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Giao Trinh Speaking Level 1 New

The document provides a lesson plan for a Speaking Level 1 course. It includes objectives, teaching materials, procedures, and content that will be covered over 14 weeks. The content includes introducing pronunciation of sounds, describing pictures, responding to questions, and reading texts aloud.

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0% found this document useful (0 votes)

79 views

Giao Trinh Speaking Level 1 New

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banhbao.2411.05

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GIAO Trinh Speaking Level 1-NEW

speaking level 1 (Trường Đại Học Duy Tân)

Scan to open on Studocu

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ĐẠI HỌC DUY TÂN

Khoa: Ngoại ngữ

Bộ môn: Anh văn Tổng quát

Giảng viên: Trần Thị Thúy Ngân

TẬP BÀI GIẢNG

Môn học: Speaking – Level 1 Mã môn học: ENG119

Số tín chỉ: 1 (Lý thuyết: 1; Thực hành: 0)

Dành cho sinh viên ngành/lớp:

Bậc đào tạo: Đại học

Học kỳ 1 Năm học 2020 - 2021

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THỜI
NỘI DUNG VÀ SỐ GIỜ
GIAN
Bài giảng Kiểm tra
CHÚ
Tuần
THÍCH
SPEAKING LEVEL 1
Số Số Nội
NộI DUNG
giờ giờ dung
Chapter I: Read A Text Aloud
22
1 Đọc đoạn văn thành tiếng 2 điểm

LESSON 1: INTRODUTION ENGLISH SOUNDS

24 2 LESSON 2: TROUBLESOME SOUNDS
LESSON 3: PRACTICE FOR PART 1
25 3
Đáp lại câu hỏi
CHAPTER II: DESCRIBE A PICTURE

26 4 Mô tả tranh 6 câu 4 điểm

LESSON 4: INTRODUCTION PART 2

27 5 LESSON 5: HOW TO DESCRIBE A PICTURE

LESSON 6: COMMON EXPRESSIONS USED

TO INTRODUCE PICTURE DESCRIPTION
28 6
AND PRACTICE

CHAPTER III: RESPOND TO QUESTION

Trả lời câu hỏi

29 7 2 câu 4 điểm

LESSON 7: INTRODUCTION TO PART 3 AND

QUESTION TYPES

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30 8 LESSON 8: TYPE TOPICS FOR PART 3

LESSON 9: PRACTICE FOR RESPONDING TO

31 9
QUESTIONS
CHAPTER IV: RESPOND TO QUESTION USING
INFORMATION PROVIDED
32 10

LESSON 10: INTRODUCTION FOR PART 4

LESSON 11: TIPS AND TASKS FOR
33 11
ANSWERING EFFECTIVELY

34 12 LESSON 12: PRACTICE FOR PART 4

34 13 LESSON 13: MODET TEST 1

36 14 LESSON 14: MODEL TEST 2

PART I: READ A TEXT ALOUD

LESSON 1: INTRODUCTION TO TOEIC SPEAKING, PART 1
& ENGLISH SOUND
I. INTRODUCTION:
A. Content:
Introduction about reading a text aloud
B. Approach:
Communicative Approach.
C. Objectives:
At the end of the chapter, students will able to:
 Know vowels, consonants, plurals in sentences
 Say aloud vowels, consonants and plurals in sentences
 Practice vowels, consonants and plurals in sentence
 Improve speaking skills and pronunciation.

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 Introduce the test form of reading a text aloud.

 Know some tips in the test.
D. Teaching aids:
 Projector.
 Laptop.
 Handouts.
 Book.
 Workbook.
 Board, chalk, or marker.
E. Teaching procedure:
Possible topics may include:
» Advertisements, announcements, and news broadcasts
» Tour information, traffic reports, and weather reports
» Entertainment, health, housing, shopping, and travel
QUICK GUIDE: Read a Text Aloud
Definition Questions 1 and 2 test your ability to pronounce words
clearly and speak English in a comprehensible way. You
will read a short text aloud, and your reading of the text
will be recorded for scoring.
Targeted Skills In order to do well on Questions 1 and 2, you must be able
to:
• pronounce common words correctly.
• use correct intonation when reading sentences.
• use correct stress on syllables and words.
Text Types A good response will:
• reflect an accurate pronunciation of the words.
• contain smooth connections between words.
• contain accurate phrasing of groups of words and
“chunks” of language.
• include correct stress for emphasis, new information, and
contrast.
• include appropriate intonation to indicate the attitude or
tone of the text.
Things to Remember 1. Scan the entire text before reading so you have an idea
of the content.

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2. Read clearly and in a voice that can be easily heard.

3. Remember to pause for commas and periods.
4. Be sure to use intonation that matches the meaning of
the sentences.
5. Be careful to pronounce the words correctly.

II. INTRODUCTION TO ENGLISH SOUND

1. VOWELS:
- Short vowels: nguyên âm ngắn
- Long vowels: nguyên âm dài
- Dipthongs: nguyên âm đôi

EXAMPLE

[i:] be, eve, see, [i] it, kiss, tip, [e] let, tell,
meal, read, system, busy bread, dead
[ei] aim, wait, [æ] cat, apple, [a:] army, car,
eight, weight, last, class father, calm
[ai] ice, find, my, [au] out, about, [o] not, rock,
style now, brown more, order
[o:] saw,bought, [oi] oil, voice, [ou] go, note,

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law, thought noise, boy open

2. CONSONANTS

EXAMPLE

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III. Practice:
Identify the vowels and consonants in the following words and phrases
- T divides the class into two groups.
- T asks each groups find and underline consonants in the following sentences.
- The group which finishes first will win,
1.

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3. A.

B.
1. have an open book 14. reaching for something on the shelf
2. paying the cashier 15. rearranging the furniture
3. using a pay phone 16. looking at her reflection in the mirror
4. using a public phone 17. relaxing by the river
5. performing outdoors 18. taking a break
6. reaching to pick up the tools 19. watering the plant
7. picking some flowers 20. weighing the luggage
8. walking along the pier 21. working on the computer
9. pointing at the document 22. working on the farm
10. pouring water for the customer 23. sitting in alternate seats
11. using a projector 24. hanging on the wall
12. putting fuel in the vehicle 25. hanging from the ceiling
13. raking the leaves 26. is at the intersection

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27. lined up on the shelf 30. are partially shaded

28. lying on the ground 31. arranged in the patio
29. overlook the water 32. piled up on the steps of the houses
HOMEWORK:
- T asks Ss to practice plurals at home
- Prepare new lesson

LESSON 2: SOME COMMON TROUBLESOME SOUNDS,

WORD STRESS AND INTONATION
Time: 60 minutes
A. Content: Some common troubles some sounds, word stress and intonation.
B. Approach:
Communicative Approach.
Tính từ và danh từ 2 âm tiết: nhấn âm 1
Động từ 2 âm tiết: nhấn âm 2
Từ đuôi –ic,-tion.-sion: nhấn âm trước nó
Từ đuôi –ce,-cy,-ty,-phy,-gy,-ial: nhấn âm 3 từ sau trở lại
Từ ghép: danh từ ghép nhấn âm đầu, tính từ ghép và động từ ghép nhấn âm 2
Từ đuôi -id,-ible,-ish,-ive,-ous,-al,-ic,-ity: nhấn âm ngay trước nó
C. Objectives:
At the end of the lesson, students will able to:
 Pronunciate in English
 Know some common troubles some sounds, word stress and intonation in English.
 Practice pronunciation.
 know when to use formal or informal greetings.
 improve speaking and pronunciation skills.
D. Teaching aids:
 Projector.
 Laptop.
 Handouts.
 Book.
 Workbook.
 Board, chalk, or marker.

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E. Teaching procedure:
I/ Lead-in: (5 mins)
- T shows common troubles some sounds, word stress and intonation.
Ss answer and T leads in the new lesson.
II/ Content:
- T shows the list of common troubles some sounds, word stress and intonation.
- T divides the class into four groups.
- After ten minutes, T invites all groups present before the class.
* SOME COMMON TROUBLESOME SOUNDS:
1. short /i/ and / æ/
Ban can dan fan jan pan tan
Bin kin din fin gin pin tin
2. /f/ and /v/
Fat fete fan life leaf fife
Vat vet van live leave five

3. / /
Asian closure collision decision diversion division
Erosion immersion intrusion lesion measure pleasure
Television treasury version vision visual

[t] vs[θ]
[t] Tree Team Tie Taught
[θ] Three Theme Thigh Thought
[θ] vs [s]
[s] Face Worse Gross Sick
[θ] Faith Worth Growth Thick
[l] vs [r]
[l] Long Walking Light Late
[r] Wrong Working Right Rate
[b] vs [v]
[b] Belly Boat Best Ban
[v] Valley Vote Vest Van
[p] vs [f]
[p] Pan Peel Pork Pink
[f] Fan Feel Fork Fine
[e] vs [æ]
[e] Men Left Said Pen

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[æ] Man Laughed Sad Pan

[i] vs [i:]
[i] Ship Fill Live Hill
[i:] Sheep Feel Leave Heel
[o:] vs [ou]
[o:] Hall Saw Walk Called
[ou] Hole Sew Woke Cold

 WORD STRESS
Stress is important in words and sentences. Knowing whether a syllable is stressed or
unstressed is an important part of pronouncing a word correctly. For example, re-CORD and
REC-ord have two very different meanings, but they have the same spelling, record.
Correctly stressing words and phrases gives rhythm to a sentence, and it signals the
importance of some information.
» TIP 1 Learn stress in order to pronounce words correctly.
All words with more than one syllable have stressed and unstressed syllables. Knowing
which syllables are stressed will help you pronounce words correctly and convey the correct
meaning.
In nouns and adjectives with two syllables, the stress usually falls on the first syllable. For
verbs with two syllables, the stress usually falls on the second syllable. Listen and read the
words in the chart.

TASK 1 Look at the words and analyze the suffixes. Underline the syllables that you think
are stressed.

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Knowing prefixes (the small parts that come before the root of the word) can also help you
predict the stress pattern of a word. When the word is a verb or has more than two syllables,
the stress is usually on the second syllable of the word. Here are examples of some common
prefixes.

TASK 2 Look at the words and analyze the prefixes. Underline the syllables that you think
are stressed.

TASK 3 Read the sentences and notice the boldfaced words. Circle the boldfaced words that
are nouns, and underline the boldfaced words that are verbs. Then double-underline CJ the
>>TIP 2 Stress words in sentences to emphasize or contrast information.
Use stress within a sentence to show that certain information is new or important. You
can also use stress to contrast information.
A: Would you like some tea?
B: I ’d like some black (1) tea.
A: Sure, here you are.
B: Sorry, but this is green (2) tea. I asked fo r black (2) tea.

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You should also use stress to give more emphasis to the words that naturally carry meaning in
sentences— the content words. Function words, or the words in a sentence that are used to
give grammatical structure, don’t usually receive as much stress unless the speaker wants to
give some sort of contrast or emphasis.
The employees are the ones to thank.
There’s really not a lot to say about that.
Finally, adverbs are frequently stressed to add emphasis.
We really don’t have much time.
I completely forgot the conference.

TASK 1. Underline the words that receive stress on the first syllable.
1. The correct numbers are 13 and 17, not 30 and 70.
2. We strongly suggest that you back up your computer files at the end of the day.
3. Our genealogists will conduct a very thorough search of your family tree.
4. On the new schedule, you will see that the bus departs on Tuesday at 1 p.m.
5. Your estimated wait time to speak to a representative is ten minutes.
6. The parking spaces are clearly marked “visitor.”
TASK 2 Read the sentences. Which boldfaced words do you think should be stressed?
Underline your choices.
1. The real estate office is located in the green house on the left.
2. You will receive a credit card within ten days after receipt of your application.
3. The message said to phone their office between 9 and 5, Monday to Friday.
4. We are currently reviewing your request and will respond within 30 days.
5. Please turn down the volume on the TV, not up.

* INTONATION: (LÊN GIỌNG XUỐNG GIỌNG)

I/ Intonation:

1. Câu hỏi yes/no: lên giọng cuối câu

2. Câu hỏi lựa chọn: xuống giọng cuối câu
3. Câu nói bình thường: xuống giọng cuối câu
4. Câu hỏi wh-question, how: xuống giọng cuối câu
5. Câu liệt kê: xuống giọng sau mỗi dấu phẩy

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6. Câu hỏi đuôi: xuống giọng cuối câu

Sentence intonation helps the listener understand the speaker’s meaning, in addition to
the speaker’s attitude or mood. The most common intonation patterns are rising-falling for
statements and information questions and rising for yes-no questions.

1. Falling tune:

» TIP 1: Use correct intonation for phrasing in statements.

Statements typically have falling intonation, meaning the speaker’s voice lowers slightly at
the end of the sentence.

We’ve had a lot of success with the new plan.

There are a multitude of reasons for the problem.

She really hasn’t done much in her new position.

Within a sentence, speakers may use rising or higher intonation in different situations. When
giving a series of numbers or a list of three or more items, the speaker will often use rising
intonation to let the listener know there is more to come. The speaker will then usually use
falling intonation on the last item to indicate the list is complete.

The key points here are time, expense, and quality.

Hotel management, health care, accounting, and education are all good career options.

Our new number is 218-555-3675.

Speakers will also use rising or higher intonation when there are clauses in a statement
to show that more information is to come. Notice the underlined clauses, the boldfaced
signpost words used to introduce them, and how the clauses affect intonation.

Because we don’t have the reports yet, we can’t have the meeting.

We really wanted to leave at 5:00; however, the plane was delayed.

I really wanted to go to the conference, until I saw the huge entry fees.

Although I usually enjoy mv job, this past month has been tough.

» TIP 2: Use correct intonation for questions.

- Information questions usually start with the word Who, What, Where,
When, Why, or How. These types of questions have falling intonation at the end of the
sentence.

What did you do last weekend? When do we need to be there?

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Where is the meeting? How many people are coming?

Why didn’t he call? How much does it cost?

- Questions with ‘or’

These have a falling tune at the end

Would you like coffee or tea?

Would you like coffee and milk or tea?

- Question tags have falling intonation at the end of the sentence.

She couldn’t cook, could she?

You weren’t early, were you?

2. Rising tune:

Yes-No questions usually start with some form of an auxiliary verb, such as do, have, can, or
be. These types of questions have an up intonation. Listen to the yes-no questions below and
notice the intonation.

Do you want to join the call?

Have you seen the report?

III. Practice:

- T divides the class into 4 groups

- Each groups says sounds
- T checks.
TASK : Do these questions have rising or falling intonation? Write for rising intonation
or for falling intonation. Then listen to check your answers and practice.

1. What do you think?

2. If Friday is not a good day, can we meet on Saturday?

3. I’m sorry, could you repeat that, please?

4. We didn’t hear that. What did he say?

5. What did John bring to the party?

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6. How can I help you today?

7. Is this your first day here?

8. Have you sent the latest market reports?

HOMEWORK:
- T asks Ss to practice plurals at home
- Prepare new lesson

LESSON 3: PRACTICE FOR PART 1

Time: 60 minutes
A. Content:

Lesson 3: Practising Plurals

B. Approach:
Communicative Approach.
C. Objectives:
At the end of the lesson, students will able to:
 Know plural forms in the words
 Know how to pronounce plurals in the words
 Know how to pronounce plurals in the sentences

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 Practice plural forms

 Improve pronunciation and speaking skill.
D. Teaching aids:
 Projector.
 Laptop.
 Handouts.
 Book.
 Workbook.
 Board, chalk, or marker.
E. Teaching procedure:
I/ Lead-in: (5 mins)
- Teacher shows a video and asks Ss to guess the lesson.

II/ Content:
Almost all words in English end in –s are the plural form. The –s is always
pronounced.
Words that end in –s in the singular can be pronounced /s/, sometimes pronounced
as/iz/ and more often pronounced as /z/.
1. The pronunciation of the ending “s”

The basic rule:

a. “s” is pronounced /z/ after voiced sounds (except z, , ) còn lại

E.g: bags, kids, days…

b. “s” is pronounced /s/ after voiceless sounds (except s, , ) tận cùng là

các phụ âm vô thanh (t,p,f,k,o)

E.g: bats, kits, dates…

c. “s” is pronounced /IZ/ after z, s, , , , ) tận cùng các chữ cái

ce,x,z,sh,ch,s,ge

E.g: washes, kisses, oranges…

III – Practice:

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TASK 1: In the following words, the final -s always makes a /s/ sound. Practice reading the
words aloud
- T asks Ss to work in pais.
- T invites some pairs to say aloud before the class.
- T checks and gives correction.
- T gives Ss marks

Bats blocks cats fruits licks lights

Mats plants sheets socks tacks trucks
Notice that all the words above end in either a /k/ sound or a /t/ sound in their singular form.
Most other plural words end in a /z/ sound. Now practice reading pronouncing plurals that
end in /z/.
Animals apples computers dogs eyes glasses
Kisses oranges pencils pillowstables tires
Now, pronounce the plural words below. Some will end with a /s/ sound, and others will end
with a /z/ sound.
Babies boats books candles chairs desks
signs
Drawers jerks plumbers shirts shoes

TASK 2: Identify /s, z, iz/ in the following sentence.

1. I saw the birds fly away.
2. What time did the guests leave? s
3. He broke his arms in the accident. z
4. She sang the songs her father wrote. z
5. Where does she park her cars at night? z
6. I read the books very quickly. s
7. The bags fell on the floor. z
8. The shops will be closed. s
9. When will the classes begin? Iz
10. The boxes won’t be big enough. Iz

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- T gives Ss some seconds.

- Ss gives answers first to have one mark.

2. The pronunciation of the ending “ed”

The basic rule:

a. verbs ending with “ed” are pronounced / d / còn lại

E.g: rained, arrived, explained…

b. verbs ending with “ed” are pronounced / t / (k,x,s,p,gh,ce,ch,sh,f)

E.g: walked, jumped, missed…

c. verbs ending with “ed” are pronounced / Id / after / t / and / d /

E.g: wanted, needed, mended, started…

TASK 3: Write the pronunciation of –ed, /t, d, Id/ ending after each of the following words
and read them:

Walked /t/ asked watched erased laughed smiled

Worked washed ironed helped coughed ended
hated

Cooked touched needed/id/ kissed stopped advertised

Rained snowed remembered shaved played waited

begged enjoyed signed closed sneezed booked

Reported dropped listened attempted wanted loved

TASK 4: Talk about the photographs

Ex:

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studied all night

listened to the radio

He studied all night, didn’t he?

No, he didn’t. He listened to the radio.

1. 2. 3.

combed his hair cried a lot painted the room

brushed it laughed a lot cleaned it

.4. 5. 6.

emptied his glass closed the door walked away

filled it opened it waited a long time

TASK 5 (sai ìn tíc, nineteen seventy, thirty three, compea)

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Read the sentences below. Which boldfaced words do you think should be stressed?
Underline your choices.
1. The real estate office is located in the green house on the left.
2. You will receive a credit card within ten days after receipt of your application.
3. The message said to phone their office between 9 and 5, Monday to Friday.
4. We are currently reviewing your request and will respond within 30 days.
5. Please turn down the volume on the TV, not up.

TASK 6: Identify the stress for the following words

TASK 7: Do these sentences have rising or falling intonation?

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C.
1. What is physical health?
2. What is mental health?
3. Do you think that you are a healthy person?
4. Do you eat healthy food? Name your favorite healthy food.
5. Do you eat junk food? Name your favorite junk food.
6. Is typical food of your country healthy?
7. Do you ever lose your appetite?
8. How much exercise should a person do?
9. Do you exercise often? What do you like the most?
10. How much sleep should people get? How about you?

Task 8: Read aloud the text:

- T divides the class into two groups.
- After 3minutes, T asks volunteer to say aloud the text
- T corrects and one mark

TEXT 1

TEXT 2

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TEXT 3

TEXT 4
Good morning, it is my pleasure to welcome you to National Airlines Flight 2737 to New
York’s JohnF. Kennedy Airport. We will be taking off shortly. At this point, I need to ask you
to turn off all electronic devices and return your tray tables and seats to their upright
positions. Thank you

TEXT 5
Hello, and welcome to dog obedience class! I’m going to ask everyone to take at seat in the
semicircle of chairs in front of me. Please get your dog to sit, and do whatever you need to do
to keep him or her sitting. It isn’t easy to get your dog to obey in such an exciting
environment, but it’s important if you want your dog to listen to you at the park.

TEXT 6
Good morning, students. In five minutes, we will begin the test. You will have one hour to
complete the first two essays. I will warn you when you have 5 minutes remaining and then
again when you have 1 minute left. When I call time, you must put your pencils down. You
will not be allowed to return this section.

HOMEWORK:
- T asks Ss to practice plurals at home
- Prepare new lesson

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PART 2: DESCRIBE A PICTURE (mô tả

tranh)
LESSON 4: INTRODUCTION TO PART 2 AND PICTURE TYPES
Time: 60 minutes
A. Content:
Các bước mô tả tranh
1. Xác định vị trí bức tranh: trên, dưới, trái, phải, ở giữa bức tranh có gì
2. Các cụm từ mô tả tranh
- The picture shows...(bắt buộc phải có, câu mở màn)
- We can see...
- It seems...
- It make me think of...
- In the picture I can see...
- In short, I think.../ to sum up,...(câu kết thúc, bắt buộc phải có)
3. Những câu hỏi phổ biến khi mô tả tranh.
- How many people are there in the picture?
- Where is he/she? Where are they?
- How old he/she? How old are they?
- What are they wearing?
- What are they doing?
- What do they look like?

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4. Chủ để mô tả tranh: mua sắm, sự kiện(đám cưới, hỏi, sinh nhật), văn phòng, các act
thời gian rảnh, các act khác.
Lesson 4: Introduction about describing a picture
B. Approach:
Communicative Approach.
C. Objectives:
At the end of the lesson, students will able to:
 Know some techniques to describe a picture.
 Know testing format about describing a picture.
 Know how many steps to describe a picture.
 Practice speaking skills and describing everything.

D. Teaching aids:
 Projector.
 Laptop.
 Handouts.
 Book.
 Workbook.
 Board, chalk, or marker.
E. Teaching procedure:
I/ Lead-in: (5 mins)
- T shows some pictures and asks Ss to describe them.
- T describes some pictures and asks Ss to guest which pictures.
- Ss answer and T leads in the new lesson.

II/ Content:
1. Introduction:
1. In this question, you will be given a picture to describe in as much detail as you can.
2. You will have 30 seconds to prepare and 45 seconds to speak about the picture.
3. The focus of the picture may be one of the following areas: free-time activities,
eating, drinking, entertainment, health, household tasks, shopping, travel, or street
scenes.
4. Speak slowly and clearly, but say as much as you can in the time allowed.

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II. Picture Types:

There are many types of pictures in Part 2: Pictures about big cities, scenery, shops,
offices, public, etc. However, the main type is people and scenery (outside and inside)
1. Shopping:

2. Events:

3. Public/ offices:

4. Activities in free time:

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5. Other activities:

III.Test Techniques
1. Brainstorm vocabulary and plan introductory sentences (30 seconds).
2. After your introduction, describe what you see using adjectives, adverbs, and
prepositions.
3. Expand your answers with speculation on the character scene.
4. Use uncertain and speculative language when you aren’t 100% sure.
5. Say as much as you can in the time allowed.

TASK: Identify the type of each following picture and make one sentence to talk about
each picture

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P1. P2.

P3. P4.\

P5. P6.

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P7. P8.

P9. P10.

P11. P12.

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P13. P14.

P15. P16.

P17. P18.

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P19. P20.

P21. P22.

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P23. P24. P25.

P26.

P27. P28.

P29. P30.

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HOMEWORK:
- T asks Ss to practice plurals at home
- Prepare new lesson

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LESSON 5: HOW TO DESCRIBE A PICTURE

Time: 60 minutes
A. Content:
Lesson 5: HOW TO DESCRIBE A PICTURE
Các thì dùng để mô tả tranh:
- hiện tại tiếp diễn

B. Approach:
Communicative Approach.
C. Objectives:
At the end of the lesson, students will able to:
 Know some techniques to describe a picture.
 Know testing format about describing a picture.
 Know how many steps to describe a picture.
 Practice speaking skills and describing everything.

D. Teaching aids:
 Projector.
 Laptop.
 Handouts.
 Book.
 Workbook.
 Board, chalk, or marker.
E. Teaching procedure:
I/ Lead-in: (5 mins)
- Teacher asks Ss some questions:
- Ss answer and T leads in the new lessons
II. Content:
A. Some useful language:

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1. Use the present continuous or ‘there is / are + to describe the activities you can
see in the picture.

 Present continuous
Form CÁC THÌ DÙNG ĐỂ MÔ TẢ TRANH
 Positive
- I + AM
- WE, YOU, THEY + ARE + V_ING
- HE, SHE, IT + IS

 Negative
- I + AM
- WE, YOU, THEY + ARE + NOT + V_ING
- HE, SHE, IT + IS

 Interrogative
- AM +I
- ARE + WE, YOU, THEY + V_ING?
- IS + HE, SHE, IT

 There is / are
- THERE IS + (A / AN) + NOUN (Singular)

- THERE ARE + NOUN (Plural)

 Use prepositions to describe locations.

In general, we use:

 AT for a POINT
 IN for an ENCLOSED SPACE.
 ON for a SURFACE
AT IN ON
At the corner In the garden On the wall
At the bus stop In London On the ceiling
At the door In France On the door
At the top of the page In a box On the cover
At the end of the road In my pocket On a page
At the entrance In a building On the carpet
At the crossroads In a car On the menu

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Some other expressions:

AT IN ON
At home In a car On a bus
At work In a taxi On a train
At school In a helicopter On a plane
At university In a boat On a ship
At college In a lift (elevator) On a bicycle, on a motorbike
At the top In the newspaper On a horse, on an elephant
At the bottom In the sky On the radio, on television
At the side In a row On the left, on the right
At reception In the Street On the way

*** Other prepositions of place: under, over, between, among, in front of, behind, next to,
near, beside, below, above, opposite, across from, beneath.

Location (Prepositions) Direction (Adverbs)

 Use the present simple or ‘there is / are’ to talk about objects and people in
the
picture.

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 Simple present
Form:

 Positive:
- I, WE, YOU, THEY + VERB (without TO)

HE, SHE, IT + VERB_S/ES

- I, WE, YOU, THEY + DO NOT/ DON’T

 Negative: +V(infinitive)
- HE, SHE, IT + DOES NOT/ DOESN’T

- DO + I, WE, YOU, THEY

 Interrogative:
- DOES + HE, SHE, IT + V(infinitive)?

4. Use modifiers to make your description more precise and interesting.

5. Think of an introduction that answers the ‘Wh- questions’.
6. Be clear about where things are in the picture.
7. Use language that is more general when you aren’t exactly sure.
8. Try to say as much as you can about the picture.
9. Speculate about the scene and the characters.
III. Practice:
TASK 1: Look at the photo. Read each sentence below and fill in the blank with a correct
noun or pronoun from the box. Some sentences have more than one answer. Write all possible
correct answers, but be careful – your choices must logically fit the context and sentence
structures for the photo.

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Baker bread customer man woman he it she

1. The _____woman______is standing in the kitchen._____she________.is probably a baker.
2. The baker is going to put the _____bread__________on the rack________it________ is
still hot.
3. The______man_________is waiting to buy something_______he_________is standing in
front of the counter.
4. The woman is carrying a tray of fresh bread_____it__________ is probably hot.
5. There is a ______woman_______ standing behind the counter.___she____________ is
holding a tray.
6. The _____man______ is wearing a casual shirt ____he__________ is waiting to buy some
bread.
7. The ___man_________ probably goes to the bakery every morning before
______he_______ goes to work.
8. The woman is a baker____she________works at the bakery every day.

TASK 2: Read the sentences and fill in the blanks with the correct forms of the verbs in
parentheses. Use the simple present, present continuous, or There is/There are.
1.The woman ___is standing____ (stand) in the kitchen.
2. The man ___walks___ (walk) to work every day.
3.He_____is waiting___ (wait) for the baker to bring the bread.
4_____there are___(be) two people in this photo.

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5. The woman ____is wearing____ (wear) a white coat and a black hat.
6____there is____(be) a man standing at the counter.

TASK 3: Look at the photo. Read each sentence and fill in the blank with the correct
prepositions in the box.

at the back of behind on in in front of

1. The baker is ____behind______ the counter.
2. The man is _____in front of __the counter.
3. The bread is ____on____ - the tray.
4.The baker has a tray _______in_______ her hands.
5. The ovens are __at the back of____ the kitchen.

TASK 4: Use different grammar points above to talk about these pictures

P1. P2.

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P3. P4.

P5. P6.

P7. P8.

P9. P10.

HOMEWORK:
- T asks Ss to practice plurals at home
- Prepare new lesson

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LESSON 6: COMMON EXPRESSIONS USED TO INTRODUCE PICTURE

DESCRIPTION AND PRACTICE

Time: 60 minutes
A. Content:
Lesson 6: introduce picture , description and practice
B. Approach:
Communicative Approach.
C. Objectives:
At the end of the lesson, students will able to:
 Introduce picture.
 Descripte correctly and quickly.
 Practice speaking skill.
 Develop communication skill.
D. Teaching aids:
 Projector.
 Laptop.
 Handouts.
 Book.
 Workbook.
 Board, chalk, or marker.
E. Teaching procedure:
I/ Lead-in: (5 mins)
Teacher asks Ss some questions:
+ Where are they?
+ What are they doing?
- Ss answer and T leads in the new lesson.

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II/ Content:
I. Language Focus:
-This picture shows ……….
- In this picture I can see…………
- This is a picture of ………………………..
- What you can see in this picture are……………..
- This picture is about………………………
- From this picture, I can say that……………………..
III. Practice:
TASK 1: Look at the photo. Write the number of the correct object next to each word.

shirt____

desk____

glasses _

computer

cables __

older man

younger man ____

TASK 2:

Listen to the sample response. As you listen, number the sentences from 1-6 in the

order that you hear them.

______On the left, there is a young man with a white shirt leaning over a desk. He’s

probably a technology expert.

______An older man is sitting behind the desk. He’s wearing glasses.

______There is a computer unit on the right side of the table.

______The older man is watching the younger man fix his computer.

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______The computer cables are at the back of the computer unit, where the young man is

working.

______The younger man is connecting the computer cables.

TASK 3: Look at the photo. Then read the sentences. Number the sentences from 1-6 to put
them in the correct order.

__6_So, finally, I’d say that they might be colleagues at the same company.

__2__The young woman is on the left, and she’s wearing a blouse and black pants.
She’s holding a document.

__4__The man and the woman are standing in a mail room or a copy room, in front of a
photocopy machine and near some mailboxes.
_5___And it looks like they have just made copies, which they’re looking over.

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_3___Next to the woman is a young man wearing a white shirt and casual slacks.
__1__Well, there are two people in the picture, a man and a woman

TASK 4: Describe some pictures. Try to make as many sentences as you can

Chuẩn bị tranh 3 tới tranh 32

P1. P2.

P3. P4.

P5. P6.

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P7. P8.

P9. P10.

P11. P12.

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P13. P14.

P15. P16.

P17. P18.

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P19. P20.

P21. P22.

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P23. P24. P25.

P26.

P27. P28.

P29. P30.

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P31. P32.

HOMEWORK:
- T asks Ss to practice plurals at home
- Prepare new lesson

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PART III: RESPOND TO QUESTIONS

LESSON 7: INTRODUCTION TO PART 3 AND QUESTION TYPES

Time: 60 minutes
A. Content:
Lesson 6: introduction “ respond to questions”
B. Approach:
Communicative Approach.
C. Objectives:
At the end of the lesson, students will able to:
 Ask some questions.
 Answer the questions correctly and quickly.
 Know how to answer difficult questions.
 Practice speaking skill.
 Develop communication skill.
D. Teaching aids:
 Projector.
 Laptop.
 Handouts.
 Book.
 Workbook.
 Board, chalk, or marker.
E. Teaching procedure:
I/ Lead-in: (5 mins)
Teacher asks Ss some questions:
+ How are you feeling?

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+ How do you go to school?

+ What did you do last night?
+ What are your favorite things?
+ What are your favourite clothes?
+ What are you wearing now?
- Ss answer and T leads in the new lesson.

II/ Content:

A. LANGUAGE FOCUS:
“Respond to questions” of the Speaking Test features a short prompt followed by three
related questions. The questions are given below the topic.
There is no preparation time allowed. You will be tested on your ability to comprehend the
questions and respond. For Questions 4 and 5, you will have 15 seconds to answer each
questions. You will have 30 seconds to answer Questions 6. Your responses will be evaluated
based on pronunciation, intonation and stress, grammar, vocabulary, cohesion, and relevance
and completeness of content.
EXAMPLE

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I. Question Types:

There are three basic question types:

 Yes/No: the answer is "yes or no"

 Question-word: the answer is "information"

 Choice: the answer is "in the question"

We look at these in more detail below.

Yes/No questions

Sometimes the only answer that we need is yes or no. Look at these examples:

auxiliary answer:
verb subject not main verb yes or no

Do You Want dinner? Yes, I do.

Can You drive? No, I can't.

Has She not finished her work? Yes, she has.

Did They Go home? No, they didn't.

Exception! Main verb be in Present Simple and Past Simple:

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main
verb be subject

Is Anne French?

Was Ram at home?

WH-word questions

Sometimes we want more than yes or no for an answer. When asking for information, we
usually place a question-word at the beginning of the sentence. The question-word indicates
the information that we want, for
example: where (place), when (time), why (reason), who(person). Look at these examples:

question answer:
word auxiliary verb Not Subject main verb information

Where Do You live? In Paris.

When Will We have lunch? At 1pm.

Why Has n't Tara done it? Because she can't.

Who(m) Did She meet? She met Ram.

Who* Has run out? Ati has run out.

Who** ran out? Ati ran out.

*When the question-word is who, it acts as the subject.

**In Present Simple and Past Simple tenses, there is no auxilary verb with who.

Exception. Main verb be in Present Simple and Past Simple:

question word Subject main verb

Where Is Bombay?

How Was she?

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Choice questions

Sometimes we give our listener a choice. We ask them to choose between two possible
answers. So their answer is (usually) already in the question. Look at these examples:

answer:
auxiliary verb Subject main verb or in question

Do You Want tea or coffee? Coffee, please.

Will We Meet John or James? John.

Exception. Main verb be in Present Simple and Past Simple:

main
verb be Subject OR

Is your car white or black?

Were They $15 or $50?

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III. Practice:
TASK 1:QUESTION WORDS - WH QUESTIONS
A- Change the following sentences to questions beginning with the given question word.

1. They live in Brooklyn. Where ?

2. The lesson begins at 8 o´clock. What time ?

3. They get home at 6 o´clock every night. What time ?

4. She speaks French very well. What ?

5. Those books cost one dollar. How much ?

6. They travel by car. How ?

7. She wants to learn English because she wants a better job.

Why ?

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8. They meet on the corner every morning. Where

9. She teaches us grammar. What ?

10. He gets up at seven every morning. When ?

11. Those girls sell newspapaer there. What ?

B- Supply DO or DOES to complete the following present tense questions.

1. Where John live?

2. What time the plane leave?

3. Where you hang your hat and coat during the lesson?

4. Where they live?

5. What these girls generally do over the weekend?

6. How that child go to school?

7. Who Helen help at home?

8. When we eat lunch in the cafeteria?

9. What the children eat there?

10. Where George live?

C- Choose the best WH word:

1. do you want to eat? Pasta and cheese.

2. do they smoke? Cigarettes.

3. does John drive? Cars.

4. do we get up? Early in the morning.

5. does that girl go swimming? At the club.

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TASK 2: Make questions for the following answers:

1. I live in a town nearby.
2. I often go out with some friend for coffee.
3. I like action film a lot.
4. I sometimes play badminton in the early morning.
5. My favorite place for shopping is Big C.
6. In the summer, I often travel to Da Lat with my family.
7. My favorite kind of music is Pop.
8. I often cook some delicious meal for my family at the weekend.
9. I think doing morning exercise is very good for health and can help me be strong
and energetic all day.

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HOMEWORK:
- T asks Ss to practice plurals at home
- Prepare new lesson
LESSON 8: TYPICAL TOPICS FOR PART 3
Time: 60 minutes
A. Content:
Lesson 8: Typical topics for part 3
B. Approach:
Communicative Approach.
C. Objectives:
At the end of the lesson, students will able to:
 Ask some questions.
 Answer the questions correctly and quickly.
 Practice question type.
 Practice speaking skill.
 Develop communication skill.
D. Teaching aids:

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 Projector.
 Laptop.
 Handouts.
 Book.
 Workbook.
 Board, chalk, or marker.
E. Teaching procedure:
- T invites the class into some groups.
- T asks some groups to present their tasks before the class.
- The others check and give marks.
* Content
A. LANGUAGE FOCUS:
Typical topics are daily activities such as holiday, shopping, Internet, reading, etc.
1. Type 1: Work and offices

Imagine that a Canadian marketing firm is doing research in your country. You have
agreed to participate in a telephone interview about vacations.
Q4: How long do you spend a vacation?
Q5: Where do you usually go on vacation?
A6: What is the most amazing site you’re ever seen?

2. Type 2: Hobbies

Imagine that a U.S marketing firm is doing research in your country. You have agreed
to participate in a telephone interview about listening to music.
Q4: How often do you listen to music?
Q5: When do you usually listen to music?
A6: What kind of music do you usually enjoy listening to?

3. Type 3: Life

Imagine that a British marketing firm is doing research in your country. You have
agreed to participate in a telephone interview about television
Q4: How often do you watch TV?
Q5: What is your favorite program on TV?
A6: Do you watch TV more or less than in the past? Why?
59

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Work in pairs, practice asking and answering the questions mentioned above
 Practice:
TASK 1: Practice with questions about hobbies
1. Do you have enough free time?
2. What do you do with your free time?
3. What takes up most of your time in your life?
4. Do you ever feel like you are just wasting your time?
5. Who do you like to spend your free time with the most?
6. Do you ever spend your free time with your family?
7. Where do you spend most of your free time?
8. Describe the perfect weekend.
9. Do men and women spend their free time differently?
10. Name one way young people spend their free time in a bad way.
11. Name one way young people spend their free time in a good way.
12. Do you have any hobbies?
13. Can you make money from a hobby?
14. Do you spend money on your hobby?
15. Does your hobby ever get in the way of school/work?
16. Name a hobby that does not cost anything.
17. Name an expensive hobby.
18. What is a popular hobby in your country?
19. Name a dangerous hobby.
20. Is there a hobby that you want to start, but don’t have enough time or money for?

TASK 2:
Drill 01: Identify the topic of the question
Imagine that a Canadian marketing firm is doing research in your country. You have
agreed to participate in a telephone interview about eating out.
Drill 02: Base on the question, predict the content of the question using the question
word provided
Use available words and write questions:
1. How often ?
2. Where ?
3. What are the advantages of ?
Drill 03: Understand the meaning of the question word . Choose suitable answers
1. How often do you eat out in a week?
a. I eat out twice a week.
b. I go to a restaurant by bus.
2. Where is the closest restaurant from your house?
a. The closest restaurant from my house is two blocks away.
b. It takes 5 minutes by car to get to the closest restaurant from my house.
3. What are the advantages of eating out?
a. The Chinese restaurant around the corner serves delicious dishes.
b. I can have delicious food without spending time cooking.

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TASK 3: SOME OTHER INTERVIEW QUESTIONS

1. What is your favorite form of transportation?

2. When can someone get a driver’s license in your country?
3. Do you have a bicycle? If so, how often do you use it? If not, do you want one?
4. Is the public transportation system in your country good?
5. Have you ever missed a train or a bus?
6. Do you think that car pooling is a good idea?
7. Have you ever traveled by train? If so, do you like it. If not, would you want to?
8. Have you ever traveled by plane? If so, do you like it. If not, would you want to?
9. Have you ever traveled by ship? If so, do you like it. If not, would you want to?
10. What do you think is the safest way to travel?
11. What is the most dangerous way to travel?
12. What is the most common form of transportation in your country?
13. Are taxis expensive in your country?
14. Would you ever like to go on a cruise?
15. Should the government provide good public transit?
16. What could your country do to improve your public transit?
17. Should people stop using fossil fuels for transit and start using renewable energy
sources?
18. Is gasoline/petrol expensive in your country?
19. Do you ever spend your free time with your family?
20. Where do you spend most of your free time?
21. Describe the perfect weekend.
22. Do men and women spend their free time differently?
23. Name one way young people spend their free time in a bad way.
24. Name one way young people spend their free time in a good way.
25. Have you ever been outside of your country?
26. Could you live in a foreign country for the rest of your life?
27. Would you rather fly or take a train?
28. Would you rather take a train or take a bus

HOMEWORK:
- T asks Ss to practice plurals at home

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- Prepare new lesson

LESSON 9: PRACTICE FOR PART 3 – RESPONDING TO QUESTIONS

Time: 60 minutes
A. Content:
Lesson 9: PRACTICE FOR PART 3 – RESPONDING TO QUESTIONS
B. Approach:
Communicative Approach.
C. Objectives:
At the end of the lesson, students will able to:
 Ask some questions.
 Answer the questions correctly and quickly.
 Practice question type.
 Practice speaking skill.
 Develop communication skill.
D. Teaching aids:
 Projector.
 Laptop.
 Handouts.
 Book.

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 Workbook.
 Board, chalk, or marker.
E. Teaching procedure:
- T invites the class into some groups.
- T asks some groups to present their tasks before the class.
- The others check and give marks.
* Content
A. LANGUAGE FOCUS:
TASK 1:

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TASK 3:
Topic : Imagine that an American marketing firm is doing research in your country.
You have agreed to participate in a telephone survey about food shopping.

TASK 4: Practice answering the following questions

1. Do you like to travel?
2. Describe your dream vacation.
3. Have you ever been outside of your country?
4. Could you live in a foreign country for the rest of your life?
5. Would you rather fly or take a train?
6. Would you rather take a train or take a bus?
7. Would you rather plan a trip or just go and see what happens?
8. Which country that you have not been to would you like to visit the most?
9. What do you like most about traveling?
10. What do you like the least about traveling?
11. Would you rather visit a city or go somewhere out in nature?

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12. Do you prefer relaxing or busy trips/vacations?

13. Would you rather go on a cruise or a safari?
14. Where would/do you most like to travel within your country?
15. What is the most beautiful place you have ever been to?
16. Do you buy souvenirs when you travel?
17. Do you pack lots of stuff when you travel, or do you travel light?
18. Have you ever gotten lost on a trip?
19. Do you like to take guided tours or explore a place by yourself?
20. Would you like to work in the tourism industry?
21. Is education important to you?
22. Is education in your country good?
23. Do you like going to school?
24. What is your favorite thing about school?
25. What is your least favorite thing about school?
26. Which grade has been the best grade for you so far?
27. Do you like your school?
28. What is one thing that you like about your school?
29. What is one thing that you do not like about your school?
30. What is your favorite subject? Why?
31. Do you have any special customs related to your culture?
32. Do you think that your culture is becoming lost?
33. Do you feel the need to preserve your culture?
34. How do you feel when someone makes fun of your culture?
35. Do gender roles exist in your country?
36. Do you see yourself as a typical man or woman?
37. What are the responsibilities of a father?
38. What are the responsibilities of a mother?
39. What do you think about stay at home mothers?
40. What do you think about stay at home fathers?
HOMEWORK:
- T asks Ss to practice plurals at home
- Prepare new lesson

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PART 4
RESPOND TO QUESTIONS USING INFORMATION PROVIDED
LESSON 10: INTRODUCTION TO PART 4 AND SOME COMMON TEXT TYPES
Time: 60 minutes
A. Content:
Lesson 10: INTRODUCTION TO PART 4 AND SOME COMMON TEXT TYPES
B. Approach:
Communicative Approach.
C. Objectives:
At the end of the lesson, students will able to:
 Ask some questions.
 Answer the questions correctly and quickly.
 Practice common text types.
 Practice speaking skill.
 Develop communication skill.
D. Teaching aids:
 Projector.
 Laptop.
 Handouts.
 Book.
 Workbook.
 Board, chalk, or marker.
E. Teaching procedure:
- T invites the class into some groups.
- T asks some groups to present their tasks before the class.
- The others check and give marks.
* Content
A. LANGUAGE FOCUS:
I. Introduction:
This part of the Speaking Test provides information in the form of a schedule or an agenda
followed by three questions. You will have 30 seconds to read the information. Then you will
hear each question and respond. You will hear each question only once, and you will not be
able to read the questions. You will have 15 seconds to respond to Questions 7 and 8 and 30
seconds to respond to Question 9. Your responses will be evaluated on pronunciation,

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intonation and stress, grammar, vocabulary, cohesion, and completeness and relevance of
content.

After 30 seconds you will hear:

 Hello, I’m calling about a conference on May 27 that I saw advertised in the
newspaper. It’s about starting your own business. I was hoping you could give me
some information.
Question 7: Could you tell me what time the conference starts and how long it will last?
Question 8: How much does the conference attendance cost?
Question 9: I may not be available for the full day. Could you give me information about the
activities in the morning, before lunchtime?

In order to correctly answer Questions 7-9, you should be able to:

• locate relevant information on a written schedule or agenda.
• summarize several connected pieces of information.
• understand embedded questions.
• use appropriate vocabulary and correct grammatical forms.
• convey requested information clearly and coherently.

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II/ Text Types:

Possible topics may include:
» Meeting agendas
» Conference schedules
» Travel itineraries
» Tour schedules
1. Type 1: Event/ company
Y

Questions:
7. Where is the event going to be held?
8. Could you tell me the schedule for after lunch?
9. When is the due date for my registering and handing in the fee?
2. Type 2: Tourism:

Questions:
7. Where will participants meet before starting the tour?
8. What will participants do in the morning?
9. I’d like to know the rest of the schedule after lunch?

3. Type 3: Seminar

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Questions:
7. How long does the workshop take place?
8. How many participants are allowed to join? (Minimum – Maximum)?
9. Could you tell me about the contact information?

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Questions:
7. How long does it take to get to Hotel Compton from the airport?
8. When will the presentation about “Global Environmental Issues” happen?
9. Is there anything I should be aware of?
II/ PRACTICE
TASK 1:

QUESTION 7: Where is the employee workshop taking place?

>> ANSWER: It is taking place in __________________________the Seattle headquarters.
QUESTION 8: When is the employee workshop being held?
>> ANSWER: It will be held________________________________________________.
QUESTION 9: When does the employee workshop begin?
>> ANSWER: It begins ____________________________________________________.

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TASK 2:

Main Street Annual Spring Home and Garden Show

There's something for everyone's tastes at our 3 day event starting at 8:00 AM Friday, March
17th.
We've expanded this year to cover all 6,000 square feet of Mercer Stadium.
Browse hundreds of stalls with vendors demonstrating and selling all the latest products.
Get all the help you need from our eager experts.

Celebrity guests: Allen Landis, Julie Ty, Ryan Bliss and the Dawson brothers of Helping
Hand.
Each guest will appear each day for an hour on the center stage.

Two Grand Prize draws:

1. Win a home renovation worth $10,000.

2. Win a home landscaping makeover worth $5,000.

Admission at the door: $15 for one day, $25 for 2 days, $35 for 3 days.
Children under age 12 get in for free.
For further details visit us online at www.hometogrowwith.net

Questions:
6. What day will the event begin and when will it end?
8. How much is each of the grand prizes worth?
9. I'm a big fan of Helping Hand. When and where will I be able to see the Dawson
brothers? Are there any other celebrity guests attending?
HOMEWORK:
- T asks Ss to practice plurals at home
- Prepare new lesson

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LESSON 11: TIPS AND TASKS FOR ANSWERING EFFECTIVELY

Time: 60 minutes
A. Content:
Lesson 11: TIPS AND TASKS FOR ANSWERING EFFECTIVELY
B. Approach:
Communicative Approach.
C. Objectives:
At the end of the lesson, students will able to:
 Ask some questions.
 Answer the questions effectively and quickly.
 Practice question type.
 Practice speaking skill.
 Develop communication skill.
D. Teaching aids:
 Projector.
 Laptop.
 Handouts.
 Book.
 Workbook.
 Board, chalk, or marker.
E. Teaching procedure:
- T invites the class into some groups.
- T asks some groups to present their tasks before the class.
- The others check and give marks.
* Content
A. LANGUAGE FOCUS:
Questions 7-9 on the Speaking Test are scored on a scale from 0-3. Your responses will be
graded based on pronunciation, intonation and stress, grammar, vocabulary, cohesion,
relevance of content, and completeness of content. You will also be graded on your ability to
politely convey accurate information.
Conveying information accurately and politely is very important for Questions 7-9. For
these questions, you are expected to speak politely to a person calling to ask questions about
an event or a plan. You should try to use language that is appropriate for speaking with
someone you don’t know and avoid speaking too informally or being impolite.

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EX:
A Good Response: Just a moment, sir. Let me check that for you. I’m really sorry, but the
3:00 presentation has been canceled. There’s a similar presentation at 2:00. It covers
increasing sales, motivating employees, and improving your work environment. I can give
you more information on that, if you’d like.
I/ TIPS FOR ANSWERING EFFECTIVELY
1. Understanding the information texts and questions
TIP 1: Familiarize yourself with the types of information texts you may find on the test.
The types of information texts you see before the questions are usually some sort of
schedule, agenda, announcement, invitation, advertisement, or itinerary. See below for
examples of the types of information texts you may see.
TASK 1: Read the definitions of text types below. Then write the number of the correct
information text example
TEXT 1:

TEXT 2:

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TEXT 3:

a.An itinerary is a plan for a trip, including the travel and hotel arrangements and the places
that will be visited____________
b.An announcement, invitation, or advertisement gives details about an event__________
c.A schedule or agenda is a list of things that will happen and when ______________
TASK 2
Look at the three information texts in TIP 1, What is the main focus of each text?
Circle the correct focus.
Text 1: a gathering of professional writers / a party for a publisher / an exhibition of books
Text 2: a conference schedule / a self-guided tour / a tour of a work site
Text 3: a meeting at Government Center / a presentation schedule / travel plans for a speaker
» TIP 2 Practice scanning for detailed information.

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You have 30 seconds to scan the text before answering the questions. During this time, you
should scan for the kinds of important information you may need to answer the questions.
For example, you should locate or note any prices, dates, times, activities, or other
information the caller might ask about. This way you will be prepared to find information
quickly when answering questions.
TASK 3
Look at the information texts in TIP 1 and answer the questions below.
Text 1
1. Who are the main speakers at the conference?___________________________________
2.What things can a person do in the afternoon?____________________________________
Text 2
1. When can someone take the tour?_____________________________________________
2.How long does the tour last, and what do you see?________________________________
Text 3
1. What time does the delegation arrive, and who’s picking them up? __________________
2. How long does the delegation have for lunch? __________________________________
TIP 3 Get to know the types of introductions and questions you might hear.
You will usually hear a short introductory statement by the caller before you hear the
questions. This often gives general information about the situation. As you listen to the
statement, think about the types of related information that the caller might ask for. After that,
you will hear the first question.

II. PRACTICE:

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TASK 1: Practice quickly finding the topic of the schedule. Scan the schedule. Then answer
the question below.

What is this information mainly about?

(A) Dining room service hours
(B)A special dinner
(C) A business meeting
B. Read each question. Scan the schedule above to find the information requested. Circle the
information on the schedule. Then check ( / ) the correct answer.
Question 7: Where will appetizers be served?
□ Appetizers will be served in the Green Room.
□ Appetizers will be served in the hotel lobby.
□ Appetizers will be served in the East Dining Room.
Question 8: Will there be dancing immediately following dinner?
□ Yes. Peter Harris will lead the band.
□ No. There will be an awards ceremony first.
□ No. There won’t be any music or dancing.
Question 9: Will there be any speakers during the banquet?
□ No. But there will be a slide show.
□ Yes. There will be five speakers.
□ Yes. Both the membership secretary and the president will speak.

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C. Read each question below and scan the schedule from Part A to find the information
requested. Then complete the template to answer the questions. Practice your responses
aloud and record them if you can. Be sure to check the amount of time you use!
Question 7: When will the main meal begin?
The_______________________ ? Just let me check that for you. OK.
________________________________ will be served in the East Dining Room at
_________________________________________
Question 8: Will the Radford Orchestra provide the music?
>> No, I don’t think so, but let’s see here. There will be music and dancing, but the
music will be played by ______________________
Question 9: What will happen during the awards ceremony itself?
So you’d like to know what will happen during the ceremony? OK. Well, let me
take a look. There are several parts to the ceremony. First, there will be a
________________________________by _________________________ Then
________________________will________________________________ Finally,
everyone will enjoy a________________________________ I hope that answers
your question.
Note:
When trying to find the answer for the questions, students could use some following
techniques to give themselves some more time to find out the answer:
- Repeat the key words in the questions or the whole questions
- Add some phrases as followed:
+ Ok, let me see
+ Let me check the information for you
+ Let me take a look
……
HOMEWORK:
- T asks Ss to practice plurals at home
- Prepare new lesson

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LESSON 12: PRACTICE FOR PART 4

Time: 60 minutes
A. Content:
Lesson 12: PRACTICE FOR PART 4
B. Approach:
Communicative Approach.
C. Objectives:
At the end of the lesson, students will able to:
 Ask to look. At the information provided and do the tasks.
 Answer the questions and fill correctly and quickly.
 Practice question type.
 Practice speaking skill.
 Develop communication skill.
D. Teaching aids:
 Projector.
 Laptop.
 Handouts.
 Book.
 Workbook.
 Board, chalk, or marker.
E. Teaching procedure:
- T invites the class into some groups.
- T asks some groups to present their tasks before the class.
- The others check and give marks.
* Content
A. LANGUAGE FOCUS:
TASK 1: Look at the information provided and do the tasks below

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Northern Star Charity Golf Classic

11th May, Royal Hellenic Garden

Time Event
11:00 a.m. Registration
11:30 a.m. Driving range & Warm-up
12:00 p.m. BBQ Lunch*
1:00 p.m. Guest Speaker, John King, Pro Golfer

How to improve your skills

2:00 p.m. 19th Hole Reception
3:00 p.m. Individual lesson
5:00 p.m. to 7:00 p.m. Dinner, Prize Table & Auction
* Other options will be prepared for vegetarians

* Registration fee: $ 50 per person

1. First, identify if there is the note (*) or not

You need to pay________________per person for the registration fee.

2. Identify what the event is

The event is about____________________________

3. Identify where the event will take place

4. The event is going to be held at_______________________________

5. Identify the activities that will happen

After lunch,_____________________, who is a pro golfer, will tell you how to improve your
golf game,__________________there will be the 19th Hole Reception. After that, there will
be an ___________________. Lastly, you will have_________________________.

TASK 2: Look at the table for 30 second, listen and fill in the blanks in the questions below
with the correct information (Track 103)

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Pink Panda Schedule

Let’s Dance

Saturday, September 15

Place: Grand Hall, Pink Panda Building

10:00 a.m. Opening Ceremony

12:20 a.m. Children Performance

Folk Dance by Eden Junior High School,

Seneca

Elementary School
11:00 a.m. Special Performance by International Dance

Competition Award Winners

Modern Dance, Violet and Emma

African Dance, Tazia Dance Academy

12:00 p.m. Lunch
1:00 p.m. Adult Dance Competition Rounds
3:00 p.m. Awarding Adult Dance Competition
3:30 p.m. Closing Ceremony
* Admission is free for everyone but lunch will not be provided

* All contestants in the dance contest should register one week in advance at www.
Pinkpanda.com

Question 7: ____________________is free for everyone who comes to the dance

competition. But _______________will not be served. You’ll have to make your own
arrangements for lunch.

Question 8: _______________. You and your wife have to register first at _____________ at
least ______________before the competition.

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Question 9: Three dance performances by the international dance competition winners will be
staged at ________________for one hour. _______________will show Modern dance.
Winners
TASK 3:
A. Scan the schedule. What is the information mostly about?

B. Listen to the questions. As you listen to each one, scan the schedule in Part A and
circle
the information you will need for your answer. Can you find all the information needed
for
each response? Listen to the model responses to check your answers.
QUESTIONS:
7. Can you tell me the exact date and time of Mr. Green’s arrival?
8. If I pick up Mr. Green at 12:15 to his lunch with the Board of Directors, would that be
early enough?
9. What about after lunch? Will he be needing transportation to any other places that
afternoon or evening?

C Listen to the questions in Part B again and complete the templates to answer the
questions. Then practice your responses aloud and record them if you can. Be sure to
check the amount of time you use!

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TASK 4:

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QUESTIONS:
7. How many performances of Romeo and Juliet will there be throughout the summer?
8. I understand that the plays will be performed in the outdoor theater, so that means that
performances will be canceled if it rains, right?
9. I will be out of town for most of July, so I’m wondering whether there will be any
plays performed in August?

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TASK 5:

FREE Pet Grooming Training Session

Do you have a cat or a dog with a shaggy coat of fur? Would you like to learn how to groom
your pet yourself? This weekend learn how to turn the anxiety of grooming into a bonding
time for you and your pet. We will teach you how to:

 trim stubborn nails

 remove nasty knots

 brush your pet's teeth

 choose the perfect brush and scissors

 remove tear stains from your dog's face

 shampoo and bathe your pet

 give your pet a before and after massage

Who are we?

Tammy and Mike Power are an animal loving couple who have volunteered their time for the
protection of animals for more than 20 years. Their Chicago based pet spa Paws 4 U was
voted #1 in the animal care category for Chicago's Best Small Businesses two years in a row.
For more information on this event visit the Pet Workshop website at
www.chicagopetworkshops.com or call Tammy Power directly at 1-800-tam-mike. No
registration required.
Special Request: Though this event is offered free of charge, the organizers ask that you
bring a pet food (or monetary) donation for the local animal shelter. Examples of other types
of donations can be found on the Pet Workshop website.

Question 7: What kind of experience do you have with animals?

Question 8: My dog's face never looks clean. Will there be any tips for dealing with this?
Question 9: Is there any sort of fee for taking your workshop?

Example responses (transcript):-task 5

7. My husband and I have volunteered our time for over 20 years working for the protection
of animals. We also own a pet spa called Paws 4 U. I'm proud to say it was voted #1 small
animal care business in Chicago for the past two years.

8. Yes, we will be showing our workshop participants how to shampoo and bathe their pets

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properly. We will also show you how to remove tear stains from your dog's face. I believe
that is the problem you are referring to.

9. The workshop itself is free and we do not require registration. However, we do ask that
participants bring a donation for the animal shelter. This could be pet food or money. There
are some other ideas for donations on the Chicago Pet Workshop website. You can check
them out at www.chicagopetworkshops.com. That's www.chicagopetworkshops.com.

HOMEWORK:
- T asks Ss to practice plurals at home
- Prepare new lesson

LESSON 13: MODEL TEST 1 FOR THE FINAL EXAM

Time: 60 minutes
A. Content:
Lesson 13: MODEL TEST 1 FOR THE FINAL TEST
B. Approach:
Communicative Approach.
C. Objectives:
At the end of the lesson, students will able to:

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 Ask some questions.

 Respond the questions correctly, fluency and quickly.
 Read a text correctly, fluency and quickly.
 Describe a picture correctly and quickly.
 Practice speaking skill.
 Develop communication skill.
D. Teaching aids:
 Projector.
 Laptop.
 Handouts.
 Book.
 Workbook.
 Board, chalk, or marker.
E. Teaching procedure:
- T invites the class into some groups.
- T asks some groups to present their tasks before the class.
- The others check and give marks.
* Content
A. LANGUAGE FOCUS:

TICKET 1
PART I : Responding to the following two questions (1 mark/ correct answer)
Directions: In this part of the test, you will answer two questions about things you do in your
free time, jobs you like or dislike and reasons why. For each question, begin responding
immediately after the question has finished. No preparation time is provided. You will have
15 seconds to respond to each question.
PART II: Read a text aloud (2 marks)
If you're shopping, sightseeing and running around every minute, your vacation can seem like
hard work. To avoid vacation stress, come to the Blue Valley Inn on beautiful Lake Mead.
While staying at our inn, you'll breathe clean country air as you view spectacular sights.
Preparation Time = 30 seconds
Assessment criteria: Fluency, intonation, stress, final sound
Spectacular [spek'tækjulə]
PART III: Describing a picture (3 marks)

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Directions: In this part of the test, you will describe a picture in as much detail as you can.
You will then have 30 seconds to prepare your response. Then you will have 45 seconds to
speak about the picture.

Assessment criteria: Fluency, intonation, stress, final sound

Question 1: what do you often do in your free time?

Question 2: what job would you like to do in the future? Why?

PART IV: Responding to the questions using information provided (3 marks)

Directions: In this part of the test, you will answer two questions based on the information
provided. You will have 30 seconds to read the information before the questions begin. For
each question, begin responding immediately after you hear the question. You will have 15
seconds to respond to each question.

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Question 1: what do you often do in your free time?

Question 2: what job would you like to do in the future? Why?

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Welcome to Rock Talk 88.3 FM. On today’s show, we will be meeting with the famous singer
and songwriter Adam Ryan. After the debut of his first album, On the Right Side, in 1997,
Adam has toured Europe, North America, and Asia.
Preparation Time = 30 seconds Assessment criteria: Fluency, intonation, stress, final
sound
Europe ['juərəp] Debut ['deibu:]
PART III: Describing a picture (3 marks)
Directions: In this part of the test, you will describe a picture in as much detail as you can.
You will then have 30 seconds to prepare your response. Then you will have 45 seconds to
speak about the picture.

Assessment criteria: Fluency, intonation, stress, final sound

PART IV: Responding to the questions using information provided (3 marks)

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TICKET 3 (NEW – 3 PARTS)

PART I : Responding to the following two questions (4 mark/ correct answer)(ONLINE)
Directions: In this part of the test, you will answer two questions about daily activities or
what you do to keep fit and stay healthy. For each question, begin responding immediately
after the question has finished. No preparation time is provided. You will have 15 seconds to
respond to each question.
PART II: Read a text aloud (2 marks) (AT HOME – QUAY VIDEO NỘP TRONG
VÒNG 1 TUẦN VÀO ASSIGNMENTS)

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Are you a global company needing to deal with many foreign currencies? Do you find your
bank's exchange rates too low, and their service fees too high? Then take your business to
Rapid Exchange. We'll satisfy all your foreign exchange requirements with our one-to-one
service.
Preparation Time = 30 seconds
Currency ['kʌrənsi] exchange [iks't∫eindʒ] requirement
[ri'kwaiəmənt]
Assessment criteria: Fluency, intonation, stress, final sound
PART III: Describing a picture (4 marks)
(AT HOME – QUAY VIDEO NỘP TRONG VÒNG 1 TUẦN VÀO ASSIGNMENTS)
Directions: In this part of the test, you will describe a picture in as much detail as you can.
You will then have 30 seconds to prepare your response. Then you will have 45 seconds to
speak about the picture.

Assessment criteria: Fluency, intonation, stress, final sound

PART IV: Responding to the questions using information provided (3 marks)

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Assessment criteria: Fluency, intonation, stress, final sound

PART IV: Responding to the questions using information provided (3 marks)

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Relationship [ri'lei∫n∫ip]
PART III: Describing a picture (3 marks)
Directions: In this part of the test, you will describe a picture in as much detail as you can.
You will then have 30 seconds to prepare your response. Then you will have 45 seconds to
speak about the picture.

Assessment criteria: Fluency, intonation, stress, final sound

PART IV: Responding to the questions using information provided (3 marks)

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LESSON 14: MODEL TEST 2 FOR THE FINAL EXAM

Time: 60 minutes
A. Content:
Lesson 14: MODEL TEST 2 FOR THE FINAL EXAM
B. Approach:
Communicative Approach.
C. Objectives:
At the end of the lesson, students will able to:
 Ask some questions.
 Respond the questions correctly, fluency and quickly.

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 Read a text correctly, fluency and quickly.

 Describe a picture correctly and quickly.
 Practice speaking skill.
 Develop communication skill.
Develop communication skill
D. Teaching aids:
 Projector.
 Laptop.
 Handouts.
 Book.
 Workbook.
 Board, chalk, or marker.
E. Teaching procedure:
- T invites the class into some groups.
- T asks some groups to present their tasks before the class.
- The others check and give marks.
* Content
A. LANGUAGE FOCUS:
TICKET 1
PART I : Responding to the following two questions (1 mark/ correct answer)
Directions: In this part of the test, you will answer two questions about leisure activities or
reading in free time. For each question, begin responding immediately after the question has
finished. No preparation time is provided. You will have 15 seconds to respond to each
question.
PART II: Read a text aloud (2 marks)
You can send an e-mail message to any person with an e-mail address. The message arrives
in the recipient's e-mail inbox within seconds or minutes—despite whether he or she is your
next-door neighbor or lives halfway around the world. You can receive messages from
anyone who knows your e-mail address, and then read and reply to those messages.
Preparation Time = 30 seconds
Assessment criteria: Fluency, intonation, stress, final sound
Recipient [ri'sipiənt] neighbor ['neibə]
PART III: Describing a picture (3 marks)
Directions: In this part of the test, you will describe a picture in as much detail as you can.
You will then have 30 seconds to prepare your response. Then you will have 45 seconds to
speak about the picture.

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Assessment criteria: Fluency, intonation, stress, final sound

PART IV: Responding to the questions using information provided (3 marks)
Directions: In this part of the test, you will answer two questions based on the information
provided. You will have 30 seconds to read the information before the questions begin. For
each question, begin responding immediately after you hear the question. You will have 15
seconds to respond to each question.

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Question 1: what do you often do in your free time?

Question 2: Do you like reading? What do you often read?
Suggested questions for Part IV :
Question 1: How much do children pay for movies?
Question 2: Which movies has 2 showings on Saturday?

TICKET 2
PART I : Responding to the following two questions (1 mark/ correct answer)
Directions: In this part of the test, you will answer two questions about shopping or eating
out. For each question, begin responding immediately after the question has finished. No
preparation time is provided. You will have 15 seconds to respond to each question.
PART II: Read a text aloud (2 marks)
One advantage that e-mail has over the telephone or regular mail is its convenience. You can
send a message at any time of day or night. If the recipients aren't in front of their computers
or online (connected to the Internet) when you send the message, they'll find it waiting for
them the next time they check their e-mail. If they are online, you might get a reply within
minutes.
Preparation Time = 30 seconds
Assessment criteria: Fluency, intonation, stress, final sound
Advantage [əd'vɑ:ntidʒ]
PART III: Describing a picture (3 marks)
Directions: In this part of the test, you will describe a picture in as much detail as you can.
You will then have 30 seconds to prepare your response. Then you will have 45 seconds to
speak about the picture.

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Assessment criteria: Fluency, intonation, stress, final sound

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TICKET 3
PART I : Responding to the following two questions (1 mark/ correct answer)
Directions: In this part of the test, you will answer two questions about important events or
clothes for these event. For each question, begin responding immediately after the question
has finished. No preparation time is provided. You will have 15 seconds to respond to each
question.
PART II: Read a text aloud (2 marks)
An advertisement is a written piece of information which is published in the newspaper or
magazines, advertised on the T.V. or Radio to attract the attention of the public. It is a kind of
public announcement asking for or offering services or buying and selling property, goods
etc., or giving information about missing persons, pets and so on.
Preparation Time = 30 seconds
Assessment criteria: Fluency, intonation, stress, final sound
Publish ['pʌbli∫] Announcement [ə'naunsmənt]
PART III: Describing a picture (3 marks)
Directions: In this part of the test, you will describe a picture in as much detail as you can.
You will then have 30 seconds to prepare your response. Then you will have 45 seconds to
speak about the picture.

Assessment criteria: Fluency, intonation, stress, final sound

PART IV: Responding to the questions using information provided (3 marks)

101

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Assessment criteria: Fluency, intonation, stress, final sound

103

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Assessment criteria: Fluency, intonation, stress, final sound

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Question 1: Do you like cooking and can you cook for yourself?
Question 2: What food and drink do you like best?
Suggested questions for Part IV :
Question 1: What will John do?
Question 2: How many things that John concerned about are there?
HOMEWORK:
- T asks Ss to practice plurals at home
- Prepare new lesson
REFERENCE

1. Collins (2012) Skills for the Toeic Test – SPEAKING. NXB TP Ho Chi Minh
2. Grant Trew (2011) Tactics for TOEIC – SPEAKING. Oxford -University Press, 2011
3. Jay Koo (2011) New TOEIC – Speaking Coach. San Francisco Education Consulting.
NXB TP Ho Chi Minh
4. Lee Se-yeong (2010) Toeic Speaking. NXB TP Ho Chi Minh

Giảng viên biên soạn.

Xét duyệt của Trưởng bộ môn.

…………………………………………………

Đà nẵng, ngày …. tháng …. năm ….

106

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Kết quả kiểm tra tập bài giảng

…………………………………………………

Đà nẵng, ngày …. tháng …. năm ….

Phòng Thanh Tra

107

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