Professional Documents
Culture Documents
Listening
or phrases in a text
regardless of the up, Beat
location in the spoken up on
exchanges somebod
y
2 Respect -Indicate the objectives of the Grammar Can understand simple Can understand Can understand
ful and lesson sentences made up from complex sentences extended spoken
serious simple grammatical made up from lesson exchanges using
y study mistakes immediately. ry phrases and short sentences to support advanced words
LP -Show the assessment form for sentences with the help of opinion and phrases in the
student to review their mistakes teacher lesson to conduct
extended spoken
exchanges
1
5 Actively -Be friendly, willing to answer and Grammar Can speak a simple Can speak complex Can conduct Structure:
take create opportunities for students to sentence using targeted sentences using extended spoken It is no
part in speak grammar: targeted grammar: exchanges using doubt that
activitie It is no doubt that + S targeted grammar + S + V.
s + V.
6 Confide -Avoid negative Can conduct
Grammar
nt comments/feedback; make the task extended spoken
easier by making examples, giving exchanges using
suggestions and translation into targeted sounds
Vietnamese
7 Comfort -Be funny, easy going, flexible, Vocabula Can create a 5- sentence Can create a medium Can create an
able helpful and avoid pressure on ry conversation using simple conversation (about 10 - extended
students vocabularies 12 sentences) using conversation using
-Show the warm-up video phrases or complex lesson
sentences vocabularies
8 Be -Pronounce students’ names; Grammar Can create a 5-sentence Can create a medium Can create an
respectf -Acknowledge students' study Conversation conversation using targeted conversation (about 10 - extended
ul history grammar. 12 sentences) using conversation using
-Avoid interrupting students' talk, targeted grammar in lesson grammar
answer students' question, no complex sentences
swear words
-Take note of students’ mistakes in
the assessment form.
9 Practica -Give student more chances to Can create an
l speak/practice, refer to social extended
knowledge conversation using
10 Happy -Tell a joke related to the topic, use targeted sounds
humorous words/actions, facial
expressions and body language
11 Friendly -Regard students as friends, smile
and avoid formal words
2
Detailed description
Notes:
- Teachers need to call students in random orders for different parts of the lesson.
- If there are fewer than 6 students in a session, let the students answer all the questions using all the suggestions in each section.
For example, in the “Wear your word” part, each student will define one word, if there is only one student; let him/her try to define all
words.
- Try to take note of students’ answers on the board as much as possible for each section and correct the mistakes (if any).
- Before moving to a new section of the lesson, remember to tell the link between this section with the topic or with the previous
section.
Teacher Students
Slide Activities Aims Action
Suggestion Timing Performance Timing
Teacher’s - Teacher reveals
introduction some information
about him/herself.
- To start our lesson, I
To help teacher would like you to answer
- Ask the students
and students to the given question:
to answer the 30
make • If you could
Students’ given question seconds 30
acquaintance speak any Answer the given
introduction seconds/
Getting to with each other. language question
student
know 4 natively, which
minutes one would you
choose?
5
-After learning some
vocabularies, we learn
some related phrasal
verbs
- Firstly, look at the
meanings of the phrasal
verbs. Then, make a
sentence using one of the
- Ask students to given phrasal verbs.
- Look at the
To learn look at the + Mess sth up: to spoil or
definition of the
Learn to use some phrasal definition of the damage something or to
given phrasal 40
some verbs and given phrasal verbs do something wrong and 30
verbs and make a seconds/s
phrasal make and make a badly seconds
sentence using tudent
verbs sentences sentence using one + Beat up on somebody
one of the given
with them of the given phrasal : to blame somebody too
phrasal verbs
verbs much for something
6
world.
- Now, you have learnt
useful vocabulary and
- Work in pairs to
structures; let’s use them
discuss with your
to have a conversation.
partner the topic.
To let
Raise your Make a - Try to use the 180
students talk - Discuss the given In 180 seconds, discuss
voice conversation 1 minute vocabularies and seconds/
about the topic with your partner
10 minutes on the topic useful structures pair
topic common mistakes
learnt in the lesson
people make when
in their
learning languages.
conversations.
- Give comments
on students’
- Take note of the
pronunciation,
Let students teacher’s
Assess grammar,
Assessment know their -Write short comments on 3 comments;
students’ vocabulary;
3 minutes progress after the assessment form minutes - Ask the teacher if
performance - Ask if students
each lesson there is any
have any questions
question.
related to the
lesson.
- Summarize the
Let students knowledge learnt in - So, let’s have a look at
- Remember what
What we gain Put things know what the lesson; the board for what we
1minute they leant and do
1 minute together they learnt in - Remind students learnt today and take
homework.
the lesson to do homework. notes if necessary.