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0% found this document useful (0 votes)
27 views47 pages

Lesson Plan

Uploaded by

Nancy
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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ĐẠI HỌC QUỐC GIA THÀNH PHỐ HỒ CHÍ MINH

TRƯỜNG ĐẠI HỌC KHOA HỌC XÃ HỘI VÀ NHÂN VĂN


KHOA NGỮ VĂN ANH
BỘ MÔN TEACHING METHODOLOGY


LESSON PLAN

Tên đề tài: UNIT 2A: SPEND OR SAVE?

Giảng viên hướng dẫn: ThS. Trần Thị Linh Trang


Sinh viên thực hiện: Trần Thái Hưng MSSV: 2367010060
Nguyễn Thị Tiến Triển MSSV: 2367010183
Phan Thị Kiều Trinh MSSV: 2367010184
Đào Duy Tân MSSV: 2367010151
Lớp: 23a4

Tp. HCM, ngày 18 tháng 12 năm 2024

1
Thank you!
We would like to sincerely thank Mrs. Tran Thi Linh Trang, lecturer of
Teaching Methodology, for her dedicated teaching and guidance throughout the
project "Unit 2A: Spend or Save? thanks to the valuable knowledge she has imparted,
along with her dedicated guidance during the project development process, my group
has successfully completed the final project. In addition, we would like to thank the
teachers in the department for creating favorable conditions for my group to learn and
practice the skills that will be presented, and to develop together. The experiences
from this project will be valuable provisions for my group in the future career path.

2
TEACHER COMMENTS
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HCMC, December 18, 2024
Signature

ThS. Trần Thị Linh Trang

3
Table of Contents
1. Description of the students:.................................................................................. 6

2. Description of the class: ........................................................................................ 6

2.1. Vocabulary ....................................................................................................... 6

2.2. Pronunciation: ................................................................................................. 6

2.3. Reading + Speaking: ....................................................................................... 7

2.4. Grammar: ........................................................................................................ 7

3. Anticipated problems: ............................................................................................. 7

5. Handouts: ................................................................................................................ 8

5.1 . Vocabulary: transcription of listening practice, Q&A list. ......................... 8

5.2 . A pronunciation Vowel sounds list. ............................................................ 8

5.3 . The reading text and the questionnaire exercise. ........................................ 8

5.4 . Exercises about Simple past & Present perfect Tenses. .............................. 8

5.5 . Listening transcription of listening practice. ............................................... 8

6. Additional possibilities ........................................................................................... 8

6.1. Vocabulary ........................................................................................................ 8

6.2. Pronunciation .................................................................................................... 8

6.3. Reading: ............................................................................................................ 9

6.4. Grammar ........................................................................................................... 9

6.5. Listening............................................................................................................ 9

7. Aims: ....................................................................................................................... 9

8. Objectives: ............................................................................................................ 10

8.1. Vocabulary: ................................................................................................. 10

8.2. Pronunciation: ................................................................................................. 10

8.3. Reading Comprehension + Speaking: ............................................................. 10

8.4. Grammar: ........................................................................................................ 10


4
8.5. Listening: ........................................................................................................ 11

9. Procedure: ............................................................................................................. 11

10. Reference: ............................................................................................................ 39

11. Appendix.............................................................................................................. 39

11.1. ........................................................................................................................... 39

11.1.1. Vocabulary ............................................................................................... 39

11.1.2. Q&A: ........................................................................................................ 41

11.2. Pronunciation ............................................................................................... 43

11.3. Reading & speaking..................................................................................... 44

11.4. Grammar: ..................................................................................................... 45

11.5. Listening ...................................................................................................... 45

5
1. Description of the students:
Student age: Adults (ranging from 18-22)

Student level: pre-intermediate

2. Description of the class:


- Class size: 20 students

- Subject: integrated skills in Listening + Speaking + Reading + Writing

- Length of time: 60 minutes

- Material: Oxenden, C., Latham-Koenig, C., & Seligson, P. (2014). American


English File 3A (2nd ed.). Oxford University Press.

- Teaching aids: Laptop, white board and markers, projector, microphone, pictures,
pie chart of 5 common sounds of letter “o”, handout.

- Previous lesson: Unit 1B

Vocabulary: family, adjectives of personality

Pronunciation: sentence stress, word stress, adjective endings

Grammar: future forms: present continuous, going to, will/ won't

- Today's lesson: Unit 2A

Vocabulary: money

Pronunciation: the letter o

Grammar: present perfect and simple past

2.1. Vocabulary
Vocabulary about Money with some phrases.

2.2. Pronunciation:
Pronunciation of the letter “O” (/oʊ/, /ə/, /ɑ/, /ɔ/, /ʌ/ sounds) and “Or” (/ər/,
/ɔr/ sounds)

6
2.3. Reading + Speaking:
Comprehension on the topic about money. The new vocabulary is consolidated
through reading and speaking activities that ask “Are you a spender or a
saver?”

Students read and talk about the true story about a man who became a
successful businessman despite having a very difficult childhood.

2.4. Grammar:
Review Simple past and Present perfect.

Distinguish and define the usages.

Write a paragraph involved with 02 tenses.:

3. Anticipated problems:

3.1. Technical issues: speaker, microphone, laptop, sound.


3.2. Vocabulary Retention: Complex phrases such as cynical (C2), offensive
(B2), a material world (the meaning is abstract) are might be hard to
understand.
3.3. Pronunciation:

Students may confuse the three sounds /ʌ/, /ɑ/, and /oʊ/.

Students may struggle with words that are exceptions, such as "worth" and
"work."

Some students may feel shy or hesitant to practice pronunciation individually.

Some students may be unfamiliar with the American English pronunciation of the
letter “o,” which might differ from British English. For example, hot is
pronounced as US /hɑt/ vs. UK /hɒt/, and go as US /ɡoʊ/ vs. UK /ɡəʊ/.

3.4. Reading Comprehension & Speaking:


3.4.1. Reading Comprehension: The reading topic is not lively and not
suitable for each age group.
Students may find it difficult to complete sentence- matching tasks due
to unfamiliar vocabulary or context.
3.4.2. Speaking: Lack of the key words and phrases necessary to discuss a
topic.

7
4. Possible solutions:
4.1. Vocabulary Support:

Use visuals, definitions and simple examples to explain words.


Reinforce terms through, listening practice, matching practice, Q&A and
discussions.
4.2. Pronunciation:
Clearly model each sound with hand gestures to emphasize mouth shape and sound
duration.
Use phonemic symbols and example words on the board.
Pair students up for practice to build confidence before asking for individual responses.
Provide additional drilling practice for difficult sounds (e.g., extra words or audio).
Provide students with clear examples and explanations of the differences between American
and British English pronunciations.
4.3. Reading Challenges:
Provide pre-reading activities to introduce key ideas and vocabulary.
Work through an example sentence match as a class before starting the activity.
4.4. Grammar:
T uses compliments, examples, and bonuses to motivate Ss.
T predicts many potential questions from Ss.
Offer additional practice in pairs or small groups.
4.5. Listening:
Checks the devices before listening to avoid any unexpected issues.
Reviews the new vocabulary before listening to make sure students understand
the key answers.
5. Handouts:

5.1 . Vocabulary: transcription of listening practice, Q&A list.

5.2 . A pronunciation Vowel sounds list.

5.3 . The reading text and the questionnaire exercise.

5.4 . Exercises about Simple past & Present perfect Tenses.

5.5 . Listening transcription of listening practice.

6. Additional possibilities

6.1. Vocabulary
Additional game crosswords.

6.2. Pronunciation
8
Additional Game to review 5 common sounds of “o”. T divides class into 02
groups. Each player of each group gives an example of each sound and
pronounces it. At the end of the game, the group which has the most correct
answers is the winner.

6.3. Reading:
Practice the Speaking exercise in class on the topic: "What do you think you
can learn from John's story?"

6.4. Grammar
Additional free practice to review 02 tenses. T asks Ss to support the formula
of SP tense and PP tense, including affirmative, negative, question, adverb,
auxiliary verb.
Additional game to review vocabulary T divides class into 02 groups. Each
player of each group gives an example. At the end of the game, the group
which has more sentences is the winner.
Additional handout dialogue assignment without listening. That helps Ss
create and distinguish SP and PP tenses.
Additional writing. Homework writing a paragraph (50 words) using both SP
and PP tenses.

6.5. Listening
Additional listening dialog related to money topic: British Council. (n.d.).
Time is money (Big City Small World, Series 3, Episode 11). LearnEnglish.
Retrieved [insert date here], from
https://learnenglish.britishcouncil.org/general-english/audio-series/big-city-
small-world/bcsw-series-3/episode-11-time-money

7. Aims:
To expand vocabulary and phrases related to money

To help students revise and reinforce their recognition and correct pronunciation of
the five common sounds of the letter "o" in American English: /oʊ/, /ə/, /ɑ/, /ɔ/, /ʌ/.

To introduce Ss to the structure of 02 tenses.

To improve students' reading comprehension through guided practice.

To define SP Tense for a complete action in the past.

9
To define PP Tense for recent actions when we don't ask exactly.

To let Ss approach the language used in social contexts, especially in informal


conversations.

To provide Ss with phrases and collocations.

To enhance listening skills - listen for details.

8. Objectives:

8.1. Vocabulary:

Define and use new vocabulary related to money in context and the real life.

Ss can understand some phrases and complex vocabulary about money.

8.2. Pronunciation:
Identify the five main sounds of the letter “o” (/oʊ/, /ə/, /ɑ/, /ɔ/, /ʌ/ sounds) in words.

Categorize words based on their vowel sounds when hearing them.

Recognize exceptions in words with “or” (/ɔr/), such as worth and work (/ər/).

Accurately pronounce common words with the letter o using American English
sounds.

8.3. Reading Comprehension + Speaking:


Understand the main ideas and supporting details of a text about money.

Ask and answer as a spender or saver?

Identify the author's purpose and point of view in the text.

Participate actively in class discussions about topic money.

Express opinions and ideas clearly and concisely.

8.4. Grammar:
Review and understand more 02 tenses.

10
Review and practice irregular verbs.

How important is distinguishing 02 Tense.

Combine 02 tenses in writing, speaking.

Remind time adverbs (ago, last, since, for)

Speak fluently by applying model sentences (Have you ever…?; It's the first time…?;
How much...?)

8.5. Listening:
Improve listening skills for detail by identifying key information and completing
matching tasks.

Enhance their understanding of grammar and structures in conversation context.

Develop vocabulary comprehension and clarify new words related to the topic.

9. Procedure:
STAGES/TIME TEACHER ACTIVITY STUDENT ACTIVITY EXPLANATION

Vocabulary: Intentions (15 minutes)

Nguyễn Thị Tiến Triển

Warm-Up T asks Ss a question: S, S, S To elicit and


“What do you usually build engage Ss
(1 minute) SS answer briefly and
spend your money on? about the topic
share their common
Do you save or spend a “money”
spending habits
lot?

T writes responses on
the board.

Vocabulary T introduce phrases S, S, S To ensure


Presentation (A-G) and explain with students
(5 minutes) understand the

11
the definition and SS listen, take note new vocabulary
examples. and answer some clearly.
questions.
A- a material world

Meaning: A society
where people focus on
money, possessions, To help students
and physical things. practice the
pronunciation of
Example: In a material
T→C new
world, many people
vocabularies.
value expensive SS repeat after T to
clothes and cars over learn and correct the
happiness. pronunciation of the
new vocabulary.
B - comes with a fee

Meaning: Something
you have to pay for;
not free.

Example: Joining the


gym comes with a fee
of $20 per month.

C - foot the bill

Meaning: To pay for


something, especially
when the cost is large.

Example: My boss
offered to foot the bill
for the team dinner

D - for free

12
Meaning: Without any
cost; not requiring
payment.

Example: The bakery


gave away cookies for
free during the grand
opening.

E - paper or plastic

Meaning: A phrase
used to ask if you want
to pay with cash (paper
money) or a
credit/debit card
(plastic).

Example: At the store,


the cashier asked,
'Paper or plastic?' when
I was checking out

F - shopping sprees

Meaning: A short
period of time when
someone buys a lot of
things

Example: She went on


a shopping spree and
bought three new
dresses and two pairs
of shoes

13
G - with money

Meaning: Using money


to buy or solve
something.

Example: You can buy


a lot of things with
money, but not true
happiness.

T pronoun those
phrases and ask student
to repeat

Practice Listening task S,S,S To reinforce


understanding of
(7 minutes) T explains the task: SS listen to the audio
vocabulary in
and choose the correct
T plays the audio 2 context.
answers.
times
To improve ss
S ←→ S
T lets students work in listening
pairs of two to check SS check answer with comprehension
the answers. their partners skills
T reviews the correct T→C
answers.
SS reviews the answer To enhance
Answer keys: with the teacher. understanding of
1G, 2C, 3E, 4F, 5B, vocabulary
6D, 7A through focused
S,S,S
practice.
Vocabulary matching
SS listen to the audio
To help students
T explains the task: 1 time, read the lyrics
practice working
“Listen again and read

14
the lyrics. Which and choose the correct in pairs to check
phrase (A-G) answers. the accuracy.
means...?”
T→C
T plays the audio 1
SS reviews the answer
time
with the teacher. To develop
Walk around to students’ critical
monitor and help thinking and
students if needed. S,S,S speaking skills.
SS learn about some
T goes over and gives
new vocabulary before
the answer with the
starting this part.
class.

Answer keys: S ←→ S

SS work in pairs to
1G, 2E, 3B, 4C, 5D,
answer the question.
6F, 7A

Critical thinking S,S,S


To expand
discussion - Activity SS speak out the students’
1c answer in the class if vocabulary
T explains the meaning nominated by the related to money.
of the three bullets. teacher or they
volunteer themselves.
Cynical /ˈsɪnɪkl/ (adj):
T→C
believing that people
only do things to help SS check answer with
themselves and not for T
good or honest reasons.

Offensive /əˈfensɪv/
(adj): extremely
S,S,S
unpleasant).

15
T asks students a SS work individually
question: What student to fill in the blank then
what they think the listen to the audio to
song is saying and check the answers.
elicit answers.

T let students work in


pairs of two to discuss
those questions.

T nominates a few
students to share their
ideas with the class.
S,S,S
Vocabulary extension -
Activity 1d SS work individually
to fill in the blank the
T tells students to go
preposition and check
to the Vocabulary
the answers.
blank Money on page
154.

T lets students do
individually
S,S,S
T plays the audio track
35 to check answers. SS work individually
to fill in the blank then
Answer keys:
listen to the audio to
1 inherit; 2 save; 3
check the answers.
borrow; 5 waste ;6.
can’t afford; 7. owe; 8.
Cost; 9. Borrow; 10.

16
Invest; 11. Earn; 12. T→C
Be worth; 13. Raise.
SS listen to the teacher
T reminds students of explain about the
the difference between phrasal verb and take
off “lend” and note.
“borrow”

Examples: Can I
borrow you some
money? | Can you lend
me the pencil?

T lets students do
individually task
prepositions

T plays the audio track


36 to check answers.

Answer keys:

2. For; 3. On; 4. In, 5.


To, 6. For; 7. Into

T lets students do
individual task Nouns.

T plays the audio track


37 to check answers.

Answer keys:

1. Coin; 2. Bill; 3.
Salary; 4. Tax; 5.
Mortgage; 6. Loan; 7.

17
ATM (BritE cash
machine).

T teaches students
some phrasal verbs
related to this topic:

Took out:

Meaning: to remove
something from a place
or to arrange for a loan
or an insurance policy

Example: I took out


$200 from an ATM.

Pay back:

Meaning: to return

Example: When can


you pay me back the
money I lent you?

Live off:

Meaning: to depend on
financially

Example: I have to
live off my parents
while I’m in college.

Live on:

Meaning: to use a
particular amount of

18
money or resource to
sustain oneself.

Example: It’s difficult


for me and my wife to
live on only one salary

Wrap-up and T summarise the S,S,S To reinforce key


Reflection phrases learned. vocabulary and
SS listen to the
make sure student
(2 min) summary and recall all
understand the
phrases.
T let students have lesson clearly
some Q&A to make S ←→ S before leaving
sure students
SS play game together class
understand all phrases.
T→C
T guide student make
SS makes flash cards
flash card to study
these new phrases with the teacher.

easily at home

Pronunciation: Intentions (15 mins)

Trần Thái Hưng

Lead-in T hands out the Vowel S ←→ S To activate Ss’s


Activity Sounds worksheet to prior knowledge
Ss read the handout in
students and asks them and piques
(2 min) pairs.
to read through it in interest in the
pairs. GG diversity of "o"
Ss discuss and answer sounds.
T divides the class into
two groups. T instructs the question in groups. 8 of these sounds

each group to find out has been taught:


as many sounds of the - American

19
letter "o" as possible English file 1: /ə/
and write them down (1B); /oʊ/ (1C);
on a piece of paper. /ɑ/, /ɔ/ (2B); /ər/
The group that writes (3B); /ʌ/ (4A)
the most sounds will - American
win a small reward. English file 2: /ə/
vs /ər/ (1C); /oʊ/
T asks the question:
vs /ʌ/ (4C); /aʊ/
"How many possible
vs /oʊ/ (6C); /u/
ways can the letter 'o' T→C
vs /ʊ/ (8A)
be pronounced in
Ss read the pie chart
American English?" 2 exceptions that
and note the five
were not
common sounds of
explicitly taught
“o”.
Possible answer: 10
in the file 1 and 2
ways books are Women
/ɑ/ Shop: /ʃɑp/ and One, but they
are common and
/oʊ/ Stone: /stoʊn/
A1 level words.
/aʊ/ Town: /taʊn/

/ɔ/ Frog: /frɔɡ/

/u/ To: /tu/

/ʊ/ Woman: /ˈwʊmən/ To focus the


students' attention
/ʌ/ Money: /ˈmʌni/
on the five
/ɪ/ Women: /ˈwɪmɪn/ common sounds

/ə/ Computer: of 'o'.

/kəmˈpjutɚ/

/wʌ/ One /wʌn/ (extra)

20
T introduces the five
common sounds of “o”
in American English:
(/oʊ/, /ə/, /ɑ/, /ɔ/, /ʌ/)
by the pie chart.

Practice 2a S, S, S To introduce to
Ss the concept of
(1 min) T asks students Students listen
rhyming in a
“Which word rhymes carefully to the
relatable way
with money in the song teacher’s explanation
using familiar
Girls & Boys?”. of “rhyme.”
songs.
T explain the word Students think about
To get Ss to focus
“rhyme” and give an the lyrics of the song
on similar sounds
example of “Twinkle, Girls & Boys and
in words.
Twinkle, Little Star” identify words that
song rhyme with “money.”

T invites random Ss to
share their answers and
Students share their
correct them.
answers with the class.
Answers keys: Funny,
much

21
Practice 2b S ←→ S

(2 min) T asks students to do Students individually To reinforce the


Exercise 2b using the complete Exercise 2b, concept of
rhyme pattern they finding words that rhyming words by
have just learned. rhyme with up, clock, applying it to
and phone. specific sounds
T instructs students to
(/ʌ/, /ɑ/, /oʊ/).
find words that rhyme
with: up /ʌ/, clock /ɑ/,
Students say the words
and phone /oʊ/.
aloud to themselves to To help them
T reminds students that check the rhyme recognize rhymes
it is easier to do this patterns, as instructed. through listening
kind of exercise if they and speaking,
Students work with a
say the words aloud to promoting active
partner to compare
themselves. learning.
their answers and
T gets students to discuss any To allow for peer
compare their answers differences. support and self-
with a partner. correction,
ensuring better
understanding
and retention of
the pronunciation
patterns.

Practice 2c T→C

(3 min) T tells the students that Students listen to the To combine


T will pause after each audio recording listening and
word to allow students carefully, repeating speaking practice
to repeat and check each word aloud when for better
their answers. the teacher pauses. retention of

22
T plays the audio Students check their correct
recording (1.38) of the answers from the pronunciation.
target words. previous exercise as
they listen.
T asks three random
students to read aloud Three randomly
the words in each chosen students read
column. aloud the words in
each column to the
class.
Answer keys:
up /ʌ/ done, money,
nothing, some, won

clock /ɑ/ dollar, honest,


shopping

phone /oʊ/ clothes,


loan, go, owe, sold

Practice 2d T tells students to S ←→ S To identify the


&e focus on words typical
Ss work in pairs to
containing the letters pronunciation of
(3 min) focus on words with
"or". the letters "or"
the letters "or"
T instructs students to To foster
Ss answer two
work in pairs to answer collaboration and
questions about their
two questions about allow students to
pronunciation.
the pronunciation of think critically
S,S,S
"or." before listening to
Ss listen to the audio the audio.
(1.39) to check their
answers.

23
T plays the audio
recording (1.39) for
students to listen and
T→C To allow the
check their answers.
teacher to monitor
Ss repeat the words
Answer keys: and correct
after the audio to
pronunciation
"The letters 'or' are practice
where needed
normally pronounced pronunciation.
/ɔr/ when they are
stressed. However, the
two exceptions are
worth and work."

T plays the audio again


for students to listen
and repeat the words.

Practice 2f T puts students in pairs Students work in pairs To make Ss build


and instructs them to and take turns saying confidence,
(3 min)
practice saying the the sentences in 2f encourage peer
given sentences aloud. aloud. correction, and
promote fluency.
T models the correct Students focus on
pronunciation of each pronouncing the To help Ss
sentence if needed, words with the letter develop better
focusing on the key "o" accurately, awareness of
sounds of the letter "o" applying what they’ve pronunciation
(e.g., /ʌ/, /oʊ/, /ɑ/, /ɔ/). learned. accuracy, while
teacher
T monitors the pairs as Students listen to their
monitoring
they practice, partner and correct
ensures common
providing corrective each other if
errors are
necessary.

24
feedback and support addressed
where necessary. promptly.

Wrap-Up (1 T prompts: “Can T→C Reinforces the


min) someone tell me lesson and
Ss answer together
provides closure.
the five common /oʊ/, /ə/, /ɑ/, /ɔ/, /ʌ/.
sounds of 'o' we
learned today?”
To clarify doubts
Ss clarify any doubts
helps students
or confusion students
feel more
T then asks, “Do you may have.
confident about
have any questions
their
about today’s lesson?”
pronunciation and
comprehension,
Ss practice them after especially in
class or at home. challenging areas.
T makes a request for
Ss to do the tongue
To practice
twister homework after
specific sounds of
class and promises to
the letter "o"
give a gift to anyone
(/oʊ/, /ə/, /ɑ/, /ɔ/,
who can read all of
/ʌ/) in a fun and
them correctly:
engaging way.

To encourage
"Joe told a joke about a repetition, clear
goat on the boat."
pronunciation,
"A dozen cousins love and fluency.
the sudden oven."

25
"Bob bought a box of
rocks for the shop."

"Four frogs fought for


a spot on the log."

"One funny bunny


loves sunny honey."

Reading-Speaking : Intentions (15 mins)

Phan Thị Kiều Trinh

Lead-in (3m) T shows a question “ If Ss answer the question To engage ss in


you get $100 for your in their way. the lesson
birthday. What will Answer keys: I will
you do?” go shopping, go to the
T asks ss to consider cinema, buy
and give an answer for something…
the question.
To make Ss
T gives Handout 1 S,S,S understand more
(Appendix) to ss.
Ss choose answer A or about the topic.
T asks ss to choose
B.
answer A or B for 2
Ss read their answer
questions in Handout
and pay attention to
1.
T’s explanation.
T invites each student
to read their answer
and explain to the
student: if you choose
A, you are a Spender,
B is a Saver.

26
T defines: Spender and
Saver.
A “spender” is
someone who enjoys
shopping, rewarding
themselves, or living in
the moment, often with
little emphasis on long-
term saving or
financial planning.

A "saver" is someone
who is more cautious
and disciplined when it
comes to managing
finances, often
focusing on building
wealth, preparing for
emergencies, or
achieving long-term
goals.

Pre- Reading T gives Ss a question: S ←→ S To make Ss be


(3m) “Are you a Spender or more active.
Ss work in pairs to ask
a Saver? Say why?
and answer the
T requires Ss work in
question.
pairs in 2 minutes.

T calls random 2 pairs


to practice: one asks –
In pairs, practice one
one answers.
asks and one answers

27
question in front of the
class.

28
While- T gives 3 questions: Ss volunteer to answer To help ss get
reading (7m) the follow-up definition
*Do you ever read the
questions. “skimming”
news in the morning?

*Do you read every


word and sentence of
the article?

*How do you read it?


T invites 2 students to
answer each question.
T notes ss’s answer on
the board.
S,S,S
T concludes the
answer: read the title, Ss note the tips

read quickly to grasp


the content.
T analysis: Skim read
to grasp the main T→C
content, Read the main Ss repeat the
title and subtitle of the definition “skimming”
text, Read the opening
sentence of each
paragraph and skim the
following part to get T→C
the main idea.
Ss consider and guess
Teacher defines
the name of the man
"Skimming":
on the picture.
Skimming is when you
quickly go through a
document to get the
main content, focusing

29
on the main points Ss give a short answer
rather than reading about the man.
every word. When
skimming, readers
S,S,S
often pay attention to
headings, subheadings, Ss pay attention to the
and the first sentences handout and listen to
of paragraphs. the teacher’s Ss have

T asks a student to requirement. meanings of new

repeat the definition of words.


Ss look for these
"skimming".
highlight words.
T shows a picture for
students to guess "Who
is this person?" S ←→ S
Answer key:: Bill
In pairs, ss discuss and
Gates
give the answer for
T asks students 2 each picture.
questions:
T→C
1.What field is he
Ss check answers and
famous for?
remember the
Answer: Microsoft
meanings of words.
2.Where does his
success come from?
Answer: worked hard, To get ss correct
he had a special talent. their answer and
T gives Handout 2 take note of their
(Appendix)to the wrong answer.
Ss apply the pattern to
students.
skim the passage to
T introduces the
find out the answers.
students to another

30
billionaire: John Ss share their answers
Djoria. in front of the class
T asks students to look when being asked.
at the highlighted word
in the passage.
Ss note the answers.
T shows the picture for
students to guess the
meaning and choose S,S,S
the word that matches
Ss note homework to
the picture.
do.
T and students do the
exercise and check the
answers.
T asked students to
apply Skimming skills
and meanings of words
to do exercise C.
(Appendix)

T makes a pattern of
skimming to find the
answer and making
inferences with the
first sentence in 1
minute.
T explains how to do
it: read the title of each
paragraph as the
interviewer's question.

31
Combine quick
skimming to
understand the content
of each paragraph.
T asks Ss to follow the
pattern to do the
exercise c in 5 minutes.
T calls random Ss to
share their answers and
say where in the
passage the answer is.
What is the paragraph
containing the answer?

T corrects the answers.


Answer keys: 1-G, 2-
B, 3-D, 4-F, 5-H, 6-E,
7-C, 8-A, 9-I.

T asks ss to do exercise
at home.

32
Post- T reviews lessons for Ss do homework at Ss review and
Reading students. home. practice the
(2ms) lesson again.
T gives the students a
writing exercise:
"Write a 150-200
words paragraph about
a famous person that
impresses you."

Grammar: Intentions (15 mins)

Đào Duy Tân

Lead -in Tasks Ss to say what Ss try to remember Evoke the feeling
tense they have learnt and speak out their of interest
(1 min)
before about Past answers.
Develop a passion
Simple Answer key: Simple
of learning
"In the previous lesson, Past.
you learnt a tense to
Ss try to review and
talk about actions in
give examples.
the past. Can you
remember it, please?"

Tasks Ss to say what


tense they have learnt
yesterday about
Present Perfect
"Yesterday, we learnt a
tense to talk about
recent actions when we
don’t ask exactly. Can

33
you give me some
examples?"

Introducing T uses markers to write T → C SS can recognize


(3 mins) on the board the the target
SS looks at the board
structure and formula language in the
carefully to study SP
of 02 tenses. context.
& PP tense.
T divides class into 02 SS will be able to
SS volunteer to speak
groups related to tense. figure out the
about the contents of
rules and the
SP group reviews the SP & PP tenses.
usage of SP & PP
contents of Simple
SS spent 02 minutes Tenses.
Past.
doing handouts well.
SS can again
PP group reviews the
SS listen fully to take
remember
contents of Present
notes - the correct Adverbs by
Perfect.
answers. coming up with
T gives 02 groups the the grammar
Handout 1: Exercises.
rules.
T elicits and writes on
the board the correct
answers.

T stirs up the usage of


Adverbs related to 02
Tenses.

34
Explaining T starts explaining the T-C Ss are supposed
(5 mins) handout exercises. to enhance
Ss look at the handout.
problem-solving.
Part 1: just correct the
Ss underline the
answers in part 1.
adverb
T shows the tips to
Ss volunteer to give
complete sentences
the answers of part 1.
quickly.

For example: We look


Ss remember again
at the Adverb
about irregular verbs. Ss can develop
yesterday, then we
their logical
easily choose the SP
thinking.
tense”
Ss repeat sentences to
T reviews and reminds practice
me of the irregular pronunciation.
verb.
Ss check again
"Do you remember the auxiliary verb: "did -
irregular verb of GO?" didn't".

Then T speaks up the


sentence.

All [students] repeat


and ask the class to
repeat.

T elicits the forms of


negative and question.

35
Practice T gives the second (T-C)
handout about dialogue
(3 mins) Ss receive the Ss can practice
handout creating questions
and negative
Ss do to exercises in
pairs SS understand
more definition of
Ss volunteer to
T asks ss to work in SP & PP tenses
answer:
pairs to do exercises in
Ss receive the
2 minutes. answer key:
handout creating
2. just bought
with 02 SS to answer questions and
3. didn’t eat
T asks ss to work in negative. Ss can
4. were
pairs with 02 SS to practice.
5. have seen
answer
6. came
7. hadn’t paid
Ss can distinguish
8. bought
their actions in
9. didn’t need
which tense.
10. worked
T checks answers.
11. needed Develop logical
T invites the other 12. needed thinking.
pairs to do it again and
practice pronunciation.
Ss look at the handout
carefully to take note
of the answers.

Ss volunteer to
practice in pairs with
pronunciation.

36
Wrap-up (1 Recaps the lesson by Ss listen carefully to Develop the
min) saying: "Today we T, then take note the writing skill at
learn about..." writing homework home

T gives Ss the
homework

Listening: Intentions (15 mins)

Lead-in T introduces the topic: SS answer the To engage


“Are you a spender or questions and give students in the
(2 min)
a saver?” their own opinions topic.

T ask students: Do you


think you are a spender
or saver? Why?

Pre-listening Listening task - SS take note and To prepare


Activity 4a. clarify the new students for the
(3 mins)
vocabularies. listening task and
T explain the task:
make sure
Students will listen to
students can
six people answering
understand the
the question: “Are you
key words.
a spender or a saver?

T reviews vocabulary
from the script before
listening.

While T plays the recording SS listen to the audio To develop


listening (track 40) once. listening skills of
SS reply the answer
understanding the
(8 mins) T asks students the
details.
question:” How many
speakers are saver? SS work in pairs and
listen to the audio and

37
T check answers with compare answers with
students. partners.

Matching task - To reinforce


Activity 4b listening
SS volunteers or will
comprehension
T guide students to be nominated to
and correct
matching tasks: answer.
errors.
T let students work in SS check the correct
pairs to compare the answers and take
answers. note.

T asks if any students


volunteer to answer or
nominates some
students to give their
answers.

T corrects the answer


with the whole class
and clarifies why
certain
descriptions match
specific speakers.

Answer keys:

A 5; B 1; C 6; D3; E4;
F2

Wrap -up T shows the script of SS listen again To enhance


the audio and replay students'
(2 mins) SS learn some
the audio to let Ss vocabulary in
grammar or phrase
context.
from the script

38
listen to the audio SS play mini game To reinforce the
again with a transcript. lesson of the
class.
T can teach some
grammar or structure
from the scripts

T let students play a


mini listening game.

10. Reference:
Murphy, R. (2019). English Grammar in Use (5th edition). Cambridge: Cambridge
University Press.

Huddleston, R. D., & Pullum, G. K. (2002). The Cambridge grammar of the English
language. Cambridge, UK ; New York, Cambridge University Press.

Langeek. (2024). The letter O: Sounds [Figure 1]. Retrieved June 17, 2024, from
https://langeek.co/en/grammar/course/953/the-letter-o/american.

British Council. (n.d.). Time is money (Big City Small World, Series 3, Episode 11).
LearnEnglish. Retrieved [insert date here], from
https://learnenglish.britishcouncil.org/general-english/audio-series/big-city-small-
world/bcsw-series-3/episode-11-time-money

11. Appendix

11.1.

11.1.1. Vocabulary

(1.34)

Girls & Boys

Educated, with money

He's well-dressed

39
Not funny

And not much to say in

Most conversations

But he'll foot the bill in

All situations

Cause he pays for everything

Girls don’t like boys, girls like cars and money

Boys will laugh at girls when they're not funny

Paper or plastic

Don't matter

She'll have it

Vacations

And shopping sprees

These are a few

Of her favorite things

She'll get what she wants

If she's willing to please

His type of girl

Always comes with a fee

Hey, now, there's nothing for free

Girls don't like boys, girls like cars and money

Boys will laugh at girls when they're not funny

And these girls like these boys like these boys like these girls

40
The girls with the bodies like boys with Ferraris

Girls don't like boys, girls like cars and money

Let's go!

Chorus

All of these boys, yeah get all of these girls

Losing their souls in a material world (x3)

11.1.2. Q&A:
Question 1: What does "a material world" refer to?

a) A world focused on physical possessions and wealth.

b) A world filled with nature and wildlife.

c) A world where people don't use money.

Answer: a) A world focused on physical possessions and wealth.

Question 2: What does "comes with a fee" mean?

a) It is free of charge.

b) You need to pay money for it.

c) It is given as a gift.

Answer: b) You need to pay money for it.

Question 3: What does the expression "foot the bill" mean?

a) To refuse to pay for something.

b) To pay for something, especially for others.

c) To ask someone to pay the bill.

Answer: b) To pay for something, especially for others.

Question 4: If something is given "for free," what does it mean?

41
a) It costs no money.

b) It is expensive.

c) It is of low quality.

Answer: a) It costs no money.

Question 5: When the cashers ask you "Paper or plastic?" at a store, what are
they talking about?

a) Payment methods.

b) Types of shopping bags.

c) Types of receipts.

Answer: b) Payment methods.

Question 6: What is a "shopping spree"?

a) A quick visit to a store.

b) Buying many items in one year

c) Spending very much money on Black Friday

Answer: c) Spending very much money on Black Friday

Question 7: What does "with money" imply in this sentence: "You can buy
anything with money"?

a) Using coins or bills to purchase what you want.

b) Borrowing something from your friend

c) Change books with your friends.

Answer: a) Using coins or bills to purchase what you want.

42
11.2. Pronunciation

Oxenden, C., Latham-Koenig, C., & Seligson, P. (2014). American English File 3A
(2nd ed., Appendix: Vowel Sound List). Oxford University Press.

43
Figure 1. Pie Chart of 'o' Pronunciation in American English. Adapted from
Langeek (n.d.), retrieved from https://langeek.co/en/grammar/course/953/the-letter-
o/american.

11.3. Reading & speaking

Handout 1

44
Handout 2

11.4. Grammar:
Handout 1 ( Murphy, 2000, English grammar in use)

Handout 2 ( Swan, 2024, Practical English usage) Listening

11.5. Listening
(1 40)

(script in Student Book on page 123)

Speaker 1

45
I'm a spender, I think. I try to save, but something always seems to come along that
I need to buy and I end up broke. I can get by with very little money for myself when
I need to, but I don't seem to be good at holding on to it. Also, if my kids ask to
borrow some money, I always say yes.

Speaker 2

I would say that I'm a spender. I spend money on things like concerts or on trips
because I like having the experience and the memories. I know that I should spend
my money on things that last, or save for the future, but I don't want to miss all those
good things that are happening right now.

Speaker 3

I consider myself a spender. I don't have much money, but when I do have some
there is always something I need or want to spend it on. I love computers and
computer games, so I buy things to make sure my computer's always up to date. I
know it's not very sensible, but it's important to me. Speaker 4

That's hard to say. I can save money if there's something I really, really want, but
usually my money disappears as soon as I get it. I get some money from my parents
every week, so I have just enough money to go to the movies with my friends and to
buy something for myself, maybe a book or a DVD or some makeup... I usually end
up buying something. But, for example, if I want to go on a trip with my friends, then
I can make an effort and save some money for a few weeks.

Speaker 5

Since I was little, I've always saved about a third of the money I made. I would never
think of spending all the money I have. You could say that I'm careful about money.
When I want to buy something that's expensive I don't use a credit card, I take the
money out of the bank, so I never have to worry about getting into debt.

Speaker 6

I'm a saver, definitely. I like having some money saved up in case of emergencies. I
also like to buy things, but I check before I buy to make sure I always make sure it's

46
the best I can buy for the money. For example, I don't spend all my money on buying
presents for people, even though I do spend money, I like to buy nice things, even if
they're more expensive.

--------------------THE END -----------------------

47

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