials for specific information

- By the end of the lesson, students will be able to:

+ Listen and do the tasks

+ Develop the listening skills for specific details

+ Talk about how to use electronic devices to study English online

- Teacher: Handouts, textbook, pieces of papers and cassette

C Methods: - The whole lesson: Integrated, mainly communicative

- Have students look at the pictures and elicit their answers to the questions in the instructions

Ex: What are the students doing?

What do you think you are going to listen about?

- Ask them to use the caption to help them guess

The students are learning English with computers Maybe they are searching the Internet for information or using a webpage to study

We guess we are going to listen to some new ways to learn using the Internet and electronic devices

- After all, inform students of the lesson objective: listening for specific information about using electronic devices to study English

- Teacher may give more explanation on the use of these words and phrases

+ Ask Ss to read all the statements and guess if they are true of false

Make sure that students understand all the statements before listening

- Explain if there are any new words Give the Vietnamese equivalents if necessary

- Play the recording and have students do the activity Check their answers

- Play the recording again if many students in the class have incorrect answers, pausing at the places where they can get the correct information

*Key: 1 F 2 T 3 T 4 F 5 T Task 2: Listen again and complete the following sentences by writing no more than three words

- Teacher asks students to read the instructions and the sentences 1-5 Make sure that they understand the sentences Provide help with the new vocabulary if necessary

- Play the recording once or twice again

- Ask students to work with a partner to compare their answers

- Invite representatives from some pairs to report their answers to the class Give feedback and correct any wrong answers

- Inform students that this is a post-listening activity

- Ask students to work in groups of 3 or 4 and discuss the questions

Students note down their group members' answers and get ready to report Have some students present their reports to the class

- Call on some Ss at random and have them express their opinions to the whole class

- Ask Ss to consolidate the main contents

- Ask Ss: What have you learnt today?

What can you do now?

+ I’ve learnt to instructions on how to access and use online English language materials

+ I can talk about how to use electronic devices to study English online

- Prepare for the next lesson

ENGLISH 10 Unit 9: Preserving the environment

- To teach Ss listen to a student’s talk on environmental impacts

- Check comprehension and ask Ss to brainstorm ideas on what to do to preserve the natural environment Write their ideas on the board to avoid repeating the same information

- By the end of the lesson, students will be able to:

+ Listen and do the tasks

+ Develop the listening skills for gist and specific details

- Teacher: Handouts, textbook, pieces of papers and cassette

C Methods: - The whole lesson: Integrated, mainly communicative

- Have students look at the pictures and elicit their answers to the questions in the instructions

Ex: What are the students doing?

What do you think you are going to listen about?

- Ask them to use the caption to help them guess

The people are planting a tree

- After all, inform students of the lesson objective: listening for gist and specific information about environment impacts

- natural disaster(n) - erosion -sewage - civilization

- Elicit, model 3 times, ask Ss to repeat in chorus then individual, write on the board, check meaning, stress and get Ss to copy down

- Teacher may give more explanation on the use of these words and phrases

This activity focuses listening for gist

- Ask them to read the instructions and the titles Make sure that

Ss understand the task and vocabulary

- Check comprehension and explain degradation (loss or decrease of quality)

- Play the recording twice, pausing before and after the second listening for Ss to read and check their answers

- Tell Ss to go through the answer opinions and select the most appropriate one Check answers as a class and ask Ss explain why this is the correct choice

This activity focuses on listening for specific information

- Ask Ss to read the instruction and the words provided individually Make sure that they understand the task and the vocabulary

- Play the recording again for Ss to do the task Allow 2 minutes for

Ss to discuss the meaning of the words in pairs or to look them up in a dictionary

1 degraded (lower in quality); resulted (cause at outcome); erosion (condition in which the earth’s surface in worn away by the action of water or wind); sewage (waste matter from home, carried away in a system of pipes); aquatic (of water or living in water); awareness (knowledge of something)

This activity focuses on listening for specific information

- Focus Ss’ attention on the instructions Allow enough time for

Ss to read the sentences Check comprehension

- Ask Ss to guess the word(s) and complete the sentences Then play the recording again for Ss to check

- Alternatively, play the recording all the way through for Ss to listen and complete the sentences

4 health problems 5 control 6 friendly materials

Allow time for Ss to read the instruction and the questions remind them to underline the key words and phrases in each question

- Play the recording again, pausing at times Tell Ss to note down the answers during the pauses

1 The natural world in which people, animals and plants live

2 The burning of fossil fuels by factories and motor vehicles

3 the use of harmful chemicals in agriculture

4 The extinction of rare animals and extreme floods and land erosion

5 We should dump harmful rubbish and chemicals at appropriate places

6 We should replace deforestation with forestation

7 We should make every effort to preserve the environment for the next generations

- Ask Ss to consolidate the main contents

- Ask Ss: What have you learnt today?

What can you do now?

1 minute - Prepare for the next lesson

1 What are the reasons for teaching listening?

2 What kinds of listening that students should do?

3 What is the shape of a listening lesson?

4 What are the principles for teaching listening?

5 What are the activities for listening practice?

Teaching writing

The purpose of teaching writing

Effective communication skills, including writing, speaking, and listening, are essential across all curriculum subjects Teaching writing to students learning English as a foreign language serves multiple purposes: it reinforces language concepts, fosters language development, accommodates various learning styles, and emphasizes writing as a vital skill in its own right.

Learning a language can be achieved through various methods, with oral practice being the most popular However, many learners find that seeing the language in written form significantly enhances their understanding After studying writing, students often find it beneficial to quickly compose sentences using newly acquired vocabulary and grammar.

Language development is significantly enhanced through the writing process, as it involves critical mental activities essential for constructing coherent texts This ongoing engagement in writing not only fosters our ability to communicate effectively but also contributes to our overall learning experience.

Learning style : Writing is appropriate for many learners It can also be a quiet reflective activity instead of the rush and bother of interpersonal face-to-face communication

Writing is a fundamental language skill, essential alongside speaking and reading It is crucial for students to learn how to compose letters, organize written reports, respond to advertisements, and communicate effectively through electronic media Understanding the unique conventions of writing is also vital for their overall communication proficiency.

(punctuation, paragraph construction, ect) just as they need to know how to pronounce spoken English appropriately.

Kinds of writing students should do

The type of writing assigned to students in English language teaching varies based on their age, interests, and proficiency level Typically, educators encourage students to engage in a variety of everyday writing styles, including postcards, different types of letters, job application forms, narrative compositions, and articles for newspapers and magazines.

Students' interests play a crucial role in shaping our writing tasks For instance, if the entire class works in a bank, we can tailor assignments to include writing bank reports This approach not only engages students but also enhances their relevance and applicability in real-world contexts.

In a diverse group comprising students, secretaries, doctors, and teachers, identifying common interests can be challenging Therefore, we prioritize selecting writing tasks that not only serve a practical purpose but are also enjoyable for participants.

When assigning writing tasks to students, we should consider their language proficiency, interests, and the potential for the tasks to be both beneficial and motivating.

Principles in teaching writing

1 Emphasize that writing is a means to communicate meaning, about oneself and the real world It is not using a grammatical structure correctly or writing with clear penmanship More importantly, we should pay attention to the level of students

2 Start with controlled activities and later ask the students to communicate more freely

3 Early in the course, have the students write about concrete subjects These include physical descriptions of people and places and tangible topics like food, animals, school and home

4 Practice the use of basic action words and language functions early in the course Whenever possible, relate the writing assignments to the speaking topics from class This will help to integrate the skill areas and give the students additional practice with the same functions, vocabulary, and structures

5 Expect the level of writing to be higher than the level of speaking This includes appropriate use of words and correct use of grammar This does not mean the students should write perfectly, but it does mean they should be more careful

6 Provide an audience broader than just the teacher Whenever writing, the writer should be aware of who the reader is The teacher should always specify who the “audience” or reader is

7 State a purpose for the assignment Give your students a purpose so they know why they are writing This is more natural use of language

8 Provide several kinds of feedback Sometimes speak directly to your students about their writing Other times write comments to them on their papers Other times let their fellow students read and comment on their papers The feedback should be specific and related to what has been taught Also, the feedback should not be overly negative Always try to find positive encouragement and compliments to tell writers This will balance the corrections and criticisms

9 As in speaking, provide topics of interest for the students to write about Motivation is important for language learners and interesting topics increase motivation.

Exercises and activities for teaching writing

There are 3 main kinds of activities:

1 Copying: Teacher writes something on the board and simply have students copy what they see

2 Dictation: Students write what they hear the teacher or a tape says, you start off by dictating only letter or words

3 Sentence transformation: Students change elements of sentence according to instruction

4 Sentence construction: Students are given words from which they construct a sentence

5 Sentence combining: Students combine 2 or more independent sentences into more complex sentences

6 Scrambled sentences: Students are given a set of sentences which they must arrange in the proper order

7 Dicto composition: Teacher tells or reads a story and students must write the story in their own words

8 Cloze passages: Students fill in the blanks in the passage

Directed activities ( less-controlled activities)

1 Writing from pictures: Teacher gives students pictures and students write a story about these pictures

2 Writing from questions: Students interview someone or use answers to write a composition

3 Writing from notes: Students use notes taken from a previous listening activity to write a paragraph

4 Writing according to an outline: Teacher gives students an outline to write a paragraph

5 Responding to a letter: Teacher gives students a letter and students write a response to it

6 Advertisement or telegrams: Teacher gives students samples of advertisement or telegrams and then students write their own

7 Writing in response to stimuli: After seeing, hearing, feeling something, students write about their experience

8 Writing according to a model Students read a model paragraph and write a paragraph according to the model

9 Group composition: Students work together to produce a composition

1 Free association: Teacher writes a word on the board and students write down whatever related words come to mind

2 Sentence formation: Teacher writes a word on the board and students use the word to build a sentence

3 Topic free writing: Teacher provides a topic and students write a paragraph about it

1 Sentence correction: Teacher gives students sentences which contain errors and students must identify and correct the errors

2 Musical chairs workshops: Students put the names on their draft and pass them to a friend, who reads them and makes comments Then, students change papers with each other

3 Teacher conferences: students bring teacher their rough drafts and the teacher gives them oral feedback.

Some guidelines for correcting written works

1 In the “while-writing” stage of the lesson, get students to use rough paper On the rough paper, get students to write on every other line, with a clear left hand margin This gives the students space to correct errors in the margin or in the line space above the errors

2 Don’t use red pen to mark errors

3 Teacher should use correction symbols to mark errors and teach them to students before the teacher hands back the first composition Remember to include ticks for “good point”

4 Don’t over correct Concentrate on grammar and vocabulary or punctuation, spacing and letter formation but don’t correct everything

5 If necessary, add a comment at the bottom in Vietnamese praising

6 Hand back the scripts in the following lesson Put the marking scheme key on the board and get students to copy it in the back of their books

7 Get students to copy the corrected script into their exercise books in the lesson or for homework

8 Put a few example sentences with typical errors on the board Students find errors and correct them Elicit the corrections from the whole class, getting students to refer to the key for help

9 Always find something positive to say about the paper and make it specific ( e.g nice introduction, interesting ideas….)

10 Catch some of the errors, however, if errors are too complicated to explain, just correct it or ignore it

11 After each writing lesson, the teacher collects some of the students’ writings and returns the paper as soon as possible The longer you keep them, the less valuable your feedback is

12 When you give back the papers, give students time in class to read your comments

Unit 8: New ways to learn

- To teach Ss to write about the advantages and disadvantages of electronic devices as learning tools

- To teach Ss to talk about electronic devices used among children in the USA

- By the end of the lesson, students will be able to:

+ Write about the advantages and disadvantages of electronic devices as learning tools

+ Develop the writing skills in general Build up vocabulary supported for writing

+ Talk about electronic devices used among children in the USA

- Teacher: Handouts, textbook and pieces of papers

C Methods: - The whole lesson: Integrated, mainly communicative

- Write the phrase Using electronic devices in learning on the board Focus on the pictures and the instructions

- Elicit students' ideas about the pictures Give suggestions by asking some questions to help students think and talk about the advantages and disadvantages of using electronic devices in learning

- Give students time to read the sentences about some advantages and disadvantages of using electronic devices in learning

- Give the explanation and meaning of some new words and phrases mentioned in the texts

- Have them compare their answers with a partner first, and then ask some students to read out loud their answers to check as a class

- Give students time to read the text about the disadvantages of using electronic devices in class

- Elicit students' answers about the use of linking words

First of all, Second, Last but not least, In conclusion

Students should revisit the sample writing to reinforce their understanding of the short text structure, which begins with a clear topic sentence, followed by three supporting ideas, and concludes with a summarizing sentence.

- Tell students to write a draft first, then write a short text about the advantages of electronic devices as learning tools

- Students write the text in class When they finish, ask them to exchange it with a partner for peer comments/correction

- Walk around and offer help if necessary

- Alternatively, have students write the text at home

- Collect students' papers in the next lesson Give feedback on some papers in class

- Ask Ss to consolidate the main contents

- Focus on the form of a biography

- Ask Ss to complete the writing at home and collect

- Ask Ss: What have you learnt today?

What can you do now?

- I’ve learnt how to write a short text with supporting ideas and detailed explanations

- I can write about the advantages and disadvantages of electronic devices as learning tools

- Write the text again at home

- Prepare for the next lesson

- To teach Ss to write about environmental problems and give some practical advice to preserve the environment

- To teach Ss to talk about environmental problems

- By the end of the lesson, students will be able to:

+ Write about environmental problems and give some practical advice to preserve the environment

+ Develop the writing skills in general Build up vocabulary supported for writing

+ Give some practical advice to preserve the environment

- Teacher: Handouts, textbook and pieces of papers

C Methods: - The whole lesson: Integrated, mainly communicative

To engage students in the writing topic, initiate a discussion about their household expenses by asking, "How much does your family pay for water and electricity each month?" This inquiry encourages participation and allows students to share their personal experiences regarding utility bills.

Ss to give some practical advice on reducing their bills, and write the information on the board

- Ask Ss to look at the picture and read the caption

- Elicit answers from different Ss Write their answers on the board

- Focus Ss’ attention on the instructions and the text Remind them to underline key words and phrases Check comprehension

- Allow enough time for Ss to read through the text and do the matching individually Give vocabulary explanations or offer help if necessary

- Ask Ss to share their answers with their partners

Notes Natural resources: all the land, forests, minerals, etc existing naturally in a place that can be used by people

Ask Ss to focus on the instructions and underline the key words Check comprehension

- Allow Ss enough time to read the information and do the matching individually

Focus Ss’ attention on the instructions and the table Check understanding Explain the structure of the model to make sure Ss can use it

- Ask Ss to work in groups of 3 or 4 to select one of the natural resources and discuss the information in the table

Encourage the groups to write complete sentences using information provided

- Go round and offer help with any vocabulary or grammar question

- Ask representatives of different groups to read their drafts to the class Correct the errors, if necessary

- Ask Ss to use the group drafts and write their own texts individually If there is not enough time, assign the task for home work

- Ask different Ss to write selected paragraphs on the board for the class to give comments

- Ask Ss to consolidate the main contents

- Focus on the form of a biography

- Ask Ss to complete the writing at home and collect

- Ask Ss: What have you learnt today?

What can you do now?

- Now I know what the natural resources are and how to write practical advice on preserving them

- Write the text again at home

- Prepare for the next lesson

1 What is the shape of a writing lesson?

2 What are the principles for teaching writing?

3 What are the activities in teaching writing?

4 What are the guidelines for correcting written works?

Teaching grammar

A brief overview of a PPP lesson

The PPP method, which stands for Presentation, Practice, and Production, is an effective approach for teaching foreign language structures, particularly for elementary learners This straightforward framework provides teachers with a clear structure to follow, making lesson planning efficient and impactful When implemented diligently, the PPP model serves as a powerful tool for teaching English effectively.

The Presentation stage of language teaching includes two key steps: an engaging warm-up or lead-in activity to spark student interest and the introduction of new language elements, such as vocabulary, grammar, reading texts, listening tasks, or writing activities During this phase, the teacher utilizes various resources, including texts, audio, or visual aids, to effectively demonstrate the new concepts It is important to note that in the Presentation stage, the teacher takes the lead in delivering the content.

In the Practice stage, learners focus on accurately saying or writing language structures through various activities such as drills, multiple-choice exercises, and gap-and-cue tasks The teacher plays a crucial role by guiding these activities, offering positive feedback, correcting mistakes, and modeling the correct forms This collaborative effort between the teacher and students is essential for effective language practice.

Once learners have mastered a language form and can produce it accurately in controlled exercises, they progress to the Production stage In this phase, students utilize their newly acquired language structures to create oral or written texts, engaging in activities such as dialogues, oral presentations, and crafting sentences or longer texts The teacher typically refrains from intervening or correcting during this stage, as students are expected to perform without errors Any mistakes are addressed only after the exercise concludes, emphasizing that the focus is on student output in the Production stage.

Problems with overemphasizing grammar

Focusing solely on grammar can hinder students' ability to communicate fluently in English While they may discuss grammatical concepts intelligently, practical language use—such as conversing about health, asking for information, or introducing friends—is far more essential for effective communication.

In language teaching, while correcting grammar is important, it should be approached with moderation and balance Excessive correction can hinder students' willingness to speak, thus it's essential to focus on form without neglecting the meaning of communication.

- Production of unnatural speech: Some learners study grammar very diligently but the grammar does not always help them use language naturally

Students of the “Grammar - Translation” method of teaching sometimes focus so much on correct form that they produce sentences which are unnatural.

Steps for introducing grammatical structures

- Step 1: Provide an example of the structure in context

Eg: Give an example of a paragraph

“ The Nile River is the longest River in the world It is 6,437 kms long It starts in North

Africa and flows to the Mediterranean sea.”

- Step 2: Draw their attention to the specific structure by eliciting an example of the structure by a question or prompt

“ The Nile River is the longest River in the world.”

- Step 3: Briefly explain the form

Eg: S + be + superlative adj +N + in

- Step 4: Give similar examples of the same structure

Eg: Everest is the highest mountain in the world

Michael is the tallest student in my class

- Step 5: Ask students to perform a controlled exercise to practise using the structure

Eg: Fill in the blank

Kim Anh is the sister in my family (old)

- Step 6: Introduce an activity which will let students communicate using the structure

China is the large country in Asia

John is the goodest student in my class

There are two ways of presenting grammatical structure: Implicitly and explicitly

1 Description - Implicit uses carefully chosen examples to explain a structure

- Explicit uses grammatical term to describe the differences between structures

2 Example a Some one kicked the poor dog

(Active) b The poor dog was kicked

- Students pay attention to the word order Teacher asks students the differences between two examples

- Make another sentence a Some one kicked the dog.( Active) b The dog was kicked ( Passive)

- Explain the semantic role and syntactic function of sentence elements

- Students can develop their own understanding of a structure

=> Remember and use that structure much more naturally

- Take longer to teach because: + Many new words

Principles for teaching grammatical structures

1 Most often, teach structures implicitly In other words, present examples of the structure and allow students to focus on the meaning without teaching grammar

2 Present a structure orally before presenting a written form and an explanation When listening, it is easier to focus on meaning When reading it is easier to focus on the form Listening first will help the learner understand the meaning communicated by the structure

3 Use visual aids to help students see the structure and the grammatical meaning

4 Connect the form to meaning Students should understand the meaning of the structures they are studying To focus on meaning:

- Use the structures in context ( in dialogues or paragraphs.)

- Contrast with other similar structures which the students already understand.

Practice exercises

Repetition is a powerful teaching method where the teacher presents various examples of a specific structure, prompting students to repeat them This approach is most effective when the examples are thoughtfully crafted to clearly convey the meaning of the structure Utilizing contrasting examples enhances understanding, allowing students to grasp the nuances better Additionally, incorporating substitution exercises can further reinforce learning and comprehension of the language structure.

The teacher speaks a sentence to the students and also says a cue word for them to replace a word in a sentence

Example: Teacher: I am going to eat

Students: I am going to eat

Students: I am going to sleep c Fill- in- the- blank.(with prompt)

Present texts with words missing and cues for what should go in the blanks The cues can either be related words or simple pictures

- Eg: The policeman ……… (chase) the robber

Jeremiah ………….(weep) over the news d Fill- in- the- blank.(without prompt)

Present texts with blanks and ask students to fill them in with any appropriate words

- Eg: Last Friday ………… an important day for our country

We ……… the 45 anniversary of out independence Thousands of people ……… to

Ba Dinh Square for a parade e Combining Sentences

Simple sentences can be combined together to make more complex ones This is especially good for teaching conjunctions and relative clauses.

Activities for free practice of structures

Give the students a list of questions which guide them in speaking

- Eg: On the reading period about cinema, teacher gives students a list of question to answer

Teachers: Do you like movie?

Teachers: What is your favorite film?

Teachers: Can you name some film you have seen?

Students: Tom and Jerry, Boys over flower …

Teachers: Do you like watching TV at home or at cinema? Why?

Students: I like watching TV at home because I feel comfortable at home b Topical free talk

Eg: In the speaking period, teachers give students topic about “daily life” to practice present simple tense

Every morning, I get up at 6.00 o’clock I eat breakfast at 6.30 and go to school at 6.45

My father gets up later than me He gets up at 6.15 He goes to work at 7.00 o’clock c Language game

Eg: To practice conditional sentence, teachers can organize matching:

B If John had met Linda earlier

C If you come here tomorrow

D Unless he apologize to me

2 I will never see him again

3 You will never find a good job

5 I will introduce you to my boy friend

Or, teachers divided the whole class into 2 groups Ask each one prepare a piece of paper

If teachers assign representatives to read their clauses, the chosen representatives will present their sections When the clauses align correctly, they will be deemed winners This process encourages dialogue creation among students.

Dialogue refers to a written conversation between two or more individuals, which can either be a transcription of an actual exchange or a fictional conversation crafted by an educator to illustrate a specific language concept Typically, dialogues serve as effective tools for presentation and controlled practice, such as in picture stories.

Give students a cartoon or set of pictures which shows a story or sequence of events Have the student tell the story f Role play

Role play involves a dynamic exchange between two individuals who envision themselves as different characters or in alternative scenarios This interactive method is primarily utilized for enhancing free speaking skills.

In lessons on the simple past tense, we frequently invite students to the board to role-play as a mother and son During this activity, they discuss the son's activities from the previous evening, enhancing their understanding of past actions and improving their conversational skills.

- Eg: Mother : What did you do yesterday?

Son : I went to John’s birthday party

Mother : What time did you come there?

Mother : Did Sarah come there?

Son : No, Mom g Picture description

Provide an interesting picture for the class or each group of students and ask them questions about it

1 What is the shape of a grammar-vocabulary lesson?

2 What are the steps for introducing grammatical structures?

3 What are the steps for practicing grammatical structures?

4 What are the activities in teaching grammatical structures?

5 What are the guidelines for teaching grammatical structures?

Teaching vocabulary

The importance of teaching vocabulary

Vocabulary plays a crucial role in effective communication within the second language classroom Although grammar holds significance, insufficient vocabulary can hinder the ability to express messages clearly This is particularly vital for students in the early stages of learning, as they are often highly motivated to acquire the essential words necessary for basic interactions in the new language.

Words are fundamental units of language that convey meaning While having a large vocabulary does not ensure fluency, a limited vocabulary can hinder effective communication and comprehension Thus, it is essential to teach vocabulary from the beginning to facilitate language learning.

The difficulties of learning vocabulary

Students often struggle to remember a large number of complex and lengthy vocabulary words, which can have multiple meanings and challenging pronunciations They find it difficult to differentiate between synonyms and homonyms, leading to further confusion Additionally, a general lack of interest in learning English, combined with teaching methods that do not align with their proficiency levels, exacerbates these challenges.

Principles for communicating the meaning of words

There are many different ways to teach vocabulary, but some ways are more effective than others Below are several principles for teaching words

1 Provide a context for new words

If we hear a new word in isolation, we are likely to misunderstand its meaning There are different kinds of contexts such as grammar, semantic and discourse

Using and presenting words in context helps students to guess at their meanings and to remember them better

2 Do not present too many words at once

Introducing fewer than 10 new words at a time is ideal for effective learning Encouraging students to practice and frequently use these words enhances their understanding and retention Presentations aid comprehension, while consistent practice ensures memory retention If students forget the material presented, it becomes ineffective for their future learning.

3 Practicing words in context is more important than memorizing isolated words

While students often learn the meanings of many words, it is crucial that they also have opportunities to use these words effectively in both speaking and writing This productive use of vocabulary is essential for effective communication.

4 Teach your students skills for guessing new words

Empower your students to enhance their vocabulary by teaching them strategies for inferring the meanings of unfamiliar words while reading They can deduce meanings from various contexts and by analyzing the affixes, or components, of words.

5 Avoid translation as much as possible

Frequent reliance on translation hinders students from genuinely communicating in English, as they primarily use their native language Additionally, translated vocabulary often fails to stick in their memory Therefore, translation should be utilized sparingly and only when necessary to expedite communication in English.

6 Avoid using the dictionary as much as possible

When engaging with texts, students should attempt to guess or overlook unfamiliar words to maintain the flow of reading or listening While consulting a dictionary during speaking or listening may hinder communication, it can be advantageous in writing, as it aids students in articulating their thoughts more clearly.

7 Remember that not all words are important

Because there are so many words, the teachers must decide which words to teach and how much time to spend teaching them

8 Pre - teach and post – teach

To enhance comprehension, introduce essential vocabulary to students before engaging with a text or activity For less critical terms, encourage students to infer their meanings during reading or listening, and address these words later if needed.

Techniques for communicating the Meaning of Words

To effectively communicate vocabulary meanings without relying on direct translations or dictionaries, educators can implement various techniques These methods include using visual aids, contextual clues, gestures, and real-life examples to enhance understanding Engaging students in interactive activities and discussions can also foster a deeper grasp of new words By employing these strategies, teachers can create a richer learning environment that promotes vocabulary acquisition.

We can explain a word by using a different word, words, or a definition

On the black board we can draw a picture of some words that will quickly convey the meaning

When teaching nouns within semantic fields, incorporating real objects into the classroom enhances the learning experience Students benefit from not just observing these items but also from physically holding and passing them around, which aids in comprehension and retention.

On cards we can have a picture on one side and the word on the other Or on a chart we can organize groups of words or draw diagrams

Especially for actions we can act out a word to demonstrate its meaning

Using photographs, prints, or paintings, we can communicate about many types of words

If the students don’t know a new word but they know the opposite, we can give them the antonym

To show words in relation to other words, we can present words in semantic fields

The meaning of many words can be guessed by reading the whole sentence

10 Guessing from Stems and affixes

The meaning of some words can be understood through affixes

If it will save much time, the teacher or a student may give a similar word in the students’ first language

If we need to save time or communicate about a difficult word, the dictionary might be the best option.

Guidelines for teaching words

In any given passage, both readers and teachers encounter numerous new words, prompting educators to determine which vocabulary to focus on and the appropriate time allocation for instruction The words can be categorized into four distinct types.

1 Unknown words are essential to understand a passage: First have students guess, then pre - teach

2 Unknown words are not essential to understanding a passage: Teach later or not at all

3 Known words are already understood by the students: No need to teach

4 Unknown words but not understand because of idiomatic meaning: Teach only if commonly used

1 For new words which are necessary to understand a text:

Students should initially attempt to infer the meaning of words based on context or grammar If they are unable to deduce the meaning, the teacher should provide pre-teaching of the vocabulary.

2 For a new word that is not necessary for understanding a text:

When teaching vocabulary, educators should prioritize common words that students are likely to encounter and use frequently in their English language journey For these familiar terms, it is essential to explain their meanings to enhance comprehension Conversely, if a word is rare or unusual, it may not be necessary to include it in the curriculum, as it is less likely to benefit the students' language development.

3 For the many words the students already know:

It's essential to avoid overwhelming students with unfamiliar vocabulary; if a text contains too many unknown words, it may be too advanced for their English proficiency level.

4 For words used in idioms:

Students may grasp individual words in phrases but still struggle with overall meaning, prompting teachers to assess the importance of these phrases At lower levels, it's best to limit explanations of idioms or address them later If an idiom is commonly encountered, students should attempt to infer its meaning before receiving instruction However, minimal time should be dedicated to teaching idioms that aren't frequently used.

Active and passive vocabulary

Learners typically possess a larger receptive vocabulary, which includes words they understand but do not actively use, compared to their productive vocabulary, consisting of words they know and frequently utilize Many educators differentiate between active and passive vocabulary to highlight this distinction.

Passive vocabulary refers to words that a student can recognize and understand but may not actively use in speaking or writing These words play a crucial role in enhancing receptive skills, particularly in reading and listening comprehension.

Active vocabulary are words which students can both understand and use in communication Active vocabulary words are especially useful for the productive skills of speaking and writing

The process of vocabulary expansion looks something like this:

Unknown -> Passive Vocabulary -> Active Vocabulary

Effective teaching requires that educators ensure students comprehend vocabulary through reading and listening before they can effectively use those words in speaking and writing Initially, instructors should focus on helping students recognize words, which will ultimately enable them to actively incorporate these terms into their communication skills.

1 How important is teaching vocabulary?

2 What are the difficulties of learning vocabulary?

3 What are the principles for communicating the Meaning of Words.?

4 What are the activities in teaching vocabulary?

5 What are the guidelines for teaching different kinds of words?

Teaching pronunciation

Sounds

8.1 1 Difficulties in teaching the sounds of English

There is a poor correlation between the sounds of English and the letters of the English alphabet:

- One letter may represent 2 different sounds

- The same sound may be represented by 2 different letters

To prevent confusion between English sounds and letters, educators should prioritize teaching sounds to students before focusing on the corresponding letters Alternatively, instructors can introduce the spelling of words first, followed by their pronunciation, ensuring a clearer understanding of both aspects.

8.1.2 Principles for teaching English sounds

- Clear pronunciation is the goal, not perfect pronunciation

The pronunciation must be clear enough to be understood and distinguished from other similar sounds but it does not have to be exactly like a native speaker’s

- Pronunciation can improve over time even if you do not focus on pronunciation

- The students already know some sounds These do not have to be taught

- If the teacher pronounces something incorrectly, so will the students

- Try not to use too much repetition Relate pronunciation to meaning

8.1.3 Steps for teaching and practicing sounds

- Say the sound aloud in the context of a word, while the students listen without speaking

- Repeat the sound once or twice in isolation, having the students listen without speaking

- Say the sound aloud again in the context of a word, allowing students to repeat

- Describe how to make the sound, especially for consonants

- Repeat the sound once or twice in isolation, again, allowing students to repeat after this as they wish

- Contrast the sound with other similar sounds

- Repeat the sound in the context of several different words, preferably in minimal pairs

- Repeat the sound in several different word locations

- Present an activity for the students to practice the new sound or sounds

8.1.4 Some activities for teaching sounds a, Discrimination exercises:

Engage students in an interactive sound recognition activity by displaying a sound symbol on the board Encourage them to listen carefully as you repeat a series of sounds that are either similar or distinct from the one presented Have the class or individual students identify whether each sound matches the original sound on the board, fostering auditory discrimination skills.

To engage students in sound recognition, present them with two or three symbols representing different sounds on the board Then, read a list of words aloud and have the students respond with "one" or "two" to indicate which sound they hear This interactive activity reinforces their auditory skills and enhances their understanding of phonetics.

- Odd one out: students choose the word with the underlined sound pronounced differently from the others in the group b, Pronunciation exercises:

Engage students in word elicitation by displaying a symbol on the board and prompting them to identify words that start with the corresponding sound Next, encourage them to think of words that contain the sound in the middle or at the end, fostering a deeper understanding of phonetics and vocabulary.

- Minimal pairs: write the phonetic symbol for a sound on the board and have students say as many sets of minimal pairs as they can think of.

Stress and Intonation

8.2.1 Some activities for practicing stress a, Discrimination

- First, second : speak a list of words to the students, having them say or write whether the stress is on the first or second syllable

- Correct or incorrect : speak a list of words with multiple syllables asking the students to identify whether or not they have been stressed correctly b, Pronunciation

- Contrasts : have the students repeat or read aloud sentences which have contrasting stress

- Humming : give the students a series of words or sentences and have them hum the correct stress without saying an actual word

- Firstly, intonation tends to rise on the parts of sentence which are most important

English is a stress-timed language, meaning that the time between stressed words is consistent, while the words in between are spoken more quickly or slowly depending on their quantity.

Teachers should focus on teaching correct intonation by beginning repetition exercises at the end of sentences, as starting at the beginning may lead students to adopt incorrect patterns.

Some ideas for focusing on specific pronunciation features

Voiced sounds cause throat vibrations, distinguishing them from voiceless sounds For instance, the sound /g/ is voiced, while /k/ is not, despite the mouth being in the same position for both Encourage students to place their hands on their throats as they articulate these sounds to experience the vibration associated only with voiced sounds.

Aspiration is the burst of air that accompanies the production of certain sounds in speech In English, the sounds /p/, /t/, and /k/ are commonly aspirated, especially at the beginning of words, though they are not always aspirated Many languages feature fewer aspirated sounds, which can make it difficult for students to perceive this phenomenon To help students understand aspiration, a practical exercise involves having them hold a piece of tissue a few inches from their mouths and blow air while pronouncing words that contain the target sounds.

To enhance speech clarity, create simple diagrams illustrating the positions of the tongue and lips Ensure that all students have a clear view of your mouth as you demonstrate sounds Encourage students to use mirrors to observe their own mouth, lips, and tongue while they practice imitating your movements.

Using a kazoo or humming can effectively mimic word or sentence intonation, allowing students to shift their focus from the meaning of the words to the nuances of intonation This technique enhances their understanding of vocal patterns in communication.

In spoken language, phrases and sentences often blend into a single smooth sound rather than distinct words, as seen in the example 'Will Amy go away,' which becomes 'Willaymeegowaway.' To assist learners in connecting words, begin with the end of a sentence and encourage them to repeat the phrase, gradually incorporating more of the sentence as they gain confidence Start with 'gowaway,' then progress to 'aymeegowaway,' and ultimately achieve 'Willaymeegowaway' without pauses between the words.

To illustrate the concept of varying vowel lengths, use rubber bands to stretch for longer vowels and allow them to contract for shorter ones For instance, in the word 'fifteen,' stretch the rubber band for the 'ee' vowel, while in 'fifty,' do not stretch the band, as both vowels are pronounced quickly Encourage students to practice this technique themselves.

Engage students in counting syllables by having them hold up fingers or place objects on a table to represent each syllable To illustrate syllable stress, use clapping techniques—clap loudly for stressed syllables and softly for unstressed ones, as in the word 'beautiful' (loud-soft-soft) Practice with a short list of words that share the same syllabic stress pattern, such as 'beautiful,' 'telephone,' and 'Florida,' and encourage learners to identify additional words that follow this pattern.

To help students distinguish similar sounds, minimal pairs—words like 'bit/bat' that differ by just one sound—are effective tools for illustrating voicing and commonly confused sounds, such as 'curl/girl' and 'play/pray.' Focus on the auditory aspect rather than the spelling Additionally, tongue twisters provide a fun way to practice specific target sounds, ensuring the vocabulary remains accessible For guidance on producing various English sounds, resources like The Sounds of English, American Accent Training, and English Club.com are invaluable, while the English is Soup site offers representative practice words for every English sound.

How to teach pronunciation

Before teaching pronunciation, it’s essential to focus on sounds by introducing students to phonemes This foundational step will lead to long-term benefits and help minimize pronunciation errors among learners.

To effectively assist students in hearing English phonemes, utilizing mouth diagrams for each phoneme is crucial For sounds such as 'T', 'D', 'L', and 'R', which can be confusing for many learners, these diagrams visually demonstrate the correct tongue movements and positioning, significantly enhancing their understanding and pronunciation skills.

After you’ve gone through all of the phonemes, work on developing the ones that your students are having particular difficulty with

After the students have mastered basic phonemes, including short and long vowels, you can move on to pronunciation of words

To enhance pronunciation skills, instruct students on spelling patterns and connect familiar phonemes with their corresponding spellings This approach aids in internalizing English spelling rules, ultimately facilitating the accurate pronunciation of written words.

Separating words into one-syllable and multi-syllable categories is beneficial for learners This approach allows them to begin with simple vocabulary before progressing to more complex terms Additionally, it's essential to teach students how to count syllables effectively.

3 Getting More Advanced: Sentences, Intonation, Rhythm

After getting to grips with phonemes and words, your students can move on to the more difficult part

Learning sentence structures and conversation patterns can be challenging for foreign students due to factors like stress, intonation, and rhythm, which develop naturally over time Educators can teach the differences in intonation between questions and statements, as well as the rising and falling voice patterns when reading lists or completing sentences Encouraging students to practice these elements aloud is essential for improvement To enhance their skills, students should be motivated to practice at home and watch English TV programs to familiarize themselves with natural conversational flow.

A significant challenge in teaching pronunciation is students' nervousness and lack of confidence As a teacher, it's essential to continually encourage and praise even the smallest achievements of your students By maintaining a positive and focused environment, you can undoubtedly enhance their pronunciation skills and overall development.

Unit 8: New ways to learn Lesson 2: Language

- To teach Ss to pronounce correctly three –syllable adjectives and verbs in isolation and in context

- To teach Ss to use relative clauses: Defining and non-defining relative clauses with “who, that and whose”

- By the end of the lesson, students will be able to:

+ Understand use relative pronouns and relative clauses

+ Pronounce correctly three –syllable adjectives and verbs in isolation and in context + Use some lexical items related to the topic New ways to learn in context

- Teacher: Handouts, textbook, pieces of papers and cassette

C Methods: - The whole lesson: Integrated, mainly communicative

- T informs the class of the lesson objectives: Getting to know relative pronouns and relative clauses

- Ask Ss to work individually, read the phrases(1-5) then find the meaning for each of them (a-e) in 3 minutes

-Elicit Ss to use the context of the conversation to choose the meaning for each phrase

- Invite some Ss to check the answer -Ask Ss to work individually first, then check with a partner

- Check with the whole class and ask Ss if they have ever used one of these devices and add more uses if any

2 Pronunciation Activity 1: Listen and repeat

- Play the recording for Ss to listen

- play it again with pauses for Ss to listen and repeat

- Ask some Ss to read the words again and give comment on Ss’ pronunciation

- Invite individuals Ss at random to read the words Correct them, if necessary

- Focus on the stress patterns of three- syllable adjectives and verbs

- Ask Ss to listen and practice saying them correctly

- Play the tape again Ask Ss to put a mark before the stress syllable in each word

- Check with the whole class to make sure that every student has done this exercise correctly

‘recognise Vietna’mese under’stand

3 Grammar: Defining and non-defining relative clauses Activity 1:

- Ask Ss to read the sentences taken from Getting started underlined the relative pronouns and their functions

- Revise the uses of the relative pronouns through these sentences

- Help Ss to distinguish defining relative clause vs non-defining relative clause

- Check Ss’ work and comment

1 that 2 which 3 That 4 which 5 whose

- These pronouns are used to define or identify the nouns preceding them + Defining relative clauses: 1,3,5

- Have Ss work in pairs to match sentence part in A with a suitable one in B in 4 minutes

- Check some Ss’ answer and comment

- Ask Ss to read watch out, check for comprehension

- Let Ss do this exercise in 4 minutes

- Call some Ss at random to give the answer and then give feedback to Ss’ work

- Ask Ss: What have you learnt today? What can you do now?

- Summarize the main points of the lesson

- T asks Ss to do exercises again at home

- Prepare for the next lesson

Unit 9: Preserving the environment Lesson 2: Language

- To teach Ss to pronounce correctly three –syllable nouns in isolation and in context

- To teach Ss to use reported speech to report what was said previous

- By the end of the lesson, students will be able to:

+ Use reported speech to report what was said previous

+ Pronounce correctly three –syllable nouns in isolation and in context

+ Use some lexical items related to the topic Preserving the environment in context

- Teacher: Handouts, textbook, pieces of papers and cassette

C Methods: - The whole lesson: Integrated, mainly communicative

- T informs the class of the lesson objectives: Getting to know indirect speech

- Go through the words in the box and check Ss’ understanding

- Ask Ss to complete the sentences individually In a weaker class, get them to work on the sentences in pairs

* Key: 1 preserve 2 Deforestation 3 Fossil fuels

4 greenhouse effect 6 Global warming 7 depletion 8 Damage

- Read the information in Do you know…? and go through the nouns and verbs with the class

- Elicit or explain the meaning of the words

- Ask Ss to work individually

Encourage students to first read the sentences for understanding, then underline key words and phrases These collocations frequently appear together and can help identify the missing words.

- Check answers as a class or have Ss compare their completed sentences

2 Pronunciation Activity 1: Listen and repeat

- Focus Ss’ attention on the instructions and the word box Play the recording and pause after each word for Ss to repeat chorally and individually

- Elicit the meaning of the words and help Ss identify the syllable in each word

- Ask Ss to to read quickly the sentences in the VOCABULAY section 3, and underline three-syllable nouns Ask Ss to add two of them to the word box

Suggested answers: energy, atmosphere Activity 2:

- Focus Ss’ attention on the instruction Have Ss read through Do you know? Check understanding of the activity

- Play the recording once through for Ss to listen

- Play the recording again for Ss to do the activity

’article ’influence ’energy so’lution

’newsleter po’llution pro’tection ’atmosphere

’editor con’fusion ’scientist ’chemical

- Focus Ss’ attention on the instructions and ask them to read Do you know…? Check understanding

- Ask Ss to read the conversation in GETTING STARTED again and find the speakers’ names to fill the gaps

1,3,5: Nam 2: the editor 4,6: Nam’s father

- Read the instructions and analyse the first sentence as example Remind

Ss of the changes to the verb form and pronoun

1 Nam said (that) pollution was one of the problems in his neighbourhood

2 The editor said (that) more people were aware of the preservation of natural resources

3 The students told their teacher (that) they were discussing the protection of the natural environment

4 Nam’s father told him to use the web search engine to find the information that he need

5 Nam said (that) air pollution was one of the causes of the greenhouse effect

- Ask Ss: What have you learnt today? What can you do now?

- Summarize the main points of the lesson

- T asks Ss to do exercises again at home

- Prepare for the next lesson

1 What are the principles for teaching sounds?

2 What are the principles for teaching stress?

3 What are the principles for teaching intonation?

4 What are the activities in teaching sounds?

5 What are the activities in teaching stress?

6 What are the activities in teaching intonation?

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APPENDIXES LESSON PLANS: English 10 (new textbook)

UNIT 8: NEW WAYS TO LEARN LESSON 1: GETTING STARTED

- Ss are aware of the importance of electronic devices that can help us learn

- Ss have a positive attitude to get access modern electronic devices to learn

- Ss indicate the importance of electronic devices

- Ss useskimming and scanning reading skills

- Ss listen a conversation about personal electronic devices and do tasks: T/F/NG exercise and answer the questions

- Ss form and improve competences such as: collaboration, teamwork, communication, presentation

- Ss practise reading the conversation and checking if the following statement T or

- Ss read the conversation and answer the following questions

* Methods/techniques of teaching and learning: Whole class answering

-T gives some modern devices and ask Ss some questions :

- Ss |: look at the pictures and give different answers

They are laptop , tablet computer and Smartphone

-Do you usually use them to learn English?

Yes, I often use mobile phone to listen to English song, look up new words …

No, I don’t use them very often

No, I don’t have any kind of devices

II NEW LESSON (37ms) Activity 1: Listen and read: (5ms)

* Methods/techniques of teaching and learning: Whole class- pair work + Step 1: T encourages all kinds of predictions

- Ss predict what they are

Topic : Learning with personal electronic devices : smart phones, laptops and tablets talking about

- T tells Ss not to worry about new words or grammar points because these will be dealt with later

-Ss read the conversation in pairs

Activity 2: True or False or Not given ( 10.ms)

* Methods/techniques of teaching and learning: Individual work and pair work + Step 1: T asks Ss to read the passage again individually and do Task 2 in pairs

- Ss: Read again the passage

+ Step 2: T ask Ss to compare the answers with a partner

+ Step 3: T asks some Ss to read the answers

+ Step 4: T checks and gives the correct answers:

- Ss listen , do as T‘s requests

1 F They're the modern devices that have changed the way we learn -

>think 2.F smart phones can also be used to take photos or record students' phone calls , which can be later shared with the class -> work

5 F a tablet can be used to take notes with a normal pen on a touch screen -> digital

Activity 3:Match these following adjectives with their definitions(12ms)

* Methods/techniques of teaching and learning: Pair work

+ Step 1: T has Ss work in pairs to match the adjectives which describe the devices used as learning tool with their definitions then discuss the meaning in five minutes

+ Step 2: T invites some Ss to give the words and the meaning

2 electronic: having many small parts that control and direct a small electric current

3 modern: relating to the present time or recent time

5 useful: being of practical use

6 mobile: able to be moved easily

7 digital: showing information by using figures

8 perfect: being complete & without weaknesses

9 great: superior in quality or degree

Activity 4: Answer the questions (10ms)

* Methods/techniques of teaching and learning: Communication approach, pair work + Step 1: T ask Ss to work in pairs to answer 5 questions and then find a partner to compare the answers

+ Step 2:T moves round to make sure that all Ss are working and to help them if necessary

- Ss report their answer in class

+ Step 3: T checks answers and gives corrections

- Ss listen and correct the answers in the task when necessary

1 They are talking about smart phones, laptops and tablet computers

2 They have changed the way we learn

3 They use them to take photos or record their work, which can be later shared with the class

4 because they can be used to store information, take notes, write essays and do calculations

5 He does his assignments and projects, and studies English

* Methods/techniques of consolidation: Individual work

-T asks Ss to summarize the main points of the text

What have you learnt today? What can you do now?

Learning with personal electronic devices

- T asks Ss to learn by heart the words and phrases related to personal electronic devices

- Prepare for the next lesson

- Ss listen and take note

1 Learn by heart the words or phrases related to the personal electronic devices

3 Prepare the next lesson carefully

UNIT 8: NEW WAYS TO LEARN LESSON 2: LANGUAGE

- Ss are aware of the importance of electronic devices that can help us learn

- Ss have a positive attitude to get access modern electronic devices to learn

- Ss indicate the importance of electronic devices

- Ss practise matching each of the phrases on the left with its explanation on the right

- Ss practise using relative pronouns to do exercises

- Ss form and improve competences such as: collaboration, communication, presentation

- Ss practise matching each of the phrases on the left with its explanation on the right

- Sspractise reading the conversation and match pictures with their uses

- Ss practise matching to make meaningful sentences

- Ss practise using relative pronouns to complete each of the sentences

Teacher’s and Students’ activities Content

* Methods/techniques of teaching and learning: Communication approach

- T asks Ss to tell the whole class about their opinions about New ways to learn

What do you know bout modern devices to learn ? How do they help you?

* Methods/techniques of teaching and learning: Communicative

Activity 1: Macth each of the phrase on the left with its explanation on the right

+Step 1: T ask Ss to work individually, read the phrases(1-5) then find the meaning for each of them (a-e) in 3 minutes

+Step 2: T elicit Ss to use the context of the conversation to choose the meaning for each phrase and answers from the whole class and gives more

Task 1: Matching Match each of the phrases on the left with its explanation on the right

Task 2: Completing the explanation to help Ss understand correctly, if necessary

+Step 3: T invites some Ss to check the answer

+Step 4: T asks Ss to work individually first, then check with a partner

+Step 5: T checks with the whole class and ask Ss if they have ever used one of these devices and add more uses if any sentences

* Methods/techniques of teaching and learning: Explanation

+Step 1: T plays the recording for Ss to listen andplays it again with pauses for Ss to listen and repeat

+Step 2: T asks some Ss to read the words again and gives comments on

+Step 3: T invites individuals Ss at random to read the words Correct them, if necessary

- Ss focus on the stress patterns of three- syllable adjectives and verbs

+Step 4: T plays the tape again Ask Ss to put a mark before the stress syllable in each word

+Step 5: T checks with the whole class to make sure that every student has done this exercise correctly

+Step 6: T gives handout of rules if necessary

Task 2:listen again and practice saying them

‘recognise Vietna’mese under’stand

Notes: English three –syllable adjectives and verbs often have stress on the first syllable, but there are many exceptions

* Methods/techniques of teaching and learning: Communication approach Activity 3:Explaining grammar

+Step 1: Firstly,T asksSs to look at the examples and explain Defining and non-defining relative clauses

+Step 2: T asks Ss to compare the differences betwteen these sentences

+Step 3: Ss work in pairs and give the

Defining and non-defining relative clauses

1 My school ,which is in Dong Hoa , is beautiful

( non-defining relative clauses) differences among them

+Step 1: T asks Ss to read the sentences taken from Getting started underlined the relative pronouns and their functions

- Ss revise the uses of the relative pronouns through these sentences

+Step 2: T helps Ss to distinguish defining relative clause vs non- defining relative clause

- Ss check Ss’ work and comment

“ These pronouns are used to define or identify the nouns preceding them.”

+Step 1: T has Ss work in pairs to match sentence part in A with a suitable

2 The school which is in Dong Hoa is beautiful

- who :dùng thay cho danh từ chỉ người , có chức năng làm chủ từ

- whom : dung thay cho danh từ chỉ người có chức năng làm tân ngữ

- which : dung thay cho danh từ chỉ vật

- whose : dùng thay cho tính từ sở hữu hoặc sở hữu cách

Ex :Do you know the man who wears a blue hat

- not use commas before it

- that can be used to replace who and which

Ex: Do you know that man ,who stands here

-unnecessary for the sentence -replace to noun definated by name, possession, this , that, these, those, only

-put after a commas or between two commas

-that is not used to replace to who and which

Ex: a The girl who/that sings very well is a famous singer b My Tam, who sings very well, is a famous singer

* Key: one in B in 4 minutes

+Step 2:T checks some Ss’ answer and comment

+Step 1:T asks Ss to read watch out, check for comprehension

+Step 2: T lets Ss do this exercise in 4 minutes

+Step 3: T calls some Ss at random to give the answer and then give feedback to Ss’ work

4 which 5 whose + Defining relative clauses:

* Methods/techniques of consolidation: Communication approach

- Ask Ss to consolidate the main contents

-Words and phrases related to the topic “New ways to learn”

-Defining and non-defining relative clauses

-stress on three-syllable words

- T asks Ss to do exercise at home

- Prepare for the next lesson

- Ss listen and take note

A1,A2, B1, B2, B3 2.Prepare the next lesson carefully Unit 8 : lesson 3 Reading

Unit 8: New ways to learn Lesson 1: Getting started

- To teach Ss to listen and read a conversation about personal electronic devices and do tasks: Questions & answers and true/ false exercises

- To teach some lexical items related to:

+ Electronic devices that can help us learn

+ Using the Internet to learn English

- By the end of the lesson, students will be able to:

+ Use some lexical items related to personal electronic devices

+ Make simple dialogues using the given expressions

+ Master some vocabularies about personal electronic devices

+ Get to know one grammar point

- Teacher: Handouts, textbook, pieces of papers and cassette

C Methods: - The whole lesson: Integrated, mainly communicative

1 Have you ever owned any personal electronic devices?

2 What are they used for?

- Leads in the new lesson

- Introduce the topic of the lesson:

New ways to learn Activity 1: Listen and read

- Ask As look at the pictures and guess the topic of the conversation

- Have Ss predict what they are talking about

- Encourage all kinds of predictions

- Tell Ss not to worry about new words or grammar points because these will be dealt with later

What is the conversation about?

- Go through the statements to make senses quickly

- Ask Ss do it individually in 5 minutes

- Encourage Ss to compare the answers with a partner

- Invite some Ss to give the answer and then explain their choices

- Give feedback to Ss’ work

- Have Ss work in pairs to find the adjectives which describe the devices used as learning tool then discuss the meaning in five minutes

- Invite some Ss to give the words and the meaning

- Give feedback on Ss’ presentations

2 electronic: having many small parts that control and direct a small electric current

3 modern: relating to the present time or recent time

5 useful: being of practical use

6 mobile: able to be moved easily

7 digital: showing information by using figures

8 perfect: being complete & without weaknesses

9 great: superior in quality or degree

Activity 4: Read the conservation again, and give answers to the following questions

- Tell Ss to focus on the instructions

- Checks Ss' understanding of the questions

- Set time for this activity, base on Ss’ level proficiency

- Get Ss to work in pairs or groups to discuss the answers

- Call on different Ss to answer these questions Key:

1 They are talking about smartphones, laptops and tablet computers

2 They have changed the way we learn

3 They use them to take photos or record their work, which can be later shared with the class

4 because they can be used to store information, take notes, write essays and do calculations

5 He does his assignments and projects, and studies English

- Ask Ss: What have you learnt today? What can you do now?

- Summarize the main points of the lesson

- Ask Ss to learn by heart the words or phrases related to the personal electronic devices

- Prepare for the next lesson

- To teach Ss to listen and read a conversation about environment impacts and ways to protect the environment and do tasks: Questions & answers and matching exercises

- To teach some lexical items related to preserve the environment

- By the end of the lesson, students will be able to:

+ Use some lexical items related to environment impacts and ways to protect the environment

+ Make simple dialogues using the given expressions

+ Master some vocabularies about environment impacts and ways to protect the environment

+ Get to know one grammar point: Reported speech

- Teacher: Handouts, textbook, pieces of papers and cassette

C Methods: - The whole lesson: Integrated, mainly communicative

1 Have you been aware of environmental problems?

2 What have you done for the environment?

- Leads in the new lesson

- Introduce the topic of the lesson:

Preserving the environment Activity 1: Listen and read

- Ask As look at the pictures and guess the topic of the conversation

- Have Ss predict what they are talking about

- Encourage all kinds of predictions

- Tell Ss not to worry about new words or grammar points because these will be dealt with later

- Ask Ss to work in pairs to label the photos

- Allow 2 minutes for the pairs to look up the words and phrases in a dictionary and confirm their meaning

- Check Ss’ answers as a class Have Ss note down the words in their notebooks

Answers: a greenhouse effect b pollution c deforestation d polar ice melting e fossil fuels

- Ask Ss to read the conversation again and think of the answers to the questions

Encourage students to work independently, ensuring they have sufficient time to review the information Remind them to highlight key words in the questions, which will aid in scanning the conversation for pertinent details.

- Elicit answers from different Ss

- Ask Ss: What have you learnt today? What can you do now?

- Summarize the main points of the lesson

- Ask Ss to learn by heart the words or phrases related to environment impacts and ways to protect the environment

- Prepare for the next lesson

Unit 8: New ways to learn Lesson 7: Communication and culture

- To teach Ss to talk about the electronic devices used among children in the USA

- By the end of the lesson, students will be able to:

+ Understand and communicate about electronic devices used among children in the USA

+ Talk about the electronic devices used among children in the USA

+ Talk and express their ideas and opinions about the effects of personal electronic devices

- Teacher: Handouts, textbook and pieces of papers

C Methods: - The whole lesson: Integrated, mainly communicative

The lesson aims to enhance students' speaking skills by analyzing comments on electronic devices and a text discussing how children in the United States utilize these devices This approach provides students with increased opportunities to practice speaking in a relevant context.

- Ask students to read the comments on personal electronic devices and decide the most reasonable comment, and to provide reasons for their choice

- Encourage students to express their own opinions

- Have students read the instructions carefully Ask a pair of students to model the example Have all students work in pairs (and use their own arguments if they can)

- Go around the class to offer help if necessary

- T may provide students new words, phrases, and structures that they may need to express their opinions

Student A: What do you think could be the disadvantage of electronic devices?

Student B: Some people think that electronics are bad for your eyes, and radiation from them could harm your body

Student A: Oh, really? I cannot believe that I think they are harmless

* Pre teach the key words

- Teacher teaches students the meaning of some new words and phrases in the text

- After that, teacher asks students to read the text about how electronic devices are used among children in the United States

- Have students read and answer the questions in pairs Then check students' answers as a class

- Some students present their results to the class

- Teacher controls the performance of correction among students

1 They use them to look up and store information, do assignments and projects, do calculations and play games

3 They may help promote listening and speaking ability

4 They may help improve their critical thinking, reading, writing, and maths skills

5 They can be great educational tools, but the wrong use may cause very bad effects

- Teacher has students in groups of 4 or 5, and talk about how children in their area/Vietnam use mobile/ electronic devices

- Students work in groups of 4 or 5 to talk about how children in Vietnam use mobile electronic devices

- Ask Ss to consolidate the main contents

- Ask Ss: What have you learnt today?

What can you do now?

- T asks Ss to learn the structures and vocabulary

- Prepare for the next lesson

Unit 8: New ways to learn Lesson 8: Looking back and project

- To help Ss pronounce correctly three -syllable adjectives and verbs in isolation and in context

- To teach Ss some lexical items related to new ways to learn

- By the end of the lesson Ss are able to:

+ Pronounce correctly three -syllable adjectives and verbs related to the topic new ways to learn

+ Use some key words of the topic new ways to learn

+ Do the exercises on relative clauses

- Teacher: Handouts, textbook, pieces of papers and cassette

C Methods: - The whole lesson: Integrated, mainly communicative

- Ask students to recall what they have learnt in Unit 6

- Speak out their ideas and opinions, knowledge that they have learnt in Unit 7

- Teacher plays the recording Have students listen and repeat after the recording

- Teacher helps students to review the stress patterns of three-syllable adjectives and verbs

- Teacher plays the recording again Students listen and put a mark (') before the stressed syllable

‘adjective, e’lectric, e’ffective, ‘wonderful, con’venient, ‘similar,

‘graduate, de;velop, con’tinue, con’sider, ‘dedicate, recom’mend

- Teacher informs students that the words in the box are among the most commonly used in the unit Students decide which words best complete the sentences

- Teacher may help to remind the meaning and use of the words given

Alternatively, extend this activity by asking students to make their own sentences with each of the words

The teacher establishes a time limit for an individual activity, encouraging students to work independently Afterward, the teacher selects several students to share their answers, ensuring that the correct responses are documented on the board for clarity and reinforcement.

- Ask Ss to work individually and then exchange with others

*Key: 1 which/ that 2 who 3 which 4 whose

- Teacher asks students to pay attention to the instructions Set a time limit and have students do the activity individually

- Call on six students to write their answers on the board Underline any mistakes and ask other students to correct them Provide help, if necessary

Students do the survey in PROJECT in groups at break time Teacher design the form and students hand in the results in written form as assignment

- Ask Ss to consolidate the main contents

- Ask Ss: What have you learnt today?

What can you do now?

+ I can pronounce correctly three -syllable adjectives and verbs

+ I can use relative pronouns “which, that, who and whose.”

- T asks Ss to learn the structures and vocabulary

- Prepare for the next lesson

Unit 9: Preserving the environment Lesson 7: Communication and culture

- To teach Ss to talk about the about the organisation “World Wide Fund for Nature”

- By the end of the lesson, students will be able to:

+ Understand about “World Wide Fund for Nature”

+ Discuss environmental problems and solutions

+ Talk and express their ideas and opinions about environmental problems and solutions

- Teacher: Handouts, textbook and pieces of papers

C Methods: - The whole lesson: Integrated, mainly communicative

- Inform the class of the lesson objective: Further develop Ss’ communication skills and their ability to discuss environmental problems and solutions

- Focus Ss attention on the instructions and the photos Check comprehension

- Ask different Ss to describe how the action will affect the environment in each photo Put the information in two columns on the board

Key: Photo a: A man is spraying pesticides

This can cause soil pollution

Photo b: Forest trees were cut down This is deforestation and it will result in climate change, global warming, extreme floods and erosion

Students will listen to two speakers discussing a photo from section 1 It's important to focus their attention on the provided instructions and questions, reminding them to underline key words for better understanding Ensure comprehension by checking in with the students.

- Play the recording twice, pausing before the second listening for Ss to note down the answers

3 Climate change, global warming, and extreme floods

4 Control deforestation and have proper forestation plans

- Ask Ss to work in pairs and read the instructions Check understanding of the task and allow enough time for the groups to brainstorm ideas and prepare

- Call on representatives of different groups to report their ideas to the class

Focus on the picture of the animal and the abbreviation Check comprehension

- Have Ss make their predictions individually

Key: A panda It comes from China WWF is for World Wide Fund for Nature (formerly World Wildlife Fund)

Encourage students to take sufficient time to read the questions and individually underline key words Afterward, have them read the text and highlight relevant information During this activity, monitor their progress and provide assistance with vocabulary as needed.

- Encourage Ss to share their answers in pairs or groups

- Call on different Ss to report their answers to the class

- Ask Ss to consolidate the main contents

- Ask Ss: What have you learnt today?

What can you do now?

- T asks Ss to learn the structures and vocabulary

- Prepare for the next lesson

Unit 9: Preserving the environment Lesson 8: Looking back and project

- To help Ss pronounce correctly three -syllable nouns in isolation and in context

- To teach Ss some lexical items related to preserve the environment

- By the end of the lesson Ss are able to:

+ Pronounce correctly three -syllable nouns related to the topic the environment

+ Use some key words of the topic the environment

+ Do the exercises on reported speech

- Teacher: Handouts, textbook, pieces of papers and cassette

C Methods: - The whole lesson: Integrated, mainly communicative

- Ask students to recall what they have learnt in Unit 9

- Speak out their ideas and opinions, knowledge that they have learnt in Unit 9

- Play the recording, pausing after each word for Ss to repeat chorally and individually

- Play the recording again, pausing after each word for Ss to listen, and put a stress mark (’) before the stressed syllable

- Ask different Ss to read out the words to the rest of the class

1 po’llution 2 e’rosion 3 ’energy 4 ’animal

5 con’sumption 6 a’wareness 7 ’poverty 8 de’pletion

Instruct students to concentrate on the guidelines and the vocabulary provided in the box, emphasizing that these terms are either nouns or verbs Encourage them to revisit the section "Do you know…?" on page 40 of the student’s book to aid in recognizing the grammatical categories of the words.

Verb: preserve protect consume emit deplete erode

Noun: animal pollution energy resource threat disposal Activity 2:

- Allow time for Ss to read the instruction and the sentences individually - Check comprehension and offer help with any unfamiliar vocabulary if necessary

- Ask Ss to work individually and encourage them to share the answers with their partners

- Check Ss’ answers as a class

Key: 1 preserve 2 pollution 3 Awareness 4 protect

Students are instructed to examine the provided photo and read the accompanying instructions The teacher encourages class participation by prompting students to describe the scene, asking questions such as: Where are the individuals in the photo located? What activities are they engaged in? What motivates their actions?

- Give SS time to read the text and do the task individually Go round and offer help with any unfamiliar vocabulary Check comprehension

Key: ‘All this rubbish is killing fish and other sea creature’

‘We can clean the beach together’

‘I will ask our friends and neighbours to come and help us’

‘I’m happy to hear that, children’

Focus Ss’ attention on the instruction and sentences Check comprehension, and remind Ss to reread Do you know…?on page 40

- Ask Ss to do the task individually Go round and offer help if necessary

- For peer review, call on different Ss to write their sentences on the board for the class to comment

Key:1 Mr Jones was very sad and said that all that rubbish was killing fish and other sea creatures

2 Nick said that they could clean the beach together

3 Mary told them she would ask their friends and neighbours to come and help them

4 Mr Jones told his children were so happy to hear that

5 Mr Jones gave the people gloves and told them to protect themselves from germs

Inform the class of the lesson objectives: further explore the topic and develop their communicative skills

1 Ask Ss to read the instructions and check understanding of the activity.