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cuối kỳ elt1
cuối kỳ elt1
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FINAL ASSIGNMENT
ENGLISH LANGUAGE TEACHING METHODOLOGY
lập trên địa bàn Hà Nội. Mục đích học tiếng Anh của các em là để hình thành các năng lực
giao tiếp cơ bản trong các hoạt động giao tiếp thường nhật. Các em đã được bước đầu làm
quen với tiếng Anh trong chương trình học lớp 1 và 2. Nay các em đã có đủ trình độ Pre-
A1 theo Khung Tham Chiếu Châu Âu để bước vào trình độ A1. Hầu hết các em học sinh
này (92%) thích tham gia vào quá trình vận động và tận dụng tối đa ngôn ngữ cơ thể để
tương tác, tri nhận và khám phá thế giới xung quanh.
I. INTRODUCTION
proficiency, age, interests, etc. of each specific group of students often play a crucial
role for the process of choosing teaching methods. Since it is vital for the teacher to be
aware of the need to make use of appropriate teaching methodology, this essay is
dedicated to go deeper into the first case study involving third-grade students at a state
school in Hanoi and their English learning process to analyse the outstanding features
methods.
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II. ANALYSING THE CONTEXT
In this situation, the teacher is supposed to work at a public primary school in Hanoi.
The purpose of their learning English is to form basic communication skills in daily
communication activities. Currently, these third graders have reached the Pre-A1 level
of English proficiency and are ready to begin learning at the A1 level. Most students
are interested in being involved in movement and making the most of body language to
Based on the available information about the student group, two methods are selected
to teach English in this case are TPR (Total Physical Response) and CLT
So, what makes these two approaches be the two advisable methods suggested in this
situation?
First of all, the method of CLT is going to be taken into consideration. Lindsay and
Knight (2006) believed that this is an approach whose view lies on effective
communication “in the world outside the classroom”. Professor Richards in his video
talking about CLT stated that, communicative teaching sets its goal the teaching of
claimed that CLT tends to offer students pair work, group work activities and role
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plays in project work, meaning the accuracy-based activities have been changed to the
students in one class in a state school in Hanoi, whose purpose of learning English is to
This means that they are taught to be comfortable with listening to their friends’
opinions as well as try out various ways of expressing their own ideas, which is
There are a variety of teaching and learning activities associated with the CLT
information-transfer activities, and so on. One of the examples for these types of
activities included in the book “Tiếng Anh 3” published by the Vietnamese educational
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This type of exercise requires students to talk to their friends to ask about their friends’
names and ages, meaning that they have to put the knowledge they have learnt into the
real context. As shown in the activity itself, this belongs to the series of information
gathering activities. For this type of exercise, the teacher may invite the whole class to
travel around and collect their friends’ information in about 10 minutes, then make a
group of three or four, then share with each other about the information collected.
The second teaching method that is selected for this case is TPR, or Total Physical
Response. 150 third graders have reached the Pre-A1 level of English proficiency and
are ready to begin learning at the A1 level. Their purpose of learning English is to form
(1964), the general objectives of TPR are to teach oral proficiency at a beginning level,
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which are suitable for the group of students mentioned above. The educators also
prefer to use this approach to teach vocabulary and simple structure for beginners. This
promptly respond with the physical action according to what the teacher says. When
making use of this teaching method, the teacher is supposed to give a number of
commands and the students are supposed to use their body movements to perform their
teacher’s command. Since most of the third graders in the given situations are very
active and keen on using their body to interact and explore everything, this method is
definitely preferable. Moreover, with TPR, students are encouraged to speak when they
feel ready for it, which somehow serves the purpose of enhancing their communicative
competence and confidence when speaking. There are several ways which help
perform the TPR approach during the class, including the teacher says the commands
as well as one specific student says the commands. It really depends on the students’
level to choose whether the teacher should let his or her students give the commands.
The exercises included in the book “English Book for Students – Grade 3” for the
third-grade students in the case also provides some materials suitable for the TPR
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For this type of exercise, the teacher might repeat “Stand up”, “Sit down” or other
actions as shown in the pictures while students use their body to act according to the
teacher’s commands. Students are suggested to stand around the teacher due to the fact
that the teacher plays an active and direct role. This will definitely make the lessons
IV. CONCLUSION
In conclusion, whatever the method applied in the English class, the biggest goal
remains on the effectiveness of teaching and learning process. From all analysis and
information discussed above, the best teaching methods that should be used to teach
150 third-grade pupils in the given case are believed to be CLT and TPR approaches.
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(Word count: 1013)
REFERENCES
English Book for Students Grade 3. Ha Noi: Vietnam Education Publishing House.
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Lindsay, C., & Knight, P. (2006). Learning and teaching English: A course for teachers
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching.