 Do you mind ………..? ( v-ing) What

 Do you mind ………..? ( v-ing)
 What should you do?
 Do you suggest……./ what do you suggest? (suggest + v-ing, suggest + that + s + should)
 What do you wish? (wish sentence)
 What do you do to improve your speaking?
 …………………………………………………………………..
Vocabulary:
 What is your language level? (beginner/ intermediate/ advanced)
 What do you do after school? (listen to music/ watch TV/ read books / do homework.)
 What does your father do? (farmer/ worker/ teacher / doctor / nurse / journalist )
 What sports do you play? (soccer / volleyball / badminton / basketball)
 What weather do you like? (hot / cool / cold / warm)
 ………………………………………………..
E- Hỏi để dẫn dắt học sinh vào bài:
Thường được thực hiện lúc đầu giờ và khi chuyển tiếp các thành phần,bài tập,hoạt động trong bài học.
 How/ what about………….?
 Do you usually / often……………….?
 Have you ever……………?
 Did you………………yesterday / last night...........?
 What …………………?
 What did/do you………………….?
 Do you like………………?
 What do you think about……..?
 Do you think …………….?
 Do you believe that …………….?
 What do you know about……..?
 What will you do if ………….?
 Will/ can you…………..?
 Who can tell about………?
 Do you want to know………..?
 Can you guess?
 Does anyone know what will happen next?
 ……………………………..
* CHÚ Yù: Vào bài học một cách trực tiếp sẽ không gây sự chú ý tò mò của học sinh. Chuyển tiếp các hoạt động, bài tập mà không có lời dẫn hợp lí, học sinh sẽ không biết mục đích của hoạt động, bài tập.
F- Hỏi để kiểm tra việc học của học sinh:
 Did you have any problems?
 What did you do with that exercise?
 Did you find the answer?
 Who can tell me the answer?
 Who can remember what we did last lesson?
 Who can remember what we learned about lat time?
 Do you remember…..?
 ………………………………….
G- Hỏi để kích thích học sinh đóng góp ý kiến xây dựng bài học:
Thường đượcthực hiện trong quá trình giảng bài.
 Do you think so?
 Do you think that…………….?
 Who can help me to do this?
 Can you do this?
 Can you do like me?
 Which sentence tells you that?
 Could you give me the reason for your choice?
 Why do you say “yes”/ “no”?
 How do you know?
 ……………………………………….
II- GÂY SỰ CHÚ Ý CHO HỌC SINH TRƯỚC KHI TIẾN HÀNH HỎI:
Có nghĩa là dẫn dắt, tập trung sự chú ý của học sinh vào câu hỏi. Điều này có nghĩa là tạo ra một ngữ cảnh để học sinh tập trung hơn.
Thông thường chúng ta có thói quen cho câu hỏi xuông, “bất ngờ” như:
 What do you do after school?
 What time do you get up?
Chúng ta có thể tạo sự chú ý cho học sinh bằng cách:
I usually do the housework and listen to music after school
I often get up at 4.30 am. Trước khi đặt câu hỏi.
-> Now everybody, what do you usually do after school?
1- Lấy ví dụ (ngữ cảnh thật) ở lớp để đặt câu hỏi:
 Tuan usually plays soccer after school.
 Lan often reads in the library
 Ba likes listening to music
 Hoa and Nga love talking
 So, what do you usually do after school?
You know, I often listen to music in the evening.
-> What do you do in the evening?
2- Lấy ví dụ từ thực tế bản thân của giáo viên:
 I like playing badminton and volleyball.
 I don’t like playing soccer.
 I hate washing up.
 Now tell me.
What do you like doing? How about you?
3- Lấy ví dụ từ kiến thức các bài trước:
Lan had an oral examination last week. She’s going to take an English course because she wants to improve her English. Her English is not good.
 So what do you do to improve your English?
Maryam visited in Hanoi. She went shopping, tried many special foods in Hanoi.
 So which places did you visit last summer holiday?
…………………………………..
III- SỬ DỤNG CÁC CẤU TRÚC NGỮ PHÁP, THÀNH NGỮ, TỪ VỰNG CỦA NHỮNG ĐƠN VỊ BÀI ĐÃ HỌC:
Thông thường chúng ta đưa ra một số câu hỏi dài dòng, khó hiểu, xa lạ hoặc quá đơn giản không gây hứng thú cho học sinh.
Vì sao chúng ta lại không sử dụng kiến thức đã cung cấp cho học sinh?
 Ex: What should you do?
 Could/ can you help me carry the desk?
 Have you ever read that story?
 How often do you do your homework?
 Will/could you please…………..?
 Do you mind if I ………………?
 Do you mind ……………?
 I think we/ you should……………
 It would be better if………………
 What do you suggest?
 What can/ could you do if ………….?
 Do you suggest anything?
 Do you usually go swimming in summer?
 What can I do for you?
 How can I help you?
 What are you going to do this weekend?
 What must you do?
 Why don’t we/ you.............?
 How about going to the movies?
 What about................?
 What would you like to eat/ drink?
 Would you like to go/ play/ come..............?
 ………………………………………
Bằng việc làm này học sinh rất hứng thú và có cơ hội luyện tập, tạo niềm tin cho học sinh. Chúng tin tưởng rằng thầy có thể áp dụng, sử dụng những kiến thức đó thì trò cũng có thể áp dụng được. Học sinh sẽ cảm nhận việc học ngoại ngữ là để sử dụng chứ không phải học cho biết
IV- THAY ĐỔI HÌNH THỨC, LOẠI CÂU HỎI NHẰM TẠO ĐIỀU KIỆN CHO HỌC SINH DỄ DÀNG TRẢ LỜI HƠN:
Việc làm này cần có sự chuẩn bị chu đáo, tính linh hoạt, khả năng

Kết quả (Anh) 1:

 Do you mind...........? (v-ing) What should you do? Do you suggest for......., what do you suggest? (suggest + v-ing, suggest + that + s + should) What do you wish? (wish sentence) What do you do to improve your speaking? …………………………………………………………………..Vocabulary: What is your language level? (beginner/intermediate/advanced) What do you do after school? (listen to music, watch TV, read books, do homework.) What does your father do? (farmer/worker/teacher/doctor/nurse/journalist) What sports do you play? (soccer/volleyball/badminton/basketball) What weather do you like? (hot/cool/cold/warm) ………………………………………………..E-Asked to lead students into the post:Is usually done at the top of the hour and when the forward component, exercises, activities in the lesson. How/what about.............? Do you usually/often...................? Have you ever...............? Did you.................. "yesterday/last night...........? What.....................? What did/do you......................? Do you like..................? What do you think about........? Do you think................? Do you believe that ... ... ... ... ... ... ... ...? What do you know about........? What will you do if.............? Will/can you..............? Who can tell about.........? Do you want to know...........? Can you guess? Does anyone know what will happen next? ……………………………..* Notice: PAY ATTENTION to the lesson directly will not cause the attention of curious students. Transition activities, exercises without any proper guidance, students will not know the purpose of the activity, exercises.F-Ask to check your students: Did you have any problems? What did you do with that exercise? Did you find the answer? Who can tell me the answer? Who can remember what we did last lesson? Who can remember what we learned about lat time? Do you remember.....? ………………………………….G-questions to stimulate students to contribute constructive comments:Usually đượcthực during the lectures. Do you think so? Do you think that................? Who can help me to do this? Can you do this? Can you do like me? Which sentence tells you that? Could you give me the reason for your choice? Why do you say "yes"/"no"? How do you know? ……………………………………….II-THE ATTENTION TO STUDENTS BEFORE PROCEED TO ASK:Means to lead, to focus the attention of the student in question. This means creating a context for students to focus more.Usually we have the habit to question of relegating into layer, "unexpected" as:  What do you do after school? What time do you get up?We can create the attention to students by:I usually do the housework and listen to music after schoolI often get up at 4.30 am. Before asking questions. -> Now everybody, what do you usually do after school?1-take the example (real context) in the class to ask questions: Tuan usually plays soccer after school. Lan often reads in the library Three likes listening to music  United and Russia love talking  in comparison, what do you usually do after school? You know, I often listen to music in the evening. -> What do you do in the evening?2-take the example from the fact itself of the teacher: I like playing badminton and volleyball. I don't like playing soccer. I hate washing up. Now tell me. What do you like doing? How about you?3-take the example from the previous post: knowledgeLAN had an oral examination last week. She's going to take an English course because she wants to improve her English. Her English is not good. So what do you do to improve your English?Maryam visited Hanoi. She went shopping, tried many special foods in Hanoi. So which places did you visit last summer holiday?…………………………………..III- SỬ DỤNG CÁC CẤU TRÚC NGỮ PHÁP, THÀNH NGỮ, TỪ VỰNG CỦA NHỮNG ĐƠN VỊ BÀI ĐÃ HỌC:Thông thường chúng ta đưa ra một số câu hỏi dài dòng, khó hiểu, xa lạ hoặc quá đơn giản không gây hứng thú cho học sinh.Vì sao chúng ta lại không sử dụng kiến thức đã cung cấp cho học sinh? Ex: What should you do? Could/ can you help me carry the desk? Have you ever read that story? How often do you do your homework? Will/could you please…………..? Do you mind if I ………………? Do you mind ……………? I think we/ you should…………… It would be better if……………… What do you suggest? What can/ could you do if ………….? Do you suggest anything? Do you usually go swimming in summer? What can I do for you? How can I help you? What are you going to do this weekend? What must you do? Why don’t we/ you.............? How about going to the movies? What about................? What would you like to eat/ drink? Would you like to go/ play/ come..............? ………………………………………Bằng việc làm này học sinh rất hứng thú và có cơ hội luyện tập, tạo niềm tin cho học sinh. Chúng tin tưởng rằng thầy có thể áp dụng, sử dụng những kiến thức đó thì trò cũng có thể áp dụng được. Học sinh sẽ cảm nhận việc học ngoại ngữ là để sử dụng chứ không phải học cho biếtIV- THAY ĐỔI HÌNH THỨC, LOẠI CÂU HỎI NHẰM TẠO ĐIỀU KIỆN CHO HỌC SINH DỄ DÀNG TRẢ LỜI HƠN:Việc làm này cần có sự chuẩn bị chu đáo, tính linh hoạt, khả năng

Kết quả (Anh) 2:

 Do you mind ......... ..? (V-ing)
 What should you do?
 Do you đề ....... / what do you Suggest? (Suggest + V-ing, + That + s + Suggest shouldnt)
 What do you wish? (Wish sentence)
 What Do You Do to Improve your speaking?
 ........................................................................... ..
Vocabulary:
What is your language level  ? (Beginner / intermediate / advanced)
 What do you because after school? (Listen to music / watch TV / read books / do homework.)
 What does của father do? (Farmer / worker / teacher / doctor / nurse / journalist)
What sports do you play ? (Soccer / volleyball / badminton / basketball)
 What do you like the weather? (Hot / cool / cold / warm)
...................................................... .. 
E- Q to lead students into post:
Usually done at early hours and when transition elements, exercises and activities in the unit.
 How / what about .............?
 Do you Thường / often Do ...................?
 Have You Ever ...............?
 Did you .................. yesterday / last night ...........?
 What .....................?
 What did / do you ......................?
 Do you like ..................?
 What do you think about ...... ..?
 Do you think ................?
 Do you believe mà ................?
 What do you know about ...... ..?
 What will you because if .............?
 Will / can you ............ ..?
 Who can tell about .........?
 Do you want to know ......... .. ?
 Can you guess?
 Does anyone know what will happen next?
 ................................. ..
* IMPORTANT NOTE: In lesson directly will not attract attention curiosity of learning born. Forward operations, exercises without any reasonable guide, the students will not know the purpose of the activity, exercise.
F Q to check student learning:
Did you have any problems ?
 WHAT DID YOU exercise due với?
 Did you find the answer?
 Who can tell me the answer?
 Who can remember what we did last lesson?
 Who can remember what we Learned about lat time?
 Do you remember .... .?
 ........................................
G Ask pupils to stimulate constructive feedback lesson:
Often be effected during the lecture.
 Do you think so?
 Do you think mà ................?
Who can help me to  do this?
 Can you do this?
 Can you because like me?
 sentence Which Tells you that?
Could you give me the  reason for your choice ?
Why do you say  "yes" / "no"?
 How do you know?
 ..............................................
II- attention STUDENT BEFORE PROCEEDING QUESTION:
Which means led, focusing the attention of the students in question. This means creating a context for students to concentrate more.
Usually we have a habit to question down, "surprise" as:
 What do you because after school?
What time do you get  up ?
We can draw attention to the students by:
I Thường by the housework and listen to music after school
I get up at 4:30 am often Do. Before asking questions.
-> Now everybody, what do you Thường by after school?
1. Take the example (real contexts) in class to ask:
 Tuan plays soccer after school Thường.
 Lan often Do reads in the library
 Three likes listening to music
 States and Russia love talking
 So, what do you Thường by after school?
You know, I often Do listen to music in the evening.
-> What do you so in the evening?
2. Take for from practical example of teacher myself:
I like playing badminton  and volleyball.
 like playing soccer I do not.
 I hate washing up.
 Now tell me.
What do you like doing? How about you?
3. Take the example of previous knowledge entries:
Lan hda an oral Examination last week. She's going to take an English course vì She Wants To improve the her English. Her English is not good.
 So what do you due to Improve your English?
Maryam Visited in Hanoi. She Went shopping, tried many special foods in Hanoi.
 places did you visit mà So last summer holiday?
....................................... ..
III USE grammatical structures, idioms, VOCABULARY OF THESE UNITS HAVE LEARNING LESSONS:
Usually we offer some questions lengthy, confusing, strange or too simple not so interesting for the students.
Why do not we use the knowledge provided to students?
 Ex: What should you do?
 Could / can you help me carry the desk?
 Have You Ever read mà story?
 How do you do your homework often Do?
 Will / could you please ... ......... ..?
 Do you mind if I ..................?
 Do you mind ...............?
 I think chúng / you shouldnt ...............
It would be better if  ......... .........
 What do you Suggest?
 What can / could you because if .............?
 Do you đề anything?
 Do you go swimming Thường print summer?
 What can I do for you?
 How can i help you?
 What are you going to do this weekend?
What phải  you do?
 Why do not chúng / you .............?
 How about going to the movies?
 What about ................?
 What would you like to eat / drink?
 Would you like to go / play / Come ........... ...?
 .............................................
In this job very interesting and the students have the opportunity to practice, providing credit to students. We believe that teachers can apply and use the knowledge that the game may also be applicable. Students will experience language learning is to use rather than learning to know
IV- CHANGE FORMS AND TYPES OF QUESTIONS TO CREATE CONDITIONS FOR STUDENTS OVER EASY ANSWERS:
This job requires preparation thoughtful, flexibility, ability