QUY TRÌNH VẬN HÀNH MỘT LỚP HỌC TIẾNG ANH

1. Business and Materials – Chuẩn bị học liệu

1.1. Published materials
- Coursebooks
- Skills books
- Reference books
- Resource books
- Videos
1.2. Authentic materials
- Anything a native speaker of English would hear or read: theatre programmes,
newspapers, magazines, poems, songs, brochures, information leaflets, menus, news
broadcasts, films on video, etc.
- The teacher should select the material carefully, with the needs and interests of the
students in mind, and also decide what the students are to do with the material. So the
same piece of authentic material can be used at different levels; an easier task can be
set for lower level students and a more difficult task set for higher level students.

2. Warm-up and Objective discussion

2.1. Play a song, pass the ball
- Pass the ball… or a plush toy, or a beanbag. Preferably something that won’t send
anybody to the hospital if an accidental ricochet were to occur.
- This warm up is simple but almost always gets entire classes thrilled to be learning.
All you have to do is pick a song (the latest pop hit that your students would be
familiar with), toss a ball to a student and then urge them to pass it to another student.
- Students will quickly understand that the point is to get rid of the ball as fast as
possible. Then, at the right moment, you stop the music. The student holding the ball
must answer a question, read a line from a story, anything that has to do with English.
Repeat the process for a few minutes (or longer if the class is particularly enthralled)
and even get involved yourself if you can.
2.2. Hot Seat
- This is what I consider to the be the mother of all warm up games. It gets everybody
involved, it is great for reviewing vocabulary, and it ramps up excitement levels to
maximum capacity. And there is very little prep involved!
- Have a list of vocabulary words prepared. Bring a chair to the front of the classroom.
Split the class into two teams and have one student from the first team sit in the chair
(the “hot seat”) facing the class. Make sure he/she cannot see behind them. Start a
timer (one minute) and write the first word on the board.
- The team must say things related to that word in order to elicit that word from their
teammate sitting in the hot seat. Once the student guesses correctly, write the next
word. Continue until time runs out. The team with the most correct guesses at the end
is the winner!

3. Lesson objective
Different schools, subjects, and teachers may all have slightly varying approaches. So
if you’re new to teaching or in need of a refresher, we’ve got some general guidance
for creating an effective lesson objective.
 When you’re planning a lesson you need to establish a clear objective. This objective
must be clear to all the pupils. They’ll need to know:
WHAT they are learning.
WHY they are learning it.
HOW it links to their wider learning.
Ideally lesson objectives should be SMART: Specific, Measurable, Attainable,
Relative and Timely. Only at the end of the lesson, or series of lessons, will you know
for sure if your lesson objective was specific enough to be measured through some
form of assessment.
Lesson objectives should also be specific statements of what learners will be able to
do by the end of the lesson. They are not the activities or outcomes of the lesson, but
the learning gained from those activities and outcomes.
To know how to write a lesson objective, you need to be clear about what you want
pupils to be able to do or know by the end of the lesson. You also need to know their
prior learning. This will help you to design a learning sequence in your planning that
takes them from what they already know (or can do) to the next level.

4. Instruct and Model

4.1. Process
 Quy tắc 3 ý:
- Diễn giải: Main idea => Expression => Examples
- Quy nạp: Examples => Analyze => Topic sentence
 TEACH – INSTRUCT – INSPIRE – TEST

4.2. Teaching skills

MANAGING THE CLASS

 Use of eye contact, gesture and the voice

 Classroom arrangement
 Attention spread
 Teacher talk and student talk
 Eliciting, giving instructions and setting up activities
 Monitoring
 Starting and finishing the lesson\

5. Guided practice
Teachers can implement guided practice in a variety of ways, shaking up participation
structures and activities to keep students engaged. Try some of the following guided
practice activities during your next lesson.

Diagramming. Student pairs work together on a diagram that illustrates and explains
how paper is manufactured. The teacher shows an example of a diagram before they
start and provides key terms and steps to include.
 Completing graphic organizers. Students fill out KWL charts or other graphic
organizers about the topic of an informational book. The class works together on the
first few points and then students think of some on their own
Experimenting. Students construct tinfoil boats and test whether they float when items
are placed in them. Before this, the teacher models what to consider when building the
boat and talks with the class about what types of items they think will float.
Analyzing. The class learns the key features of a strong essay. Students then work in
small groups to edit real essays using a checklist designed by the teacher and later
write their own essays independently. Have students edit with a single color to see
how they each contributed to the activity.

6. Independent practice
In writing the Independence Practice section of the Lesson Plan, consider the
following questions:
- Based on observations during Guided Practice, what activities will my students be
able to complete on their own? It's important to be realistic in assessing the class's
capabilities and anticipate any challenges that may arise. This allows you be proactive
in determining assistive tools that can empower students to work independently.
- How can I provide a new and different context in which the students can practice
their new skills? Real world applications always bring lessons to life and help
students see the value in what they are learning. Finding new, fun, and creative ways
for your class to practice what they have just learned will not only help with mastery
of the topic and skills at hand in the moment but also better assist students in retaining
the information and skills over a longer period of time.
- How can I offer Independent Practice on a repeating schedule so that the learning is
not forgotten? Students can get weary of repeated tasks, so looking for ways to
provide a repeating schedule with creative options is vital to success.
- How can I integrate the learning objectives from this particular lesson into future
projects? Finding ways to weave the current lesson into future ones, as well as past
lessons into the current one, can be a great way to also support retaining knowledge
and skills.

7. Assesment and homework (must be required)