1, Observe

- Lesson structure: The way the lesson opens, develops and closes, The number of activities that
constitute the lesson, The link and transitions between activities
- Classroom management strategies: Setting up groups, Maintaining order, Time management,
Seating arrangements
- Types of teaching activities: Whole class activities, Pair and group activities, Individual
activities
- Teaching strategies: Pre- listening, While- listening, Post- listening
- Teacher’s use of materials: Use of textbook, Use of other resources
- Teacher’s use of language: Using of instructional language, Use of questions, Feedback
techniques, Explanations of vocabulary and grammar
- Student’s use of language: Use of language in group, Use of the mother tongue during the class,
Problems with language ( grammar, pronunciation..)
- Student interaction: Time on task, Questioning behaviours, Student-to-Student talk
2, Pre- listening
- Get students listen to a song about wedding , - Generating interest
Get students watch a clip of advertisement
- Ask students to role-play the situation at a bus stop/ - Activate grammar & vocabulary
a party/ a classroom
- Match words to definitions, followed by a simple - Predict vocabulary
practice activity such as filling the gaps in sentences
- Go over the directions or instructions for the activity - Understand the task
- Tell students they are going to hear an argument of a - Set context
couple about what they have wasted
- Ask students to read a text about unsolved mysteries - Provide background knowledge
- Ask Ss these questions: What do you know about
climate change? Why and Where does it happen? How - Activate knowledge
does it affect your country? What do people do to
reduce it?

3, While – listening
- Give your Ss this question: - Listen for main idea
Which of these topics do the three Ss talk about?
Circle the topics you hear:
The number of female leaders in the world
Women’s right to vote
Leadership qualities
Study skills
- Ask Ss to read over the following questions. Let - Listen for details
them listen to the audio track two or three times to get
the answers:
1, What exam is Lucia studying for?
 2, What percent of world leaders are women?
3, What sport does Lucia play?
4, Are Lucia & Jana leader of clubs on campus

- Ask Ss to read over these questions. Let them listen - Making inferences
to the audio track to determine the answer.
1, Are the three Ss strangers of friend?
2,How does Lucia feel about her exam?
3,Do the three Ss agree on the qualities for leader?

- Ask Ss to look at the following list of words and - Definition

phrase. Play the audio track and ask them to write the
words that have the same meaning.
Right now, Very uncommon, do more than one thing
at the same time, Characteristics, Persuade

- Ask Ss to choose the best answer. - Multiple choice

Jana worked on an___ project
A, election B, engineering C, agricultural
4, Put these listening activities into right column

Bottom – Up Listening Top – Down Listening

1, Distinguish individual sounds, word 1,Listening for gist, main ideas, topic,
boundaries, and stressed syllables and setting of the text
2, Identify thought groups 2, Listening for specific information
3, Listen for intonation patterns in utterances 3,Prediction
4, Identify grammatical forms and functions 4,Guess
5, Recognize contractions & connected speech 5,Inference
6, Recognize linking words 6,Sequence the information
5, Reaction
- Multiple-choice or true/false questions to show comprehension of messages. However, these
are quite difficult activities requiring from Ss not only certain listening abilities but also reading,
writing & memory skills as the learners listen & read ( or understand ), write down the answer
and must remember what was said before they come up with the answer
- Activities during which students hear all the information relevant to a particular problem &
then try to solve it by themselves. If the learners find it difficult to remember the story
Underwood ( 1989:78) suggests a while-listening “ chart-filling” exercise so that the Ss have a
kind of “ summary” to refer to during the post-listening work
- Ss are given several possible summary sentences & are asked to say which of them fit a
recording. Summarising can also be done by elaborating the notes made by Ss themselves during
the while-listening activities or by depending on their memory
- Letters, telegrams, postcards, messengers etc. as a follow-up to listening activities
- In a form of debates, interviews, discusstion, role-plays, simulations, dramatization etc. as a
follow-up exercise
Analysis
6, Pre-Reading
- Discussion: Create a discussion about the topic. Teacher prepares 4 sentences expressing
opinions about the topic, then sticks them in 4 corners of the classroom. Ss go and stand near the
opinion they disagree with the most. The group explains
- I’m listening to You: Ask Ss to work in pairs. Challenge them to talk in E for 1 minute about a
topic. Repeat with a new topic, Ss change roles
- Quotations: Find a quotation about the topic, Ss discuss the quotation. What does it mean? Do
they agree with it? Why/ Why not. Or Prepare some quotes related to the topic and ask Ss to
comment on them. They don’t have to do that as a class, they can make groups of 3 to 5 people
& then a member of each group can share the ideas with other groups
- Guessing from Words: Before Ss look at the text they are going to read, the teacher writes 5 or
6 words from the text on the board and asks the Ss to guess the topic
- Guessing from Pictures: the teacher finds 3 pictures or objects which are connected to the story
and ask the Ss to guess how they are connected. Ss read the text to check
7,While-Reading
- Identify topic sentences and the main idea of paragraphs. Remember that every paragraph
usually includes a topic sentences that identifies the main idea of the paragraph
- Distinguish between general and specific ideas
- Identify the connectors to see how they link ideas within the text. For a full list of linking
words, have a look at these linking words grouped by category
- Check whether or not predictions and guesses are confirmed. A reading class might start with
one of these pre-reading activities. Some pre-reading tasks might go beyond its stage
- Skim a text for specific information. Skimming is the ability to locate the main idea within a
text, using this reading strategies will help Ss to become proficient readers.
8, Post-reading
- Creative writing: Aks Ss to choose 10-15 words from the text. You can provide categories for
the words. E.g: the most interesting words/ the most important words. Ss then write a text using
the words. This text could be a story, peom or newsreport.
- Areas of interset: Aks Ss to say which part of the text is the most important/ interesting and
which part is not interesting or important.
- Quiz your classmates: Aks your Ss to prepare 5 questions about what they read, once they have
them ready, you can tell the Ss to make groups of 4 and then they can aks those questions to each
other.
- Questions from pictures: Teachers shows a collage and ask Ss to look at the collage carefully
snd show some of the pictures relate to the reading they did.
- A graphic organizer: (also know as a concept map or mind map) is usually a one-pape form
with blank areas for learners to complete with ideas and information which are connected in
some way.
9.
Statements Agree Disagree
1. It is important to pre-teach all new vocab before Ss read the text. 
Reason: Take time to teach.
2. Ss should only read good literature in Eng. Comics and newspaper 
are bad for them in school.
Reason: - Provide vocabulary and information.
- Diffirent kind of reading material.
3. My Ss don’t have the opportunity to read outside school so it’s my 
responsibility…
Reason: Develop reading skills.
4. Ss need to read for purpose, not to read so that they can just answer 
multiple choice questions.
Reason: Understand the text.
5. I don’t think ss learn a lot from reading things like timetable, … 
Reason:
6. Using graded comprehension question is the only read way of … 
Reason: A lot of ways to check Ss understanding.
7. The teacher’s job is to help Ss learn to read by themselves… 
Reason:
8. Eng newspapers are too difficult for my Ss. Ss should concentrate.. 
Reason: Ss can learn vocabulary, structure.
9. Getting Ss to read aloud is a useful way of making them… 
Reason:
10. The read purpose of reading is for Ss to learn more about gr… 
Reason:
11. If I don’t translate the text for my Ss they don’t understand it. 
Reason: Guess meaning of the words.
12. Ss don’t need to be aware of the reading sub-skills like skim… 
Reason:
13. If I get my Ss to think about the topic before they start reading… 
Reason:
10, Pre-writing
* Purposes: Pre-witing is any activity in the classroom that encourages Ss to write. It stimulates
thoughts for getting started. Pre-writing activities help Ss prepare raw materials for the
composing stage, and organize them in the best way; therefore, they develop Ss’ fluency.
In the fisrt place, it is necessary to help Ss identify who thay going to write to, what kind of
writng they are going to perform and what the purpose of the writing is.
* Typical acts:
- Brainstoming: This can be done individually, in pairs or in groups. Ss list all the ideas they can
think of related to a topic, either in writing or aloud, quickly and without much planning.
- Listing: This can be a quiet and essentially individual activity. Ss are encouraged to produce a
list of all the subcategories that come to mind as they think about the topic.
- Clustering: This begins with a key word or central idea placed in the centre of a page (or on the
blackboard) around which Ss jot down in a few minutes all of the free associations related to the
key word or central ideas provided. These associations are simply words or short phrases.
- Quickwriting: Within a limited time of 5 to 10 minutes, individual Ss freely and quickly write
down single words and phrases about a topic without paying attention to spelling, grammar or
punctuation.
- Wh-questions: Ss generate who, what, where, when and how questions about a topic. More such
questions can be aksed of answers to the first string of wh-questions.
- Model analysis: Ss are provided with a model writing and have to analysis its language,
structure or typical features. Then based on the model Ss generate ideas for their writing.
11. Writing process
* Writing sub-skills:
Process writing stages Sub-skills
Pre-writing Planning, mind-mapping, brainstorming, forming opinions.
Drafting Structuring, putting ideas into sentences, selecting/rejecting
ideas, planning out the paragraphs.
Editing Checking,revising, restructuring, re-ordering, focusing on
grammar and vocabulary.
Publishing Evaluation, presenting finished piece to readers.
* Role of the teacher:
- Teachers should provide many opportunities for Ss to write
- Teachers should make their feedback helpful and meaning
- Teachers should make the criteria to evaluate Ss writing clear for themselves and for their Ss
- Teachers should motivate Ss to write
13, what is the different between product approach and process approach?
Product approach Process approach

 This is a traditional approach.  Focus more on the varied classroom

 Students are encouraged to mimic/imitate a activities which promote the development of
model text. language use: brainstorming, group
 Usually presented and analysed at an early stage discussion, re-writing.
 Organization of ideas more important than the  Can have any number of stages
ideas itself. STAGES OF TEACHING
 Student are required to produce a complete Stage 1: Generating ideas by brainstorming and
piece of writing straight away discussion.
 Emphasis on end product Stage 2: Students extend ideas into note form,
STAGES OF TEACHING and judge quality and usefulness of ideas.
Stage 1: Model texts are read, and then features of Stage 3: Students organise ideas into a mind
the genre are highlighted map, spidergram, oriliear form
Stage 2: This consists of controlled practice of the Stage 4: Students write the first draft. That is
highlighted features, usually in isolation. done in class and frequently in pairs or groups
Stage 3: Organization of ideas. Stage 5: Drafts are exchanged, so that students
Stage 4 The end result of the learning process. become the readers each other’s work.
Stage 6: Drafts are returned and improvements
are made based upon peer feedback
Stage 7: A final draft is written.
Stage 8: Students once again exchange and read
each other’s work and perhaps even write a
response or reply
14, what are the features of good teacher feedback in teaching writing?
Coffin et al. (2003) considers good feedback to include "positive comment", " criticism and
"suggestion for improvements". Positive comments will motivate students to write while
negative ones can show them where they have gone wrong in a constructive way and what they
should do to improve their writing. A suggestion plays the role of a guideline to help students
revise their writing.
Teacher response is good when it focuses on the content along with a limited amount of
feedback on grammar, punctuation and spelling. According to Mastropiery and Scruggs high-
quality teacher feedback should be timely, accurate, constructive, outcome-focused, encouraging
and positive. In addition, it should not include unknown abbreviations, codes and unobtainable
suggestions for improvements.
15: fill the table with at least ten problems in teaching speaking and suggest some solutions.

Problems Solutions
1. The difficult thing for teacher is 1, Ss can’t say it right, they prefer to keep
intonation and accent silent
2. Our accents make it difficult to speak 2,Unnatural because we are all non-native
like native speakers. speaker
3. T talks to much. T’d like to be patient 3, Speaking skill is more important than other
and wait for their responses skills.
 4. Speaking skill is more important than 4, T talks to much. T’d like to be patient and
other skills. wait for their responses
5. Ss can’t say it right, they prefer to
keep silent
6. Ss are better at reading aloud than
speaking English natural
7. Ss are better at reading aloud than
speaking English natural
8. Students are too shy
9. They want to speak exactly like the
book
10. Ss are afraid of making mistakes
16, Promote speaking in classroom
- Practical situation: Ss can practice requesting and providing information in situations such
asking for directions in a city and ordering meals in a restaurant. For example, after mechanically
drilling the question- answer pattern “Where is…? It is…” and prepositions of location, Ss work
in pairs, with one asking for directions to a specific location and the other giving directions
according to a map
- Information gathering activity: involves conducting surveys, interviews and searches in
which Ss were required to use their language to collect information. Ss can practice a set of
structures and language repeatedly but in a meaningful way
- Jigsaw activity: in a jigsaw activity, each partner has one or a few pieces of the “ puzzle” and
the partners must cooperate to fit all the pieces into a whole picture. The puzzle piece may take
one of several forms. It may be one panel from a comic strip or one photo from a set that tells a
story. It may be one sentence from a written narrative. It may be a tape recording of a
conservation, in which case no two partners hear exactly the same conversation
- Prepared talks: A popular kind of activity in which students make a presentation on a topic of
their own choice with or without agreement with the teacher. Such talks are not designed for
spontaneous conversation and more” writing-like”. Prepared talks represent a defined and useful
genre of speaking and if properly organized, can be greatly interesting for both listeners and
speakers.
- A reasoning gap activities :involves deriving some new information from given information
through the process of inference or deduction and perception of relationship or patterns. The
activities necessarily involve comprehending and conveying information. For example, working
out at teacher’s time table on the basis of given class timetables.
- Guessing game: students can do guessing activities in pairs or groups. There are many
variations. For example, one student chooses a famous person, and the others ask yes-no
questions until the identify of the person is determined. Or, one student what the item is by
asking”: do you have a…” until the correct answer is found. Another variation is for the teacher
to provide a short, incomplete story plot for students to discuss and guess the way it ends. for
example: A man has been found dead in a phone box. There is blood. We know that he was
speaking to someone on the phone just before he died because the receiver is off the hook. How
did the man die? The teacher reveals he answer to only one student; the rest of the class must
guess the answer by asking that student questions about the plot that can be answered only with
yes, no, or irrelevant.
- A role – play: involves the teacher giving role cards to students for pair work. In the following
role-play, paired students are asked to provide sustained speech for the specific purpose of
persuading each other without causing offense. Three characteristics for role-play to work out by
Ken Jones:
+ reality of function: student must not think of themselves as real participant in the situation
+ a simulated environment: a classroom is thought of as a social place
+ structure: students must see how the activity is constructed and be given necessary information
to carry out simulation effectively
-An opinion sharing: activities involves indentifying and articulating a personal preference.
Feeling, or attitude. The activity may require using factual information, formulating arguments,
and justifying one’s opinions. For some topics, there may be no right or wrong responses and no
reason to expect the same answers or responses from different individuals or different groups.
Fox example, the teacher divides the class into several groups that will discuss or describe a
common object from different perspectives. After all groups finish, the teacher asks the groups to
report to the rest of the class
17, Feedback in teaching
- Write sentences on the board, before the activity finishes, so you can refer to them at the end of
the activity
- Use the language that the Ss have been practicing, but use it in a different context
- Make a list of errors and have an error correction time once a week
- Ss may resent having to perform. You can reactivate interest here by losing the inhibitions
yourself and leading by example. Exaggerating the sounds, the acting, the faces
- Ss can give feedback on their own activity
- If it’s debate, maybe the people who agree with what was said move to one side of the
classroom, the people who disagree move to the other side
- Play a game using the target language, where Ss have to give you grammatically sentences to
win
12, Watch video
I will share with you about the way teachers teach in pre-writing 3 videos. First, teacher teachs
writing task about a personal profile for an e-pal or pen-pal. Teacher introduces the task and
discribes writing tasks. T asks Ss to stimulate ideas for email content which is talk about hobbies.
He will have vocabulary describing preferences in each flashcard, asks students to describe by
miming, guessing the remaining students. Then, teacher asks discussion activity to the purpose of
writing task. In addition, a pair work activity to stimulate asks ate discussion ideas for the
personal profile content. Secondly, teacher teach writing task about a film review. She was
generated interest in writing task by pictures. Next, a class discussion activity to stimulate
vocabulary for the task After that, she introduces writing task "a film review". T gives handout
mind map and ask Ss brainstorm about vocabulary to generate vocabulary for the film review
and ask Ss fill and complete worksheet. Then, T gives feedback. finally, T introduces writing
task: IELTS international English languages testing system, for this exam question, Ss write a
discursive essay to presenting contrasting opinions about a topic. Analyzing the different parts of
the exam question. next, T shows mind map to record ideas for two parts of the writing task by
stimulating ideas with discussion and pictures. After that, T asks Ss complete the mind map. T
refers back to exam question and gives framework for pre-writing tasks. T asks pair work
discussion help Ss to generate more ideas.