QUESTIONS

1. Which may be the problem sound in the word congestion? What

could be done to help students pronounce this sound correctly?
(15pts)

congestion /kənˈdʒestʃən/

/dʒ/: sound doesn’t exist in Vietnamese

Present:

1. Lead in & introduce the sound

Show 2 pictures: giraffe, jam

T: Now, you look at these pictures and guess what the first sound is.

2. Say the sound alone: /dʒ/

3. Conduct repetition chorally

T: Now, class, listen to me and repeat /dʒ/

Ss: /dʒ/

4. Conduct repetition individually

T invites each S to repeat the sound /dʒ/

5. Explain how to make the sound

To produce this sound, your tongue should touch the tooth ridge to stop air.
Then, move your tongue behind the tooth ridge to release air. This sound is
produced with a voice from the throat.

6. Contrast it with a similar sound

/dʒ/ /tʃ/

Junk Chunk

Joke Choke

Joyce Choice
Practice: Oral practice

- Say the sound alone: /dʒ/

- Say the sound in words: juice, judge, soldier

- Say the sound in phrase: lemon juice, a big ridge, soldiers on duty

- Say the word in sentence:

I like drinking lemon juice.

The judge sentenced him to five years in prison.

2. Show what you should do to help your students to read aloud this
sentence accurately: (10 pts)
There is one interesting thing to note- some scientists say taking medicines
when you have a cold is actually bad for you.

ɪn əʊ saɪ seɪ eɪ

There/ is /one interesting thing /to /note- /some scientists /say /taking
e əʊ æk æ

medicines ↗️/when /you /have a cold /is /actually /bad /for you↘️.

3. How would you present the forms and meanings of the following
lexical items:
get over, remedy (10 pts)
*Get over:
- Giving an example: Lan and Nam were in a good love relationship.
However, they suddenly broke up, and that made Lan feel so sad and
disappointed. She missed all the beautiful memories with that boy and didn’t
want to do anything. Then, after 1 year, she met her ideal man and got
married to him. She got over the breakup and started falling in love again.
- Say the word “get over” aloud 2 times and ask the class to repeat
- Write the word on the blackboard, show the form:
Get over (v) /ɡet ˈoʊ.vɚ/
 - Ask a question: What do you do to get over your sad experiences?
*Remedy:
- Showing 2 pictures on the screen:
First picture: a mosquito is biting someone
Second picture: an ice pack
- Teacher says: “When you are bitten by a mosquito, you can use an ice pack
to reduce swelling and calm the itch. That way is called “remedy”.”
- Say the word “remedy” aloud two times and ask the class to repeat
- Write the word on the blackboard and show the form:
Remedy (n) /ˈrem.ə.di/
- Ask a Question: Which remedy do you use to reduce your headache?
4. Think of one question for the students to use this vocabulary item: get rid of (10
pts)
Question: What kinds of household items do you want to get rid of?
5. Suggest a writing activity for your students to meaningfully practise the
structure in the following sentence, and state what you should do to help
students before they do the activity. (10 pts)
When a virus attacks your body, it works hard to get rid of it.
- Introduce to ss the structure:
"When [a specific event] happens, [the consequence or action] occurs".
=> When + N1+ V1, N2+ V2
- Provide examples for your students. Use the given sentence, “When the
alarm rings, I wake up and start my day.”
- Gap filling:
Listen to the teacher, and then write out the complete sentence.
When….your…, it works…..to……..
1. Teacher reads out the sentence: "When a virus attacks your body, it works
hard to get rid of it." Teacher asks students to copy them, filling in the
gaps.
2. Teacher asks students to read back to complete sentences, and write them
on the board.
- Teacher can provide student some sentence to do the activity: Sentence
building
- Write a complete sentence using these prompts:
 1. When/ rains, people/ their umbrellas.
2. When/ music/playing, he/dance.
3. When/ sick, you/ go/ doctor.
4. When/ eat/ sugar, you/ a stomachache.
- Ask students to write a short paragraph using their personal experience
and the provided sentence structure.
+ Teachers explain the event or situation and describe the actions or
consequences that followed.
+ Teachers give time for students to draft and revise their writing, ensuring
they pay attention to grammar, punctuation, and overall clarity.
+ After completing the writing task, teachers ask students to exchange their
work with a partner or in small groups. Encourage peer feedback based
on the effectiveness of the cause-and-effect structure and the overall
quality of the writing.
+ Teachers provide time for students to make revisions based on the
feedback received and submit their final narratives.
What teacher should do to help students before they do the activity:
Before the activity, provide a brief explanation of the cause-and-effect structure
and offer additional examples to ensure students understand the concept.
1. Encourage brainstorming by asking guiding questions related to personal
experiences, such as, “ Have you ever caught a cold?", “How did your
body react when you caught a cold? What did you do after that?"
2. Offer individual or small-group conferences during the drafting process
to provide support and clarify any questions or concerns.
3. Model the writing process by sharing the teacher’s experiences about this
problem. Highlighting the use of the cause-and-effect structure "When
[event], [consequence/action]", and discussing the choices you made in
your writing.
Câu 6. Introduce the text in an interesting way and suggest a guiding
question for your students to grasp the main idea of the passage. (15 pts)
Introducing the text:
1. Have you ever wondered how our body reacts when we catch a cold?
2. Preventing the common cold can be a challenge but do you know our
body can treat itself?
Guiding questions:
1. What reactions will our body have when the virus attacks?
2. What are the ways to cure colds?
7. Suggest a 10-minute speaking task as a follow-up to this text. (10 pts)
- Introduce the exercise and show the questions. Then asks some ss about
their opinions
T: Now you are going to talk about “What will you do when you get a
cold?”
T: What will you do when you get a cold?
SS: I take a nap
SS: I take medicine
-Divide the class into pairs
T: Now, you’re going to work in pairs. ( Teacher indicates pairs and makes
a group of three if there are single ss). Ask your partner the question,
“What will you do when you get a cold” then change round. Start now.
-SS work in pairs. The teacher moves around the class, checking that
everyone is talking
-After 5 minutes, when most pairs have finished, stop the activity. Ask a few
pairs to present what their partner said
T: Now A, tell me about what B does when she gets a cold
A: She says that when she gets a cold, she will take medicine. Then she goes
to sleep. At that time, her mother will make some soup for her.
8. List any 3 types of controlled writing exercises for low-level students.
Then work out 3 illustrative examples of each type for Ss to practise
the structure in this sentence: (10 pts)
When a virus attacks your body, it works hard to get rid of it.
- Gap filling: Listen to the teacher and then write out the complete sentence
When………………your body, it ….hard to…..it.
The teacher reads out the sentence “When a virus attacks your body, it works
hard to get rid of it.
Then ask ss to copy them, filling in the gaps
The teacher asks ss to read back the complete sentences and write them on
the board.
- Re-ordering words: Write the sentence correctly
When/attacks/a/body, /virus/your/it/hard/get rid of/works/to/it.
 The teacher asks ss to rearrange the sentence to make a correct one
Then ask ss to read out the sentence and write on the board.
- Rewrite the sentence using the given words
When a virus attacks your body, it works hard to remove it. (GET RID OF)
=>……………………………………………………………………………
The teacher asks ss to rewrite the sentence using the phrase “get rid of”
Then asks ss to read out load and write it on the board
9. Point out how you may help an intermediate-level student
improve his/her writing skill by correcting his/her sentence below:
(10 pts)
Almost of the people work in office are very busily, so they not have time go
their homes for a lunch.
ww R busy ^ ^
Almost of the people work in office are very busily, so they not have time go
their homes for a lunch.
Keys to symbols
ww: wrong word
R: relative clause
^: missing word