Dạy Tiếng Việt Vietnamese Guide

Instructional Guide
for Use in Small Classes:
Vietnamese
Developed by
Huynh Van Hien & Margo Glew
in collaboration with Hoang Ngo
for the
Center for Language Education And Research
A Title VI US Dept. of Education
Language Resource Center
2006 Michigan State University Board of Trustees
Vietnamese Guide Table of Contents*

Part I: General Information
Chapter 1:
Chapter 2:
Chapter 3
Introduction................................................................................2
Audience and rationale
Overview of The Guide
Getting Started ...........................................................................6
Establishing the goals of the course
Maximizing the use of second language in the course
Suggestions for maximizing the use of language
Evaluation
Finding and Using Materials....................................................10
Finding materials
Working with a text
Other materials
Part II: Working with Beginners

Chapter 4:
Chapter 5:
Introduction..............................................................................17
Lesson Plans
Lesson 1: Greetings .......................................................18
Lesson 2: Introductions .................................................23
Lesson 3: Classroom Objects ........................................29
Lesson 4: Classroom Commands ..................................33
Lesson 5: Numbers........................................................37
Lesson 6: Numbers (Continued)....................................40
Lesson 7: Time ..............................................................46
Lesson 8: Dates .............................................................51
Lesson 9: Colors, Shapes, and Sizes .............................55
Lesson 10: Parts of the Human Body..............................59
Lesson 11: Locations.......................................................63
Lesson 12: Family ...........................................................67
Lesson 13: Directions......................................................70
Lesson 14: Daily Meals...................................................76
Lesson 15: Going to the Market ......................................80
This material is based upon work supported by the U.S. Department of Education, under Title VI B special project
numbers P229A020001 and P220A020019. Any opinion, conclusions or recommendations expressed in this
publication are those of the author(s) and do not necessarily reflect the views of the U.S. Department of Education.
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Part III: Intermediate/Advanced Lessons

Chapter 6:
Chapter 7:
Introduction..............................................................................85
Lesson Plans
Lesson 1: n Ung (Eating and Ordering) ..................86
Lesson 2: Phng Tin i Li (Transportation) ..........90
Lesson 3: Trong Thnh Ph (Getting Around)..............95
Lesson 4: khch sn (Hotels).....................................99
Lesson 5: Bu in (At the Post Office)..................103
Lesson 6: Cng ty Du lch (At the Travel Agency)..107
Lesson 7: Mua sm (Shopping and Bargaining).........111
Lesson 8: Gia nh Vit Nam (Vietnamese Families).116
Lesson 9: Nhng S kin Quan trng (1)
(Events in the Life of a Vietnamese) ..........121
(Events in the Life of a Vietnamese) ...........127
Lesson 11: Hn nhn (Marriage)..................................133
Lesson 12: Cho hi (phn 1)
(Greetings and Forms of Address)..............138
Lesson 13: L m khch (Being a Guest) .......................143
Lesson 14: Tt Nguyn n (Lunar New Year)............150
Lesson 15: Nn v Khng nn
(DOs and DONTs in Vietnam).....................157
Part IV: Integrating Structure into the Communicative Classroom

Chapter 8:
Chapter 9:
Chapter 10:
Working with Vocabulary......................................................164

Working with Grammar.........................................................167
Learning the Sound System ...................................................170
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Part I: General Information
Chapter 1: Introduction
Audience and rationale
The Vietnamese Language Instructional Guide has been written for use in Vietnamese
language classes, particularly those that involve small group, or tutorial-based, learning.
In this kind of language learning mode, the language class functions as a team consisting
of a language supervisor (who is familiar with the structural properties of the language,
experienced in helping to develop a successful language learning environment, and who
assigns the course grades), a conversation partner or tutor (who is a proficient speaker of
the language), and a learner. The primary focus of this type of instruction is on helping
the learner to develop a successful learning experience in cooperation with the tutor and
guidance from the language supervisor.
Because this type of learning environment involves only one to three learners at a time,
the curriculum and day-to-day activities can be designed around the specific needs of the
learner. With the guidance of the language supervisor, the learner and tutor can negotiate
a learning experience that meets the specific needs of individual learners. This learnercentered classroom has many benefits for this mode of language instruction.
Because the primary criterion for tutor selection is proficiency in the target language and
not pedagogical training, a learner-centered approach makes sense. Secondly, the learnercentered rationale acknowledges that language learning is a life-long activity and
language learners, in order to be successful, need to learn to become independent learners
with an array of language learning strategies that can be employed in many situations.
The more that is done to help the learner understand the learning process, the more likely
it is that the learner will continue to increase proficiency in the language, even after the
course has been completed.
The Vietnamese Language Instructional Guide has also been designed to help learners
develop communication skills in the language so that learners are able to engage in
meaningful activities with other speakers of Vietnamese.
The Guide will help the team to develop a clear purpose and define realistic objectives so
that the language learning experience can be tailored to the unique needs of the learner.
Before organizing lesson plans and a course syllabus, the specific learners needs can be
considered so that class time can be used efficiently to address those specific needs.
Because the lessons in this guide have been developed to help the learner develop general
language skills, there is no direct instruction of grammar or the Vietnamese alphabet in
this book. It is assumed that the tutor or instructor will work with the learners to study
and learn the writing system.
Since the learners will need to use Vietnamese for real communication, The Guide
focuses specifically on strategies that encourage real communication. An important
function of the tutor is to act as a conversation partner for the learner. Both the tutor and
the learner have an important role to play in developing an environment where they can
begin to practice real communication in the second language. One of the main objectives
of the tutorial is for the learner to develop basic communication skills that can be built on
when the learner arrives in Vietnam.
Concentrating on real communication in the classroom is also important because it helps
a learner acquire a second language. Extensive exposure to and interaction in the second
language is necessary for acquisition. Learners need to be exposed to language that is
understandable in order to make use of the input and notice new structures and forms in
the second language.
This approach is ideally suited to the supervised tutorial. In a traditional classroom the
teacher provides language input, but this input may not necessarily be understandable or
meaningful to the learner because of the difficulty in obtaining immediate feedback. In a
tutorial, on the other hand, because there are usually only one or two learners, feedback
can be immediate, frequent, and tailored to the developmentally unique needs of the
individual learner. Tutors can monitor learners for comprehension by asking questions or
acknowledging clarification requests. Learners can also ask the tutor to repeat or
rephrase something not understood. Thus, by interacting with the tutor, the learner
becomes an active participant in the learning process, negotiating the learning process
with the tutor so that the language learning environment is tailored to the learners
specific needs. The richness and potential of the tutor-learner interaction is something
that cannot be paralleled in large teacher-led classes. The tutor and learner are
encouraged to take full advantage of this opportunity.
In addition, a communicative classroom helps push learners to a higher level of speaking
proficiency. Many language learners understand the language better than they can speak
it. When these learners are faced with the task of producing the second language, in
either written or spoken form, they must have a better grasp of the language in order to
communicate more effectively.
Interaction and negotiation through oral communication activities in the classroom
encourage the language learner to pay attention to the grammatical structure of the
second language. When learners participate in conversations with other speakers, they
must produce numerous grammatical structures appropriately. Oral communication with
another speaker of the language, either a native speaker or a learner, requires learners to
pay attention to and, hopefully, improve their grammar.
Certain kinds of activities promote interaction and negotiation better than others.
Activities in which learners, or a learner, and the tutor have to exchange information to
complete a task force the learner to try to understand and to be understood. These
activities are often called information exchange or information gap activities. An
example of such an activity is a picture drawing activity. In this kind of exercise, the
learner has to draw a picture based on a description given by another learner or the tutor.
The learner has to understand the information in order to complete the task. This is quite
different from a free conversation where the learner can avoid talking about something
that is difficult for him or her to express.
Nevertheless, relying exclusively on communicative activities in the classroom may
result in the learners failure to notice and consequently internalize some of the more
subtle features of the language. There are certain structures that learners can use
incorrectly while being perfectly understandable. In order to help the learner acquire all
forms and structures of the language, Part IV of The Guide provides some suggestions for
integrating structure into the communicative classroom.
Overview of The Guide
The Guide is divided into four parts: General Information, Working with Beginners,
Intermediate/Advanced Lessons, and Integrating Structure into the Communicative
Classroom.
Part I provides an overview of The Guide. Chapter One, Introduction, mentions the
audience, goals, and other design considerations of The Guide as well as the tutorialbased classroom. Chapter Two, Getting Started, guides the learner, tutor and supervisor
through the process of negotiating the design and organization of the course. The
participants need to negotiate specific learning objectives for the semester, the amount of
class time to be devoted to various activities, and the method(s) to be used to evaluate
progress. Since class time is very likely to be the only opportunity for the learner to
speak in the second language, this chapter also includes a section that discusses the
importance of using the second language as much as possible in class along with
suggestions on ways to do this. Chapter Two concludes with a discussion of evaluation,
which includes descriptions of several different types of assessment and how to choose a
method that best measures the learning objectives. Chapter Three, Finding and Using
Materials, provides advice and suggestions for finding materials, both written and
spoken, in the second language and how to use them in the classroom. Once the tutor and
learner have found or created a written text that they would like to work with, this section
describes how to make use of the text in class. Ideas are given for pre-reading activities,
as well as suggestions on how to work with the text once it has been read. These
suggestions include advice on such topics as deciphering new vocabulary in the text and
how to turn parts of a text into other exercises. Chapter Three also address the use of
audio and visual materials with suggestions on how and where to look for radio
broadcasts and films, and tips for creating and using a picture file.
Part II contains Chapters Four and Five. Chapter Four is a discussion of how to get
started and how to use the introductory lessons in Chapter Five that are designed for
learners who have had no previous experience or instruction in Vietnamese. Some of the
lesson plans have as their objective a set of vocabulary such as colors and shapes,
numbers, or body parts. Others include language functions such as greeting and
introducing oneself, and how to ask for and understand directions, etc.
Finally, Part III, Intermediate/Advanced Lessons is designed for students with higher
proficiency. Each lesson presents and provides an opportunity for the learner to practice
communicative language skills in Vietnamese.
Although The Guide is primarily communicative in nature, there are times when it is
useful to focus on a specific point of language structure. Part IV, Integrating Structure
into the Communicative Classroom, provides practical advice on how to incorporate
structural components such as vocabulary (Chapter 8), grammar (Chapter 9), and
pronunciation (Chapter 10) into the communicative classroom.
Chapter Two: Getting Started

Establishing the goals of the course
Before beginning, the language supervisor, tutor, and learner need to come to an
agreement regarding the structure, format, and evaluation procedures for the class or the
tutorial. Each class has different needs and priorities. The first step in organizing the
tutorial is to identify the language learning objectives. Learning goals vary with levels of
language proficiency, so in establishing goals it is important to determine the proficiency
level of the learner. While this can be done with the assistance of the language
supervisor, it can also be done by examining the kinds of activities provided in Parts II
and III. A brief explanation of how each of these sections can be used to develop the
course objectives follows.
Part II has been designed for the true beginner. Because beginning learners and their
tutors may be unfamiliar with how to establish learning objectives, especially in a
communicatively-oriented course, a list of learning objectives has been provided. The
lesson topics in this section address the skills necessary for basic communication. To
assemble a set of course objectives for the semester, scan the lesson topics and select
those that best meet the needs of the learner.
At the intermediate and advanced levels, the tutor and learner should review the learners
current linguistic proficiency and identify strengths and areas in need of development. To
establish learning objectives, the student, tutor, and language supervisor should work
together to establish the learning goals for the course. The students can share their
specific needs and goals, the tutor can provide culture-specific information and learning
goals that the student and supervisor might not think of, and, finally, the supervisor can
help the student and tutor identify specific language goals for the class. Once course
goals are articulated, the student, tutor, and supervisor can work together to group the
goals into content, function, and language objectives. After the goals are listed and
categorized, a plan can be made for the semester using the modules provided in Part III.
The modules have similar formats so that once the student and tutor become comfortable
with the routine of the lessons, new texts can be created in order to cover goals not
addressed in the modules presented here.
Maximizing the use of the second language in the course
The success of a language learning class is related to the degree to which the second
language is used for effective communication. Because opportunities for conversing in
the second language are, for the most part, limited to class time, it is important to spend
as much of that time as possible using the second language to engage in real
communication.
Conversely, it is important to minimize the use of English for several reasons. First, the
use of English reduces the amount of exposure to the language of study. It is almost
impossible to learn a language if one does not hear it and use it. Second, when English is
available to the learner, it may be used as a means of escape from the challenge of
language learning. Thus if the learner does not comprehend something, the temptation is
there to escape to English for understanding as opposed to negotiating and interacting in
the second language in order to understand the meaning. Finally, the use of English
sends a message to the learner that the second language is really an object of study and
not a real means of communication.
At first it may seem that the use of English is unavoidable. Some might argue that it is
necessary to use English for classroom management, such as arranging meeting times,
discussing quizzes and exams, passing out and explaining handouts, finding a page in a
book, or discussing grammatical structures. However, with practice, the second language
can be used for these activities very early in the course of language study. In fact, several
of the lessons in Part II address this topic. We recommend that this sort of interaction be
one of the first learning objectives.
Suggestions for maximizing the use of the language
Below are suggestions for maximizing the use of the second language, adapted from:
Duff, P. & Polio, C. (1990). How much foreign language is in the foreign language
classroom? Modern Language Journal, 74, 154-165.
Teach second language classroom administrative vocabulary
By familiarizing students with administrative vocabulary, the tutor can carry out much of
the administrative work of the class in the second language. Lessons Three and Four in
Part II were designed to help the learner learn these words so that these matters can be
communicated using only the second language. Lesson Three in Part II focuses on terms
including blackboard, homework, quiz and so on. Lesson Four shows how to teach
classroom directives that you can then use in the classroom. Also, if you find you are
using a number of specific English words or phrases, take a few minutes to develop them
into a lesson so these topics can be discussed using the second language. To avoid
possible misunderstandings regarding quizzes, assignments, etc., the tutor can write out
the instructions in the second language on the blackboard for added clarity and use the
instructions as a short lesson.
Make language comprehensible through nonverbal means
When introducing new vocabulary, use pictures, props, or gestures to explain. The use of
simple stick drawings on the blackboard for things like man, woman, house, tree, or dog
are easily and quickly done, allowing the lesson or interaction to continue in the second
language. This may not work when explaining complex grammatical structures, but such
techniques can be used to introduce new vocabulary or to give instructions. The
important thing is that you maintain the use of the second language and that the learner
can make the connection between form and meaning without relying on English.
Make language comprehensible through verbal modifications

When a learner does not understand something in the second language, the tutor should
resist the temptation to resort to English. A more beneficial approach involves repeating,
modifying, and rephrasing the statement in the second language. As explained earlier,
these modifications lead to comprehension. Sometimes, a learner does not respond
simply because he or she has not heard what was said. In these instances, simply
repeating what was said may help the learner. Often, however, the learner does not know
the vocabulary or grammar and will need to hear the sentence rephrased with familiar
terminology and structures. The existing knowledge base of the learner is an important
resource to draw upon.
Establish a brief period of class time when the learner and tutor can speak English, if
necessary
One strategy to minimize the use of English is to set aside a certain amount of time at the
end of class (maybe ten minutes) to discuss problems that came up when using the
second language. If learners know that they can save questions and eventually discuss
them in English, they will be less inclined to use English at other times.
Keep it simple
One of the biggest problems for beginning tutors is the concern that the short English
equivalent for the second language term is dreadfully insufficient and that one cannot
continue unless the learner has a full comprehension of the concept. In such cases, the
tutor should postpone the full explanation until the learner is capable of understanding it
in the second language. Alternatively, the discussion of the topic can be brought up
during the time set aside for English.
Assign English readings for homework
Many tutors and learners are intimidated by the exclusive use of the second language for
grammar instruction. Tutors are often worried that the learners do not know enough of
the second language to understand grammatical explanations, and learners are worried
that they will become frustrated knowing that an explanation in English would be much
more efficient. One option is to assign readings in English regarding grammar for
homework. The next day the tutor can explain the grammar in the second language,
which hopefully the learners will already know from reading about it in English.
Teach second language grammar terms
Near the beginning of the semester, hand out a list of grammatical terms in the second
language with their English equivalents. Tell the learner to learn them so that the tutor
will be able to use them in grammatical explanations in the second language.
Evaluation
Another issue the learner, tutor, and supervisor need to agree on at the first meeting of
each semester is the method and frequency of evaluation. Having established objectives
for the semester makes this task easier. The most important function of the evaluation
component is to provide ongoing feedback between the tutor and the learner.
Feedback should, of course, be an ongoing activity, but it is also useful to have more
formal mechanisms of assessment of which there are several types. It is up to the learner
and the tutor, with input from the supervisor, to decide on the types and frequency of
formal assessment procedures. You can decide to give only one, end-of-term exam, yet
most tutors and learners prefer more frequent feedback.
Be sure that the methods of assessment most effectively measure progress on the
established course objectives. For example, if one of the goals for the semester is to
master survival language, a written exam is not the best choice. Some form of oral roleplay in which the learner can show competence in both the linguistic and discourserelated elements of survival language would be more appropriate.
Chapter 3: Finding and Using Materials

Finding materials
This chapter provides information about resources for finding materials and techniques
for making your own lessons.
Language-learning materials
There are Vietnamese textbooks available in many university libraries. Some are
Vietnamese grammar books and some are conversation books. These books can be used
in conjunction with The Guide. The tutor is also a good source of texts. Tutors can tell
folk stories remembered from childhood, describe their hometown, tell funny stories
about growing up, or create passages describing important points of interest in the
country or information about the culture. The advantages of the tutor creating the text on
his/her own are that it is easily done and can be tailored to the specific level and interests
of the learner.
Authentic materials
In addition to a basic textbook, the use of authentic materials is highly recommended.
Examples of authentic materials include letters, speeches, folktales, maps, pictures, and
public information brochures. For the learner who does not learn written Vietnamese, the
tutor might need to transcribe the text without making changes to the language. The tutor
might read the text to the learner and have the learner do the transcription or take notes.
Authentic materials are a good resource because the language of the material is natural
and has not been modified in any way. Moreover, authentic materials are excellent
sources of valuable cultural information. The materials do not have to be related to
language instruction. In fact, the use of authentic, non-pedagogic texts in the language
(stories, poems, song lyrics, etc.) is highly encouraged for language learning.
Materials in Vietnamese can also be obtained from someone visiting or living in
Vietnam. They can be anything that is found in daily life such as advertisements,
announcements, brochures, news clips, movies, etc. Childrens stories, especially
folktales, are particularly useful because the language is simple while the stories contain
much cultural information. Childrens schoolbooks are also useful for language learning
and the texts are often supported with illustrations or photographs.
The Internet is a store of excellent educational as well as pedagogic resources for
language learners and tutors. Links and sites featuring pictures and pedagogic and
cultural materials are readily available and can be used by the tutor to support his or her
teaching. Learners may also use the Internet outside of class to supplement and enhance
their learning.
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Working with a text

This section covers many suggestions for working with reading passages in class. These
suggestions cover more than just reading comprehension because a reading passage can
serve not only as a source for reading instruction, but also as a point from which oral
discussion work can begin. It can also provide a context for new or difficult grammar
points, and it can serve to elicit areas requiring pronunciation or vocabulary work. The
reading passage, therefore, can serve as a vehicle for work in many areas of language
instruction.
Pre-reading activities
One of the most important skills a language learner can rely on when it comes to reading
in a second language is using background knowledge to help in understanding a passage.
Background knowledge is our knowledge about the general subject of the reading
passage. Activating this knowledge before reading helps the learner make inferences
about areas of the passage when not every word is understood. Therefore, activation of
background knowledge is an important pre-reading activity. In addition, pre-reading
activities can involve the learner in interacting in the second language.
Because materials appropriate for a particular lesson topic are hard to come by, the
selected text may be quite difficult for the learner. It is therefore important to take extra
time to work on pre-reading activities to help prepare the learner to work through a
difficult passage. This preparation involves setting the scene for the passage, making
predictions about what the passage might be about, and learning new vocabulary from the
passage. The following text and examples of pre-reading activities illustrate the kind of
activities that can help the learner work with a difficult text.
Vn tin t khi tham quan Vit Nam
Khi i du lch n bt c nc no, bn hn nhin s quan tm n vic s dng tin t
nc nh th no, khi cn i tin th bn n u, t gi hi oi l bao nhiu
Khi n Vit Nam, bn c th i tin ngay lp tc ti phi trng. Ngoi ra bn cng c
th i tin cc ngn hng. Tn cc ngn hng thng c vit bng c ting Vit v
ting Anh trong nhng sch gii thiu du lch Vit Nam. T l hin nay l 1 -la M
i c hn 15.000 ng Vit Nam.
Bn cng khng nht thit phi em tin mt nhiu khi n du lch cc thnh ph ln v
cc ngn hng c dch v rt tin t cc th c gi tr quc t nh th VISA. Sau khi rt
tin bn c th quy i ra tin Vit Nam. Mt s nh hng, khch sn Vit Nam cng
chp nhn vic bn tr tin bng -la nhng vic thanh ton bng th th cha ph bin
lm. Trc khi tham quan cc min qu th bn nn i tin sn v thn qu Vit Nam
thng khng c ngn hng.
V d u bn cng cn gi tin v cc lai giy t cn thn trnh b mc ti.
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English Translation
Money during travel in Vietnam
When traveling in any country, visitors must bear in mind questions about the currency of
the country, places to exchange money, the exchange rate, and so on.
When you visit Vietnam, you can exchange money at the airport. You can also go to
certain banks for the service. The names of banks are usually written in both Vietnamese
and English; and may also be listed in tourist guidebooks. For US$1.00, you can get
more than VND (Vietnam dong) 15,000.
It is not necessary to carry a lot of cash when you visit big cities because banks allow you
to withdraw money using certain internationally standard cards such as VISA. After
withdrawing money, you can exchange it for Vietnamese currency. Some restaurants and
hotels also accept credit cards. However, paying with credit cards is not very common in
Vietnam. And when you want to travel to the countryside or a rural area, you should
have cash with you since it is not easy to find banks in those places.
Of course, wherever you go, you should be careful to avoid pickpockets.
Before beginning to read, have an informal discussion about the topic of the reading
passage. Look at the title and ask the learner what it will be about. The tutor might even
summarize the story for the learner.
Sample pre-reading questions
1. Bn ngh vic quy i tin khi du lch Vit Nam c d dng khng? Ti sao?
Do you think it is easy to have money exchanged in Vietnam? Why (not)?
2. Tho lun cch bn bo v tin cho an ton khi du lch (Bn s mang nhiu tin
mt trong ti khng? Bn c ngh l bn c th i tin bt c ni no bn tham
quan khng?)
Discuss what you do to keep your money safe when you travel (Do you carry a lot of
cash? Do you think you can exchange money wherever you visit?)
The learner can also do a freewriting exercise in Vietnamese about a question or issue
related to the passage. Freewriting involves writing whatever comes to mind without
worrying about the organization of the writing, grammar mistakes, or spelling. Learners
write simply to get their ideas down on paper. Later on, the learner might want to return
to a freewriting sample and turn it into a more coherent piece. Learners are encouraged
to write as much as possible and to ask the tutor for words or expressions that they do not
know. Any of the discussion questions above could serve as topics for freewriting. The
freewriting exercise can be followed by an oral discussion of the topic.
12
With longer or more difficult passages, additional pre-reading activities are necessary.
Here are some suggestions:
Have the learner preview the reading with the aim of identifying the main idea of the
passage by reading headings and charts, and looking at accompanying pictures.
Block out the title of the passage and ask the learner, after previewing the passage, to
provide a title.
Identify an important piece of information in the text and ask a question that the
learner can scan the reading passage in order to answer.
Often one of the first few sentences of each paragraph contains the main idea of the
paragraph. Ask the learner to underline the relevant sentence and guess the main idea
of the passage. Sometimes it is helpful later, especially if the passage is difficult, to
write the main idea of the important paragraphs in the margin.
If the vocabulary of the text is going to be challenging, ask the learner to scan the text
and underline unfamiliar vocabulary. These words can be raised for discussion or the
learner can try to guess their meaning from the context.
During and post-reading activities
The following activities are useful while reading, or after the reading has been completed.
It is sometimes helpful to tackle difficult readings paragraph by paragraph. After
reading a paragraph, ask the learner to write a sentence in the margin giving the main
idea. After completing the reading, ask the learner to provide a summary of the
passage by returning to these margin notes.
After reading the passage, have an informal discussion about the learners reactions to
the passage. This offers an opportunity for the learner to raise questions about areas
that cause confusion. Asking the learner to write reactions to the passage as a journal
entry or short reaction paper is another alternative.
When the learner has trouble understanding a passage, even after reading it, it is
sometimes helpful to have the learner write down as many important words from the
passage as can be remembered. Then, with the tutors help, the learner can put
together a summary of the passage.
Create cloze or fill-in-the-blank exercises. Cloze exercises help the learner make
inferences about the meaning of the paragraph and thus help improve reading
comprehension. Cloze exercises are constructed by taking a paragraph or two from
the reading passagethe introduction or conclusion often work bestand removing
words and replacing them with blanks. In the following example, every twentieth
word was deleted; however, depending on the learning objective, deleting specific
words or more words may work better. For example, you can delete all the new
vocabulary words or all the prepositions.
13
Sample cloze
Vn tin t khi tham quan Vit Nam
Khi i du lch n bt c nc no, bn hn nhin s quan tm n vic s _____ tin t
nc nh th no, khi cn i tin th bn n u, t gi hi _____ l bao nhiu
Khi n Vit Nam, bn c th i tin ngay lp tc ti phi trng. Ngoi _____, bn
cng c th i tin cc ngn hng. Tn cc ngn hng thng c vit bng c
_____ Vit v ting Anh trong nhng sch gii thiu du lch Vit Nam. T _____ hin
nay l 1 -la M i c hn 15.000 ng Vit Nam.
Bn cng khng _____ thit phi em tin mt nhiu khi n du lch cc thnh ph ln
v cc ngn hng _____ dch v rt tin t cc th c gi tr quc t nh th VISA. Sau
khi rt tin _____ c th quy i ra tin Vit Nam. Mt s nh hng, khch sn Vit
Nam cng chp _____ vic bn tr tin bng -la nhng vic thanh ton bng th th
cha ph bin lm. Trc khi _____ quan cc min qu th bn nn i tin sn v thn
_____ Vit Nam thng khng c ngn hng.
V d u bn cng cn gi tin v cc lai giy t cn thn trnh b _____ ti.
Dictation exercises can also be very useful in class. These exercises help learners
practice their listening skills and understand the meaning of a sentence when not every
word is understood. The typical procedure for dictation is to select a paragraph or so,
read it once through for the learner to listen to, and then read the paragraph sentence
by sentence, giving the learner time to write the sentence down. Finally, the teacher or
tutor reads the paragraph once more at regular speed. You can then go through the
paragraph together, stopping to discuss problems and areas to work on at a future date.
Other materials
Picture files
Picture files are extremely useful in a communicatively-oriented classroom. In addition
to providing a cultural context for the language, they provide the subject matter for
interactive language use at any level of language proficiency. At the beginning level,
learners can ask and learn about the words for things and people, the words for clothing
and for what people are doing. At intermediate levels the tutor can ask the learner
questions about what the participants are doing in the picture or the location of things in
the picture. At more advanced levels learners can be asked to comment about what is
going on in the picture, what is likely to happen next, etc.
14
Pictures can also serve as sources for freewriting exercises (e.g., describe the order in
which the events in the pictures took place, which happened first/last?), and vocabulary
and pronunciation work (name the objects in the picture).
Vietnamese newspapers or magazines provide a rich source of up-to-date and interesting
pictures. Another good source of pictures is the Internet. Often the learner and the tutor
have photos from their personal collections that they are willing to share. Personal
photos always spark interesting discussions.
Picture files are easily assembled, but are more difficult to organize. For this reason, it is
recommended that you use an accordion-style folder or, if the collection gets too large, a
file cabinet. The collection process can be done collectively with other learners and
tutors of the Vietnamese language. As the file increases in size, sub-files for different
subjects such as people, places, religion, home life, commerce, etc. will be useful.
Audio and video
Video and films in the second language add a dimension to language study by providing
a rich visual context to augment the spoken text. This is especially true for learners of
Vietnamese who may have a strong interest in films and music. These films are great
sources of both linguistic and cultural information. While viewing these films, it is
important to stop when necessary to answer learner questions.
If there is no film that matches your needs, another option is to make your own. The
tutor can make a film of a market scene, village life, etc. This sort of project is subject to
access to a video camera, government clearance, and to the level of acceptance of this
sort of thing in the given culture. Be sure to check on this before filming.
Remember that with audio and video materials, the tutor should organize pre-and postlistening activities, similar to those described previously for working with a written text.
Do not just have the learner start listening without any introduction. Introduce the
listening passage and unfamiliar vocabulary just as you would with a reading passage.
Another good activity is to give the learner questions to answer, or if appropriate, a chart
to fill out, while they listen. This will help students focus on some of the information in
audio passages.
15
Part II: Working with Beginners
16
Chapter 4: Introduction to Working with Beginners

Often tutors and learners do not know where to begin when the learner does not speak a
single word of the second language. They simply remember that when they learned a
foreign language, they began with short dialogues that strictly limited the vocabulary and
grammar of the second language. Often these dialogues were memorized or repeated.
Currently, many instructors and researchers are promoting approaches to language
learning that set communication as their goal. The importance of having learners interact
in the second language has been recognized. Thus, many language teachers have moved
away from the scenario described above. Nevertheless, new teachers often ask,
Communicative approaches are great, but what can I do with beginners?
What follows is a set of lesson plans that can be used by beginning learners of
Vietnamese. Some have as their objectives a set of vocabulary (e.g., shapes, numbers,
food, body parts) while some have functions (e.g., greeting, thanking) and others have
tasks (e.g., how to ask for and understand directions, how to ask how much something
costs in the market).
As explained in Part I, these lessons and the classroom management associated with them
should be carried out in Vietnamese. The lessons are designed so that the learners can
figure out most of the language through pictures and gestures. While the tutor is
speaking Vietnamese, the learner will not understand every word. The learner should,
however, still be able to follow the lesson. It is important that the tutor not limit the input
to what is prescribed in the lesson. The language and the activities in the lesson are
controlled so that the learner will be able to participate without feeling overwhelmed.
The amount of time you spend on each lesson will, of course, vary depending on the
learners preparation and ability. If the learners will benefit, you can repeat some of the
lessons in this section, particularly those that cover a large amount of vocabulary. It is
important to remember that not all of these lessons will be directly applicable to the
learner. Choose the lessons that are relevant to the language learning needs of the
learner.
17
Chapter 5: Lesson Plans
Lesson 1: Greetings
Content
Hellos
Appropriate forms of address for greetings
Goodbyes
Objectives
By the end of the lesson, the learner will be able to:
Use simple greetings with appropriate forms of address
Say goodbye
Materials
Name tags
Preparation
Make copies of the picture cards in section II.C. and cut them out individually
18
Procedures
I. Hellos
A. Dialogue
Directions: Read the following dialogue and discuss any new vocabulary or
phrases with your teacher. Each person then takes a different role to practice the
dialogue.
Nam: Cho bn. Ti tn l Nam. Cn tn ca
Lan:
Hi. Im Nam. And what
bn l g?
is your name?
Cho bn. Tn ca ti l Lan. Bn khe
Hi. My names Lan. How
khng?
are you?
Nam: Cm n bn, ti khe. Th cn bn?
Thank you. Im fine. And

you?
Ti khe. Cm n bn.
Lan:
Im fine. Thank you.
B. Practice
Directions: Fill in the blanks, then practice the dialogue with your teacher.
A:
_________ bn. Ti _________ l An.

_________ tn ca bn l g?
B:
_________ bn. _________ ti l Bnh.

Bn _________ khng?
A:
_________ _________ bn, ti khe.

_________ _________ _________?
B:
Ti cng khe. Cm n _________.
19
II. Appropriate Forms of Address

A. Different Age Groups and Genders
Directions: Read the following chart, and keep in mind that the reference age for
the reader is 25 years old. Practice the appropriate greetings for each age group
and gender.
Approximate Age
Group
Male
Female
Over 65
Tha / Cho ng
Tha / Cho b
40 60
Tha / Cho bc / ch /
cu
Tha / Cho bc / c /
d
25 40
Tha / Cho anh
Tha / Cho ch
Under 25
Cho em
Young children
Cho con / chu
Cultural Notes
The Vietnamese pronoun system is very complex, having hundreds of

pronouns, since Vietnamese generally address each other, including in
greetings, according to age, familial/social role and gender. Ask your
tutor for further explanation.
Thus, Vietnamese often ask for your age soon after greeting you, in
order to determine how to address you appropriately. Dont
misconstrue this behavior as rudeness.
To greet an elder, the younger person normally nods or extends both

of his/her hands to shake the elders hand.
20
B. Practice
Directions: Write the appropriate greetings for each following picture based on
the sample dialogue in section I.A., and the first picture, which has already been
done as an example.
A: Cho anh.
A:
B: Cho anh.
B:
A:
A:
B:
B:
C. Role-play
Directions:
1. Pair up with a classmate or your teacher with the picture cards face down on a
table.
2. Draw a picture card and flip it face up.
21
3. Assume the age and gender of the person on your picture card and greet your
partner accordingly.
III.
Goodbyes
A. Saying Goodbye
Vietnamese generally use the following phrases to say goodbye.
1. Xin cho tm bit.
Goodbye.
2. Tm bit.
Bye.
3. Hn gp li.
See you again.
B. Practice
Directions: In each class, greet your teacher and classmates when arriving, and
say goodbye when leaving.
22
Lesson 2: Introductions
Content
Personal information
Introductions
Objective
Introduce himself/herself
Preparation
Make copies of the picture cards in section II.A. and cut them out individually
Procedures
I. Personal Information
A. Vocabulary
Directions: Study the following vocabulary with your teacher.
1. Ngh nghip
Profession
bc s
doctor
cng nhn
(factory) worker
gio vin
teacher
k s
engineer
23
ni tr
stay-at-home (wife)
sinh vin
college student
2. Tnh trng hn nhn
Marital Status
c/lp gia nh (c v/chng)
married (have a wife/husband)
c thn
single
nh/ha hn
engaged
ly thn
separated
ly d
divorced
3. Quan h gia nh
Family Relationships
wife
chng
husband
con (con trai/gi)
children (son/daughter)
4. Nhng t khc
Other Vocabulary
to live
sng
dy
thch
ng
phng
qun
thnh ph
ti
cng
to teach
to like
street
ward
district
city
at
also, too
one
24
mt
two
hai
twenty-two
hai mi hai
thirty-six
ba mi su
fifty-five
nm mi lm
sixty
su mi
B. Forming Sentences
Directions: Create your own sentences similar to the following sample sentences
with the vocabulary in section I.A.
1. Ti l gio vin.
Im a teacher.
2. Ti thch ngh nghip ca mnh.
I like my job (profession).
3. Ti lp gia nh.
Im married.
4. Ti sng ti s nh 60 Nguyn Du.
I live at 60 Nguyen Du.
C. Matching
Directions: Your teacher will read the following passages aloud. Listen and
match the pictures to the passages.
25
1. Xin cho. Ti 36 tui. Ti tn l
Hi. My names Binh. Im 36 years
Bnh. Ti l gio vin. Ti dy
old. Im a teacher. I teach at Luong
trng Trung hc C s Lng Th
The Vinh High School in Can Tho
Vinh, thnh ph Cn Th. Ti rt
City. I really like my job.
thch ngh ca mnh.

Answer:
2. Xin cho. Ti tn l Hoa. Ti 22 tui. Hi. My names Hoa. Im 22 years
Ti l sinh vin. Ti sng ti s nh
old. Im a college student. I live at
60 Nguyn Du, Phng 2, Qun 1,
60 Nguyen Du, Ward 2, District 1,
thnh ph H Ch Minh.
Ho Chi Minh City.
Answer:
3. Xin cho. Ti tn l Mai. Ti l bc
Hi. My names Mai. Im a doctor.
s. Ti 55 tui v lp gia nh.
Im 55 years old, and Im married.
Chng ti cng l bc s. Chng ti c My husband is also a doctor. We

hai con.
have two children.
Answer:
5. Xin cho. Ti tn l Minh. Ti 60
Hi. My name is Minh. Im 60 years
tui. Ti l k s. V ti lm ni
old. Im an engineer. My wife stays
tr. Chng ti c mt con trai.
at home. We have a son.
Answer:
Answers: 1. A; 2. B; 3. D; 4. C
D. Pronunciation: Read aloud the passages in section I.C. with your teacher and
ask your teacher if you have any pronunciation questions.
26
II. Introductions
A. Role-play
Directions:
1. Place the picture cards face down on a table.
2. Draw a card.
3. Introduce yourself based on the personal information given on the card.
Trn Thu Thy
Sinh vin
36 Hng o, Qun Ba nh, H Ni.
C gia nh
Trn Vn Thnh
K s
55 Nguyn Tri, Qun 1, thnh ph H Ch Minh
C gia nh v hai con
V Th Tt
Bc s
60 Phan Chu Trinh, thnh ph Hu.
C gia nh v ba con
Phm Ngc nh
Cng nhn
22 Lng H, Qun Ba nh, H Ni
c thn
27
Cultural Notes:
Most Vietnamese names are unisex. Thus, the prefixes vn,

meaning scholar (man of), and th, meaning woman of,
are often employed to distinguish the sexes. However,
nowadays, young Vietnamese prefer less traditional middle
names.
Also, Vietnamese women dont change their last names after

marriage.
B. Practice
Directions: Use what youve just learned to introduce yourself. Remember to
include your profession, marital status, address etc.
28
Lesson 3: Classroom Objects
Content
Classroom objects
Basic commands
Objects
Identify various classroom objects
Give and follow basic commands
Preparation
Collect various classroom objects listed in the lesson
Procedures
I. Classroom Objects
A. Identification
Directions:
1. Your teacher will identify about ten different classroom objects, saying their
names aloud and writing them on the board.
2. Repeat all of the names after your teacher, then erase the board.
29
3. Your teacher will then randomly say aloud the name of a classroom object,
which you must correctly identify by pointing to it.
B. Matching
Directions: Match the names of classroom objects to the pictures by writing the
corresponding name underneath each picture. Note: there are more names than
there are pictures.
cy thc
hp phn
bt mc
cc ty/gm
vin phn
com pa
hp bt
l mc
ci bn
quyn sch
ci chi
bt ch
quyn tp
ci bng
ci gh
__________________
__________________
__________________
__________________
__________________
__________________
30
__________________
__________________
__________________
__________________
__________________
__________________
C. Forming Sentences with Classroom Objects

1. In Speaking
Directions: Form simple sentences with the vocabulary from section I.B.
Here are a few examples:
a. Ti c mt quyn sch.
I have a book.
b. Ti khng c cc ty.
I dont have an eraser.
c. C ba ci bn trong lp hc.
There are three tables in the classroom.
2. In Writing
Directions: Write down the sentences that youve just formed in your
notebook.
31
II. Basic Commands

A. Vocabulary
Directions: Learn the following phrases, which are often used in the classroom.
1. cm () ln
pick () up
2. t () xung
put () down
3. ch
point
4. a
give
5. n ()
come ()
B. Following Commands
Directions: Follow your teachers commands. For example:
1. Cm sch ln.
2. Cm tp/v v thc ln.
3. n bng.
C. Giving Commands
Directions: Form short commands for your teacher and classmates to follow. To
be polite, begin each with Xin vui lng or Lm n, which mean Please and
Make a good deed respectively. For example:
1. Xin t sch xung.
2. Lm n n bng.
32
Lesson 4: Classroom Commands
Content
Classroom commands
Comprehension expressions: Bn c hiu khng?, Ti khng hiu, Xin

vui lng lp li
Objectives
Give and follow commands
Use expressions of comprehension
Procedures
I. Classroom Commands
A. Vocabulary
Directions:
1. Find the definitions for the following words. If you need help, ask your
teacher to use gestures to illustrate their meanings.
ng (ln):
tt:
ngi (xung):
cm (ln):
m:
t (xung):
ng:
n:
33
2. Without looking at the definitions in section I.A.1., match each word with its
opposite by filling the correct letter in each provided space.
1. _____ t xung
a. ng
2. _____ m
b. ngi
3. _____ tt (n)
c. m (n)
4. _____ ng
d. cm ln
B. Practice
Directions:
1. With the drawings, your teacher will demonstrate the commands necessary for
the classroom, then write them on the board. Repeat each command after
your teacher. Note: the drawings with an X represent negative commands.
X
X
34
2. Based on the commands written on the board, find the differences between
positive and negative commands.
3. With the board completely erased, your teacher will ask you to follow his/her
commands.
C. Recognition
Directions: Your teacher will randomly read aloud the following commands.
Follow the commands.
ng ln.
Ln bng.
Tr v ch.
Ngi xung.
M sch ra.
Ni, "Xin cho".
ng m sch ra.
M tp ra.
ng ngi xung.
Cm thc ln.
Tt n.
ng tt n.
M n.
II. Comprehension Expressions

A. Phrases
Directions: Learn the following expressions, which will help you in
understanding peoples comprehension of your speech.
1. Bn/Anh/Ch hiu khng?
Do you understand?
2. Xin li. Ti khng hiu. Xin
Sorry. I don't understand. Please say
nhc/lp li.
3. Xin li. Ti khng nghe kp.
Lm n nhc li dm.
that again.
Sorry. I couldnt follow. Please say that
again.
35
B. Practice
Directions:
1. Your teacher or classmate(s) will give you the commands from section II.A. to
follow. Try to use comprehension expressions if you cant follow.
2. Form polite commands, using Lm n or Xin vui lng, to give to your
classmates and teacher, and try to use comprehension expressions.
36
Lesson 5: Numbers
Content
Numbers: 1 10
Objective
Count and spell out the numbers 1 10
Preparation
Flash cards with the numbers 1 10 written numerically on each
Handouts with the numbers 1 10 spelled out on each
Procedures
I. Vocabulary
A. Speaking
Directions: Say the numbers 1 10 aloud three times, then repeat them without
looking at the following list.
mt: 1
su: 6
hai: 2
by: 7
ba: 3
tm: 8
bn: 4
chn: 9
nm: 5
mi: 10
37
Cultural Note: Notice that in Vietnamese, the number zero and the word for No
are the same: Khng.
B. Spelling Out Numbers

Directions: Have your teacher say the following series of numbers, while you
spell out each number.
1. 8, 9, 4, 6, 3, 2, 7, 10, 1, 5
2. 7, 3, 5, 6, 8, 2, 4, 10, 9, 1
II. Practice
A. Flash Cards
Directions: With your teacher or a classmate, use the flash cards to practice
spelling out and pronouncing the numbers.
B. Order
Directions: Have your teacher give you a random number (1 10), then say the
preceding one.
C. Total
Directions: Your teacher will point at various classroom objects. Tell your
teacher the total number of those objects. For example:
C my ci gh trong phng ny?
How many chairs are there in this room?
C mi ci gh trong phng ny.
There are ten chairs in this room.
38
D. Simple Calculations
Directions:
1. Learn the following vocabulary.
cng
add
tr
subtract
nhn
multiply
chia
divide
bng
equal
2. Do the following calculations, and spell out the answers.

a. mt + ba =
b. bn + nm =
c. su + ba =
d. chn tm =
e. nm + nm =
f. mi su =
g. hai + by =
h. tm ba =
i. by nm =
j. su + mt =
39
Lesson 6: Numbers (Continued)
Content
Numbers 11 50
Objective
Count and spell out the numbers 11 50
Preparation
For every two learners, a set of flash cards with the numbers 11 50 written
numerically on one side, and spelled out on the other
Handouts with the numbers 11 50 all spelled out on each
Procedures
I. Review Numbers 1 10
A. Writing
Directions: Spell out the numbers 1 10.
B. Speaking
Directions:
1. Say the numbers 1 10 aloud.
40
2. Tell the teacher your phone number.
II. Numbers 11 20
A. Speaking
Directions: Say aloud the numbers 11 20 at least three times.
mi mt: 11
mi su: 16
mi hai: 12
mi by: 17
mi ba: 13
mi tm: 18
mi bn: 14
mi chn: 19
mi lm: 15
hai mi: 20
B. Number Series
Directions: Finish the following number series.
1. mi mt, mi hai, ___________, ___________
2. mi lm, mi su, ___________, ___________
3. mi tm, mi by, mi su, ___________, ___________, ___________
4. by, chn, mi mt, ___________, ___________, ___________,
5. nm, mi, ___________, ___________,
III. Numbers 21 30
A. Speaking
Directions: Say the following numbers aloud at least three times.
41
hai mi mt
hai mi su
hai mi hai
hai mi by
hai mi ba
hai mi tm
hai mi bn
hai mi chn
hai mi lm
ba mi
B. Practice
Directions: Answer the following questions for the numbers 21 30.
1. S no l s nh nht?
Which number is the largest?
2. S no l s ln nht?
Which number is the smallest?
3. Lit k cc s chn.
List all the even numbers.
4. Lit k cc s l.
List all the odd numbers.
IV. Numbers 31 40
A. Dictation
Directions:
1. Learn the following numbers.
ba mi mt
ba mi su
ba mi hai
ba mi by
ba mi ba
ba mi tm
ba mi bn
ba mi chn
ba mi lm
bn mi
42
2. Your teacher will dictate the numbers 31 40 randomly. Listen and spell out
the numbers accordingly in the following blanks.
B. Speaking
Directions: Say the numbers 31 40 aloud at least three times.
C. Practice
Directions:
1. For each of the following pairs of numbers, circle the greater number in each
pair.
a. ba mi hai
ba mi chn
b. ba mi tm
ba mi mt
c. ba mi ba
ba mi su
2. Ask for each others age and spell out the answer. For example:
Bn bao nhiu tui?
Ti ____ tui
3. Take turns counting the numbers 31 40.
43
V. Numbers 41 50
A. Matching
Directions: Match the following words to the corresponding space in the
following table.
bn mi lm, bn mi tm, bn mi ba, bn mi by, bn mi mt, bn
mi su, bn mi hai, nm mi, bn mi bn, bn mi chn
41
42
43
44
45
46
47
48
49
50
B. Review
Directions: Say aloud the numbers 41 50.
C. Practice
Directions:
1. Solve the following story problems.
44
a. Lan c hai mi bn quyn sch. Nhn sinh nht ca Lan, bn ca Lan

tng Lan mi hai quyn sch. Tng cng Lan c bao nhiu quyn sch?
b. Nam bn mi su con diu mu v ba mi su con diu mu xanh.
Tng cng Nam bn ht bao nhiu con diu?
c. Tun v Hng su tm tem. Tun c hai mi lm con tem. Hng c
mi con tem. Tun bn mi ba con tem cho Hng. Tun v Hng mi
ngi c bao nhiu con tem?
2. Do the following multiplication problems.
a. chn x nm =
b. bn x mi mt =
c. hai x hai mi ba =
d. nm mi hai mi lm =
e. bn mi lm chn =
f. ba mi lm by =
45
Lesson 7: Time
Content
Telling time
Asking and answering questions about the time
Objectives
Tell time
Ask and answer questions about the time
Preparation
Bring or make an analog clock with moveable hands
Procedures
I. Telling Time
A. Expressions
Directions:
1. Each of the following clocks indicates a different time. With your teacher,
learn the time that theyre indicating.
2. First, read the time aloud; second, write it down in your notebook.
46
Chn gi (ng/chn)
Tm gi mi lm
Mt gi bn lm
Hai gi km mi lm
Ba gi ri
Ba gi ba mi
Hai gi hai mi lm
Tm gi nm mi lm
Chn gi km nm
Cultural Notes:
There are also many ways of telling time in Vietnamese. For

example, 1:55 PM:
Mi ba gi nm mi lm.
Thirteen fifteen (24-hour clock).
Mt gi nm mi lm chiu.
One fifteen in the afternoon.
Hai gi km nm chiu.
Five till two in the afternoon.
The Vietnamese 24-hour timeline is broken into five approximate

periods:
sng
morning, 5:00 11:00 AM
tra
noon, 12:00 PM
47
chiu
afternoon, 1:00 5:00 PM
ti
evening, 6:00 10:00 PM
khuya
late at night, 11:00 PM 4:00 AM
B. Practice
Directions:
1. Your teacher will set the clock to different times. Tell your teacher the time
shown on the clock.
2. Write out the times in the chart below.
Time
7:10 AM
5:05 AM
4:15 PM
Noon
11:35 PM
1:45 PM
4:40 PM
8:30 AM
Midnight
48
II. Asking and Answering Questions about Time

A. Dialogues
Directions: With a classmate or your teacher, read the following dialogues aloud.
Switch roles and read the dialogue again. Ask your teacher for help with the
vocabulary.
1. In a theater
A:
Xin li ch. My gi ri?
Excuse me. What time is it?
B:
D tm gi mi.
Its 8:10.
A:
Chng no th v kch bt u vy ch?
When does the play begin?
B:
D lc tm gi ba mi.
At 8:30.
A:
Cm n ch
Thank you.
2. At a bus stop
A:
Xin li anh. My gi ri?
Excuse me. What time is it?
B:
Ti khng c ng h. Nhng ti
ngh l hai gi ri.
I dont have a watch. But I

think its two oclock.
A:
y xe but chy th no?
How does the bus run here?
B:
C mi lm pht th c mt xe.
Theres a bus every 15 minutes.
A:
D cm n.
Thank you.
B. Practice
Directions: With a classmate or your teacher, use the following situations and the
words provided in each to create your own dialogues.
49
1. Two classmates conversing in class

A: my / ri?
B:
10:40 sng
A: Chng no / thy / n?
B:
11:00 sng
A:
2. Two friends chatting over the phone

A: By gi / / my gi?
B:
7:00 ti. Cn / ?
A: 10:00 ti
B:
Vy / / trc / ba /
ting
50
Lesson 8: Dates
Content
Saying the date
Asking for the date
Objectives
Say the date
Ask for the date
Use the date correctly
Preparation
Two sets of 14 index cards each (for section I.A.2. and I.A.3), and two sets of
24 index cards each (for section I.A.4. and I.A.5)
Procedures
I. Saying the Date
A. Vocabulary
Directions:
1. Study the following vocabulary, and repeat each word after your teacher.
51
a. Days of the Week (Note: in Vietnam, the week begins on Monday)

th Hai
th Ba
th T
th Nm
th Su
th By
Ch nht / Cha nht
b. Months of the Year

thng Mt / Ging
thng Hai
thng Ba
thng T
thng Nm
thng Su
thng By
thng Tm
thng Chn
thng Mi
thng Mi mt
thng Mi hai / Chp
2. You teacher will give you two sets of 14 index cards each. For the first set of
index cards, write the days of the week in Vietnamese; for the second set,
write the days of the week in English.
3. Place all of the index cards face-down on a table. With a classmate or your
teacher, each person takes a turn to flip an index card. If your index card and
52
your classmates or teachers index card match, pair them up and leave them
face-up. Continue until all the index cards are face-up.
4. Repeat step 2 with the remaining sets of index cards, writing the months of the
year in Vietnamese on one set, and in English on the other.
5. Repeat step 3.
Cultural Note: Vietnamese also use the Lunar Calendar, which is based on
the moons (approximately) 28-day orbit around the earth, as they celebrate
Lunar New Year and many other important holidays based on this calendar
system.
II. Expressions Related to the Date

A. Vocabulary
Directions:
1. Learn the following vocabulary
hm nay:
today
hm qua:
yesterday
hm kia:
the day before yesterday
ngy mai:
tomorrow
ngy mt:
the day after tomorrow
tun ny:
this week
tun ri/trc:
last week
tun ti
next week
53
2. Fill in the blanks

a. Hm nay, th Hai, ngy 19 thng 01 nm 2005.
b. _________ th Ba, _________ 20 _________ 01 _________ 2005.
c. Ngy mai,_________________________________ .
d. Th Nm tun trc, ___________________________ .
e. Th Su _________ ti, ___________________________________ .
Cultural Note: Vietnamese generally follow the date / month / year
system. For example, October 19, 1980, is written ngy 19 thng 10 nm
1980 (19/10/1980).
B. Asking About and Giving the Date

Directions:
1. Answer the following questions in the provided space.
a. Hm nay th my? ____________________________
b. Hm nay ngy my? ___________________________
c. Ngy 31 thng ny l th my? _________________________
d. Ch nht tun trc ngy my? _________________________________
e. Th Hai tun ti ngy my? __________________________________
f. Thng Ging c bao nhiu ngy? ________________________________
g. Mt nm c bao nhiu ngy? __________________________________
2. Write five questions in regard to the date. Ask a classmate or your teacher,
and write their answers in your notebook.
54
Lesson 9: Colors, Shapes, and Sizes
Content
Basic terms for colors, shapes (hnh trn, hnh vung, hnh tam gic, hnh ch
nht) and sizes (ln, va, nh)
Detailed descriptions
Objective
Describe objects with basic shapes, colors and sizes
Materials
Colored paper (nine sheets for each color, in as many colors as is fitting for
one session), envelopes, writing paper, folders (to make dividers), and colored
pencils (or crayons)
Preparation
For each color, use eight sheets of colored paper to make two sets of four
shapes (circle, square, triangle, and rectangle) in three distinct sizes (large,
medium, and small) each and put each set in a separate envelope
55
Procedures
I. Colors, Shapes, and Sizes
A. Colors
Directions: For each piece of colored paper that your teacher presents, repeat the
name of the color. When done with all the colors, identify the colors of random
objects around the classroom.
Cultural Note: For Vietnamese, the color red represents happiness, as wedding
decorations are generally red; and the color white death, as funeral outfits are
generally white.
B. Shapes
Directions:
1. Learn for the following vocabulary by identifying the shapes in a set of cutouts.
hnh trn:
circle
hnh vung:
square
hnh tam gic:
triangle
hnh ch nht:
rectangle
2. Pair up with a classmate or your teacher. On a table big enough for two
people, set up a folder or tall book in the middle as a divider. On one side,
one person will take five random cut-outs from an envelope and describe them
56
to his/her partner. Find the cut-outs in your envelope that correspond to the
descriptions. Switch roles.
C. Sizes
Directions: Learn the following vocabulary.
to, ln:
big, large
va, trung bnh:
medium, average
nh:
small
D. Practice
Directions:
1. Put the divider used in the last exercise away. Your teacher will arrange six
cut-outs in different colors, shapes and sizes on the table, and write the
descriptions of the arrangement on the board. Learn the descriptions. For
example:
a. Hnh trn va, mu nm
gia.
The medium red circle is in the middle.
b. Hnh tam gic ln, mu xanh da

tri nm bn tri hnh trn nh,
mu .
The large blue triangle is to the left of

the small red circle.
2. Put the divider back. Your teacher will make a new arrangement of cut-outs.
Listen for your teachers descriptions and arrange your cut-outs accordingly.
3. Switch roles.
57
Descriptions
A. Drawing
Directions: You and a classmate or your teacher take turns using colored pencils
(or crayons) to draw pictures according to the other persons descriptions. If you
do not know a particular word, ask your teacher for help.
B. Coloring
Directions:
1. Draw two stick figures a boy and a girl.
2. Color the boys and girls hair, clothes, etc. according to your teachers
descriptions, which might require learning the following vocabulary.
tc:
hair
qun di:
pants (trousers)
o:
top (general)
qun st/i:
shorts
o s mi:
button-down shirt
i giy:
pair of shoes
vy:
skirt
o qun:
clothes
C. Questioning
Directions: Your teacher will randomly select an object, which you wont able to
see. Ask questions to find out what classroom object it is. For example:
N hnh g?
What shape is it?
N mu g?
What color is it?
N c phi l vin phn khng?
Is it a piece of chalk?
N c phi l mt ci hp khng?
Is it a box?
58
Lesson 10: Parts of the Human Body
Content
Vocabulary related to parts of the human body
Objectives
Name parts of the human body
Describe various parts of the human body
Preparation
Make copies of the pictures in section II
Procedures
I. Describing a Person
A. Nouns
Directions:
1. Learn the following vocabulary, with the help of your teacher.
u
bng
(gng) mt
ming
chn
tai
cm
cnh tay
bn chn
mt
bn tay
tc
mi
59
2. Have your teacher say the name of a random part of the body aloud and
identify it in the picture of the man below.
3. Repeat step two with the picture of the woman below.
4. Without referring to the vocabulary, label parts of the body of one of the
pictures above.
60
B. Adjectives
Directions:
cao
bo
thp
gy/m
en
mnh khnh
trng
xinh p
nu
p trai
sm nng
p gi
chy nng
xu
2. Describe both of the people in the pictures in section I.A. with the adjectives
that youve just learned.
II. Practice
Directions: Choose one of the pictures on the next page and write a short description
of that person for your teacher and classmate(s) to guess who you chose. You could
also choose to describe a family photo, a picture from a magazine, or a person in your
class.
61
62
Lesson 11: Locations
Content
Locations: y, , ng kia
Prepositions: trong, trn, khp, di, cnh, trc, sau, gia
Objective
Use prepositions and locative words
Preparation
Cut out pictures of bedrooms, kitchens, living rooms, etc. from magazines
and/or newspapers
Four pieces of blank paper for section II.C.1 and 2
Make copies of the pictures in section II.B.2
Procedures
I. Locations
A. Vocabulary:
Directions: Learn the following phrases, and use them to distinguish the distance
between you and different classroom objects.
y
ng kia
63
B. Where is it?
Directions:
1. Your teacher will point at various classroom objects and ask where each
object is. Use the phrases that you just learned to answer. For example:
Ci bng () u?
Wheres the board?
Ci bng / N .
The board/ It is there.
2. With your teacher, go outside of the classroom. Your teacher will ask you
simple questions regarding distance of objects around you. Answer these
questions, asking your teacher for help on new vocabulary.
II. Prepositions
A. Vocabulary
Directions:
trong:
in
sau:
behind/back
trn:
up
gia:
between
khp:
over
t:
from
di:
below/underneath
theo:
to
cnh:
next
at
trc:
in front of
64
2. Observe the relations between the chair, the books, and the pencil in the
following pictures, and use the appropriate prepositions to describe them.
3. Your teacher will place various classroom objects around the classroom.
Describe the relationships between these objects with the appropriate
prepositions.
B. Describing
Directions:
phng/bung:
room
ca:
door
phng khch:
living room
ca s:
window
phng ng:
sleeping room
gh xa lng:
couch
phng tm:
bathroom
n:
light (general)
(nh) bp:
kitchen
t:
dresser
gc:
mezzanine
t lnh:
refrigerator
gc mi:
attic
bc tranh:
painting
ban cng:
balcony
ging:
bed
65
2. Describe the following pictures. Use as many prepositions as possible. Ask

your teacher for help on vocabulary.
3. Have your teacher describe his/her ideal room. On a blank piece of paper,
draw the room according to the description. For the vocabulary words that
you dont know, use prepositions to form your questions.
4. On a different piece of paper, draw your own ideal room, then describe it to
your teacher to draw it accordingly.
5. Compare the drawings when finished to see if you understood one anothers
descriptions.
66
Lesson 12: Family
Content
Family structure and relationships
Objective
Talk about his/her family
Preparation
Have learner(s) bring a family picture to class
Procedures
I. Family Tree
A. Structure and Relationships
Directions:
chng:
husband
anh:
older male sibling
v:
wife
ch:
older female sibling
ng ni:
paternal grandfather
em trai:
younger male sibling
b ni:
paternal grandmother
em gi:
younger female sibling
con trai:
son
ng ngoi: maternal grandfather
67
b ngoi:
maternal grandmother
con gi:
daughter
ch:
younger paternal uncle
cu:
maternal uncle
bc:
older paternal uncle
d:
maternal aunt
c:
paternal aunt
2. Look at Trangs family tree and describe the relationship of each couple with
the new vocabulary.
ng ni
. Sanh
Bc
Li
B ni
B. Thn
C
L
ng ngoi
. Hiu
Cha
Lim
Trang
M
Thn
B ngoi
B. H
D
Thy
Cu
Bng
Em trai
Nam
3. Form simple sentences to further describe the relationships of Trangs family.

For example:
Trang c mt ngi em trai.
Trang has a younger brother.
Cultural Note: In the Vietnamese kinship system, men form the core of the
family, but women are grafted onto it. Paternal relatives are thus called
ni, inside kin, and maternal kin are considered ngoi, outside kin.
68
B. Your Own Family Tree

Directions: Draw your family tree and write a short description of the
relationships between the various people.
II. Practice
Directions: Look at the following family trees and write a short description for each.
Cha
Chin
A.
Anh
Hin
Ch du
Kim
Chu trai
Tun
B.
M
Lan
B ni
B. Thy
Cha
Minh
Chu trai
Ton
Bn
Chu gi
Lin
ng ni
. Vn
Anh r
Hng
Ch
Loan
M
Vn
Ch
Thanh
Bn
V
Thu
Chu gi
Bnh
Con trai
Ty
Con du
Thng
Chu
gi ni
Lnh
69
Lesson 13: Directions
Content
Directions
Objective
Give and follow directions
Preparation
Make copies of Map A and B in section II.B.2
Procedures
I. Location
A. Vocabulary
Directions:
1. Place the following words accordingly in the spaces provided: ng, Ty,
Nam, Bc; then say them aloud.
70
2. Learn the following vocabulary words, and say them aloud.
tri
(left)
phi
(right)
i din
(opposite)
3. Use a dictionary to find the definitions for the following vocabulary words.
bnh vin:
trng hc:
bu in:
trm xe but:
ngn hng:
nh hng:
hiu sch:
trm cnh st:
trm xng du:
B. Practice
Directions:
1. Study the map on the following page.
71
2. Your teacher will ask you where various buildings are on the map below.
Answer these questions, then write them down in the provided space. For
example:
Ngn hng u?
Ngn hng bn tri trm xng du.
bnh vin
nh hng
trm xe
but 1
ngn hng
bu in
trm cnh
st
hiu sch
trm xe
but 2
trng hc
trm xng
du
a. __________________________________________________
b. __________________________________________________
c. __________________________________________________
d. __________________________________________________
e. __________________________________________________
f. __________________________________________________
g. __________________________________________________
72
II. Giving and Following Directions

A. Useful Expressions
Directions:
1. Learn the following phrases.
i thng:
go straight
quo tri:
turn left
quo phi:
turn right
2. Use the map from the previous exercise and take turns giving your teacher or
classmate directions from one location to the next.
B. Information Gap
Directions:
1. You and a classmate will each be given a map (Map A and B) with missing
information.
2. Without looking at each others maps, ask questions to fill in the blanks on
your own map.
73
Map A
trm cnh
st
bu in
nh
hng
ng
ng
chnh
1
ng
trm xng
du
ngn
hng
Find the following places:
Ask for directions from x to y:
nh th
nh th; nh hng
ch
nh hng; ch
trng hc
ch; bu in
trm xe but
bu in;
nh sch
74
Map B
ch
chnh
ng
ng
1
trng hc
ng
nh th
trm xe
but
nh sch
Find the following places:
Ask for directions from x to y:
nh hng
nh sch; trm xng du
bu in
trm xng du; trm xe but
trm xng du
trm xe but; ngn hng
ngn hng
ngn hng;
trm cnh st
75
Lesson 14: Daily Meals
Content
Daily meals
Culinary vocabulary
Objectives
By the end of the lesson, the learner will be able to
Describe his/her daily meals
Know the basics of making rice
Procedures
I. Daily Meals
A. Vocabulary
Directions:
1. With your teacher learn the following vocabulary.
im tm:
thng:
n tra:
mi ngy:
n chiu/ti:
dng/n:
trng ming:
2. Match each word to its correct definition by filling in the appropriate letter in
the provided space.
76
____ im tm
a. dessert
____ n tra
b. a day / every day
____ n chiu/ti
c. normally
____ trng ming
d. to have lunch
____ thng
e. breakfast
____ mi ngy
f. to have (eat, drink)
____ dng/n
g. to have dinner
____ n sng
h. to have breakfast
3. Use three words from the vocabulary and create a simple sentence for each.
For example:
Ti thng n trng ming sau mi
I normally have dessert after each
ba n.
meal.
Cultural Note: In Vietnamese, there are many words for rice. For example:
go is uncooked rice, and cm is cooked rice. Also, n cm cha?,
which literally means Have you eaten cooked rice yet?, is another way of
saying hello for Vietnamese.
B. Reading Comprehension
Directions:
1. Answer the following questions.
a. How many meals do you have a day?
b. What are these meals?
77
c. What time do you normally have lunch and dinner?

2. Read the following passage and answer the questions.
Ti tn Hi. Ti thng n mi ngy ba ba. Bui sng, ti im tm bng
bnh m vi trng chin, v ung mt ly c-ph. Tra v chiu, ti thng n
cm, tht hoc c kho v canh. V ti thng trng ming vi tri cy.
a. Mi ngy Hi n my ba?
b. Anh y thng im tm vi nhng g?
c. Ba tra v chiu, Hi hay n g?
d. Anh y c thng trng ming vi tri cy khng?
II. Recipes
A. Making Rice
Directions:
1. Find definitions for the following vocabulary.
chn:
:
t:
i:
bt:
nu:
2. Follow these instructions.
a. Vo hai chn go cho sch.
b. go vo ni vi bn chn nc.
78
c. t ni ln bp, bt la mnh.
d. i khong 20 pht cho cm chn.
B. Your favorite dishes

Directions:
1. Judging from the pictures, tell your teacher what dish you think you would
enjoy the most. Ask your teacher for help with the vocabulary.
B by mn
Ch gi
Cm tm
2. With the help of your teacher, explain to your classmate the cooking
procedure of your favorite dish.
79
Lesson 15: Going to the Market
Content
Shopping at a local market
Bargaining
Objectives
Communicate what he/she wants to a vendor
Bargain
Preparation
Bring fruits, vegetables, etc. to class
Procedures
I. How much?
A. Expressions and Vocabulary
Directions:
1. Learn the following expressions.
a. Bao nhiu?
How much / How many?
b. Bao nhiu tin?
How much is it?
80
2. With the help of your teacher, learn the following vocabulary. In the blank
space, brainstorm about other market vocabulary you might need to learn.
cam
chui
to (bom)
mng ct
me
su ring
chm chm
thanh long
xoi
gi
mc / t
(gim) bt
mua
bn
ngi mua / khch hng
ngi bn
nghn/ngn
ng
Other market vocabulary:
81
Practice
Directions: Form as many sentences as you can for all of the fruits below with
the words you just learned.
For example: Cam gi bao nhiu vy?
II. Bargaining
A. At the Market
Directions: With a classmate or your teacher, take turns and learn the following
dialogue.
Ngi mua:
Cho ch. Bao nhiu mt k cam vy?
Ngi bn:
Cho anh. Cam ny mi nghn ng mt k.
82
Ngi mua:
Mc qu. Ch bt c khng? Su nghn ng mt k nh!
Ngi bn:
Nh vy th khng c. Tm nghn ng mt k nh!
Ngi mua:
Ch bn cho ti hai k.
Sau mt chc ..
Ngi bn:
Cam ca anh y.
Ngi mua:
Tin y ch.
Ngi bn:
Cm n anh.
Ngi mua:
Khng c chi. Cho ch.
Ngi bn:
Cho anh. Ln sau gh li na nh!
Cultural Note: Supermarkets are a rarity in Vietnam, as they only exist in a few
big cities. For the most part in Vietnam, vendors often travel by foot to a
designated central location to sell their goods. Thus, bargaining is an integral
part of shopping in Vietnam.
B. Role-play
Directions: With a partner, write a similar dialogue to that in section II.A. In
this dialogue, youll be the buyer and your partner is the vendor. Ask your
teacher for help on vocabulary and monetary units. When done, present your
dialogue to the class.
83
Part III: Intermediate/Advanced Lessons
84
Chapter 6: Introduction to Intermediate/Advanced Lessons

This section is intended for intermediate or advanced learners. At this point in the
acquisition process, it is assumed that the learner can understand and participate in simple
conversations, and is proficient enough in Vietnamese to begin a more in depth
investigation of the target language and culture. In order to help the learner and tutor
meet these goals, this section contains fifteen topic-based lessons.
Each lesson has been developed so that the tutor and learner can work their way through
the lesson together, completing each activity as it is presented in the lesson. Each lesson
provides pre-reading activities for the learner to complete with the tutor before reading
the text. Frequently, learners complete activities that introduce and provide practice in
new vocabulary, engage in a discussion on the lesson topic with other learners and/or the
tutor, and complete other activities designed to help prepare the learner for the text,
which is the main component of each lesson.
Learners then read the text and ask their tutor any questions they may have about the
content of the passage or any vocabulary that is new to them. Through this discussion
with the tutor, the learner can get important feedback and guidance to help understand
what is contained in the text.
After reading the text, each lesson provides activities for the learner to complete which
help him/her to better process and understand the text. Finally, each lesson provides
follow-up activities as well as suggested writing topics that can be assigned for
homework.
By working through each lesson, learners must rely on all four language skills (reading,
writing, speaking, and listening) to explore and learn about Vietnamese culture.
Learners, therefore, will not only improve their overall proficiency in the language, but
will also gain important cultural information which will allow them to not only
understand and appreciate Vietnamese culture, but also use the language more
appropriately and effectively.
Because each lesson follows a similar format, the tutor and learner can quickly become
familiar with the procedure of each lesson. Once the tutor and learner are comfortable
with this procedure, they can identify new themes and topics for study that relate to the
specific goals of the learner. Once these topics have been identified, the tutor can
develop relevant texts and the tutorial class can work through these new texts, following
the same procedure. In this way, the tutor and learner can work together to help the
learner continue to develop all four language skills as well as learn to function in the
target culture.
85
Chapter 7: Lesson Plans
Lesson 1: n Ung
Content
Eating out in Vietnam
Objectives
Order food in a restaurant in Vietnam
Procedures
I. Chun b
A. Tho lun
Ch dn: Tr li cc cu hi sau vi gio vin hoc bn cng lp.
1. Theo bn, thc n cc min ca Vit Nam c ging nhau khng?
2. Bn hy m t mt vi mn n Vit Nam m bn bit.
3. Theo bn vic dng a c thun tin khng? Ti sao?
4. Theo bn, Vit Nam ngi ta c bo (tip) cho ngi phc v trong nh hng
khng? Ti sao (khng)?
86
B. chnh
Ch dn: c bi di y tht nhanh, vit chnh ca mi on vo dng cha
sn. Trao i cu tr li vi gio vin hoc bn cng lp.
1. Thc n Vit Nam c nhng c im khc nhau t min ny qua min khc,
to nn nt c trng ca tng min, v d nh thc n min Trung thng
c v cay. Nhn chung th thc n chnh l cm v cc loi canh, cc mn tht
hoc c kho v cc mn chin. Khi ngi n chung, mi ngi dng chn (hay
bt), a ring ca mnh d h c th dng chung mt mn n. Tr nh th
dng mung thay cho a khi n. mt s nh hng hoc trong mt s ba
tic, ngi ta cn dng dao v na theo cch n ca ngi phng Ty.
chnh: _____________________________________________________
2. nh hng, thc khch thng c mt thc n in trn nhng t giy cng,

ng thnh cun. Thng th tn cc mn n c vit bng ting Vit.
nhng nh hng hay c khch nc ngoi lui ti th thc n cn c vit
bng ting nc ngoi, ph bin l ting Anh, Php v Hoa. Thng th khi
n xong khch khng bo cho ngi phc v.
chnh: _____________________________________________________
C. c hiu
Ch dn:
1. c li phn I.B. v khoanh trn nhng t bn khng bit. Hi gio vin hoc
bn cng lp v ngha v cch dng ca mi t.
87
nh ngha
2. Tr li nhng cu hi sau.
a. Thc n cc min khc nhau ca Vit Nam nh th no?
b. Hy nu cch ngi Vit Nam dng mt s dng c n ung c cp
trong bi.
c. Thc n c trnh by nh th no?
II. Thc tp
A. Pht m
Ch dn: c to trch on, c gng pht m cho ng vi s gip ca gio
vin.
88
Trch on: Thc n ca ngi Vit Nam c nhng c im khc nhau t min
ny qua min khc, to nn nt c trng ca tng min, v d nh thc n min
Trung thng c v cay. Nhn chung th thc n chnh l cm v cc loi canh,
cc mn tht hoc c kho v cc mn chin. Khi ngi n chung, mi ngi dng
chn (hay bt), a ring ca mnh d h c th dng chung mt mn n. Tr nh
th dng mung thay cho a khi n. mt s nh hng hoc trong mt s ba
tic, ngi ta cn dng dao v na theo cch n ca ngi phng Ty.
B. Tho lun
Ch dn: Chn mt trong cc mn n, dng t ca bn m t n. Bn lm
chung s on l bn ang m t mn no.
1
3
1. B by mn
2. Ch gi
3. Cm tm
89
C. Bi nh
Ch dn:
1. Di y l nm cu tm tt phn I.B. Da vo t nhng cu ny theo
ng th t. Vit cu vo ch trng cha sn. Kim tra cu tr li vi gio
vin hoc bn cng lp.
a. Ngi ta c khi cng dng dao, na khi n.
b. Ngi ta khng bo cho ngi phc v.
c. Thc n cc min khng hon ton ging nhau.
d. Thc n nh hng ghi bng ting Vit, c khi c c thc n bng
ting nc ngoi.
e. Mi ngi dng mung, da v chn ring.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
2. Tm tt phn I.B. trong su n tm cu.
90
Lesson 2: Phng Tin i Li
Content
Transportation in Vietnam
Objective
Hail a taxi or a hugging motorbike (xe m)
Procedures
I. Chun b
A. Tho lun
1. M, nu cn tc-xi, ngi ta lm g?
2. Ngi ta tr tin tc-xi ra sao?
3. Ngi ta c bo (tip) cho ti x khng?
4. Bn ngh Vit Nam ngi ta dng tc-xi ra sao?
B. chnh
91
1. Xe m l mt phng tin i li rt c o Vit Nam. Phng tin i li

ny n gin ch l mt chic xe gn my. Khi cn xe m, khch c th ng
v ng v ngoc xe. Nhng thng th khi mt ti x xe m thy khch,
h hay mau mn cho mi. Khch cn tho lun gi c trc vi ti x
khng b ly gi qu cao. Mt s ti x thng li dng vic khch khng
bit r l trnh i gi cao. V vy trc khi i, khch nn tm hiu khong
cch v gi tin cn tr trnh phi tr tin qu cao
chnh: _____________________________________________________
2. Sau nm 1975, tc-xi ph bin Vit Nam t thp nin 90 ca th k 20. Ban
u ch c vi hng, nay th c rt nhiu hng nn gi c c tnh cnh tranh
cao. Tc-xi phc v 24/24.
chnh: _____________________________________________________
3. Khi mun i tc-xi, khch c th gi in thoi n phng iu hnh ca mt

hng tc-xi no v xe s ti n. Khch cng c th ng ch bn l
ng ri ngoc bt k chic tc-xi no. Da vo qung ng v s tin
hin trn ng h, khch tr tin xe. Nu khch i tht xa th thng gi c s
c tho lun ch khng cn c theo ng h tnh tin. Khch c th bo cho
ti x nhng khng bt buc.
chnh:_____________________________________________________
92
C. c hiu
Ch dn:
T
nh ngha
a. Khi cn i xe m, khch lm g?
b. V sao khch cn bit khong cch cn i trc khi i xe m?
c. Ti sao gi i xe tc-xi ngy nay c tnh cnh tranh cao?
d. C phi lc no khch cng tr tin da vo ng h tnh tin khng? Nu
khng th khch tr tin th no?
93
II. Thc tp
A. Pht m
vin.
Trch on: Xe m l mt phng tin i li rt c o Vit Nam.
Phng tin ch n gin l mt chic xe gn my. Khi cn i xe m, khch
c th ng v ng v ngoc xe. Nhng thng th khi mt ti x chy
xe m, h hay mau mn cho mi. Khch cn tho lun gi trc vi ti x
khng b ly gi qu cao. Mt s ti x thng li dng vic khch khng
bit r l trnh i gi cao. V vy trc khi i, khch nn tm hiu khong
cch v gi tin cn tr trnh phi tr tin qu cao.
B. Tho lun
Ch dn: Bn v gio vin hoc bn cng lp chun b lp mt bi hi thoi.
Mt ngi ng vai ngi khch v ngi cn li ng vai ti x xe m.
C. Bi nh
Ch dn: Tm tt phn I.B. trong su n tm cu.
94
Lesson 3: Trong Thnh Ph
Content
Getting around the city
Objective
Get around a Vietnamese city using different modes of transportation
Procedures
I. Chun b
A. Tho lun
1. Bn thch i li bng loi phng tin no nht? V sao?
2. Theo bn, phng tin i li tin li nht cc thnh ph l g? Ti sao?
B. chnh
1. i li trong thnh ph, bn c th dng cc phng tin i li cng cng
nh xe but, xe tc-xi, v thm ch xe xch-l, xe m. Ty theo loi phng
tin bn chn, bn s tr chi ph khc nhau. C l mc nht v tin nghi nht
l xe tc-xi, v r nht l xe but. D nhin bn cng c th i b, nht l khi
95
bn mun i do hoc mun gh vo nhiu ca hiu. iu ng lu l Vit

Nam khng c nhiu ph dnh cho ngi i b v a s cc l ng b tn
dng lm ni mua bn. Nhng mi ngi ang c gng lp li trt t cc l
ng c nhiu ph i b hn.
chnh: _____________________________________________________
2. D nhin nhiu ngi c th ch ng cho bn. Nhng nu bn cm theo mt

bn th thun tin hn. C l phng tin i li tin cho bn nht l tc-xi.
chnh: _____________________________________________________
C. c hiu
Ch dn:
T
nh ngha
96
a. Ti sao i li trong thnh ph bng tc-xi th tin li nht?
b. Ti sao khng c nhiu ph i b Vit Nam?
c. Ti sao bn nn cm theo bn ?
II. Thc tp
A. Pht m
vin.
Trch on: i li trong thnh ph, bn c th dng cc phng tin i
li cng cng nh xe but, xe tc-xi, v thm ch l xe xch-l, xe m. Ty
theo loi phng tin bn chn, bn s tr chi ph khc nhau. C l mc nht
v cng l tin nghi nht l xe tc-xi, v chi ph thp nht c l l xe but. D
nhin bn cng c th i b, nht l khi bn mun i do hoc mun gh vo
nhiu ca hiu. iu ng lu l Vit Nam khng c nhiu ph dnh cho
ngi i b v a s cc l ng b tn dng lm ni mua bn. Nhng mi
ngi ang c gng lp li trt t cc l ng c nhiu ph i b hn.
B. Tho lun
Ch dn: Thng nhng ngi dng l ng lm ni mua bn l nhng ngi
ngho. H lm nh vy v h khng c ch khc. Tuy nhin, nu h lm nh vy
l ph s km trt t.
97
1. Tho lun vn trn vi gio vin. N nghim trng ra sao? Ngi ta

lm g i vi vn ny, vv.
2. Cng bn chung lp hy ngh mt bng lit k nhng gii php kin ngh v
vit bng di y. Trao i vi c lp.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
C. Bi nh
Ch dn: Chn mt trong nhng gii php bn ngh trn vit bi vn
nu ln gii php ca vn .
98
Lesson 4: khch sn
Content
Hotels in Vietnam
Objectives
Reserve a hotel room in Vietnam
Procedures
I. Chun b
A. Tho lun
1. Khi bn chun b i du lch ra nc ngoi th bn quan tm n nhng g?
2. Theo bn, nhng cch no gip bn tm khch sn d nht?
3. Khch sn c phi l ni ngh ngi tt nht khi i du lch khng? Ti sao?
B. chnh
1. L khch du lch n Vit Nam cng nh mt t nc no khc bn thng
quan tm n ch ngh ngi. V mt trong nhng ch bn hay ngh n l
khch sn.
99
chnh: _____________________________________________________
2. cc thnh ph hay cc tnh th vic tm khch sn khng kh lm. Bn c

th tm trong cc quyn sch gii thiu v du lch Vit Nam. Hoc n gin
hn l khi n ni no , bn c th nh tng i in thoi gii thiu hoc
nh mt ti x xe tc-xi ch i tm.
chnh: _____________________________________________________
3. Khi vo khch sn th bn thng s c yu cu trnh h chiu v giy kt

hn (nu bn i cng v/chng). Bn cn hi qua cc loi phng nh phng
n, phng i, phng c my lnh hoc khng, phng c h thng nc
nng v lnh. D nhin l ty vo loi phng m c gi thu phng khc
nhau. Trong mi phng thng c ni quy khch sn v c bn hng dn
gi in thoi. Nhng khch sn ln c th trang b thm h thng my tnh
c Internet. Mt s khch sn phc v n sng min ph. Trong qu trnh lu
tr khch sn, bn thng c yu cu gi nhng mn qu gi cho
ngi c trch nhim ca khch sn gi. Nu bn c phn nn g th nhn
vin tip tn l ngi bn cn lin lc u tin. Khi ri khch sn, bn nh
kim tra cn thn mi th ca bn.
chnh: _____________________________________________________
100
C. c hiu
Ch dn:
T
nh ngha
a. Hy nu nhng cch tm khch sn.
b. C bao nhiu loi phng c cp trong bi c? Hy k ra.
c. Ai gi nhng mn qu gi ca bn?
d. Bn cn kim tra g trc khi ri khch sn?
101
II. Thc tp
A. Pht m
vin.
Trch on:
L khch du lch n Vit Nam cng nh n mt t nc no khc th
bn cng thng quan tm n vn v ch ngh ngi. V mt trong nhng
ch bn hay ngh n l khch sn.
cc thnh ph hay cc tnh th vic tm khch sn khng kh lm. Bn
c th tm trong cc quyn sch gii thiu v du lch Vit Nam. Hoc n
gin hn l khi n ni no , bn c th nh tng i in thoi gii thiu
hoc nh mt ti x xe tc-xi ch i tm.
B. Tho lun
Ch dn: Ngi ta cho rng trnh gi mi dm, ni quy cc khch sn thng
yu cu khch trnh giy ng k kt hn nu i nam n chung phng. C
ngi phn i. Bn ngh sao v vn ny?
C. Bi nh:
102
Lesson 5: Bu in
Content
Post office in Vietnam
Objectives
Use the post office in Vietnam
Procedures
I. Chun b
A. Tho lun:
1. Thng bn n bu in lm g?
2. Mt tun bn n bu in my ln?
B. chnh
1. Vic gi in thoi quc t cc bu in rt d dng. Khi bn n bu in,
nhn vin s a cho bn mt phiu ng k gi in tin sp xp th t
cc cuc gi. Sau , bn s c mi ngi ch. Ti lt ca bn, nhn vin
s mi bn vo mt bung in thoi m bo s ring t ca bn khi tr
103
chuyn. Sau khi bn ni chuyn in thoi xong, nhn vin s trao cho bn
ha n.
chnh: _____________________________________________________
2. Vic gi th t bu in rt thun tin. Khi gi th trong vng nc Vit

Nam, ngi gi ch cn ghi r a ch ca ngi gi v ngi nhn, dn tem
v b th vo thng th. Cn khi gi ra nc ngoi th ngi gi n gp
nhn vin bu in hi cc ph cho chnh xc. Sau khi cn th nhn vin
s cho bn bit cc ph bao nhiu. Sau khi tr tin xong, ngi gi c th t
mnh b th vo thng th hoc nhn vin bu in s trc tip nhn th.
chnh: _____________________________________________________
3. Khi gi bu phm, ngi gi nht thit phi n gp nhn vin bu in h

cn bu phm v quyt nh mc cc m khch cn tr. Khch tr tin v
nhn vin bu in chu trch nhim gi bu phm i.
chnh: _____________________________________________________
4. D nhin, khch c th yu cu gi th, bu thip, bu phm theo cc dng

gi khc nhau: thng, nhanh, m bo, v.v. Ty theo cch gi m chi ph
gi s khc nhau.
chnh: ____________________________________________________
104
C. c hiu
Ch dn:
1. c phn I.B. v khoanh trn nhng t bn khng bit. Hi gio vin hoc
bn cng lp v ngha v cch dng mi t.
T
nh ngha
a. Bn c th n bu in lm nhng vic g?
b. Hy nu cc bc bn cn lm gi in thoi.
c. Cuc gi ca bn c tr tin nh th no?
d. gi cc th, bu kin v.v., bn lm g?
105
II. Thc tp
A. Pht m
vin.
Trch on: Vic gi in thoi cc bu in rt d dng. Khi bn n
bu in, nhn vin s a cho bn mt phiu ng k gi in tin sp
xp th t cc cuc gi. Sau , bn s c mi ngi ch. Ti lt ca bn,
nhn vin s mi bn vo mt bung in thoi m bo s ring t ca
bn khi tr chuyn. Sau khi bn ni chuyn in thoi xong, nhn vin s
trao ha n cho bn.
B. Tho lun
Ch dn: Theo bn, e-mail c nhanh v tin hn th tay khng?
C. Bi nh
Ch dn: Vit su n tm cu tm tt phn I.B.
106
Lesson 6: Cng ty Du lch
Content
Travel agencies in Vietnam
Objectives
Book a tour at a travel agency in Vietnam
Procedures
I. Chun b
A. Tho lun
Ch dn: Tr li cc cu hi sau.
1. Bn c th tm thng tin v nhng ni tham quan Vit Nam u?
2. Thng cc cng ty du lch M cung cp nhng thng tin g cho khch
hng?
B. chnh
1. Khi bn n Vit Nam, bn c th tham quan c nhiu ni: cc danh thng
t Bc ch Nam, cc vin bo tng, cc khu du lch sinh thi v.v. C th trc
khi n Vit Nam, bn chn cho mnh nhng ni tham quan. Nhng d
107
nhin bn c th n cc cng ty du lch ca Vit Nam hi thm thng tin

hoc bt u hoch nh mt chuyn du lch.
chnh: ___________________________________________________
2. Cc cng ty du lch thng thng nm trung tm thnh ph hoc th x. Cc

nhn vin du lch tip n khch hng rt n cn, v trong s c nhiu
ngi bit ting Anh, ting Php, ting Hoa. H s rt vui nu bn cng bit
ni ting Vit. Cc nhn vin s cung cp cho bn nhng thng tin cn thit
v chuyn i m bn mun, nh phng tin, thi gian, ni ngh, v vic n
ung na, qua nhng t ri. Sau mi chuyn i thng khch hay thng cho
hng dn vin mt s tin nhng khng bt buc.
chnh: _____________________________________________________
C. c hiu
Ch dn:
T
nh ngha
108
a. Bn c th tham quan nhng ni no Vit Nam?
b. Cc cng ty du lch thng nm u?
c. Cc cng ty du lch s cung cp nhng thng tin g cho bn?
II. Thc tp
A. Pht m
vin.
Trch on: Khi bn n Vit Nam, bn c th tham quan c nhiu ni:
cc danh thng t Bc ch Nam, cc vin bo tng, cc khu du lch sinh thi
v.v. C th trc khi n Vit Nam, bn chn cho mnh nhng ni s
tham quan. Nhng d nhin bn c th n cc cng ty du lch ca Vit Nam
hi thm thng tin hoc bt u hoch ng mt chuyn du lch.
109
B. Tho lun:
Ch dn: Vi bn cng lp, hy vit mt bi hi thoi gia mt ngi khch v
mt nhn vin cng ty du lch. Vit bi hi thoi vo ch trng di y, thc
hnh v th hin bi hi thoi trc lp.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
C. Bi nh:
110
Lesson 7: Mua sm
Content
Shopping in Vietnam
Objectives
Shop and bargain in Vietnam
Procedures
I. Chun b
A. Tho lun
1. Bn c bao gi tr gi khi mua sm M khng? Nu c, th vo nhng
trng hp no?
2. Bn tr gi ra sao?
3. Khi i du lch nc ngoi, bn ngh bn s phi tr gi khi mua sm khng?
Ti sao?
B. chnh
111
1. Khi i du lch bn thng thch mua sm nhng mn k nim hoc bn

mua vi th bn cn nh thc n, nc ung hay tri cy. Mua sm nhng
ni khc nhau s cho bn nhng kinh nghim khc nhau. V mt trong nhng
hin tng thng thy cc ni mua bn l chuyn tr gi.
chnh: _____________________________________________________
2. Cc ca hiu ln thng trng by nhng sn phm km theo gi. iu th v

l ngay c khi mt s mn hng c ghi gi, bn vn c th tr gi thp hn.
chnh: _____________________________________________________
3. Cn khi bn n cc ca hiu nh v c bit l khi bn ch, nhiu mt

hng khng c ghi gi. a s ngi bn s ni gi cao hoc thm ch rt
cao, nht l khi h thy ngi nc ngoi. Nu bn bit trc iu th bn
c th tr gi. Bn c th th tr na gi m h ni, ri tng dn cho n khi
c bn v ngi bn cm thy thun mua va bn. C khi bn khng mua v
thy mn hng rt mc so vi bn ngh, v bn tr gi khng thnh cng.
Bn c th quay lng i th ngi bn li mi bn quay li mua vi gi bn
tr. Nu bn i cng mt ngi a phng quen bit vi bn th c th vic
mua bn thun li hn.
chnh: _____________________________________________________
112
C. c hiu
T
nh ngha
a. Cc sn phm c trng by cc ca hiu ln nh th no?
b. Ti sao cc ca hin nh thng khng gi hng ha?
c. Hy nu vi vic bn lm khi bn tr gi.
II. Thc tp
A. Pht m
vin.
113
Trch on: Khi bn n cc ca hiu nh v c bit l khi bn ch,

nhiu mt hng khng c ghi gi cho nn bn thng hi ngi bn bit
gi. a s ngi bn s ni gi cao hoc thm ch rt cao, nht l khi h thy
ngi nc ngoi hi n. Nu bn bit trc iu th bn c th tr gi.
Bn c th th tr gi h ni ri tng dn cho n khi c bn v ngi bn
cm thy thun mua va bn. C khi bn khng ng mua v thy mn bn
cn mua mc rt nhiu so vi bn ngh v bn th tr gi khng thnh
cng, bn quay lng i th ngi bn li mi bn quay li mua vi gi bn
tr. Nu bn i cng mt ngi a phng quen bit vi bn th c th vic
mua bn thun li hn.
B. Tho lun
Ch dn: Vi bn cng lp, hy vit mt bi hi thoi gia mt ngi khch v
mt ngi bn hng mt ch nh. Vit bi hi thoi vo ch trng di y,
thc hnh v th hin bi hi thoi trc lp.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
114
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
C. Bi nh:
115
Lesson 8: Gia nh Vit Nam
Content
Vietnamese family structure
Objectives
Understand the structure of a Vietnamese family
Procedures
I. Chun b
A. Tho lun
1. Theo bn cch y 30 nm, loi gia nh no ph bin nht Vit Nam? Ti
sao?
2. Loi gia nh no ph bin nht Vit Nam hin nay? C ging nh cch y
30 nm khng? Ti sao (khng)?
3. Bn thch sng trong loi gia nh no? Gia nh a th h hay gia nh ht
nhn? Gii thch.
B. c thm lng
Ch dn: Thm lng c bi di y.
116
Nhng nm trc 1980, gia nh Vit Nam thng rt ng thnh vin v

thng l gia nh a th h, c th ti ba hoc bn th h, nh ng b sng chung
vi con chu. Anh ch em sau khi lp gia nh c th ra ring mt ni no .
Ngi con c hoc con t thng chm sc cha m gi, v h thng vi cha
m ca h. Cc gia nh nh thng tp hp li vi nhau vo dp Tt hay nhng
m tic, nh m hi, m ci, m tang, m gi, v m y thng hay ti
ti (thi ni) ca my tr nh. Ngoi ra, mi dp ma mng gia nh cng t hp
li gip nhau.
Ngy nay kch c ca gia nh Vit Nam thay i rt ln. Mi gia nh
ch c mt hoc hai con. vng nng thn, vn cn c nhng gia nh ng con
nhng loi gia nh ny ang gim rt nhiu. Con ci ln ln thng khng
chung cha m nhiu: c ngi i hc i hc hay cc trng dy ngh ri li k
tc x, thi thong v thm cha m. Cn ngi lp gia nh ring thng khng
chung cha m. Mt phn v cha m h nng thn, cn bn thn h th c ngh
nghip cc thnh ph ln. C mt s ngi mun n cha m mnh v thnh
ph chung nhng khng thc hin c v cha m h khng mun ri xa qu,
v h khng thch cuc sng bn rn v c c thnh ph. Cng v vy, i khi
c nhng mu thun trong cuc sng: con ci khng v thm cha m c thng
xuyn lm cha m hay bun v c khi trch mc; cn con ci mun cha m dn
n chung th cha m khng thch.
Cn nhng gia nh cc thnh ph ln th con ci sau khi lp gia nh
ring cng khng chung cha m v nh ca h thng nh v sinh hot kh
khn, hn na h khng c thi gian sinh hot chung v d c mu thun.
117
D th no i na ngi Vit Nam rt tn trng ngha ca gia nh. Gia

nh l ni h ngh ti nhiu nht mi khi h i u xa.
C. c hiu
Ch dn:
T
nh ngha
2. Tr li cc cu hi sau.
a. Loi gia nh no ph bin Vit Nam trc nhng nm 1980? Nu ba
c tnh quan trng ca loi gia nh .
b. Vo dp no gia nh ngi Vit Nam t hp vi nhau?
118
c. Ti sao s ngi trong nhiu gia nh Vit Nam gim ng k?

d. Ti sao mt s ngi khng thch sng chung cha m sau khi thnh hn?
e. Ti sao mt s cha m khng thch sng chung vi con ci?
f. Gia nh ng vai tr quan trng nh th no trong cuc sng ca mt
ngi Vit Nam?
3. Gch di tt c cc cu c t c, v khoanh trn nhng cu c cu trc
mun + ng t.
4. Cng vi gio vin hoc bn chung lp tho lun cch s dng nhng cu trc
ny. Nu c thi gian, n tp v s dng nhng cu trc ny.
II. Thc tp
A. Pht m
vin.
Trch on:
Nhng nm trc 1980, gia nh Vit Nam thng rt ng thnh vin
v thng l gia nh a th h, c th ti ba hoc bn th h, nh ng b sng
chung vi con chu. Anh ch em sau khi lp gia nh c th ra ring mt ni
no . Ngi con c hoc con t thng chm sc cha m gi, v h thng
vi cha m ca h. Cc gia nh nh thng tp hp li vi nhau vo dp Tt
hay nhng m tic, nh m hi, m ci, m tang, m gi, v m y
thng hay ti ti (thi ni) ca my tr nh. Ngoi ra, mi dp ma mng gia
nh cng t hp li gip nhau.
119
B. Tho lun
Ch dn:
1. Vit mt bi vn ngn, tr li cu hi sau ri mang vo lp trao i kin.
ti: Ngi Vit Nam cho rng nu con ci khng vng li cha m th
l nhng ngi con h. Bn ngh g v kin ny?
2. Nh gio vin c bi vn ca bn hoc trao i bi vn vi bn cng lp.
Tho lun v tr li nhng cu hi sau cho tng bi vn.
a. chnh ca bi vn l g?
b. Tc gi c cung cp thuyt phc bo v mnh khng? l nhng
g?
c. C cu no khng r ngha khng? Nu c, vit nhng cu ra. Tho
lun vi tc gi bit tc gi khi vit nhng cu .
120
Content
Important events
Objectives
By the end of the lesson, the learner will
Have a better grasp of important events for a Vietnamese
Procedures
I. Chun b
A. Tho lun
1. Hy lit k cc s kin m bn ngh l quan trng trong i ngi.
2. Tn ca bn c ngha g khng? Theo bn cha m nn dng tn p hay tn
xu t cho con mnh? Ti sao?
3. Theo bn, nu cha m dng tn xu t cho con th khi ln ln ngi con
s dng tn khng? Ti sao (khng)?
4. Cha m bn c t chc mt ba tic cho bn khi bn trn mt thng tui
khng? V mt tui khng? Nu c th h lm g?
B. c thm lng
121
Mi ngi Vit Nam thng c nhng s kin quan trng sau y din ra trong
i h.
1. Sinh nht v t Tn
Thng th cha m hay t tn cho con mnh bng nhng ci tn mang
mt ngha tt p. C khi l nim hy vng ca cha m v con ci mnh.
V d, cha m ca Nguyn Thnh Danh mong con h sau ny s cng thnh
danh toi.
Nhng l nhng ci tn c ghi trong giy khai sinh, cn nh
ngi ta hay gi con ci mnh bng nhng ci tn nghe rt gin d v c khi
xu, nh t, v h ngh nh vy con h s d nui. Khi a tr ln ln, cha
m thng i sang gi tn chnh thc v c khi tn xu qu ngi con s mc
cm vi mi ngi.
Mt iu m cha m hay l khi t tn con ci, h s tm hiu
trnh t tn con trng vi mt ngi ln no trong gia nh ni ngoi
trnh b trch.
2. m y thng
Khi a tr c trn mt thng tui, ng b, cha m hay t chc mt
ba cm hay ba tic gi l m y thng. Trong m ny, cha m s cu
xin thn linh che ch con mnh khi nhng nguy him m tr s sinh c th
gp phi. Nhng ngi b con, bn hu ca cha m a tr c mi n d
ba cm hoc ba tic . a tr c tng qu v c chc nhng iu
tt lnh.
122
3. m ti ti hay thi ni
Nhiu ngi cho rng t ng gi m ny l ti ti, nhng do
thi quen nhiu ngi vn gi l thi ni.
Trong m ny, ng b cha m t chc ba tic, cng cc thn linh v
cm t h bo bc, ch che cho a tr.
Giy pht vui nht trong ba tic l thi im a tr chn mt mn
th hin ngh nghip tng lai ca a b trong mt ci khay, nh ci ko
ch ngh th may. Ngi ta hi hp ch xem b bt mn g. Ngy nay,
nhiu ngi khng tin vo iu nhng cng rt hi hp ch i giy pht
ny. a tr c tng nhiu qu trong ngy ny.
(Tip tc bi sau)
C. c hiu
Ch dn:
T
nh ngha
123
a. Nhng (loi) tn no ngi Vit Nam hay dng t cho con ci h?
b. To sao ngi ta dng c tn p v xu t cho con?
c. Ti sao m y thng v m ti ti c t chc? Nhng m ny c
t chc ra sao?
d. Trong m ti ti, giy pht c bit nht l g? M t giy pht .
3. Gch di tt c cu b ng.
4. Dng gi cho sn vit cu dng b ng.
V d: hc sinh gii / tng thng
Cc bn hc sinh gii c tng thng.
a. hc sinh li / thy c/ ph bnh.
b. bn vo nh ai / giy dp / / bn ngoi
c. sch ny / ng Nguyn Tun / vit
d. ba tic / t chc / linh nh.
e. phm lut / pht.
124
II. Thc tp
A. Pht m
vin.
Trch on:
Thng th cha m hay t tn cho con mnh bng nhng ci tn mang
mt ngha tt p. C khi l nim hy vng ca cha m v con ci mnh. V
d, cha m ca Nguyn Thnh Danh mong con h sau ny s cng thnh danh
toi.
Nhng l nhng ci tn c ghi trong giy khai sinh, cn nh
ngi ta hay gi con ci mnh bng nhng ci tn nghe rt gin d v c khi xu,
nh t, v h ngh nh vy con h s d nui. Khi a tr ln ln, cha m
thng i sang gi tn chnh thc v c khi tn xu qu ngi con s mc cm
vi mi ngi.
Mt iu m cha m hay l khi t tn con ci, h s tm hiu
trnh t tn con trng vi mt ngi ln no trong gia nh ni ngoi
trnh b trch.
B. Tho lun
Ch dn:
ti: Bn ngh g v cch ngi Vit Nam t tn cho con h?
125

b. Tc gi c tr li tng cu hi khng?
c. Bn thch ci g ca bi vn nht? Ti sao? Phn no bn ng tnh? C
phn no bn khng ng tnh khng? l nhng phn no?
d. Nhng phn no gy kh hiu cho bn?
e. C g khc bn mun bit khng? Hi tc gi hai, ba cu hi.
126
Content
Important events for a Vietnamese
Objectives
Understand the series of important events for a Vietnamese
Procedures
I. Chun b
A. Tho lun
1. nc bn m ci c t chc nh th no?
2. nc bn c du c nh ch r mt thi gian khng? Nu c th ti sao?
c phi l truyn thng khng?
3. nc bn mt m tang ko di bao lu?
4. nc bn ngi ta c t chc gi khng? Ngi ta lm g vo ngy gi?
B. c thm lng
1. m ci
127
y c xem l s kin quan trng nht trong i ngi, l mt thay

i ln trong cuc sng ca mi ngi.
Ngy xa, hn nhn thng do cha m sp t; cn ngy ny nam n
c t do yu thng nhau v quyt nh lp gia nh vi nhau. Tuy nhin,
phn ln cc m ci vn din ra theo cch truyn thng.
Thng m ci theo truyn thng din ra c nh c du v ch r.
Nhng ngi theo o Pht hoc cc tn gio khc thng ch t chc l ci
ti nh; nhng ngi theo o Thin Cha cn n nh th lm l.
Ngy xa sau khi ci nhau, c du s nh chng mt thi gian hoc
c khi c i. Do phn ln cc i v chng tr ngy nay bn rn cng vic,
c du t khi v nh chng lm du. Tuy nhin, i nam n vn dnh mt
s ngy thm b con h hng hai bn. Ngoi ra, nhiu ngi thch c tun
trng mt iu ny rt khc vi ngy xa.
2. m tang
Ci cht ca bt k ai d nhin l nhng gi pht au bun nht ca
gia nh h. Thng khi mt ngi mi qua i, ngi ta thng i xem bi
xem gi tm lim v h huyt. V vy, thng th m tang din ra trong
i ba ngy, nhng cng c m din ra lu hn, c khi gn mt tun l.
Nhng ngi thn c gng t tu ng trc gi tm lim nhn mt
ngi thn ln cui. m tang ca ngi theo o Thin Cha thng kt
thc bng vic mang quan ti ngi cht n nh th cu nguyn v sau
em chn hay ha thiu.
128
Ngy nay, chuyn ha thiu khng cn xa l vi ngi Vit Nam v

ngi ta chp nhn hnh thc ny.
Vit Nam c nhng ngha a chung v c nhng ngha a nh ca
cc gia nh chn ct ngi trong dng h.
3. m gi
Hng nm n ngy k nim ngi thn trong gia nh qua i, ngi
ta t chc m gi. Khi t chc m gi ngi ta thng lm cc loi thc n
v cc loi bnh truyn thng cng kin. y cng l dp gia nh sum
hp.
C. c hiu
Ch dn:
T
nh ngha
129
a. Mt m ci tiu biu c t chc th no?
b. S khc bit ln trong i sng c du sau ngy ci gia ngy nay v
ngy xa l g?
c. Ti sao ngi ta c gng hin din trong giy pht ngi thn c tm
lim?
d. Mt m gi thng c t chc ra sao?
3. Gch di nhng cu c t lin kt cn.
4. Dng nhng gi cho sn vit cu dng b ng.
V d: hc sinh gii / tng thng; hc sinh li / pht
Cc bn hc sinh gii c tng thng, cn cc bn hc sinh li th
b pht.
a. v ti / thch / TV / ti / thch / radio
b. sch ny / ng Nguyn Tun / vit /sch kia / Ng Tt T.
c. ngi theo o Cha / t chc / m ci / m tang / nh / nh th.
d. ha thiu / khng / xa l / ngi Vit Nam / chp nhn.
130
II. Thc tp
A. Pht m
vin.
Trch on:
Ci cht ca bt k ai d nhin l nhng gi pht au bun nht ca gia
nh. Thng khi mt ngi mi qua i, ngi ta thng i xem bi xem
gi tm lim v h huyt. V vy, thng th m tang din ra trong i ba ngy,
nhng cng c m din ra lu hn, c khi gn mt tun l. Nhng ngi thn
c gng t tu ng trc gi tm lim nhn mt ngi thn ln cui.
m tang ca ngi theo o Thin Cha thng kt thc bng vic mang quan
ti ngi cht n nh th cu nguyn v sau em chn hay ha thiu.
Ngy nay, chuyn ha thiu khng cn xa l vi ngi Vit Nam v
ngi ta chp nhn hnh thc ny.
Vit Nam c nhng ngha a chung v c nhng ngha a nh ca
cc gia nh chn ct ngi trong dng h.
B. Tho lun
Ch dn:
1. Vit mt bi vn ngn tr li cu hi sau v trao i kin vi lp.
131
bi: By gi bn bit mt s s kin quan trng trong i mt ngi

Vit Nam. Trong nhng s kin , theo bn s kin no l quan trng nht?
Gii thch.
c. Bn thch nht phn no ca bi vn? Ti sao? Phn no bn ng tnh?
C phn no bn khng ng tnh khng? l nhng phn no?
132
Lesson 11: Hn nhn
Content
Marriage
Objectives
Understand the traditions of a Vietnamese wedding
Procedures
I. Chun b
A. Tho lun
Ch dn: M t nhng g bn thy trong nh sau.
B. c thm lng
133
Ngy xa, hn nhn Vit Nam thng do cha m sp t. l hnh

thc hn nhn do sp t. Thng c mt ngi, thng l ph n ln tui,
v chng, ng ra lm may cho hai h. C khi cha m ca chng trai v c gi
l bn hu ca nhau, v h mun ci, g con h tht cht thm tnh thn hu
. C du v ch r i lc ch thc s bit nhau t ngy dm hi.
Ngy nay, nam n t tm n nhau v yu nhau do t nguyn. Sau mt
thi gian yu nhau, chng trai nh cha m mnh mang tru cau, ru, bnh v.v.
sang nh gi hi ci. C khi vo ngy hi ci ny th cha m hai bn mi
bit nhau. Sau khi hai gia nh ng cho hai tr ci nhau, h s i gp mt
thy bi nh ngi ny nh ngy lm l hi v l ci.
Trong l hi, nh trai s tng c du mt s n trang. i nam n s
mang nhn ci cho nhau, gi cha m i bn bng cha, m v xem thn bng
quyn thuc ca ngi bn i ca mnh l thn nhn. Nh gi ng ra t chc
tic hi cn nh trai th lo chi ph ca ba tic bng mt s tin thng l do
nh trai t quyt nh.
L ci c t chc sau mt thi gian, c gia nh thch t chc theo
nghi l truyn thng, c gia nh t chc theo hnh thc hin i. Thm ch c gia
nh thch t chc theo c hai hnh thc. D theo bt k hnh thc no th ngi
theo o Pht cng c phn c du ch r cng vi ly bn th t tin hai h; cn
ngi theo o Cha th n nh th lm l. i khi nh gi cho c du mt s
ti sn gi l ca hi mn.
Cc gia nh nng thn thng t chc tic ti nh, k c nh trai v nh
gi. Khi rc du v, nh trai i tic cho nh gi, li xm b con n ph lm
134
m rt l vui v. Cn thnh th ngi ta t chc tic nh hng, tuy c gn

gng hn nhng khng vui bng t chc tic ti nh v thi gian t chc b gii
hn.
C. c hiu
Ch dn:
T
nh ngha
a. Ngy xa hn nhn c sp t ra sao?
135
b. Ngy nay, khi i nam n mun i n hn nhn, h tri qua nhng

bc no?
c. M t mt l hi.
d. M t mt l ci.
e. Lit k nhng ni ngi ta t chc tic ci.
3. Gch di nhng trng t.
II. Thc tp
A. Pht m
vin.
Trch on:
Ngy xa, hn nhn Vit Nam thng do cha m sp t. l hnh
thc hn nhn do sp t. Thng c mt ngi, thng l ph n ln tui,
v chng, ng ra lm may cho hai h. C khi cha m ca chng trai v c
gi l bn hu ca nhau, v h mun ci, g con tht cht thm tnh thn
hu . C du v ch r i lc ch thc s bit nhau t ngy dm hi.
Ngy nay, nam n t tm n nhau v yu nhau do t nguyn. Sau mt
thi gian yu nhau, chng trai nh cha m mnh mang tru cau, ru, bnh v.v.
sang nh gi hi ci. C khi vo ngy hi ci ny th cha m hai bn mi
bit nhau. Sau khi hai gia nh ng cho hai tr ci nhau, h s i gp mt
thy bi nh ngi ny nh ngy lm l hi v l ci.
136
B. Tho lun
Ch dn:
3. Vit mt bi vn ngn, tr li cc cu hi sau ri mang vo lp trao i kin.
ti: Nhng hn ch ca hn nhn do sp t l g? Bn thch t chc l
ci ca mnh theo li truyn thng hay hin i? Ti sao?
137
Lesson 12: Cho hi (phn 1)
Content
More greetings
Objectives
Politely greet others using more sophisticated vocabulary
Procedures
I. Chun b
A. Tho lun
1. Mi vn ha c cch cho hi khc nhau, bn bit g v cch ngi Vit Nam
cho nhau?
2. Bn c ci u khi cho nhau khng? Khi no bn bt tay?
3. Bn gi ngi cng tui l g? Gi ngi ln tui hn l g? Bn ngh ngi
Vit Nam c gi ging vy khng?
B. c thm lng
Nhn chung, ngi Vit Nam t gi nhau bng tn, ngoi tr nhng ngi
tr ngang bng tui nhau. min Nam, ngi nh tui hn gi ngi ln hn
138
mnh nhiu bng nhng t nh ng, b, c, bc, cu, d, v.v. v km theo l th

ca ngi trong gia nh. Cn i vi ngi khng ln hn h lm th h c
th gi bng anh, ch ri km theo l th hoc tn ring nh anh By, anh
Thanh, ch Hnh v.v.. Nu h khng bit th ca ngi th h ch gi bng
nhng t va nu trn, hoc h hi trc gi cho ng. Ngi min Bc v
min Trung cng gi gn ging nh vy, nhng thay v gi th trong gia nh, h
gi tn. Trong giao tip trc tip vi mt s nhm ngi nh gio vin, ngi ta
khng gi tn thy c m ch dng li thy, c.
Xin cho hoc Cho l nhng t c th dng cho nhiu ngi
khc nhau. Khi ngi nh tui hn cho ngi ln hn, km theo t tha
trc nhng cm t nh ng T, anh By. Km theo li cho ngi ta hay kh
cui u. Ngi ngang bng tui nhau hay bt tay nhau, cn ngi nh tui hn
ch bt tay ngi ln hn mnh khi ngi ln a tay ra trc nh du hiu mi.
Khi ngi ta cho nhau th km theo thng l nhng cu nh
ng/Anh/B () khe khng?, ng/Anh/B () i u ?. C khi thn
mt hn ngi ta cn hi Cm nc g cha?.
Nhng cch gi ny th hin rt nhiu nhng nt vn ha Vit Nam. Tuy
nhin, a s ngi Vit Nam hiu rng cch gi nhau nh vy rt phc tp nn h
khng bt li nhng ai khc vn ha khi h dng khng ng. Nhng t c th
thch hp cho ngi nc ngoi d nh l Xin cho, km theo l ci ci u
cho nu c th.
139
C. c hiu
Ch dn:
T
nh ngha
a. Nu vi t h gi m ngi tr tu gi ngi ln hn. Nhng t ny
khc nhau ra sao?
b. Nu ngi ta khng bit tui/v tr ca ngi c cho th ngi ta
cho h th no?
c. Nu vi s khc nhau trong cch cho ca ngi min Nam v ngi
min Bc.
140
d. Nhng t ph bin cho cho nhau l g? Nhng c ch no ngi tr

tui dng cho cho thm lch s?
e. Nu vi cu hi in hnh m ngi ta dng khi cho nhau.
3. Gch di nhng t lin kt nh nhng v nhng m v t nm cu vi
t lin kt nhng.
T lin kt:
Cc t lin kt c tc dng lm cho cc cu vn v on vn c lin kt
cht ch hn. Cc t thng gp:
V: t ny thng c dng kt hp nhng t, cm t c tnh b

sung cho nhau hoc dng trc thnh phn cui trong mt chui lit
k.
V d: Ti v Bnh l hai ngi bn thn.
Nhng s kin quan trng trong i ngi l khi sinh ra, khi
y thng, khi trn mt tui, khi lp gia nh v khi mt i.
Bn cnh : t ny thng ng u cu nu ln nhng b

sung cho nhng ni cc cu trc .
V d: m ci rt quan trng. Bn cnh , m tang cng c
coi l rt quan trng.
Tuy nhin: t ny thng ng u cu lm du hiu cho bit

nhng g xut hin sau s c tri ngc hoc khc bit so vi
cu lin trc .
V d: Ngy xa, hn nhn do sp t. Tuy nhin, ngy ny l
s t nguyn n vi nhau ca i nam n.
141
Nhng, cn: nhng t ny cng ch s khc bit nhng thng xut

hin trong cu hn l u cu.
V d: Ngy xa, hn nhn do sp t nhng/cn ngy nay l s
t nguyn n vi nhau ca i nam n.
II. Thc tp
A. Pht m
vin.
Trch on:
Nhn chung, ngi Vit Nam t gi nhau bng tn, ngoi tr nhng ngi
tr ngang bng tui nhau. min Nam, ngi nh tui gi ngi ln hn mnh
nhiu bng nhng t nh ng, b, c, bc, cu, d, v.v. v km theo l th ca
ngi trong gia nh. Cn i vn ngi khng ln hn h lm th h c th
gi bng anh, ch ri km theo l th hoc tn ring nh anh By, anh
Thanh, ch Hnh v.v.. Nu h khng bit th ca ngi th h ch gi bng
nhng t va nu trn hoc h hi trc gi cho ng. Ngi min Bc v
min Trung cng gi gn ging nh vy, nhng thay v gi th trong gia nh,
h gi tn. Trong giao tip trc tip vi mt s nhm ngi nh gio vin,
ngi ta khng gi tn thy c m ch dng li thy, c.
142
B. Tho lun
Ch dn:
ti: Nu vi cch bn c th dng cho ngi khc. Theo bn ngi
Vit Nam c cu n trong cch cho nhau khng? Ti sao (khng)?
143
Lesson 13: L m khch
Content
Being a guest
Objectives
Visit people without imposing on them
Procedures
I. Chun b
A. Tho lun
1. C nn cho ch nh bit l bn s ving/thm nh h khng? Ti sao (khng)?
2. Bn nn lm g khi bn ving nh ai ? Bn s giy, dp u? Bn c
cn i mi ngi khng? Bn s xem tng phng trong nh khng?
3. Khi c mi d tic, bn thng n lc no? Ti sao?
4. C cn th l (khch so) khng? Ti sao (khng)?
B. c thm lng
Ngi Vit Nam cng nh nhiu ngi khc rt hiu khch. Nu l b
con, h hng thn thuc hay l bn b ca nhau th mt ngi no c th n
144
ving mt gia nh m khng cn bo trc. Thm ch c khi ngi ta cn ngh

rng, s bo trc s lm cho ch nh bn cng chun b hoc mt t nhin. Cn
i vi ngi khng phi l thn nhn hay bn hu ca ch nh th thng khi c
li mi khch mi n.
Khi vo nh, khch nn ci giy, dp ca mnh hnh lang hoc ngch
ca. Khch c th t nn ca mnh trn bn, cnh ch khch ngi. C khi ch
nh s cm ly nn v treo u . Nu l ngi thn hoc l bn thn ca ch
nh th khch c th ngi vo gh no m khng nht thit i mi. Ch nh
thng mi khch ung nc, c khi mi ht thuc nu khch l nam gii. Ch
nh v khch thng hi thm nhau vi cu trc khi vo ni dung mt s chuyn
khc cn bn. Nu khch n nh vo thi im gn ba n th ch nh thng
mi khch dng cm vi gia nh. Ch nh thng khng gii thiu tt c cc
phng trong nh cho khch bit, nht l phng ng.
Khi c mi d tic ti mt gia nh no , ty theo mc thn mt
vi ch nh m khch c th chn thi im n. Nu l ngi thn, bn thn th
thng khch n sm hn gi c mi gip ch nh chun b tic. Nu
khng l ngi thn hoc bn thn, khch nn n sm hn gi c mi khong
nm pht hoc n ng gi v nu khch n sm qu s lm ch nh lng tng.
Nu v l do g khch bit mnh s n tr th nn ni cho ch nh bit trc
h khi lo. Trong ba tic khch khng nn qu gi k. Ch nh thng gp mi
khch trc khi v trong khi khch n. Ch nh thng n xong sau khch
gip khch thy t nhin.
145
C. c hiu
Ch dn:
T
nh ngha
a. Ngi Vit Nam ni ting v ci g?
b. Ti sao khng phi nht thit lc no cng cho ch nh bit l mnh s n
thm?
c. Trc khi bn lun mt s vn , khch v ch nh thng hi nhau
nhng g?
d. Nu khch n ving vo gi gn n ba n, ch nh thng lm g?
146
e. Khch c th ving tt c cc phng khng?

f. Nu bn khng l bn thn ca ch nh, bn s n ba tic m bn c
mi rt sm khng? Ti sao (khng)?
g. Trong ba n, ch nh thng lm g?
3. Gch di nhng cu c cu trc Nuth.
V d: Nu l b con, h hng thn thuc hay l bn b ca nhau th mt
ngi no c th n thm hoc ving mt gia nh m khng cn bo
trc.
4. Dng nhng gi di y vit cu, s dng cu trc Nuth
V d: bn thn/ khng cn bo trc/ thm bn mnh.
Nu ti l bn thn ca ai , th ti c th n thm bn mnh m
khng cn bo trc.
a. l bn thn/ n sm hn gi c mi.
b. n tr/ bo trc/ ch nh.
c. c nhiu tin / xy(mua) nh ln.
d. khng bnh / khng ngh hc vo hm qua
147
II. Thc tp
A. Pht m
vin.
Trch on:
Khi c mi d tic ti mt gia nh no , ty theo mc thn mt
vi ch nh m khch c th chn thi im n. Nu l ngi thn, bn thn
th thng khch n sm hn gi c mi gip ch nh chun b tic. Nu
khng l ngi thn hoc bn thn, khch nn n sm hn gi c mi
khong nm pht hoc n ng gi v nu khch n sm qu s lm ch nh
lng tng. Nu v l do g khch bit mnh s n tr th nn ni cho ch nh
bit trc h khi lo. Trong ba tic khch khng nn qu gi k. Ch nh
thng gp mi khch trc khi v trong khi khch n. Ch nh thng n xong
sau khch gip khch thy t nhin.
B. Tho lun
Ch dn:
ti: Theo bn, c nn ving nh ai m khng bo trc khng? Ti sao
(khng)? Bi c khng cp, nhng theo bn th khi i d tic c nn mang
qu theo khng? Ti sao (khng)?
148
149
Lesson 14: Tt Nguyn n
Content
Lunar New Year
Objectives
Undertand the traditions surrounding the Lunar New Year in Vietnam
Procedures
I. Chun b:
A. Tho lun
1. Theo vn ha M, nhng ngy l no quan trng nht trong nm?
2. M ngi ta chun b n nm mi nh th no?
3. Theo bn ngi Vit Nam t chc n nm mi c ging cch ca ngi M
khng?
4. Hy nu mt s phong tc c bit trong nhng ngy u nm ca ngi M.
B. c thm lng
Tt Nguyn n hay Tt m lch, gi tt l Tt, l mt trong nhng ngy
l truyn thng quan trng nht ca ngi Vit Nam. Tt l nhng ngy cui nm
150
v bt u ca mt nm mi tnh theo m lch. Nhng ngy ny thng ri vo

cc ngy ca thng hai Dng lch.
Tt Nguyn n c chun b rt k lng. Vo gia cui thng Chp,
tc thng 12, ngi ta bt u chun b cho Tt. Vo ngy 23 thng Chp m
lch, ngi Vit Nam t chc mt l gi l a ng to v tri. Ngi ta tin rng
trong mi bp ca gia nh c ng B To trng coi chuyn trong nh v bit r
nhng g xy ra trong nh , v h c nhim v bo co li vi Ngc Hong.
Tuy gi l l a ng To nhng thc ra l a B To v hai ng To v theo
tc truyn B To c hai chng, v h chnh l ba ci bp trong nh.
Cng trong nhng ngy ny, ngi ta thm ving m ng b t tin, lm
c m v qut vi li m. n nhng ngy cui nm, thng l 29 hoc 30 m
lch, ngi ta t chc cng tht long trng mi vong linh ca t tin, thn bng
quyn thuc trong nh v cng n Tt v.v. Ngy xa cn c tc dng cy nu,
lm bng tre, trong nhng ngy n Tt. Nhng ngy cui nm ny, con chu
trong gia nh d xa cch my cng tm cch v sum hp gia nh v nhng
ngy ny ngi ta tn vinh gi tr gia nh rt cao.
Ngy u tin ca nm mi gi l Tt Gia tc l dnh cho nhng ngi
trong gia nh thm ving nhau. Tr con chc Tt ngi ln v c tng tin l
x. Vo ngy ny ngi Vit Nam rt hay ngi l ngi u tin n nh ngi
khc v h tin vo tc xng t. Tc ny ni rng ngi u tin n nh ai s
l ngi mang n nim may hoc ni bt hnh cho gia nh h trong c nm.
Ngy th hai gi l Tt Bn, tc l dnh cho vic i thm ving v chc Tt bn
151
hu. Ngy th ba gi l Tt Thy. Vo ngy ny ngi ta n thm thy c gio

ca mnh, nht l nhng thy c gio c.
Ngy nay, s phn bit nh trn ch mang tnh tng i v mi ngi ty
theo iu kin ca mnh m sp xp thm nom nhau v dnh thi gian cho gia
nh. Tt theo truyn thng kt thc vo ngy mng by v nh du bng vic
h nu. Tuy nhin ngy nay ngi ta thng n Tt t hn nh vy v mi ngi
cn i lm, nht l lm vic cho cc cng ty, c quan v.v.
Nhng thc n tiu biu ca ngy Tt l bnh chng, bnh dy, min
Bc, v bnh tt, bnh phng, min Nam. Nhng bnh ny u c truyn thuyt
gn vi lch s Vit Nam v u mang theo nhng ngha nht nh. V d, bnh
chng c hnh vung tng trng cho t, v bnh dy c hnh trn tng trng
cho tri theo nim tin ngy xa l tri trn t vung. Thnh phn ca nhng loi
bnh ny ch yu l t la go, u xanh, tht heo. Ngoi ra ngi ta cn lm
nhiu loi thc n khc nht l tht kho ru v da chua. Cn v tri cy th da
hu l mt loi tri cy truyn thng. Trn bn th ng b, ngi ta chng nm
loi tri cy m nhng t ting Vit ch tn nhng tri cy ny ni ln c
mun n s ca ngi ta. l Cu, da, , xoi, iu, vn d c c tri
i l Cu va xi u.
Ngy trc, vo nhng ngy Tt ngi ta t pho nhng hn mi nm
nay ngi ta khng c php t pho na v s an ton cho nhng ngy Tt.
Ngy xa Tt ngi ta thng thu thy vit cu i treo trong nh. Tc ny
sau mt dn. Ngy nay li c khuynh hng quay tr li. V cng nh mt s
dp l khc, ngi ta cng gi thip chc mng nm mi cho nhau. Cu ni
152
thng nghe nht trong nhng ngy ny l: Chc mng Nm mi km theo l

li chc nhng iu tt lnh nht.
Mt trong nhng iu rt c bit na v Tt l c rt nhiu loi hoa ua
nhau khoe sc, c bit l hoa o min Bc v hoa mai min Nam. Thi tit
vo nhng ngy Tt thng rt p.
C. c hiu
Ch dn:
T
nh ngha
153
a. Ngi Vit Nam t chc n nm mi trng ngy vi ngi M khng?
b. M t cch ngi Vit Nam a ng To. ngha ca hot ng ny l
g?
c. Ti sao ba n cui nm quan trng?
d. Nu tn ba ngy u nm v cho bit ngha ca chng.
e. Nu tn mt s loi thc n tiu biu trong ngy Tt ca Vit Nam. Mt
s thc n c ngha nht nh. Hy nu ngha ca hai mn n.
3. Gch di nhng cu c cu trc b ng v khoanh trn (cm) t lin kt.
4. Vit mi cu: nm cu b ng v nm cu c (cm) t lin kt.
Cu b ng:
Cng nh ting Anh, trong ting Vit, cu b ng c s dng khi ngi ta
mun nhn mnh i tng tip nhn hnh ng hn l i tng lm nn
hnh ng.
Cu trc: Ch t + c/b (*) + (ngi/i tng lm nn hnh

ng) + ng t
(*) Cu b ng mang mt trong hai t c (nu ngha tt hoc
trung tnh) v b (nu ngha khng tt)
V d: Anh y c thy gio khen.

Thng b b b m pht.
154
II. Thc tp
A. Pht m
vin.
Trch on:
Ngy u tin ca nm mi gi l Tt Gia tc l dnh cho nhng ngi
trong gia nh thm ving nhau. Tr con chc Tt ngi ln v c tng tin l
x. Vo ngy ny ngi ta rt hay ngi l ngi u tin n nh ngi khc v
h tin vo tc xng t. Tc ny ni rng ngi u tin n nh ai s l
ngi mang n nim may hoc ni bt hnh cho gia nh h trong c nm.
Ngy th hai gi l Tt Bn, tc l dnh cho vic i thm ving v chc Tt bn
hu. Ngy th ba gi l Tt Thy. Vo ngy ny ngi ta n thm thy c
gio ca mnh, nht l nhng thy c gio c.
Ngy nay s phn bit nh trn ch mang tnh tng i v mi ngi
ty vo iu kin ca mnh m sp xp thm nom nhau v dnh thi gian nhiu
nht cho gia nh. Tt theo truyn thng kt thc vo ngy mng by v nh
du bng vic h nu. Tuy nhin ngy nay ngi ta thng n Tt t hn nh
vy v mi ngi cn i lm, nht l lm vic cho cc cng ty, c quan v.v.
B. Tho lun
Ch dn:
155
ti: Nu ba iu v ngy Tt Vit Nam m bn thch nht v gii thch v

sao.
156
Lesson 15: Nn v Khng nn
Content
DOs and DONTs
Objectives
Better undestand Vietnamese customs
Procedures
I. Chun b:
A. Tho lun
1. Theo bn, giao tip vi ngi Vit Nam d khng? Ti sao (khng)?
2. Theo bn, bn nn lm v khng nn lm g khi n cha?
3. Bn c cho rng vic hn nhau cha hay nh th c cho php khng? Ti
sao (khng)?
4. Bn c nn bt tay ngi khc phi khng? Ti sao (khng)?
B. c thm lng
Ngi Vit Nam cng nh mi ngi khc rt hiu khch. Thng thng
du khch t gp kh khn thch ng vi vn ha Vit Nam. Tuy nhin, nhng
157
li khuyn di y s gip cho du khch bit mt s iu c bn v nhng g

nn v khng nn lm Vit Nam.
Trong giao tip ngi Vit Nam coi trng th bc trong x hi v gia nh.
Ngi ln tui c trng th. Khi gp ngi ln tui, ngi nh tui hn
thng kh ci u cho, v ngi nh tui hn khng nn hi ngi ln hn
mnh bao nhiu tui. Thng ngi ta nhn din mo ca ngi khc on
tui v tm li xng h cho hp l.
Thng th nhng ngi ngang bng la tui v cng gii tnh bt tay khi
cho nhau.
Khi vo ving cha chin, khch phi giy dp bn ngoi.
Khi vo nh ngi ta th giy dp bn ngoi v m nn ra khi u, kh

cui u cho ch nh.
Khi mun chp hnh ai th tt hn nn hi h trc.
Khng nn ni chuyn n o nhng ni th phng nh nh th hay cha.
Khng nn bt tay nhng ngi tu hnh, m thay vo l chp tay cho v

kh cui u.
Khng nn mc nhng loi qun o qu mu m hay h hang khi vo ch th

phng.
Nam n khng nn nm tay nhau hay hn nhau ch th phng.
Khng nn i li nhiu trong nh ngi ta khi khng c php.

Ngi Vit Nam nhn chung hiu rng du khch t ni khc n, c bit
l khch phng Ty th t bit v phong tc tp qun ca ngi Vit Nam.
158
Nhng nu du khch hiu v lm ng nh h lm th h d dng qu mn khch

hn.
C. c hiu
Ch dn:
T
nh ngha
a. Ti sao ta cn bit nhng g nn v khng nn lm Vit Nam?
b. Hy nu t nht bn iu m bn khng nn lm cha. Theo bn, ti sao
ngi ta t ra nhng quy nh ny?
159
c. Theo bn, ti sao bn cn xin php ngi khc trc khi chp hnh h?
d. Theo bn ti sao ngi ta khng nn i vng quanh nh ngi khc?
3. Gch di cu c cu trc (Bn) nn, (Bn) khng nn (Li khuyn).
4. Dng nhng (cm) t gi vit cu c cu trc (Bn) nn/khng nn
V d: ung ht nc / ri nh / ai
Bn nn ung ht ly nc m bn c mi trc khi ri nh ai
a. giy dp / vo nh th
b. hi / ngi ph n / tui
c. gy n / cha
d. n mc lch s / cha / nh th
II. Thc tp
A. Pht m
vin.
Trch on:
Nhn chung trong giao tip ngi ta coi trng th bc trong x hi v gia
nh. Ngi ln tui c trng th. Khi gp ngi ln tui, ngi nh tui
hn thng kh cui u cho. Ngi nh tui hn khng nn hi ngi
ln hn mnh bao nhiu tui. Thng ngi ta nhn din mo ca ngi
160
khc on tui v tm li xng h cho hp l.
Thng th nhng ngi ngang bng la tui v cng gii tnh bt tay khi
cho nhau.
Khi vo ving cha chin, khch phi giy dp bn ngoi.
Khi mun chp hnh ai th tt hn nn hi h trc.
Khi vo nh ngi ta th giy dp bn ngoi v m nn ra khi u,

kh cui u cho ch nh.
Khng nn ni chuyn n o nhng ni th phng nh nh th hay cha.
Khng nn bt tay nhng ngi tu hnh, m thay vo l chp tay cho v

kh cui u.
Khng nn mc nhng loi qun o qu mu m hay h hang khi vo ch

th phng.
Nam n khng nn nm tay nhau hay hn nhau trong chn th phng.
Khng nn i li nhiu trong nh ngi ta khi khng c php.
B. Tho lun
Ch dn:
1. Vit mt bi vn ngn, tr li cu hi sau ri mang bi vn y vo lp trao i
kin.
ti: Nu t nht bn iu bn khng nn lm cha. Theo bn, ti sao
ngi ta t ra nhng quy nh ny?
161
162
Part IV: Integrating Structure into the

Communicative Classroom
163
Chapter 8: Working with Vocabulary

Techniques for learners
Part of language learning involves building vocabulary, which unavoidably takes time
and effort. It is also a very individual process because only the learner knows which
words are new. Within the field of second language instruction, some researchers insist
that the best way to learn new vocabulary is by encountering words in written and spoken
texts and inferring their meaning from the context. Learner vocabulary will probably
grow by steadily encountering new words through extensive reading. However, relying
exclusively on reading is time consuming for learning the vast array of words needed to
communicate in the new language; more focused methods maybe required. The
following suggestions are offered, adapted from Rubin and Thompson (1994), and it is
recommended that the learner try all of them and use the ones that work best.1
Vocabulary cards
Because of their portability, vocabulary cards can be used whenever the learner has a free
moment. They can also be sorted in a variety of ways: random mixing (so that each word
can be studied as frequently as the others), by degree of difficulty to the learner (so that
as words are learned, cards can be put away), and by topic. As each new word is learned,
the card can be filed alphabetically in a card file. Once in a while all the cards can be
brought out for review. Those words that the learner has forgotten can then be readmitted
into the group of cards currently being studied.
Here is an example of the front and back sides of a vocabulary card. Using this model,
learners can make their own vocabulary cards for new words they encounter in readings,
discussions and activities.
(front)
Controversial (adj.)
Controversy (n)
Of, relating to, or arousing
disagreement or opposite views.
(back)
Controversial
Politicians do not like to talk about
controversial topics.
Recent research suggests that part of what accounts for success in vocabulary learning is learner
independence and time. Although not surprising, there is now empirical evidence suggesting that learners
simply need to figure out what strategy works best and spend time working on their vocabulary that way.
For more information, see Kojic-Sabo, I. & Lightbown, P. (1999). Students approaches to vocabulary and
their relationship to success. Modern Language Journal, 83, 177-192.
164
A vocabulary notebook
Some learners prefer to use a vocabulary notebook arranged either alphabetically or by
topic such as food, professions, family or education. In addition to nouns, each topic area
should consist of a functional set with other parts of speech in order to cover related
activities and descriptions. Listing vocabulary by topics is especially useful for learners
of languages with many noun classes. Many words have variant forms. In the above
example, it makes sense to learn the related noun controversy along with the adjective
controversial.
The best words to put on vocabulary cards or in a vocabulary notebook are those that the
learner recognizes, and might even understand, and would like to incorporate into his/her
active vocabulary. Keep in mind that there will always be words that the learner
recognizes and/or understands but cannot use yet. The idea is that the learner is in a
constant state of moving new words from the recognizing/understanding phases to the
active use phase. As words are added to the active vocabulary, new words will come to
the learners attention through reading, discussions, and classroom activities. These new
words, of course, are the next candidates for moving into the active vocabulary.
Record words and definitions
If the learner is an auditory learner, new vocabulary words and definitions can be
recorded on a cassette in class and listened to as homework. This way the learner also
listens to and imitates correct word pronunciations. This method is especially appealing
to people with long commutes or for those who walk or jog for exercise.
Learn words in functional sets
A functional set consists of semantically, as opposed to grammatically, related words.
For example, the word book can be easily learned along with such words as page, library,
school, read, and magazine. It also helps to group words in other ways (e.g., by function
[greetings, leave-taking vocabulary], semantic class [colors and numbers], or opposites
[short-tall and wet-dry]).
Learning vocabulary
For most people, the learning of vocabulary takes place in several stages. In addition to
words that the learner does not know, there are words that the learner recognizes but does
not know the meaning of, words that the learner knows the meaning of but cannot recall
when speaking, and those which he/she can use correctly in the second language.
The goal for most learners will be to have a rich vocabulary that can be understood and
used correctly. When working with vocabulary, it is important to know which stage the
learner is at for each word. Clearly, some things are accessible only to the learner and
not the tutor or teacher namely, how much vocabulary work and which vocabulary to
165
work on is something that the learner needs to determine and work on independently.
Nevertheless, there are a number of areas where the tutor can assist the learner with
vocabulary.
New words
Teaching new vocabulary words is a good way to prepare for a lesson or a reading
passage. As a first step, tutors need to make sure that the learners can hear the word
distinctly, distinguish it from other similar sounding words, and pronounce it clearly.
The next step is for the learner to understand the meanings of the new words. This is best
done in the second language by providing a short definition of the word or through nonverbal methods. If neither of these methods works, translate the word into English, using
a word or two and resume the lesson in the second language.
Alternatively, give the learner sentences that use the new word and have the learner guess
the meaning or underline the vocabulary words in the sentences. If the learner guesses
incorrectly, offer a hint and ask again. Learners seem to remember things better when
they discover the meaning of the words by themselves as opposed to being told the
meaning.
At the intermediate or advanced levels, the task-based format of Part III provides
excellent opportunity for the development of new vocabulary. In working to complete
the various tasks, new vocabulary will constantly appear. This should be seen as an
opportunity to teach, so rather than instantly translating these new words into English,
use the techniques described above.
Practicing vocabulary
After vocabulary has been introduced, it is very important that the learner be exposed to
the vocabulary frequently. To establish recognition of the meaning of the word, the
learner needs to hear the word in a variety of sentences containing the word. The learner
can initiate this by giving the tutor a vocabulary card and asking for five sentences
containing the word or by writing out five sentences and asking the tutor to put them into
the second language. Later the tutor can ask the learner to do the same thing, offering
corrections as needed. It is very important that the learner receive repetitions of these
exercises, because the learner will not acquire vocabulary without repetition.
166
Chapter 9: Working with Grammar

Grammar teaching and the communicative approach
Although the communicative approach stresses the importance of communication, it does
not mean that grammar should be ignored. The communicative approach generally
subscribes to two essential views regarding grammar. Correct grammar and
pronunciation are a part of communication; learners need a certain level of accuracy in
their language if they are to communicate. One way to approach grammar is to organize
the course or syllabus according to grammatical structures, with each chapter or lesson
introduceing a new structure, for example, pronouns, relative clauses and so on.
Nevertheless, organizing a language class according to structure is problematic because
learners do not acquire one structure at a time nor do they immediately use what they
have been taught. As a result, many language teachers now prefer communicativelyorganized, as opposed to grammatically-organized, textbooks. However, this does not
mean that you should ignore the grammatically-organized textbook. Just because a
course is organized according to structures does not preclude communicative activities.
In fact, this guide has been constructed to complement the structure-driven textbooks so
that a communicatively oriented learning environment can be established.
Using a structurally-organized textbook
If your class is working with a structurally-organized book, we suggest that the learners
go over the lessons at home and that the tutor spend a limited amount of time at the
beginning of the class to go over their questions in English if necessary. One of the most
important things a tutor can do for the learner in class is to provide sentences in the target
language that include those particular grammatical points that the learner is reviewing.
This is to see if the learner understands the grammatical points and allows the learner to
ask clarification questions if necessary. It is, however, not recommended that the class
spend much time drilling grammar.
Teaching without a textbook
If you do not have a structurally-organized text, it is recommended that you follow The
Guide. In addition, while you are involved in a lesson, think about a particular structure
that occurs often. Save time at the end of the lesson to discuss that structure in English.
For example, in the lesson on classroom directives, the imperative (command) structure
will naturally arise. The learner will hear the structure and hopefully understand the
structure in context. Nevertheless, it is useful to put sentences exemplifying the structure
on the board and draw attention to the grammatical point at work. This can be done at
the start of class before proceeding with the lesson.
167
Dealing with grammatical errors

As discussed earlier, language is learned through exposure to and interaction in the
language. Accordingly, we have designed Parts II, III, and IV of The Guide for this
purpose. However, during classroom conversations, grammatical errors will inevitably
occur. There are those errors that interfere with communication and those that do not.
For the first kind of error, it has been shown that continued interaction in the language
may help the learner reformulate his speech so the tutor can understand as in the English
example below.
T:
S:
T:
S:
When will you leave the United States?

I have left three months.
You will leave in three months or you arrived three months ago?
I will leave in three months.
From the above example, the tutor maintains communication in the target language. The
tutor is confused about the learners meaning and so reformulates the sentence providing
the correct form. It may also happen that the tutor simply expresses miscomprehension
and the learner reformulates the sentence without prompting, simply by paying more
attention. For example:
S:
T:
S:
I am not doing homework.

What?
I did not do my homework.
When lessons are communicative, both of these kinds of exchanges will occur naturally.
More common, however, are grammatical errors that do not interfere with
communication. These kinds of errors are often overlooked in real life and sometimes in
class by tutors as well. When the tutor hears an error that does not interfere with
communication, it is recommended that the flow of communication be maintained by
repeating the sentence using correct grammar. For example:
S:
T:
I no have my homework.
You dont have your homework.
Often the learner will not respond to a tutors reformulation by repeating the correct
structure, but will instead respond by saying something like yes. The effectiveness of
tutors reformulations (also called recasts) is currently being studied by second language
acquisition researchers and is beginning to show that tutors recasts are helpful to second
language acquisition, regardless of a learners response.2
Mackey, A. & Philp, J. (1998). Conversational interaction and second language development: recasts,
responses, and red herrings? Modern Language Journal, 82, 338-356,
168
The above strategy calls for a tutor to simply provide the correct utterance. Should the
tutor also provide some kind of grammatical explanation? First, if the error is related to a
structure that the learner has already learned, the tutors recast should be enough to
remind the learner. Moreover, one can imagine how disruptive a discussion could
become if the tutor stopped to explain every grammatical error. One way to avoid
disrupting the flow of conversation is to jot down the error and save time at the end of
class to explain. However, if a new structure comes up that has never been discussed, it
is recommended that time be taken to explain it.
Giving grammatical feedback on essays or presentations
One way to address grammar is to have the learner do short oral or written presentations
followed by feedback. This technique is, however, somewhat controversial because
research has not clarified whether or not feedback on oral or written presentations will
help the learner. It is agreed upon that many learners want this feedback and expect the
tutor to give it to them. Thus, you can take notes while the learner gives a short
presentation, and then go over his grammatical errors with him.
There are various ways for tutors to give feedback on writing assignments. Some tutors
will correct errors and some will just circle the errors. Another approach is to choose one
particular structure, relative pronouns for example, and focus your corrections only on
that structure. In any case, the tutor should always give the learner a chance to rewrite
the assignment and make the corrections. Remember that even if the learner is not going
to be writing in the second language, writing can be a way for him to look at the structure
of the language and reflect on grammar.
169
Chapter 10: Learning the Sound System

Sound systems
Beginning learners may think that the sounds of another language are not only different,
but difficult to learn. They may also have been told that these sounds are impossible to
master after one has become an adult. Yet there is an important difference between
learning to speak a second language as a native and being able to hear and produce
important phonological contrasts in the language, which is the goal of this chapter.
Every language is composed of contrastive sounds that enable us to hear the distinction
between different words such as the initial consonants of thigh and tie or the vowel
sounds in seek and sick in English. We also know that these contrasts are not the
same for all languages and that for some speakers this English distinction is very difficult
to learn. It is worth noting that some people never learn this contrast and can still do
quite well with English, even though this may cause communication problems and
occasionally a humorous situation or an embarrassment.
Learning to hear and to pronounce the second language
This chapter is intended to help the learner develop an ability to both hear and produce
the sounds not found in English. We recommend that the class resort to this set of
exercises when the learner is having difficulty with the sound contrast and that
overcoming the difficulty is important to the task at hand.
We recommend that the learner be given an overview of the sounds of the second
language at the beginning of language study with the assistance of the language
supervisor. An overview of the sound system is usually presented in the beginning pages
of an introductory textbook. Only a few minutes should be spent examining each sound,
and technical definition should be avoided when possible.
For each letter (sound) the tutor should first say the sound both in isolation and in sample
words for the learner to hear. If there is a problem, the class should use the series of
exercises given below. The exercises may not help immediately. If not, notes should be
made of the contrast so that it can be revisited at a later date. Following a review of the
sounds of the language, we suggest simple dictation exercises to familiarize the learner
with hearing and using these sounds. If possible, choose words of objects that can be
pointed to in the classroom so that vocabulary will be learned as well.
There are several activities that can be used to familiarize the learner with hearing and
using the sounds of the new language.
170
Dictation exercises
The following exercises not only help to train the learner to hear the language as it is
spoken, but also help to write and read the language as well.
Exercise 1
Step 1: Transcription
The tutor says four or five words/sentences and has the learner transcribe them.
The learner may ask for repetition, if needed.
Step 2: Correction
The tutor reads what the learner has written and helps the learner with errors.
This can be done in many ways:
Point to the problem and compare what is written with what was said;
Correct the transcription and then pronounce the correction; or
Ask the learner to listen and repeat the words/sentences and determine
what the correct transcription is.
Step 3: Comprehension
The tutor explains the meaning of the dictated words or sentences and compares
the meaning of the incorrect words that the learner wrote down while doing the
dictation.
Step 4: Pronunciation
The tutor asks the learner to read (pronounce) the sentences that have been
transcribed. If there are mistakes in pronunciation, the tutor repeats the utterance
correctly and asks the learner to say the utterances again. If the learner remains
unsuccessful after three attempts, a note of the difficulty should be made so that it
can be returned to later. Then move on to the next utterance.
Step 5: Feedback
Dictation exercises take no longer than ten minutes. After completing a dictation
exercise, the tutor and learner should take two or three minutes to review the
exercise with the following questions in mind:
Was the exercise too hard, too easy, or just right?

Was the exercise too long, too short, or just right?
Were there specific sounds that the learner had difficulty hearing? If so,
which ones? What other sounds should be worked on?
Should the amount of class time devoted to dictation be increased,
decreased, or kept the same?
171
Exercise 2
This exercise can be used when it becomes clear that two sounds in the new
language are different for the tutor, but sound the same to the learner.
Step 1: Identifying the sounds for practice
It is recommended that these exercises be used only when the sounds of the
language are causing a problem for the learner in the process of doing one of the
lessons or exercises involving communicating. When the tutor recognizes that the
learner has difficulty with hearing, or producing a sound contrast in the language,
this is the time when this exercise should be used. It is recommended that the
tutor allocate about ten minutes to the exercise and then return to the scheduled
lesson.
Step 2: Basic recognition
Write two words that are identical except for the sound in question,
such as sick and seek. The tutor then says each of the two words
[ ]
[i ]
alternately and asks the learner to point to the one that is being said.
sick seek
As the learner begins to catch on, the tutor can then say the two
words randomly until it is clear that the learner hears the distinction
correctly. Then the tutor has the learner say the words, and points to the one that
the learner is saying.
Step 3: Adding new words
Once the learner can distinguish the words, the tutor will pick a new
word that represents one of the two contrasts (such as weak,
following the example above) and asks the learner to place this in the
column headed by a word that contains the same vowel sound. The
process is repeated until it is clear that the learner can recognize new
words correctly.
[ ]
[i ]
sick seek
weak
Step 4: Dictation
The tutor asks the learner to write a set of words containing the contrasts being
studied.
Step 5: Declarative description
If there is a statement that describes this difference either in the textbook, or by
the tutor, it should be offered at this time. This may help the learner further
solidify understanding of this difference.
Step 6: Pronunciation practice
Only after the learner can hear the contrast and can write it in dictation, the
learner should be encouraged to produce the contrast. This may be done by
asking the learner to say the words that have been transcribed.
172
Training the learner to hear and produce the sounds in a second language is a long
process and need not be done all at once. For example, if it is clear that the
learner is having difficulty with the sound contrast in question, then the tutor
should return to the discrimination tests above, but postpone further practice.
During the period when the learner hears the distinction, but does not make it, the
tutor should continually make the learner aware of the contrast as it is
encountered in the lessons. Also, periodically (once a week), the tutor should
return to the pronunciation practice until the contrast can be pronounced.
173

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Instructional Guide

for Use in Small Classes:

2006 Michigan State University Board of Trustees

Vietnamese Guide Table of Contents*

Part II: Working with Beginners

Part III: Intermediate/Advanced Lessons

Part IV: Integrating Structure into the Communicative Classroom

Working with Vocabulary......................................................164

Part I: General Information

Chapter Two: Getting Started

Make language comprehensible through verbal modifications

Chapter 3: Finding and Using Materials

Working with a text

Part II: Working with Beginners

Chapter 4: Introduction to Working with Beginners

Chapter 5: Lesson Plans

Appropriate forms of address for greetings

Use simple greetings with appropriate forms of address

Hi. Im Nam. And what

Cho bn. Tn ca ti l Lan. Bn khe

Hi. My names Lan. How

Nam: Cm n bn, ti khe. Th cn bn?

Thank you. Im fine. And

Im fine. Thank you.

_________ bn. Ti _________ l An.

_________ bn. _________ ti l Bnh.

_________ _________ bn, ti khe.

Ti cng khe. Cm n _________.

II. Appropriate Forms of Address

Tha / Cho anh

Cho con / chu

The Vietnamese pronoun system is very complex, having hundreds of

To greet an elder, the younger person normally nods or extends both

See you again.

2. Tnh trng hn nhn

c/lp gia nh (c v/chng)

married (have a wife/husband)

con (con trai/gi)

2. Ti thch ngh nghip ca mnh.

I like my job (profession).

4. Ti sng ti s nh 60 Nguyn Du.

I live at 60 Nguyen Du.

1. Xin cho. Ti 36 tui. Ti tn l

Hi. My names Binh. Im 36 years

Bnh. Ti l gio vin. Ti dy

old. Im a teacher. I teach at Luong

trng Trung hc C s Lng Th

The Vinh High School in Can Tho

Vinh, thnh ph Cn Th. Ti rt

City. I really like my job.

thch ngh ca mnh.

old. Im a college student. I live at

60 Nguyn Du, Phng 2, Qun 1,

60 Nguyen Du, Ward 2, District 1,

Ho Chi Minh City.

Hi. My names Mai. Im a doctor.

s. Ti 55 tui v lp gia nh.

Im 55 years old, and Im married.

Chng ti cng l bc s. Chng ti c My husband is also a doctor. We

have two children.

_ bn. Ti _ l An.

_ bn. _ ti l Bnh.

_ _ bn, ti khe.