TESOl Theories Course instructor: Kim Hong Tran (M.

A)
REVIEW FOR THE FINAL TEST
I/ Fill in the blanks

1. According to the Behaviourism theory, a student 's repetition of what a teacher said is the stage of …......
2. According to the Behaviourism theory, a teacher 's presentation of a grammar rule is the stage of ….....
3. According to the Behaviourism theory, a teacher 's comment (ex. Well done!) on of what students have
said is the stage of …...........
4. Teachers play the role of a(n)…..........when moving around and checking students' problems.
5. Teachers play the role of a(n)…..........when writing the lesson plans.
6. Teachers play the role of a(n)…..........when explaining to students how to form Present Simple.
7. Teachers play the role of a(n)…..........when arranging seats for oral presentation.
8. Teachers play the role of a(n)…..........when pointing out the mistakes in students' essays.
9. Teachers play the role of a(n)…..........when suggesting some materials/books for students to self-practice.
10. According to CEFR framework, learners at ….....level and.......level are basic language users.
11. According to CEFR framework, learners at ….....level and.......level are independent language users.
12. According to CEFR framework, proficient language learners are those at ….....level and.......level.
13. …...............is teacher's decisions about types of activities, materials, procedures.
14. …................is a sequence of techniques.
15. …..................include methods, approaches and techniques based on certain theoretical frameworks
16. …...................test helps teachers grasp learners' difficulties, shortfalls in their knowledge/kills during a
course so that teachers can decide what to do next in the teaching plan.
17. Based on syllabuses and materials that new students will follow, …...................test will measure students'
language knowledge and skills. Therefore, teachers know what level they should learn and which class they
should be in
18. …................test is given at the end of a week, month, a course by teachers to assess students' language
/skill progress in relation to the syllabus they've been following.
19. …...................test measure student's general language knowledge/ability at a particular point in time. This
test is frequently used as stages which students need to reach if they want to be admitted to a foreign
university, get a job, etc.
20. …......................test is designed to measure capacity or general ability to learn a foreign language and
ulti-mate success in that undertaking.
21. Sentence transformation, error identification, word formation, gap-filling, multiple choice are examples
of................test items
22. Oral presentation, essay writing, storytelling, note-taking while listening are examples of …..........test
items.
II/ Choose the teaching methods/approaches for each appropriate activity/task(1-23)

Teaching methods/approaches

GTM DM ALM CLT inductive approach deductive approach meaning®form form®meaning

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TESOl Theories Course instructor: Kim Hong Tran (M.A)
1. The teacher shows the picture of ‘bedroom', then writes the word ‘bedroom' on the board.
2. The teacher writes positive, negative and interrogative forms of ‘have got' on the board, then
provides students with examples and functions/use of ‘have got'
3. The teachers tell students to find the synonyms and antonym of the word ‘huge'
4. The teacher says ‘I have got a book' , next says ‘ a pencil. Then students are asked to repeat the
sentence that the teacher has given, replace the ‘a book' with ‘a pencil'.
5. The teachers tell students to work in pairs to talk about their daily routines with Present Simple
using the prompts (A: when/get up ? B: 6 o'clock)
6. The teacher tells students to translate some English sentences into Vietnamese.
7. The teacher writes the word of ‘reality show' on the board, then shows the picture of ‘Amazing
Race', ‘Running Man', ‘Hell's Kitchen'
8. The teacher will expect students to focus on vocabulary, speaking, pronunciation, listening rather
than grammar, reading and writing
9. The teacher writes five examples of Present Simple on the board, then asks students to find out
forms/rules and functions/use of Present Simple
10. The teacher explains the word ‘happy' by smiling, the word ‘hot' by waving her hands.
11. The teacher tells students to listen to a conversation and write the types of movie.
12. The teacher tells students to read aloud a passage to check their pronunciation.
13. The teacher explains the word ‘famous’ by saying: ‘Everyone knows Son Tung. He's famous’.
14. The teachers tells students to watch some movie trailers and choose the best type of each
movie.
15. The teacher explains the word ‘chair' by pointing at the chair, the word ‘ board' by pointing at
the board.
16. The teacher tells students to practice by answering the teacher's questions quickly.
17. The teacher uses Vietnamese as a language of instruction and translation
18. The teacher says a active sentence and tells students to transform the sentence into a passive
sentence.
19. This method considers language learning as a process of habit formation
20. After learning present simple, the teacher tells students to act out a dialogue in pairs, discuss
some questions in group of three.
21. This method will expect students to have communicative competence and be able to speak
English in many situations.
22. The communicative activity of this method has three features: information gap, choice and
feedback.
23. This method will require teachers to design different kinds of drills for students to practice the
grammar pattern.

III/ Rewrite the instructions which are NOT good for the EFL beginners.

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TESOl Theories Course instructor: Kim Hong Tran (M.A)
1. Now everyone, could you please watch me carefully? The first thing you need to do is getting a pencil
out of your pencil case. Then you draw a circle around the letter A, B or C. If you think it's wrong, you
should erase the circle before drawing a new one. And you are not allowed to talk with your friends
when taking the test or look at your friend's paper.

2. Ok, we’re going to answer question 2 from your workbook. Open your book. Page 60. Look at picture A
and B. In picture A, the boy is playing badminton. So you write ‘badminton’ right here. Next, look at the
girl in the green skirt. What is she doing? Is she reading a book?

3. Everyone, time's up. Stop writing. Now work in group of three. Write your story in the paper in five
minutes. Then stand up. Move around the class. Read your story to other groups in ten minutes. Next
tell me about your story. All right, so let’s start.

4. Ok, Team A, listen to me carefully. Can you stop talking for a sec? Each of you will go to the board and
write a word for animals or your favourite one. Hang on !. Remember that just one person writes the
word at a time. Then move backward and go back to the end of the line. The next ones will keep
writing other words until you’re finished. Now stand up, please.

IV/ Read the following lesson for adolescents (aged 12-14). Answer questions 4.1 – 4.5
Vocabulary : In the street

1. bridge 2. bus shelter 3. crossroads 4. cycle lane

5. lamp post 6. pavement 7. pedestrian crossing 8. phone box
9. roundabout 10. square 11. T-junction 12. traffic light

A Vietnamese teacher chooses to design his lesson plan following Presentation-Practice - Production approach.
Question 4.1 Write the lesson objectives for vocabulary: In the street

Question 4.2 . Presentation stage: Choose either GTM or DM. Explain how you will present FIVE words of the
vocabulary: In the street, following your chosen method.

The method that I choose: ………………………………

Question 4.3 .Practice stage: Design TWO exercises/tasks for your students to practice the vocabulary: In the
street , following your approach in question 4.2

Question 4.4. Production stage: Design TWO exercises/tasks for your students to apply the vocabulary: In the
street, following your approach in question 4.2

Question 4.5. Write FOUR merits and FOUR defects of your chosen method in question 4.2.
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TESOl Theories Course instructor: Kim Hong Tran (M.A)

IV/ Read the following lesson for adolescents (aged 10-11). Answer questions 4.1 – 4.5
GRAMMAR: POSSESSIVE PRONOUNS

A Vietnamese teacher chooses to design his lesson plan following Presentation-Practice - Production approach.
Question 4.1 Write the lesson objectives for grammar: Possessive Pronouns

Question 4.2 . Presentation stage: Choose either inductive approach or deductive approach. Explain how you
will present grammar: Possessive Pronouns on the board, following your chosen approach

The approach that I choose: ………………………………

Question 4.3 .Practice stage: Design THREE exercises/tasks for your students to practice grammar: Possessive
Pronouns. ONE exercise/task follows GTM, ONE follows DM, ONE follows ALM.

Question 4.4. Production stage: Design TWO exercises/tasks for your students to apply grammar: Possessive
Pronouns . ONE exercise/task follows GTM and ONE follows DM.

Question 4.5. Write FOUR merits and FOUR defects of your chosen method in question 4.2.