Dap An Modul 1-15 Module

Module 1
Complete each sentence below with NO MORE THAN 01 WORD:
1. The six development principles of the new English language curriculum for Grade 3-12 in Vietnam are:
b. It complies with the general guidelines provided in the overall ___curriculum___ of the Ministry of Education and
Training.
c. It is __competence__-based, in which __communicative__ competence is the main goal of English language teaching
and learning.
d. It is also ___theme-based___, in which themes and ___topics___ are interrelated, and allow for the development of
both language ___knowledge___ and communicative competence.
e. It is ___learner___-centered.
f. It ensures the transition and continuity between different levels of primary, lower-secondary and upper-secondary
education by following the 6-level foreign language competence ___framework___ for Vietnam.
1. It is flexible and open enough to suit the __local__ conditions of English language teaching.The overall aims of the
new English language curriculum for Grade 3-12 in Vietnam are:
2. Helping students to gain general understanding about the countries, people and ___cultures___ of some English-
speaking countries and other countries in the world:
3.Contributing to the formation and development of necessary attributes and ___competences___ for a future worker
a. Equipping students with a new ___communication__ tool, helping them to develop English language communicative
competence through the four skills of listening, reading, writing and speaking:
 achieve Level __three__ of the 6-level foreign language competence framework for Vietnam
 begin to use English in studies, and
 form life-long learning habits to become ___global___ citizens in times of global integration.
 adopt a positive __attitude__ and friendliness towards these countries, people and cultures.
The curriculum contents are organized along three main pillars:
a. A system of general ___themes___, and specific ___topics___

b. ___Competences___ related to them
c. Language ___knowledge___
Which levels of education does each curriculum objective below apply to?
You have correctly selected 3.

The correct answer is: Help students communicate at a basic level in English, with focuses on speaking and listening? →
Elementary, Help students to use English to pursue higher education goals, or become employable after finishing schools. →
Upper-secondary, Students can communicate at a basic level if the conversation partners speak slowly, clearly and are willing
to help. → Elementary, Students can describe their experiences, events, wishes, hopes and ambitions, as well as present
briefly the reasons for their opinions and plans. → Upper-secondary, Help students to reflect Vietnamese cultural values
through English; → Upper-secondary, Students can provide simple descriptions about themselves, their environment and
topics related to basic needs → Lower-secondary, Help students to communicate in English to meet basic and direct
communication needs in daily and common situations. → Lower-secondary
Is each statement below TRUE or FALSE about the new English language curriculum for Grade 3-12 in Vietnam?
The key competence to develop is language competence.: True False The correct answer is 'False'.
Language knowledge in the new curriculum refers to phonology, vocabulary and grammar.
True False The correct answer is 'True'.

The main teaching method endorsed by the new curriculum is Communicative Language Teaching.

Summative assessment is prioritized in the process of teaching and learning.
True False The correct answer is 'False'.

Quantitative assessment should be encouraged more than qualitative assessment.

This training course uses examples from a specific series of textbooks, so the skills and methods acquired in this course can
hardly be applied to teaching with other textbooks.

MODULE 2
Is each statement below TRUE or FALSE?

Equal attention is paid to all skills (listening, speaking, reading, writing) at all levels of primary, lower-secondary and upper-
secondary. True The correct answer is 'False'.

According to the new textbooks, the number of periods for reviews, tests and reserves at primary, lower-secondary and upper-
secondary levels are 20, 21 and 17 (for each grade) respectively.

The CDs in the textbooks use American accent. True False The correct answer is 'False'.
Which levels of English language competence (on the Six-level Foreign Language Proficiency Framework for Vietnam, 2014)
do the new Tieng Anh textbooks aims to help students achieve?
A. Level 1 (primary) – Level 2 (lower-secondary) – Level 3 (upper-secondary)

B. Level 3 (primary) – Level 4 (lower-secondary) – Level 5 (upper-secondary)
C. Level 4 (primary) – Level 5 (lower-secondary) – Level 6 (upper-secondary)
D. Level 2 (primary) – Level 3 (lower-secondary) – Level 4 (upper-secondary)

The correct answer is: Level 1 (primary) – Level 2 (lower-secondary) – Level 3 (upper-secondary)
Which levels of English language competence (on the CEFR) do the new Tieng Anh textbooks aim to help students achieve?
A. A2 (primary) – B1 (lower-secondary) – B2 (upper-secondary)

B. B1 (primary) – B2 (lower-secondary) – C1 (upper-secondary)
C. A1 (primary) – A2 (lower-secondary) – B1 (upper-secondary)

The correct answer is: A1 (primary) – A2 (lower-secondary) – B1 (upper-secondary)
Which reflects the structure of the new Tieng Anh textbooks?
A. 12 units x 7 sections (primary); 20 units x 3 sections (lower-secondary); 12 x 8 sections (upper-secondary)

B. 12 units x 7 sections (primary); 10 units x 8 sections (lower-secondary); 20 x 3 sections (upper-secondary)
C. 20 units x 4 sections (primary); 10 units x 8 sections (lower-secondary); 12 x 7 sections (upper-secondary)
D. 20 units x 3 sections (primary); 12 units x 7 sections (lower-secondary); 10 x 8 sections (upper-secondary)

The correct answer is: 20 units x 3 sections (primary); 12 units x 7 sections (lower-secondary); 10 x 8 sections (upper-
secondary)
Complete each sentence below with NO MORE THAN 02 WORDS:
1. The 04 main components of the each new Tieng Anh textbook include: Student’s book, Workbook, Teacher’s book and
a _________CD________
2. The new textbooks are based on a multi-component approach. Each textbook takes _________theme/topic_______ as
the starting point, the development of four ____macro-skills____ (listening, speaking, reading, writing) as the focus, and
other components such as linguistic elements (____pronunciation___, vocabulary, and grammar) and ___intercultural____
aspects as the means to be taught.
3. According to the new textbooks, the number of periods for teaching at primary, lower-secondary and upper-secondary
levels are ___120_____, ___84__ and __88____ (for each grade) respectively.
4. According to the new textbooks, the number of learning units and the number of review units of the textbooks (for each
grade) are:
Primary Lower secondary Upper secondary

Learning ______20 ______12 ______10
Review ______4 ______4 ______4
1. According to the new textbooks, the number of lessons and time for each lesson given for each grade are:
Primary Lower secondary Upper secondary

Lessons/unit ______3 ______7 ______8
Minutes/lesson ______35 ______45 ______45
MODULE 3
Decide whether the statement below is TRUE or FALSE:
Accuracy activities produce language that may not be predictable. True False The correct answer is 'False'.
Fluency activities reflect classroom use of language. True False The correct answer is 'False'.
In a mechanical practice activity, students may not understand the language they are using.
Project-based learning integrates skills at the highest level. True False The correct answer is 'True'.
A task may be the focus of a whole term or academic year. True False The correct answer is 'False'.
Integrating skills helps add variety to the lesson. True False The correct answer is 'True'.
Fill in each gap below with ONE or TWO words.
Fill in each gap below with ONE or TWO words.
There are three types of practice in Communicative Language Teaching (CLT). They are: (1) mechanical practice, meaningful
practice, and (2) communicative practice. Exercise sequences in many CLT course books take students from the first type of
practice, to the second and to the third.
An important aspect of communication in CLT is the notion of (3) information gap. This refers to the fact that in real
communication, people normally communicate in order to get (4) information they do not possess. The activites that apply this
principle are called (5) information-gap activities.
Other types of communicative activities include:
- Jigsaw activities- (6) Task- completion activities
- Information-gathering activities- Opinion-(7) sharing activities
- Information- (8) transfer activities- Reasoning-gap activities - Role plays
Choose the best answer A, B, C, or D to show the approach/method that is being used.
Students ask their classmates when their birthdays are and write the answers down. They try to find a different child for each
month of the year.
A. Communicative Language Teaching B. Total Physical Response
C. Grammar Translation D. Reading Approach The correct answer is: Communicative Language Teaching
Choose the best answer A, B, C, or D to show the approach/method that is being used.
Students work in groups. They design a questionnaire about hobbies. They ask their classmates about their hobbies using the
questionnaire. They report the findings to the class.
A. Reading Approach B. Communicative Language Teaching
C. Total Physical Response D. Grammar Translation The correct answer is: Communicative Language
Teaching
Choose the best answer A, B, C, or D.

Why is it important to use integrated-skills approach in language lessons?
A. Using each skill may make students neglect grammar, vocabulary and pronunciation.
B. Each skill will later be tested individually. C. Each skill can be both productive an receptive.
D. Each skill helps to reinforce the others, making learning easier.
. The correct answer is: Each skill helps to reinforce the others, making learning easier.
Choose the best answer A, B, C, or D.

Which of the following is true about Task- Based instruction?
A. It helps evaluate the real impact of skills integration.
B. Students have to participate in a communicative task.
C. Students can acquire language and content, and integrated skills at the same time.
D. Learners and teachers are motivated.
The correct answer is: Students can acquire language and content, and integrated skills at the same time.
Reorder the steps to make a complete task-based lesson.

A. Students study the target language in questionnaire in handout 1.
B. Students do the questionnaire with the whole group.
C. Students select a new personality adjective and in pairs write a new personalitty test.
D. Students ask each other the questions in the sample questionnaire and decide who is the most honest student.
E. Students report back to the group on who was the most (adjective) in the class.
F. Students list personality adjectives (revision)
G. Students practice pronouncing the target language in handout 2.
H. Students analyse a sample personality questionnaire on one particular personality type – honest. Example questions:
a. -If you found VND100,000 on the street, would you pick it up?
b. -If you had the opportunity, would you cheat in an exam?
The correct answer is: 4 → C, 3 → D, 8 → G, 2 → H, 5 → B, 7 → A, 6 → E, 1 → F
Look at the following lesson sequence and identify the different kinds of intelligence that it addressed.
1. Teacher introduces fashion and clothes items through reading and listening. Verbal linguistic
2. Teacher uses organizers to organize clothes items and adjectives with pictures. Visual spatial
3. Learners line up to revise the order of adjectives. Bodily kinesthetic
4. Learners draw and label models using the target vocabulary. Visual spatial
5. Learners describe their models using the target sentence structures and adjectives. Verbal linguistic
6. Learners learn how to write a fashion script through text deconstruction using what they had previously learned.
Verbal linguistic
7. Teacher and learners put up a mini- fashion show in class and an inter-class fashion show contest in the
hall. Interpersonal ,
bodily kinesthetic
MODULE 4
What are the two MAIN objectives of this module?

A. Lead students to the contents of the unit B. Stimulate students’ interest in the lessons
C. Introduce new vocabularies and structures
D. Adapt textbook activities to meet teaching contexts, student’s abilities, needs and interests The correct answers are: A, B
Which two statements are TRUE about Getting Started section?
A. It is the overview of the whole unit

B. It is the most important section of the whole unit
C. It is not necessary to teach this section
D. It gives brief information about the contents of the unit. The correct answers are: A, D
Which is NOT included in Getting Started?
A. Pronunciation B. Mini test C. Dialogue The correct answer is: B
How much time is allocated for Getting started?
A. 1 period B. 2 periods C. 3 periods D. It depends on the teacher The correct answer is: A
Where in Getting started can you find the objectives of each unit?
A. Dialogue
B. Reading comprehension
C. Overview
D. Vocabulary activities The correct answer is: C
Fill in the following table with aspects of knowing a word
Form Meaning Use

1. Spoken
2. Form and meaning
3. Grammatical functions
4. Written
5. Concept and references
6. Collocations
7. Word parts
8. Associations
9. Constraints on use (register, frequency)
The correct answer is: 4 → Form, 3 → Use, 5 → Meaning, 8 → Meaning, 2 → Meaning, 6 → Use, 1 → Form, 7 →
Form, 9 → Use
Decide whether the following statements are True or False
New words should be introduced in specific contexts. The correct answer is 'True'.

Vietnamese should never be used when teaching vocabulary. The correct answer is 'False'.

Knowing a word means knowing how the word is spelt and pronounced. The correct answer is 'False'.

Using more than one way to teach a new word helps students learn that word faster. The correct answer is 'True'
MODULE 5
Qz1
Pronunciation refers to the way a __________ is spoken.
a. phrase b. word c. language d. sound The correct answer is: language
Intelligibility is one of the goals of teaching pronunciation.
Teaching pronunciation should help learners to feel confident in communicative situations.
Bottom-up approach refers to teaching pronunciation from suprasegmentals to segmentals.
The technique to teach pronunciation by using /pan/ and /pen/ in communicative situations is called
a. minimal pair b. pairs in context c. contextualized minimal pairs d. word pairs
The correct answer is: contextualized minimal pairs
Match the activities with the stages.

The correct answer is: The teacher gives some words with /i:/ sound and asks them to make sentences. → Guided practice:, The
teacher asks the students to listen and put a tick (√) next to the words with the /i:/ sound. → Listening discrimination:, The
teacher asks the students to practise the /i:/ sound, and words with the /i:/sound. → Controlled practice:, The teacher presents
how to make the /i:/ sound by using images and videos. → Description and analysis:, Students are asked to make a dialogue and
encouraged to use as many words with the /i:/ sound as possible. → Communicative practice:
SEGMENTALS vs. SUPRASEGMENTALS

Pronunciation instruction historically has emphasized mastery of individual sounds or segmentals. With the advent of
Communicative Language Teaching, the focus shifted to fluency rather than accuracy, encouraging an almost exclusive emphasis
on suprasegmentals (word stress, rhythm, intonation, etc.). However, just as ESL teachers have acknowledged that an emphasis on
meaning and communicative intent alone will not suffice to achieve grammatical accuracy, pronunciation has emerged from the
segmental/suprasegmentals debate to a more balanced view, which recognizes that a lack of intelligibility can be attributed to both
micro and macro features. It is clear that learners whose command of sounds deviated too broadly from standard speech will be
hard to understand no matter how target like their stress and intonation might be. Thus, it is no longer a question choosing between
segmentals and suprasegmentals but of identifying which features contribute most to lack of intelligibility, and which will be most
useful in the communicative situations in which our learners will need to function. (Goodwin, 2001)
Which do segmentals refer to?
a. rhythm b.individual sounds c. word stress d.intonation The correct answer is:individual sounds

Which do suprasegmentals refer to?
a. rhythm b. word stress c. intonation d.all of them The correct answer is:all of them

What does Communicative Language Teaching focus on?
a. accuracy b. accuracy and fluency c. segmentals d. suprasegmentals The correct answer is: suprasegmentals

According to the text, factors affecting _____ are identified rather than choosing between segmentals and suprasegmentals.
a. accuracy b. communicative situations c. fluency d. intelligibility . The correct answer is: intelligibility
Segmentals or suprasegmentals? (Tiếng Anh 6 – Unit 1)
a. Suprasegmentals b. Segmentals The correct answer is: Segmentals
Segmentals or suprasegmentals?(Tiếng Anh 6 – Unit 5)
a.Suprasegmentals b.Segmentals The correct answer is:Segmentals

Segmentals or suprasegmentals?
a.Segmentals b.Suprasegmentals The correct answer is:Segmentals
Segmentals or suprasegmentals?(Tiếng Anh 6 – Unit 3)
a.Segmentals b.Suprasegmentals? . The correct answer is:Suprasegmentals?
Segmentals or suprasegmentals?(Tiếng Anh 7, Unit 9)
a. Suprasegmentals b. Segmentals The correct answer is: Suprasegmentals
Segmentals or suprasegmentals?(Tieng Anh 8, Unit 5)
a. Segmentals b. Suprasegmentals The correct answer is: Suprasegmentals

QZ2
State whether the following statements are true or false

Only difficult and formal words used in written language are worth teaching.

Mime is very useful for teaching action verbs and it can help to keep students engaged and retain new words.

Substitution works best with concrete words that can be easily seen or touched.

Substitution can also work well with beginner-level students.

Students need to learn words in context and encounter new words multiple times to effectively acquire them
Knowing a word involves understand its forms distinguished by _____.

Choose the appropriate alternative for each statement below
a. how the word is Pronounced and spelt b. All are correct. c. what part of speech the word is
The correct answer is: All are correct.
Meaning of some vocabulary items is created by

Choose the appropriate alternative for each statement below:
a. adding prefixes of suffixes b. making compound words
c. words that often occur together d. All are correct. . The correct answer is: All are correct.
To distinguish the meaning of words, items can be grouped into _____.

Choose the appropriate alternative for each statement below:
a. lexical sets ( words that belongs to the same topic) b. All are correct.
c. synonyms (words with similar meaning) d. antonyms (words with opposite meaning)
The correct answer is: All are correct.
When we focus on the form of language we _____.

a. pay attention to accuracy and use b. talk with classmate c. listen to video and audio cassettes
. The correct answer is: pay attention to accuracy and use
Really knowing a word means knowing _____.

a. denotation meaning b. denotation meaning and imaginative meaning c. imaginative meaning
The correct answer is: denotation meaning and imaginative meaning
MODULE 6
Decide whether each statement below is TRUE or FALSE:
Teaching grammar from rules is explicitly explaining rules to students. True False The correct answer is 'True'.
Explaining rules to students is as memorable as demonstration. True False The correct answer is 'False'.
Teaching grammar from examples get students involved in the learning process, rather than being passive.

As long as the rule explanations are simple and understandable, examples and illustrations are not necessary.

In teaching grammar from examples, teacher should be careful in case students may hypothesis the wrong rules or their rules
may be too broad or too narrow. True False The correct answer is 'True'.
A text-based approach helps students to understand grammar points better in contextualized situation.
Match the activities with the correct stage.
Stage Activities
1. Controlled practice: A. Line-ups
B. Role-play
C. Substitution
D. Repetition
E. Picture prompts
2. Less-controlled practice (production): F. Human bingo

G. Sing-word prompts
H. Are you the one?
I. Interview
J. Awareness
K. Repetition
Your answer is partially correct. You have correctly selected 10.
The correct answer is: K → 1, B → 2, J → 1, H → 2, A → 2, F → 2, I → 2, C → 1, G → 1, D → 1, E → 1
Fill in each gap below with ONE WORD and/or A NUMBER.

There are generally (1) two approaches to present grammar at a language classroom. A
deductive approach starts with the (2) presentation of a rule and is followed by examples in which the rule is applied. An
inductive appoach starts with some (3) examples from which a rule is inferred. Deductive learning is (4) rule-driven learning
while Inductive learning is (5) discovery learning. Example of (6) inductive learning: On arriving in this same country, you
observe several instances of people rubbing noses on meeting, so you conclude that is the custom, and preceed to do likewise.
Example of (7) deductive learning: On arriving in a country you have never been to before, you are told that as a rule people
rub noses when greeting one another, so you do exactly that.
MODULE 7
Read and decide whether the following statements are true or false.
Reading has only one purpose, i.e. to get information. True False The correct answer is 'False'.
Reading with a purpose will be most effective. True False The correct answer is 'True'.
Getting students to read aloud is a useful way of making them understand what they are reading.
When we read, our eyes are constantly moving from letter to letter, word to word.
Students don’t learn much from reading things like timetables, recipes, directories.
It is important to pre-teach all new vocabulary before students read the text.
It is helpful to use a dictionary to find the meaning of all new words. True False The correct answer is 'False'.
If I get my students to think about the topic before they start reading, and try to predict what the text is about, they find the
text easier to understand. True False The correct answer is 'True'.
Students don’t need to be aware of the reading sub-skills like “skimming” and “scanning”.
When reading in a foreign language, we mentally translate everything in order to understand.
The lack of cultural knowledge may affect the rate of reading comprehension.
Reading is an individual activity. True False The correct answer is 'True'.

Choose the best answer A, B, C or D to the following questions.
What is the mail goal of this training module?
A. to assist secondary school teachers in teaching reading sessions in the new textbooks more effectively
B. to train secondary school teachers in teaching reading skills

C. to introduce the teachers the reading sessions in the new English textbooks
D. to establish a network among secondary school teachers in Vietnam
The correct answer is: to assist secondary school teachers in teaching reading sessions in the new textbooks more
effectively

The ultimate goal of reading is to ______.
A. students just pronounce the words B. help students develop reading strategies
C. understand what they are reading D. help students get information from reading
The correct answer is: understand what they are reading
A reading lesson is usually divided into ______ stages. A. 5 B. 2 C. 4 D. 3 The correct answer is: 3
According to the new English textbooks at lower secondary level, a reading section is taught in about ______.
A. 35 mins B. 90 mins C. 25 mins D. 45 mins . The correct answer is: 25 mins

According to the new English textbooks at lower secondary level, reading is taught in close integration with ______.
A. listening skill B. speaking skill C. Communication and Culture D. writing skill
The correct answer is: speaking skill

Which of the following is NOT the purpose of pre-reading stage?
A. activate students’ background knowledge B. predict the contents of the text
C. pre-teach some new words in the text D. translate the text into Vietnamese
The correct answer is: translate the text into Vietnamese

Before students read the text, they may ______.
A. visualize the text B. understand the text C. retell the text D. brainstorm about the text
The correct answer is: brainstorm about the text

“A carousel of ideas” is an activity in which students do the following EXCEPT ______.
A. . think about the topic before reading. B. share ideas with other students
C. listen to ideas related to the topic D. write ideas related to the topic
The correct answer is: listen to ideas related to the topic

In while-reading stage, the teacher may do the following activities EXCEPT ______.
A. remind students to use comprehension strategies as they read and to monitor their understanding.
B. encourage students to check any predictions they have made before reading to see if they are confirmed by the text.
C. ask questions that keep students on track and focus their attention on main ideas and important points in the text.
D. call on students to summarize key sections or events.
The correct answer is: call on students to summarize key sections or events.

What is NOT the main focus of this training module?
A. Principles of teaching reading B. Testing of reading skills
C. Stages of a reading lesson D. Techniques for teaching reading The correct answer is: Testing of reading skills
MODULE 8
Decide whether each statement below is TRUE or FALSE.

In Listening-Writing lesson, teachers should spend more time on teaching writing, as it is more difficult.
Select one: True False The correct answer is 'False'.
Writing can be considered the post activity of Listening. True False The correct answer is 'True'.
Making use of pictures related to the topic could be one of the way to set the context of the listening text.
True The correct answer is 'True'.

The product approach does not reflect the writing process, so it does not help in teaching writing skills.

The product and process approaches do not contrast each other; in fact, they complement each other.

Pictures are reliable prompts to help students brainstorm and organize ideas for their writing.

Writing is an individual activity so teamwork or pair work is not possible in a writing lesson.
MODULE 9
Match the issues with the strategies
Issues Strategies
1. Difficulties in monitoring work and a. Decide what “attending to students” means. If you cannot spend
giving feedback much time during class with all the students, try to establish another
way of connecting. For instance, arrive early and greet every student as
2. Problems with individualizing work
s/he enters the room.
3. Difficulties in setting up communicative
b. Set up a clear system for sell-checking and/or peer-review of
tasks; pairwork and groupwork often
homework and in-class exercise
cumbersome to execute
c. Establishing routines for group work and pair work. Make sure
4. Noise level is high, affecting
learners understand the value of group work and pair work.
neighbouring classes
d. Design a simple process of gathering student’s ideas. For example,
5. Difficulties in attending to all students
give out strips of paper at the end of the week that say “The next thing
during class time
I want to work on is …”
e. Talk to neighbouring teachers. Explain that speaking classes entail a
certain amount of noise. Talk to class members about keeping their
voices low. Conduct some pair work or group work activities in
“whisper mode.”
The correct answer is: 2 → d, 4 → e, 1 → b, 5 → a, 3 → c
What are the four roles of teacher in a speaking class?
a. Instructor, prompter, leader, feedback provider b. Instructor, speaker, participant, feedback provider
c. Coach, prompter, participant, feedback provider d. Instructor, prompter, participant, feedback provider
The correct answer is: Instructor, prompter, participant, feedback provider
Put these suggestions below into the correct column

1. Turn your row and talk to the person next to you
2. Students select own group, with exceptions
3. Students select own group
4. Use colored index cards
5. Birthday buddies
6. Students grouped based on responses
7. Group according to interest
8. Alphabetical system
9. Use synonym word cards
10. Use sticks or names from a hat
11. Day-of-the-week group
12. Group according to same skill level
13. Students choose based on random interest
14. Group to mix skill levels
15. Count off
16. Use a pack of cards
17. Arrange desks
18 . Students given options (choose the task)
TEACHER- ASSIGNED STUDENTS CHOOSE RANDOMIZED GROUPS

GROUPS GROUPS
The correct answer is: 6 → STUDENTS CHOOSE GROUPS, 11 → TEACHER - ASSIGNED GROUPS, 13 → STUDENTS
CHOOSE GROUPS, 7 → TEACHER - ASSIGNED GROUPS, 2 → STUDENTS CHOOSE GROUPS, 3 → STUDENTS
CHOOSE GROUPS, 1 → TEACHER - ASSIGNED GROUPS, 4 → RANDOMIZED GROUPS, 10 → RANDOMIZED
GROUPS, 9 → RANDOMIZED GROUPS, 8 → TEACHER - ASSIGNED GROUPS, 16 → RANDOMIZED GROUPS, 12 →
TEACHER - ASSIGNED GROUPS, 18 → STUDENTS CHOOSE GROUPS, 14 → TEACHER - ASSIGNED GROUPS, 5 →
RANDOMIZED GROUPS, 17 → RANDOMIZED GROUPS, 15 → RANDOMIZED GROUPS
Put a tick next to the ideas that can help teacher succeed with discussion
a. Prepare the students

b. Offer choices: Let students suggest the topic or choose from several options
c. Choose hot / serious issues as the topics for students to discuss
d. Set a goal or outcome
e. Keep the discussion long so that students can have more chance to talk
f. Allow students to participate in their own way
g. Make sure that all students contribute equally to the conversation
h. Use small-group instead of whole class discussion
The correct answer is: h → √, a → √, b → √, c → x, f → √, e → x, d → √, g → x
Question text
Decide whether the following statements are true or false

Manipulating physical arrangements to promote speaking practice must be done by teacher and the school.
Read to debate is a technique used when transfering from reading to speaking.
A real life situation cannot arouse students’ interest before they speak.
Reflection is done when the students are proficient enough.

When the group is working, the teacher must always goes round the class to find students’ mistakes or errors.
If the students fail to correct themselves or respond to reformulation, we need to focus on the correct version in more detail.
Teachers should not write both correct and incorrect words, phrases or sentences on the board and have students decide which is
which if the activity is focused on fluency.
Teachers should not write both correct and incorrect words, phrases or sentences on the board and have students decide which is
which if the activity is focused on fluency.
Plenty of group and pair work should only be done in large classes.
Which sentence is INCORRECT?
A. A crucial part of the teachers’ job when organising speaking activities is to make sure that the students understand exactly
what they are supposed to do.
B. After the speaking task, putting some of the mistakes on the board to discuss with students is a useful way to give oral
feedback
C. Helpful and gentle correction may get students out of difficult misunderstandings and hesitationsD
D. When giving oral feedback, the method of repeating is that we repeat what student has said, emphasizing the part of the
utterance that was wrong
The correct answer is: When giving oral feedback, the method of repeating is that we repeat what student has said,
emphasizing the part of the utterance that was wrong
Match ways of giving oral feedback with their description

Answer 1
We can simply say “Good try, but that’s not quite right” or “Do people think
that’s correct?” to indicate that something hasn’t quite work. Reformulation

We can ask student to repeat what they have said, perhaps by saying Again? Answer 2
which, coupled with intonation and expression, will indicate that something isn’t Hinting
clear
Answer 3
We repeat what student has said, emphasizing the part of the utterance that was
wrong Echoing

When we know our class well, a simple facial expression or a gesture may be Answer 4
enough to indicate that something doesn’t quite work. This needs to be done with
care as the wrong expression or gesture can, in certain circumstances, appear to Statement and question

be mocking or cruel.
We might just say ‘”tense” to make them think that perhaps they should
have used past simple rather than present perfect. We could say “countable”
Answer 5
to make them think about s concord mistake they have made or “tell” to
indicate that they have chosen the wrong word. Repeating

Answer 6
The teacher repeat back a corrected version of what the student has said,
reformulating the sentence, but without making a big issue of it. Expression

The correct answer is: We can simply say “Good try, but that’s not quite right” or “Do people think that’s correct?” to indicate
that something hasn’t quite work. → Reformulation, We can ask student to repeat what they have said, perhaps by saying
Again? which, coupled with intonation and expression, will indicate that something isn’t clear → Hinting, We repeat what
student has said, emphasizing the part of the utterance that was wrong → Echoing, When we know our class well, a simple
facial expression or a gesture may be enough to indicate that something doesn’t quite work. This needs to be done with care as
the wrong expression or gesture can, in certain circumstances, appear to be mocking or cruel. → Statement and question,
We might just say ‘”tense” to make them think that perhaps they should have used
past simple rather than present perfect. We could say “countable” to make them
think about s concord mistake they have made or “tell” to indicate that they have
chosen the wrong word.
→ Repeating, The teacher repeat back a corrected version of what the student has said, reformulating the sentence, but without
making a big issue of it. → Expression
MODULE 10
Choose the best answer for each question below

What is the MAIN objective of this training course?
A. Help trainees understand the concept of teaching and learning in an integrated manner
B. Help trainnees understand the concept of communication
C. Help trainnees carry out a project
The correct answer is: Help trainees understand the concept of teaching and learning in an integrated manner

What is NOT the focus of this training course?
A. Task-based learning B. Integrated learning C. Project based learning The correct answer is: Task-based learning

What will be included in this training course?
A. All of the above B. Face-to-face training C. Independent learning on the Internet
D. Real-life classroom teaching The correct answer is: All of the above
Match the models of integration with their definition
1 Content-Based Instruction A In this model, students participate in
communicative tasks in English
2 Task-Based Instruction B This model takes learner-centredness to a higher
level. It shares many aspects with Task-based
learning, but if anything, it is even more ambitious.
3 Project-based learning C In this model, students practice all the language
skills in a highly integrated, communicative
fashion while learning themes such as science,
mathematics, and social studies
The correct answer is: 3 → B, 1 → C, 2 → A
Arrange the following steps in the suggested procedure of teaching project.
Clarify rules, procedures, products, timeline and grading practices. 2

Answer 1
Assess students on their final presentation and project outcome based on the agreed grading 6
practices. Answer 2
Have students reflect on their process of working on the project and draw useful lessons. 7
Answer 3
Assign the project from the beginning of the unit. 1

Answer 4
Provide guidance on presentation skills. 4

Answer 5
Check students’ progress of working on the project and give feedback on a regular basis. 3
Answer 6
Assist students (if necessary) in searching for resources to carry out the project. 5
Answer 7
The correct answer is:

Clarify rules, procedures, products, timeline and grading practices. → 2,
Assess students on their final presentation and project outcome based on the agreed grading practices. → 6, Have students
reflect on their process of working on the project and draw useful lessons. → 7, Assign the project from the beginning of the
unit. → 1, Provide guidance on presentation skills. → 5, Check students’ progress of working on the project and give feedback
on a regular basis. → 3, Assist students (if necessary) in searching for resources to carry out the project. → 4
Look at the following communication lesson

Select the correct word/ phrase in the following teaching procedure.
_____ the extra vocabulary in the box. a. Teach b. Review The correct answer is: Teach
Let students _____________ and do the listening exercise.
a. listen to the whole recording b. listen to the recording gap by gap The correct answer is: listen to the whole recording

Correct the listening exercise ________. a. with the whole class b. with each individual The correct answer is:
with the whole class
Draw students’ attention to the _____ showing someone’s plan:
a. vocabulary b. structures The correct answer is: structures

Divide students into _______ and let them discuss their plan. a. pairs b. groups The correct answer is: groups

Go round listening to __________ discussing their plans, __________.
Select one or more: a. pairs b. groups c. reminding them to use the learnt structures
d. correcting their mistakes as much as possible The correct answers are: groups, reminding them to use the learnt structures

Call _______ to talk about their plans.
a. the whole group b. group representatives The correct answer is: group representatives

_____ students’ presentation, focusing on the language and structures.
a. Correct b. Comment on The correct answer is: Comment on
Analyse the following Communication lesson.

Reorder the sequence to make a lesson plan to go with the lesson.
Divide Ss into pairs

1
Answer 1
Teacher invite a S to the board and do the model 5

Answer 2
Review the Yes/ No question 3

Answer 3
Let Ss review places of interest 2

Answer 4
Tell Ss the rule of the guessing game

4
Answer 5
Let Ss work in pairs. Go round and offer help if 6
necessary Answer 6
The correct answer is:

Divide Ss into pairs → 1, Teacher invite a S to the board and do the model → 5, Review the Yes/ No question → 3, Let Ss review
places of interest → 2, Tell Ss the rule of the guessing game → 4, Let Ss work in pairs. Go round and offer help if necessary → 6
Choose the skills that your think will be involve in the following activity
Learners do a 15-minute role play in pairs. Half of the class are journalists, who interview the other half of the class, who are
famous actors.
Select one or more: a. Reading b. Writing c. Listening d. Speaking The correct answers are: Listening, Speaking
Learners work briefly in small groups to discuss ideas to put into a piece of writing on animal rights. They then write a magazine-
style article on the subject.
a. Reading b. Listening c. Speaking d. Writing The correct answers are: Listening, Speaking, Writing
Learners read a text about language teaching methodologies and answer questions. They discuss their answers in small groups
before reporting back to the teacher.
a. Writing b. Reading c. Listening d. Speaking The correct answers are: Listening, Speaking, Reading
Learners read a short newspaper description of a radio program. They then listen to the radio program and answer questions.
a. Speaking b. Listening c. Reading d. Writing The correct answers are: Listening, Speaking, Reading
Learners work in pairs to write a review of a restaurant they like.
a. Speaking b. Listening c. Reading d. Writing The correct answers are: Listening, Speaking, Writing
Learners make notes as they listen to a short, recorded lecture.
a. Reading b. Speaking c. Listening d. Writing The correct answers are: Listening, Writing
Fill in each blank with one suitable word about the advantages of PBL
increased motivation
Some advantages of project work are: (1) Answer - learners become personally involved in the project.
integrated
All four skills, reading, writing, listening and speaking are (2) Answer
responsible
Autonomous learning is promoted as learners become more (3) Answer for their own learning.
outcomes
There are (4) Answer - learners have an end product. Authentic tasks and therefore the language input are more
details interpersonal relations
(5) Answer (6) Answer are developed through working as a group.
Content and methodology can be decided between the learners and the teacher and within the group themselves so it is more
leaners-centred
(7) Answer Learners often get help from parents for project work thus involving the parent more in the child's
learning. If the project is also displayed parents can see it at open days or when they pick the child up from the school.
routine context
A break from (8) Answer and the chance to do something different. A (9) Answer is established which balances
the need for fluency and accuracy.
Some advantages of project work are:
• (1) increased motivation - learners become personally involved in the project.
• All four skills, reading, writing, listening and speaking are (2) integrated.
• Autonomous learning is promoted as learners become more (3) responsible for their own learning.
• There are (4) learning outcomes - learners have an end product.
• Authentic tasks and therefore the language input are more (5) authentic
• (6) Interpersonal relations are developed through working as a group.
• Content and methodology can be decided between the learners and the teacher and within the group themselves so it is more
(7) learner-centred
• Learners often get help from parents for project work thus involving the parent more in the child's learning. If the project is
also displayed parents can see it at open days or when they pick the child up from the school.
• A break from (8) routine and the chance to do something different.
• A (9) context is established which balances the need for fluency and accuracy
MODULE 11
All the options below are objectives of each module mentioned, EXCEPT for:
In Module 1 (Course overview), all of the following can-do statements are the module objectives, EXCEPT for: :
a. Understand the ways the new Tieng Anh textbook is implemented in classrooms
b. Understand the approach taken by this training course;
c. Know the course contents, syllabus, learning materials, learning resources, course
d. Understand the assessment they are expected to undertake;
The correct answer is: Understand the ways the new Tieng Anh textbook is implemented in classrooms
Which of the followings is NOT introduced in Module 2, An overview of the new Tieng Anh textbooks?
a. The assessment of the course b. The ways the book is implemented in classrooms
c. The overall objectives, structure, content and methodology, components of the new textbook
d. Context in which the textbooks are introduced The correct answer is: The assessment of the course
Which of the followings is the MAIN focus of Module 4, “Getting started”: Opening a new unit in the new textbook?
a. The structure of this part b. The principles in teaching this part c. The grammar and vocabulary in this part
d. The relation between this part and other parts The correct answer is: The principles in teaching this part
What are the three main stages of teaching vocabulary covered in Module 5, Teaching vocabulary and pronunciation with the
new textbooks?
a. Listen - Speak – Write b. Read – Speak – Write c. Present – Practice – Produce
d. Present – Practice – Recycle The correct answer is: Present – Practice – Recycle
How many models of integrated learning were covered in Module 10, Communication & Project in the new textbooks
a. How many models of integrated learning were covered in Module 10, Communication & Project in the new textbooks
b. Four c. Two d. Three The correct answer is: Four
What is Listening often integrated with in the “Skill” section of the new Tieng Anh textbooks for Grade 6 - 9?
a. Writing b. Speaking c. All of the above d. Reading The correct answer is: Writing
What is Reading often integrated with in the “Skill” section of the new Tieng Anh textbooks for Grade 6-9?
a. Reading b. All of the above c. Writing d. Speaking The correct answer is: Speaking
If you want to find out about the teaching approaches employed in the new Tieng Anh textbooks, which module will you go
to? a. Module 4 b. Module 1 c. Module 2 d. Module 3 The correct answer is: Module 3
If you want to find out about teaching Grammar in the new Tieng Anh textbooks, which module will you go to?
a. Module 5 b. Module 6 c. Module 8 d. Module 7 The correct answer is: Module 6
MODULE 12
Choose the best answer for each question below.

In testing and assessment, …
A test is said to be reliable if ….
a. Both A and B b. it measures consistently what it is supposed to measure.
c. it measures the progress the teacher expects to happen.
The correct answer is: it measures consistently what it is supposed to measure.

What is NOT one type of validity?
a. constructional b. content c. face validity The correct answer is: constructional

An example of practicality would be the case when …
a. The teacher doesn’t use a video clip for the listening test because the classroom projector breaks down frequently.
b. All of the above.
c. Test items for reading use the same grammar and vocabulary as the textbook but in a new passage that no candidate has
ever seen before.
d. The English language test doesn’t test students’ special knowledge of any subject.
The correct answer is: The teacher doesn’t use a video clip for the listening test because the classroom projector breaks
down frequently.

A True/False/Doesn’t Say item tests students’ productive skills.

The test has face validity if it is what students and parents want, and it looks familiar to them.

In a test construction procedure, test writers should write test items before constructing a test specification grid.

It is impractical for teachers to select and adapt test items from other sources to use in classroom tests.

As regulated in MOET documents, there must be at least 8 questions in the Listening component of a 45-minute test.

The term “Practicality” relates to the administration of the test. True False The correct answer is 'True'.
MODULE 13
TESTING GRAMMAR
valid
A test is not consideredAnswer if it doesn’t test what it is supposed to test. The correct answer is: valid
TESTING GRAMMAR
A/an ____ test is the one whose marking process is not affected by teacher’s personality and mood.
objective
Answer: The correct answer is: objective
TESTING GRAMMAR
reliable
Testing a student only once in a semester may not result in aAnswer result. The correct answer is: reliable
TESTING GRAMMAR
compre
A test that covers all the items that have been taught or studied in a period of time is seen asAnswer .
The correct answer is: comprehensive
TESTING GRAMMAR
approp
If the test items are not too easy or difficult, the test is consideredAnswer in difficulty.
The correct answer is: appropriate
TESTING GRAMMAR
What types of exercises are not normally found in a grammar test?
A. multiple choice questions B. gap-filling C. essay writing D. rewriting sentences
The correct answer is: essay writing
TESTING GRAMMAR
Rearrange the following steps in the correct order
A. Selecting test items B. Finding test materials C. Identifying test specifications
D. Compiling test items E. Analyzing test materials F. Modifying test items
The correct answer is: 5 → F, 4 → A, 1 → C, 6 → D, 2 → B, 3 → E
TESTING GRAMMAR
What is NOT the consideration when assessing the suitability of a test?
A. Familiarity of the question types B. Teachers’ preference of question types
C. Students’ level D. Grammar points covered E. Objectives of the test
The correct answer is: Teachers’ preference of question types
TESTING GRAMMAR
What should be done if some test items are not suitable?
a. Make them an optional item b. Delete them c. Modify them d. Ignore them
The correct answer is: Modify them

TESTING GRAMMAR
Decide whether the statements are True or False
All test items should be equally difficult. True False The correct answer is 'False'.
TESTING GRAMMAR
The more items there are, the better. True False The correct answer is 'False'.
TESTING GRAMMAR
There should be a variety of questions types. True False The correct answer is 'True'.
TESTING GRAMMAR
Teachers should always design the test items rather than compile them from other materials.
TESTING VOCABULARY
Answer the following questions, there may be more than one answers.
Which type(s) of assessment is easy to mark, but the candidate can get the right answer without knowing the word?
matching
Answer: The correct answer is: Matching
TESTING VOCABULARY
Which type(s) of assessment is easy to write but there may be many possible correct answers ?
gap fil ing

Answer: The correct answer is: Gap filling
TESTING VOCABULARY
Which types of assessment have the problem of the possibility having more than one answers?
trasnlation
Answer: The correct answer is: Translation
TESTING VOCABULARY
Which type(s) of assessment is easy to mark but surpringly difficult to write)?
multiple choice
Answer: The correct answer is: Multiple choice
TESTING VOCABULARY
Which type(s) of assessment is a good indicator of overall language proficiency?
cloze
Answer: The correct answer is: Close
According to CEFR, a person whose speech is often unintelligible

gets _____. a. Band 3 b. Band 2 c. Band 4 d. Band 5 The correct answer is: Band 2
According to CEFR, a person, who uses a limited range of pronunciation features, attempts to control features but lapses are
frequent, mispronunciations are frequent and cause some difficulty for the listener, gets _____.
a. Band 4 b. Band 3 c. Band 5 d. Band 6 The correct answer is: Band 4
According to CEFR, a person, who uses a range of pronunciation features with mixed control, shows some effective use of features
but this is not sustained, and can generally be understood throughout, though mispronunciation of individual words or sounds
reduces clarity at times, gets _____. a. Band 5 b. Band 6 c. Band 7 d. Band 4 The correct answer is: Band 6
According to CEFR, a person, who uses a wide range of pronunciation features, sustains flexible use of features, with only
occasional lapses, is easy to understand throughout; L1 accent has minimal effect on intelligibility, gets _____.
According to CEFR, a person, who uses a full range of pronunciation features with precision and subtlety, sustains flexible use of
features throughout, is effortless to understand, gets _____.
This type of exercise is used to test students’ knowledge of _____.

-----------------------------------------------------------------------------------------------------
Complete the transcriptions with one of the following dipthongs:
/eɪ/ /aɪ/ /ɔɪ/ /əʊ/ /aʊ/ /ɪə/ /eə/ /ʊə/
1. make /m _ _ k/ 2. sure /ʃ _ _/ 3. bear /b _ _/ 4. island /- - lənd/
----------------------------------------------------------------------------------------------------
a. linking b. stress c. intonation d. sounds The correct answer is: sounds

----------------------------------------------------------------------------------
Divide the following words into syllables.
1. mirror 2. sunshine 3. poem 4. wonderful 5. calendar 6. global
----------------------------------------------------------------------------------
a. linking b. word stress c. intonation d. sentence stress The correct answer is: word stress

--------------------------------------------------------------------------------------------
Mark the stressed syllables in the following passages. Practise reading them with attention to the weak forms (auxiliaries,
articles, pronouns, prepositions etc).
TEXT 1
Of all the changes that swept over Europe in the seventeenth and eighteenth centuries, the most widely influential was an
epistemological transformation that we call the “scientific revolution”.
-------------------------------------------------------------------------------------------- :
a. linking b. sentence stress c. word stress d. intonation The correct answer is: sentence stress

--------------------------------------------------------------------------------
Listen, underline and practise linking
1. “Stop it” 2. “I need it” 3. “Play a song” 4. “Read a book” 5. “Read it”
--------------------------------------------------------------------------------
a. intonation b. linking (consonant + vowel) c. word stress d. linking (consonant + consonant)
The correct answer is: linking (consonant + consonant)

--------------------------------------------------------------------------------
Listen and identify the intonation patterns
Betty lives in London. Victor works at a bank. What is his \name? Where does he \live?
--------------------------------------------------------------------------------
a. word stress b. rhythm c. linking d. intonation The correct answer is: intonation
For questions 1-5, match the instructions with the terms listed A-F. There is one extra term you do not need to use
Instructions Terms

1. Read the sentences and complete the bank with one word only. A. Labeling
2. What are the names of these things? Write the name beside each picture. B. Jumbled sentences
3. Draw a line between the words on the left with the meaning on the right. C. Picture composition
4. Exchange the idea on the topic with your classmates. D. Matching
5. Look at these and write the story they tell. E. Gap- fill
F. Sharing
The correct answer is: 1 → E, 4 → F, 5 → C, 2 → A, 3 → D
MODULE 14
Từ biên tập bài khóa đến thiết kế câu hỏi đọc hiểu
Câu hỏi có thể có hơn một câu trả lời đúng. Lựa chọn câu trả lời đúng bằng cách khoanh tròn chữ cái tương ứng.
Bài khóa được lựa chọn cho mỗi trình độ cần thỏa mãn các tiêu chí nào trong các tiêu chí sau đây
A. được viết bởi tác giả nổi tiếng B. có độ khó phù hợp (từ vựng, cấu trúc câu…)
C. có thông tin chính xác về mặt khoa học D. có đặc điểm phù hợp với mục đích kiểm tra
E. có chủ đề phù hợp F. có độ dài phù hợp G. có độ xác thực cao
The correct answers are: có chủ đề phù hợp , có độ dài phù hợp , có độ xác thực cao , có thông tin chính xác về mặt khoa
học , có đặc điểm phù hợp với mục đích kiểm tra , có độ khó phù hợp (từ vựng, cấu trúc câu…)
Từ biên tập bài khóa đến thiết kế câu hỏi đọc hiểu
Câu hỏi có thể có hơn một câu trả lời đúng. Lựa chọn câu trả lời đúng bằng cách khoanh tròn chữ cái tương ứng.
Khi chọn bài đọc, giáo viên lưu ý ______.
A. lựa chọn bài đọc có độ phổ biến cao B.lựa chọn mẫu ngữ liệu càng tiêu biểu càng tốt
C. cần lựa chọn nhiều dạng bài đọc càng tốt D. tùy vào trình độ có thể chọn các dạng bài khóa phù hợp
The correct answers are:lựa chọn mẫu ngữ liệu càng tiêu biểu càng tốt, tùy vào trình độ có thể chọn các dạng bài khóa phù
hợp, cần lựa chọn nhiều dạng bài đọc càng tốt
Hãy ghép 1 cụm từ ở cột A với một cụm từ ở cột B để thể hiện sự tương thích giữa bài khóa và mục đích kiểm tra.
A B
1. Để kiểm tra khả năng đọc lấy ý chính, a. hãy chọn bài khóa có cấu trúc dễ nhận biết.
2. Để kiểm tra khả năng đọc lấy thông tin chi b. không chọn các bài khóa quá nặng tính văn hóa hay kỹ
tiết, thuật chuyên môn.
3. Để kiểm tra khả năng đọc để định dạng cấu c. hãy chọn bài khóa có chứa cả ý chính và ý cụ thể.
trúc của bài khóa,
4. Để đảm bảo chỉ kiểm tra khả năng đọc, d. hãy chọn các bài khóa có nhiều chi tiết cụ thể.
The correct answer is: 2 → d, 1 → c, 4 → b, 3 → a
Khi biên tập bài khóa, giáo viên thường làm những việc sau NGOẠI TRỪ ______.
A. chỉnh ngôn ngữ hoặc cấu trúc B. Thay đổi văn phong của bài khóa
C. Cắt ngắn / làm dài D. Làm khó hơn / làm dễ hơn
The correct answer is: Thay đổi văn phong của bài khóa
Các bước viết câu hỏi sau đây áp dụng để kiểm tra khả năng đọc hiểu gì?
Đọc bài khóa, tìm ý chính của các đoạn văn và ý chính của cả bài khóa. Viết các câu hỏi về ý chính của bài khóa và của các đoạn
ý chính
văn quan trọng. kiểm tra khả năng đọc hiểuAnswer The correct answer is: ý chính
Đọc lại bài khóa, lần này ghi lại các chi tiết quan trọng. Viết các câu hỏi yêu cầu thí sinh tìm lại các chi tiết này trong bài khóa.kiểm
thông tin
tra khả năng đọc hiểuAnswer The correct answer is: Thong tin chi tiết
đoán ng
Đọc lướt qua bài khóa để tìm các từ ngữ khó. Viết các câu hỏi từ vựng.kiểm tra khả năngAnswer
The correct answer is: đoán nghĩa của từ qua ngữ cảnh
Câu hỏi có thể có hơn một câu trả lời đúng.

Khi viết câu hỏi đọc hiểu giáo viên cần lưu ý ______.
A. Không thiết kế các câu hỏi mà học sinh không cần đọc bài khóa cũng có thể trả lời được.
B. Cần trình bày các câu hỏi theo thứ tự thông tin xuất hiện trong bài đọc.
C. Thiết kế các câu hỏi độc lập với nhau.
D. Thiết kế câu hỏi mà học sinh có thể sử dụng kiến thức chung để trả lời.
The correct answers are: Cần trình bày các câu hỏi theo thứ tự thông tin xuất hiện trong bài đọc., Thiết kế các câu hỏi độc lập
với nhau., Không thiết kế các câu hỏi mà học sinh không cần đọc bài khóa cũng có thể trả lời được.

Khi viết câu trả lời đúng, cần đảm bảo rằng câu trả lời đúng ______.
a. ở các vị trí khác nhau và cân đối trong cả bài thi b. hải đúng và là câu trả lời duy nhất đúng
c. thí sinh có năng lực đọc hiểu càng cao thì có xác suất chọn câu trả lời đúng cao hơn các thí sinh có năng lực đọc hiểu thấp
hơn d. phải có độ trau chuốt nhiều hơn về mặt ngôn ngữ so với các lựa chọn khác
The correct answers are: hải đúng và là câu trả lời duy nhất đúng, ở các vị trí khác nhau và cân đối trong cả bài thi, thí sinh có
năng lực đọc hiểu càng cao thì có xác suất chọn câu trả lời đúng cao hơn các thí sinh có năng lực đọc hiểu thấp hơn

Cần đảm bảo rằng các lựa chọn ______.
a. được sắp xếp theo trình tự logic b. có độ dài tương đương
c. thống nhất về ngữ pháp và cấu trúc với lời dẫn d. sử dụng từ ngữ xuất hiện trong bài khóa
e. đúng ngữ pháp The correct answers are: đúng ngữ pháp, thống nhất về ngữ pháp và cấu trúc với lời dẫn , được sắp
xếp theo trình tự logic , có độ dài tương đương

Cần tránh viết lựa chọn ______.
A. với câu “Không lựa chọn nào đúng” B. có các từ “luôn luôn” hay “không bao giờ”
C. có ý trái ngược với nội dung bài khóa D. với câu “Tất cả các lựa chọn trên”
The correct answers are: với câu “Tất cả các lựa chọn trên” , với câu “Không lựa chọn nào đúng” , có các từ “luôn luôn”
hay “không bao giờ”
Cần đảm bảo rằng phương án gây nhiễu ______.
A. phải kiểm tra được các lỗi đọc hiểu thường gặp (lỗi tư duy, lỗi ngôn ngữ, hoặc cả hai)
B. thu hút nhiều thí sinh có năng lực đọc hiểu thấp hơn các thí sinh có năng lực đọc hiểu cao.
C. nằm ngoài nội dung của bài khóa D. đủ hấp dẫn để một số thí sinh sẽ lựa chọn
The correct answers are: phải kiểm tra được các lỗi đọc hiểu thường gặp (lỗi tư duy, lỗi ngôn ngữ, hoặc cả hai) , đủ hấp dẫn để
một số thí sinh sẽ lựa chọn , thu hút nhiều thí sinh có năng lực đọc hiểu thấp hơn các thí sinh có năng lực đọc hiểu cao.
Fill in each gap below with NO MORE THAN three words or ONE number:
Objectives of reading competences for students at lower secondary schools corresponding to grades

Grade Objectives
6 đon gi?n
•Đọc hiểu nội dung chính, nội dung chi tiết các bài đối thoại, độc thoại (1) Answer
(bậc 2.1) 80
trong khoảng (2) Answer từ về các chủ đề trong chương trình như: gia đình, nhà trường, bạn
bè, lễ hội, danh lam thắng cảnh, danh nhân, truyền hình, thể thao, ... .
•Đọc hiểu nội dung chính các thư cá nhân, thông báo, đoạn văn ngắn, đơn giản thuộc phạm vi chủ
quen thu?c
đề (3) Answer (có thể có một số từ, cấu trúc mới).
7 • Đọc hiểu nội dung chính, nội dung chi tiết các bài đối thoại, độc thoại đơn giản trong khoảng
100
(bậc 2.2)
(4) Answer từ về các chủ đề trong chương trình như: sở thích, âm nhạc và nghệ thuật, điện
ảnh, giao thông, năng lượng, ...
• Đọc hiểu nội dung chính các mẩu tin, thực đơn, quảng cáo, các văn bản, tài liệu ngắn, đơn giản
quen thu?c
thuộc phạm vi chủ đề (5) Answer (có thể có một số từ, cấu trúc mới).
8 · đon gi?n
(bậc 2.3)
120 quen thu?c
trong khoảng (7) Answer từ về các chủ đề (8) Answer như: hoạt động vui chơi giải trí,
cuộc sống ở nông thôn, phong tục tập quán, truyền thốnglễ hội trên thế giới, thảm họa thiên nhiên, khoa học
và công nghệ, cuộc sống hành tinh khác, .....
•Đọc hiểu nội dung chính và nội dung chi tiết các chỉ dẫn, thông báo, biển báo, ... các văn bản, tài
quen thu?c
liệu ngắn, đơn giản thuộc phạm vi chủ đề (9) Answer •Đọc hiểu và đoán (10) Answer
nghia c?a t?
dựa vào ngữ cảnh.
9 · đon gi?n
(bậc 2.4)
140 trong chuong trình
trong khoảng (12) Answer từ về các chủ đề có (13) Answer như: môi trường địa
phương, cuộc sống thành thị, đất nước nói tiếng Anh, du lịch, tuổi trưởng thành, tiếng Anh trên thế giới, ...
•Đọc hiểu nội dung chính và nội dung chi tiết các mẩu tin, câu chuyện kể, các bảng biểu, ... các
văn bản, tài liệu ngắn, đơn giản thuộc phạm vi chủ đề được quy định (14) Answer
trong chuong trình nghia c?a t?
•Đọc hiểu và đoán (15) Answer dựa vào suy luận
c?u trúc
•Đọc và nhận biết (16) Answer của đoạn văn ngắn, đơn giản.
Feedback
1. đơn giản 2. 80 3. quen thuộc 4. 100

5. quen thuộc 6. đơn giản 7. 120 8. quen thuộc
9. quen thuộc 10. nghĩa của từ 11. đơn giản 12. 140
13. trong chương trình 14. trong chương trình 15. nghĩa của từ 16. tổ chức/cấu trúc
Finish review
MODULE 15
Choose the best answer What is the target level of listening proficiency for Secondary students?
a. A1 b. A2 c. B1 The correct answer is: A2

Choose the best answer What is the time allowance for the Listening component in the test?
a. 10-12’ b. 7-10’ c. 7-10’ The correct answer is: 7-10’

Choose the best answer Which item should NOT be included in a listening test?
a. Table completion b. Open-ended questions c. Multiple choice questions with pictures
The correct answer is: Open-ended questions
Choose the best answer What is NOT the recommended level of difficult for a listening test?
a. 2:2:1 b. 3:2 c. 2:2:2 The correct answer is: 2:2:2

Choose the best answer In the level of difficulty, what does it mean by 2:2:1.
a. 2 Average items – 2 Difficult items 2 – 2 Easy item b. 2 Difficult items – 2 Easy items – 1 Average item
c. 2 Easy items – 2 Average items – 2 Difficult item
The correct answer is: 2 Easy items – 2 Average items – 2 Difficult item
MODULE 16
Choose the correct answer for each question.

How long does a speaking test for secondary students last?
Select one:
a. 10 minutes
b. 15 minutes
c. 5 minutes
Feedback
Your answer is correct.
The correct answer is: 10 minutes
Correct
Mark 1.00 out of 1.00
Flag question
Question text

How many parts are there in each speaking test for secondary students?
Select one:
a. 2 parts
b. 4 parts
c. 3 parts
Feedback
The correct answer is: 2 parts
Correct
Flag question
Question text

How many questions are there in part 1?
Select one:
a. 4
b. 5
c. 3
Feedback
The correct answer is: 5
Correct
Flag question
Question text
Which activities can be used for continuous assessment in speaking?
Select one:
a. Question and Answer; Picture description; Story-telling/Narrative; Guided Speech; Dialogue; Situation;
Interview/Role-play; Presentation; Debate; Dicussion; Simulation
b. Question and Answer; Picture description; Story-telling/Narrative; Guided Speech; Dialogue; Situation;

Interview/Role-play; Presentation; Debate; Dicussion
c. Question and Answer; Picture description; Story-telling/Narrative; Guided Speech; Dialogue; Situation;
Interview/Role-play; Presentation; Dicussion; Simulation
d. Question and Answer; Story-telling/Narrative; Guided Speech; Dialogue; Situation; Interview/Role-play; Presentation;
Debate; Dicussion; Simulation
Feedback
The correct answer is: Question and Answer; Picture description; Story-telling/Narrative; Guided Speech; Dialogue;
Situation; Interview/Role-play; Presentation; Debate; Dicussion; Simulation
Correct
Flag question
Question text

When should teachers evaluate the speaking performance of students?
Select one:
a. Anytime
b. At the end of the school year
c. At the middle of the semester
d. It depends whether it’s the exit test or continuous assessment.
Feedback
The correct answer is: It depends whether it’s the exit test or continuous assessment.
Correct
Flag question
Question text
Decide these sentences are T (true) or F (false)

There are five criteria for choosing a good sample speaking test.
Select one:
True
False
Feedback
The correct answer is 'False'.
Correct
Flag question
Question text

Assessment rubric should accomplish three goals.
Select one:
True
False
Feedback
The correct answer is 'True'.
Correct
Flag question
Question text

Pronunciation, vocabulary, accuracy, communication, interaction and fluency are often exploited to evaluate a student’s
overall speaking abilities.
Select one:
True
False
Feedback
Correct
Flag question
Question text

Other criteria such as syntax or discourse management cannot be used.
Select one:
True
False
Feedback
The correct answer is 'False'.
Correct

Flag question
Question text

Grammatical errors belong to syntax.
Select one:
True
False
Feedback
Partially correct
Flag question
Question text
Look at the some description of English proficiency below and put them in correct column to complete the
Speaking band descriptors.
A. Requires very little prompting and support. E. Requires additional prompting and support.
B. Maintains simple exchanges, despite some F. Shows a good degree of control of simple
difficulty. grammatical forms
C. Has very limited control of phonological G. Shows only limited control of a few
features and is often unintelligible. grammatical forms.
D. Is mostly intelligible, and has some control of H. Uses appropriate vocabulary to talk about
phonological features at both utterance and word everyday situations.
levels.

Grammar and Interactive
A2 Pronunciation
Vocabulary Communication
5 (1) _________________ (2) _________________ Maintains simple
___________________ ___________________ exchanges.
___________________ ___________________ (3) _________________
___________________
Uses a range of
appropriate vocabulary ___________________
when talking about
everyday situations.
4 Performance shares features of Bands 3 and 5.
Shows sufficient Is mostly intelligible, (5) _________________
control of simple despite limited control ___________________
grammatical forms. of phonological
features. ___________________

3
(4) _________________
Requires prompting and
___________________ support.
___________________

2 Performance shares features of Bands 1 and 3.
(7) _________________ Has considerable
(6) _________________ ___________________ difficulty maintaining
simple exchanges.
___________________ ___________________
(8) _________________
1 ___________________
___________________
Uses a vocabulary of
___________________
Isolated words and
phrases.
0 Performance below Band 1.
C
Answer 1
6
D
Answer 2
2
E
Answer 3
8
G
Answer 4
7
H
Answer 5
4
A
Answer 6
3
B
Answer 7
5
F
Answer 8
1
Feedback
Your answer is partially correct.
You have correctly selected 6.
The correct answer is: 6 → G, 2 → D, 8 → E, 7 → C, 4 → H, 3 → A, 5 → B, 1 → F
MODULE 17
MODULE 18
MODULE 19
MODULE 20

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Module 1

Complete each sentence below with NO MORE THAN 01 WORD:

The curriculum contents are organized along three main pillars:

a. A system of general ___themes___, and specific ___topics___

You have correctly selected 3.

True False The correct answer is 'True'.

True False The correct answer is 'True'.

True False The correct answer is 'False'.

True False The correct answer is 'False'.

True False The correct answer is 'False'.

Is each statement below TRUE or FALSE?

Is each statement below TRUE or FALSE?

True False The correct answer is 'True'.

A. Level 1 (primary) – Level 2 (lower-secondary) – Level 3 (upper-secondary)

D. Level 2 (primary) – Level 3 (lower-secondary) – Level 4 (upper-secondary)

A. A2 (primary) – B1 (lower-secondary) – B2 (upper-secondary)

C. A1 (primary) – A2 (lower-secondary) – B1 (upper-secondary)

Which reflects the structure of the new Tieng Anh textbooks?

A. 12 units x 7 sections (primary); 20 units x 3 sections (lower-secondary); 12 x 8 sections (upper-secondary)

D. 20 units x 3 sections (primary); 12 units x 7 sections (lower-secondary); 10 x 8 sections (upper-secondary)

Primary Lower secondary Upper secondary

Primary Lower secondary Upper secondary

Decide whether the statement below is TRUE or FALSE:

True False The correct answer is 'True'.

A. Communicative Language Teaching B. Total Physical Response

A. Reading Approach B. Communicative Language Teaching

Choose the best answer A, B, C, or D.

D. Each skill helps to reinforce the others, making learning easier.

Choose the best answer A, B, C, or D.

A. It helps evaluate the real impact of skills integration.

B. Students have to participate in a communicative task.

D. Learners and teachers are motivated.

Reorder the steps to make a complete task-based lesson.

3. Learners line up to revise the order of adjectives. Bodily kinesthetic

What are the two MAIN objectives of this module?

Which two statements are TRUE about Getting Started section?

A. It is the overview of the whole unit

Which is NOT included in Getting Started?

A. Pronunciation B. Mini test C. Dialogue The correct answer is: B

How much time is allocated for Getting started?

Fill in the following table with aspects of knowing a word

Form Meaning Use

Decide whether the following statements are True or False

Decide whether the following statements are True or False

Decide whether the following statements are True or False

Pronunciation refers to the way a __________ is spoken.

a. phrase b. word c. language d. sound The correct answer is: language

Intelligibility is one of the goals of teaching pronunciation.

True False The correct answer is 'True'.

Teaching pronunciation should help learners to feel confident in communicative situations.

True False The correct answer is 'True'.

Bottom-up approach refers to teaching pronunciation from suprasegmentals to segmentals.

True False The correct answer is 'False'.

The correct answer is: contextualized minimal pairs

Match the activities with the stages.

SEGMENTALS vs. SUPRASEGMENTALS

Which do segmentals refer to?

SEGMENTALS vs. SUPRASEGMENTALS

SEGMENTALS vs. SUPRASEGMENTALS

SEGMENTALS vs. SUPRASEGMENTALS

Segmentals or suprasegmentals? (Tiếng Anh 6 – Unit 1)

a. Suprasegmentals b. Segmentals The correct answer is: Segmentals

a. A system of general _themes_, and specific _topics_