HANOI UNIVERSITY

FACULTY OF MANAGEMENT & TOURISM

------🙞🙜🕮🙞🙜------

FINAL DELIVERABLE

TRAINING PROGRAM FOR FOREIGN TEACHERS IN

BINH MINH EDUCATION CENTER

Support Teacher: Phạm Thanh Hằng

Company: Binh Minh Education Center

Student: Trịnh Nguyễn Duy Long 1807010177

Đào Minh Tùng 1807010256
Ngô Thùy Trang 1807010306
Nguyễn Thị Loan 1904000070
Bùi Thị Loan 1904000069

Hanoi, May 15th, 2023

 Table of Contents
I. Cover letter ........................................................................................................................................................................ 2
II. Training Course Process ........................................................................................................................................... 3
III. Training Course Purpose .......................................................................................................................................... 3
IV. Training Course Program Details .......................................................................................................................... 5
1. Training Package Description ................................................................................................................................. 5
Chapter 1: Introduction to Teaching Methodologies ............................................................................................ 8
Chapter 2: Developing Lesson Plans and Delivery Skills (2 hours).............................................................. 13
Chapter 3: How to warm-up and help students learn vocabulary, grammar effectively ......................... 16
Chapter 4: Effective Assessment Methods (2 hours) ......................................................................................... 23
Chapter 5: Classroom Management and Student Engagement (2 hours) ..................................................... 25
Evaluation by Demonstration teaching ................................................................................................................... 29
V. Program Approval .................................................................................................................................................... 32
REFERENCES......................................................................................................................................................................... 33
APPENDIX ............................................................................................................................................................................... 35

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I. Cover letter
To the Esteemed Foreign English Teachers,
We are pleased to extend our sincere congratulations on your decision to undertake the
training course for teaching English as a foreign language. At Binh Minh Education, we recognize
that education of the highest quality is a vital element in personal and professional development,
which is why we are committed to providing exceptional training programs to our teachers.
We are thrilled to inform you that, after a strict selection process that took into account
your skills and experience, you have been chosen to participate in the upcoming training course
that we are organizing.
The intensive training program has been designed exclusively for foreign language teachers
who aspire to enhance their teaching skills and boost student performance. Our goal is to equip
you with innovative and effective teaching techniques that engage and encourage student
participation, resulting in a rewarding learning experience for all.
At Binh Minh Education, we take pride in delivering high-quality training courses, led by
experienced trainers with a proven track record of teaching English as a foreign language. Our
passionate trainers possess the requisite knowledge and skills to provide effective training to our
teachers.
The course curriculum a broad range of topics related to language teaching and classroom
management. Our interactive sessions will help you identify your teaching style, strengths,
weaknesses and provide you with practical strategies to overcome common challenges faced by
foreign language teachers.
We firmly believe that this training course presents an exceptional opportunity for you to
develop your teaching skills and advance your career as an English language teacher. We are
excited to welcome you as a participant and look forward to collaborating with you to enhance
your teaching skills.
Should you have any questions or require assistance, please do not hesitate to contact us.
Our team is dedicated to supporting you throughout your training journey.

Best regards,
Binh Minh Education

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 II. Training Course Process
To ensure that foreign English teachers at Binh Minh Education receive consistent and
effective training, a generalized training course process has been developed. The first step involves
conducting a needs assessment to identify the specific needs of the teachers and evaluate their
current teaching abilities. This assessment is crucial in determining the most appropriate training
approach for the teachers and can be carried out through various means such as surveys and
interviews. By conducting a thorough needs assessment, Binh Minh Education aims to promote
high levels of teaching efficiency and effectiveness among its foreign English teachers.

Once the needs assessment has been completed, the learning objectives should be
developed and established based on the results. These objectives should follow the SMART
criteria (specific, measurable, achievable, relevant, and time-bound). The curriculum should then
be created or modified in accordance with the learning objectives, including the topics,
instructional methods, and resources.

The delivery of the training can be done through various methods such as classroom,
online, or hybrid training, depending on the availability of resources and the needs of the
learners. To evaluate the effectiveness of the training, assessments such as quizzes, exams,
assignments, or projects should be aligned with the learning objectives to measure the progress
of the learners.

Finally, at the end of the training course, it is essential to evaluate its effectiveness and
gather feedback from the learners. This feedback can be used to improve the course for future
learners.

III. Training Course Purpose

The training program aims to enhance the pedagogical skills and knowledge of foreign
English teachers at Binh Minh Education, in order to create a dynamic and student-centered
learning environment that fosters engagement and effectiveness. The objectives of the training
program include the following:

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o To equip teachers with effective teaching methodologies: The training program will offer
interactive workshops, discussions, and experiential learning opportunities that allow teachers to
explore and implement diverse teaching approaches and adapt them to the needs of their
students. For instance, teachers will gain an understanding of the communicative approach to
promote active learning and critical thinking, and project-based learning to cultivate students'
problem-solving skills.
o To develop engaging and effective lesson plans: Teachers will hone their skills in lesson
planning by learning how to set clear learning objectives, select appropriate teaching materials
and resources, and design engaging lesson plans that stimulate active learning and student
engagement. Collaborative exercises will also enable teachers to work together in pairs or small
groups to create and deliver lesson plans on a given topic or theme, with feedback and support
from their peers and trainers.
o To enhance instructional delivery skills: Teachers will focus on developing their instructional
delivery skills, such as facilitating classroom discussions, delivering effective lectures, and
utilizing questioning techniques to stimulate critical thinking. They may also receive constructive
feedback on their instructional delivery through recorded lessons or classroom observations.
o To implement effective assessment methods: Teachers will be trained to design and use a variety
of assessment methods, including quizzes, tests, and rubrics, to evaluate student learning and
tailor their instruction accordingly. For example, teachers will learn to develop assessments that
are aligned with specific topics or themes, and to receive feedback on the effectiveness of their
assessments in measuring student learning.
o To promote positive classroom management and student engagement: The training program will
help teachers to develop strategies for managing student behavior in a positive and constructive
manner, building strong relationships with students, and promoting motivation and engagement.
They will learn how to integrate games and interactive activities into their lessons and to address
behavior issues in a proactive and constructive manner.
o To foster cross-cultural competencies: The training program will help foreign teachers
understand and appreciate the culture of the students they are teaching and develop cultural
competencies that enable them to better understand and connect with students from diverse
cultural backgrounds.

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 Overall, the training program aims to provide practical and effective training to foreign
English teachers at Binh Minh Education, enabling them to enhance their teaching skills, adapt to
the diverse needs of their students, and create an engaging and effective learning environment.
Regenerate response

IV. Training Course Program Details

Course Title: English language teaching skills and methods training course

Program Director: (Add the name of Program Director here)

(Director Name) has had (number of years) years of experience in the field of corporate
training. He has been involved in the training organized by big companies such as
(ClientCompany2), (ClientCompany3), and (ClientCompany4). He is also accredited for training
from (name of institute) and is best equipped to help you and your team.

Trainers: (List the names of the trainers involved)

We have handpicked this team for their experience in training and for their familiarity with
your industry. Our trainers have (X)+ years of experience, and have helped companies like
(ClientCompany5), (ClientCompany6), and (ClientCompany7). We believe that magic happens
when we work together and this team can help create that magic for your company.

*The information to be filled in brackets depends on the time and number of teachers
participating in each course

1. Training Package Description

Our training course we offer will cover 5 classes and 1 demonstration teaching (teaching
assessment). Each chapter is equivalent to one training session (two-hour class).

Chapter 1: Introduction to Effective Teaching Methodologies (2 hours)

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 The course will introduce commonly used teaching methodologies such as the
Communicative Approach, Task-Based Learning, and Project-Based Learning, and their practical
applications in the classroom. The training will cover the advantages and disadvantages of each
methodology, as well as how to modify them to suit different student levels and learning styles.
There will be interactive workshops that will provide opportunities for teachers to practice
implementing these methodologies in the classroom, including examples of classroom activities
and strategies for assessing student learning.

Chapter 2: Developing Engaging Lesson Plans and Delivery Skills (2 hours)

This training program will provide teachers with an in-depth understanding of the essential
elements of successful lesson planning, which involves writing well-defined learning objectives,
choosing relevant materials and resources, and designing activities that promote active
engagement from students. Through interactive workshops, participants will learn how to design
lesson plans based on real-life teaching situations, with a focus on differentiating instruction to
accommodate the diverse learning needs of their students. In addition, small group discussions will
be held to explore how to modify a lesson plan to suit the specific needs of a particular group of
learners. Finally, the program will cover the principles of effective delivery in the classroom,
including facilitation, questioning techniques, and student assessment.

Chapter 3: How to warm up and effectively assist students in learning vocabulary and
grammar (2 hours)
To help teachers understand the skills to help students warm up, improve students' mood
before participating in the lesson. In addition, this part also helps them understand and apply some
methods to help students learn and remember vocabulary and grammar easily. Some guide for
teachers how to use worksheets to reinforce students' vocabulary effectively.

Chapter 4: Effective Assessment Methods (2 hours)

To gain an understanding of the diverse types of assessments and their significance in
measuring student learning, participants will engage in interactive workshops that cover topics
such as quizzes, tests, and rubrics. These workshops will offer guidance on designing and utilizing
assessments effectively to ensure the most accurate measure of student progress. Participants will

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also have the opportunity to engage in small-group discussions and case studies, where they will
learn how to monitor student progress and adjust teaching methods using the data obtained from
assessments.

Chapter 5: Classroom Management and Student Engagement (2 hours)

The training program includes the following components related to classroom management
and student engagement:
o Understanding the key principles of creating a positive and supportive learning
environment, which involves effective classroom management and addressing challenging
behaviors in a constructive manner.
o Exploring different techniques to incorporate interactive activities, games, and multimedia
resources into lessons to promote student engagement and participation.
o Small-group activities and role-plays to practice managing classroom dynamics and
addressing student needs in a constructive and positive way.

Evaluate by Demonstration teaching.

To address practical teaching challenges encountered by foreign English teachers at Binh
Minh Education, this training package will consolidate the concepts taught in earlier sessions. It
will include methods for adapting teaching strategies to suit the varying levels of engagement and
diverse backgrounds and language proficiencies of students. Additionally, self-reflection and goal-
setting exercises will be used to foster continuous learning and improvement.

Overall, this comprehensive training program offers practical and effective training in
effective teaching techniques, lesson planning, delivery skills, assessment strategies, classroom
management, and student engagement. The program emphasizes interactive and small-group
activities to enable teachers to apply what they have learned in realistic scenarios, increase their
confidence, and feel better equipped to create a dynamic and student-focused learning
environment.

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Chapter 1: Introduction to Teaching Methodologies
Purpose: To provide an overview of different teaching methodologies and equip teachers
with the knowledge and skills to implement them in the classroom.

Activities and Objectives:

o Examine the practical uses of well-known teaching strategies including the Communicative
Approach, Task-Based Learning, and Project-Based Learning in the classroom.
o Recognize the advantages and disadvantages of each methodology and discover how to
modify it for various student levels and learning preferences.
o Attend interactive seminars to learn how to use model classroom activities and student
evaluation techniques in the classroom when implementing these practices.
o Work in small groups to develop lesson plans based on particular teaching techniques while
analyzing real-world situations.
o Participate in a discussion as a group to reflect on and exchange fresh perspectives,
suggestions, and ideas.

Key Takeaways:
o Acknowledge the fundamental tenets and goals of various teaching philosophies, as well
as how they aid in student learning.
o Learn how to modify teaching strategies to meet the needs of students with various learning
preferences and skill levels.
o Acquire the ability to successfully assess student development and incorporate multiple
teaching approaches into lesson plans.
o Practical methods for implementing particular teaching philosophies in the classroom, such
as including pair and group work, successfully managing time, and creating activities that
encourage involvement.
o Recognize how diverse contexts, such as distinct student populations or course objectives,
can necessitate using alternative teaching methods.

Teaching Methodologies

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a. Communicative approach
The fundamental goal in developing this strategy was to help students communicate
successfully in everyday settings. Its concepts are based on the idea that mastering speaking and
listening abilities is the key to learning a language.
Through different techniques, students have opportunities to practice conversations in
sociolinguistic conditions where they model various language functions such as: introducing and
meeting, expressing an opinion, discussing, asking, describing, questioning.
When an English teacher is using this approach, the main focus would be to use techniques that
utilize the speaking and listening skills and also incorporate the writing and reading skills where
necessary.

Some benefits and drawbacks of using this approach:

Benefits:
o When given the chance to connect and speak with one another in real-world situations,
students are more likely to become involved in and enjoy their academic experiences.
o Students are more adept at using language in context and comprehending how to use it in
everyday settings when communication is the primary focus rather than just grammar or
vocabulary.
o As they apply their language skills in meaningful circumstances, students are encouraged
to exercise critical thinking skills.
o Students gain collaboration, meaning-negotiation, and support skills through working in
groups and pairs.
o Students can develop their language abilities and increase their confidence in utilizing the
target language by receiving frequent feedback and error correction.
Drawbacks:
o Not all language learners will find the emphasis on communication to their liking,
especially those who prefer a more structured or grammar-focused approach to language
learning.
o The communicative approach, which places less emphasis on explicit instruction, may
cause pupils to use improper grammar or vocabulary if it is not executed properly.

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 o Since communicative activities may not always lend themselves to formal tests or exams,
assessment may be more challenging.
o Some communication exercises could be challenging to plan or lead, especially for teachers
of big classrooms with little time or resources.
o Students' ability to learn a language may be affected by their reluctance to take chances or
make errors in front of their peers.

Adapting the Communicative Approach for different student levels and learning styles
involves adjusting teaching strategies and classroom activities to accommodate individual needs.
o For students with lower language proficiency levels: Teachers can incorporate more visuals,
gestures, and realia into communicative activities to help make the language more accessible.
They can also scaffold activities, breaking them down into smaller steps to give students more
opportunities to practice and build their confidence.
o For students who prefer a more structured approach: Teachers can integrate elements of
explicit instruction into communicative activities, such as providing mini lessons before or
after a group task. They can also provide more detailed and structured feedback to help these
students better understand how to improve their language use.
o For students who are more self-directed learners: Teachers can provide more choice in task
selection and assessment methods. They can also encourage these students to take on
leadership roles in group activities and provide opportunities for them to set their own
language-learning goals.
o For students who are more introverted or shy: Teachers can begin with pair work or small
group activities to help these students feel more comfortable communicating. They can also
provide models or prompts to help these students initiate conversations and build their
confidence gradually.

b. Task-based approach
This approach is based on the theory that for students to learn a second language
effectively, they have to perform tasks in the said language. Language teaching using this approach
focuses more on the tasks to be completed using the target language.
Some benefits and drawbacks of using this approach:

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Benefits:
o Learners can acquire the abilities and self-assurance necessary to utilize language in real-
world contexts by completing exercises that are taken from everyday life.
o Learners are given additional opportunities to integrate their language skills in meaningful
ways by emphasizing tasks rather than just language patterns.
o Task-based learning, teamwork, and participation among students are encouraged.
o This method, which is based on the ideas of communicative language acquisition, is learner-
centered and enables more customized learning experiences.
o The level, style, and objectives of each learner can be accommodated by changing the tasks.
Drawbacks:
o This method places less emphasis on individual language forms, which may make it more
challenging to evaluate learners' development and language proficiency.
o This method might not cover every linguistic function or form required for academic or
language competence testing, depending on the activities chosen.
o Creating projects that are efficient and pertinent can take a lot of the teacher's planning and
preparation work.
o Some tasks may be too challenging or overwhelming for students with lower language
competence levels, necessitating appropriate scaffolding and guidance from the teacher.
o In situations lacking the required infrastructure or equipment, it may be challenging to do
tasks that largely rely on technology or other resources.

Adapting the Task-Based Approach for different student levels is crucial to ensure that
tasks are suitable, challenging, and relevant to their language proficiency. Here are some
suggestions for adapting the Task-Based Approach for different student levels:
o For students with lower proficiency levels: For students to successfully complete the tasks
with the necessary support and interact with them meaningfully, teachers can change the
complexity of the tasks by lowering the cognitive demand and language difficulty of the
work. To aid pupils in finishing a task, teachers could also add more scaffolding.
o For students with higher proficiency levels: Teachers can increase the cognitive demand of
the tasks and set them to solve more open-ended problems that require the learners to draw
on more complex language knowledge and to engage in more extended discourse.

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 o For students who prefer extra structure: The cognitive demands of the activities can be raised
by teachers, and they can assign them to students to answer more open-ended issues that call
on them to use more sophisticated linguistic skills and engage in longer conversations.
o For visual learners: More visual aids and graphic organizers can be used to help pupils
understand the assignment. Teachers might give the kids pictures, movies, and other
resources to assist them start conversations and comprehend the assignment.
o For auditory learners: Along with adding music, chats, podcasts, and other audio resources
that will aid students in developing those aptitudes, teachers can provide audio recordings,
multimedia materials, and other opportunities for students to practice their listening and
understanding skills.
c. Student-centered approach
With the student-centered approach to teaching, the learner is prioritized over the teacher,
who acts more as a facilitator than an educator. The specific interests, requirements, and objectives
of the learner are at the center of the educational process. Students take charge of their education
and are encouraged to work together, explore their own ideas, and build their own knowledge in
student-centered classrooms.
Some benefits and drawbacks of using this approach:
Benefits:
o This approach promotes active learning and student engagement by allowing learners to take
control of their own learning experience.
o It fosters a sense of ownership and responsibility for learning among learners.
o Personalization and differentiation of learning experience according to individual needs.
o This approach accommodates various learning styles and individual differences, allowing
for a more diverse and inclusive learning experience.
o It develops critical thinking, communication, and problem-solving skills among learners.
Drawbacks:
o There is a risk of learner confusion or cognitive overload if learners do not have enough
guidance and scaffolding from the teacher.
o The success of this approach depends highly on the motivation, self-regulation, and self-
efficacy of learners.

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 o There can be inadequate preparation or delivery of content and insufficient input from the
teacher, leading to inadequate learning.
o The approach may be difficult for teachers to assess learner progress and provide accurate
feedback.
d. Audio-visual lingual approach
With this strategy, the exposure to the target language's use in electronic media is increased
through the use of sound, video, and song lyrics. The language that the pupils are supposed to learn
can be taught through planned drills and dialogue, which allows for "pattern-practice" through
memorization.
Some benefits and drawbacks of using this approach:
Benefits:
o Repetition and memory exercises can assist students solidify language patterns and increase
their automaticity in speaking, listening, reading, and writing tasks.
o The technique places an emphasis on correctness and organization, which many students
find beneficial in comprehending and achieving accuracy in language use.
o The strategy is broken down into simple, logical steps.
o The teaching approach stresses written and non-written expressions, which can be helpful
for students hoping to work in a variety of industries.
Drawbacks:
o Sometimes the techniques can get boring and repetitious.
o This method can restrict language learners' creative potential since it denies them the chance
and space to do so.
o The emphasis on the practical application of language in everyday settings is frequently
overshadowed by an overreliance on drilling language patterns.
o When used to children who would benefit from more differentiated, nonlinear systems, this
method can occasionally be overly structured and constricting.

Chapter 2: Developing Lesson Plans and Delivery Skills (2 hours)

At Binh Minh Education general lesson plan includes subject title, description, material
needed, main aims, procedure, assessment, ...

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 1. Description: List the activities that will be included in a lesson and the order in which they
will take place
2. Material needed: List the materials, tools needed for the lesson.
3. Main aims: Set goals to be achieved and the skills and knowledge students need to acquire
after the lesson.
4. Procedure:
 Warm-up or Lead-in: To set lesson context & activate schemata and engage students.
- Time:
- Description:
- Activities or lesson context used:
 Pre-lesson:
- Time:
- Description:
 While- lesson:
- Time:
- Description:
 Post- lesson:
- Time:
- Description:
 Follow up: Repeat the lesson learned above to help students remember longer.
- Time:
- Description:
 Homework:
 Back up (if any):
- Time:
- Description:
5. Assessment:
Below is a general lesson plan template for teachers to prepare before teaching.

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 *At Binh Minh group, there are separate lesson plans for each level and skill, but because of
security issues, this part is not quoted here.

Chapter 3: How to warm-up and help students learn vocabulary, grammar

effectively
a. Warm-ups
As students learn a second language, they often find it challenging to speak in front of the
class. This can be the result of past learning experiences, especially the fear of committing
pronunciation errors and having vocabulary limitations in front of others.
The training course provides an open, interesting, and comfortable environment to help
students overcome their fears and to communicate freely. However, this is not going to happen
without some effort where the teacher is responsible for creating this environment. Warm-ups in
training courses serve two main purposes: to help students relax into the environment, and to
engage them in English communication. Students are often found speaking their first language
before arriving at the training course, so warm-ups are perfect for helping the students switch to
English speaking as their brains are designed to "activate" while learning English.
Warm-ups are a very essential part of the English classroom: Besides increasing the
motivation of the students and helping the boring feeling of students fall, they also review the
learnt words and create an active atmosphere to the whole class from beginning. An efficient
Warm-ups happens only in 1/10 time of the whole class and is interesting to students. There are
ten important ideas to include in Warm-ups:
1. The game rule is specific and simply.
2. Say the game rule simply.
3. Let students try the game out, then practice.
4. Game must be interesting to proper level/ age group.
5. Game should be safe to students.
6. It shouldn’t always repeat one game in Warm-ups.
7. Offer the way to give scores specific and simply.
8. Time approach: specific time management.
9. Quantity approach: specific words to say.
10. Offer rewards (stars, candies, stickers, gifts…) to enhance students’ motivation.

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 Some warm-up activities are recommended in the Appendix part.

b. Vocabulary
Objectives
Teaching Vocabulary can be fun and not a passive part of the lessons.
Use the vocabulary that is directed to be taught in the set curriculum, identify, and assess a number
of techniques you can use to teach vocabulary to students in each of the English learning levels.
Why teaches Vocabulary?
Vocabulary is essential to understand in any chosen language.
Students at lower levels need to know and understand basic words.
Vocabulary that the students know but do not use and lay dormant in the student’s mind until the
translation of the mother tongue to English is more proficient.
What are the prerequisites for learning a vocabulary word?
Why use the vocabulary, when and where?
Meaning.
Pronunciation, IPA.
Spelling.
Productive skills.
Use, i.e. the appropriate way and time to use it.
Word grammar, i.e. is it in the right position in a sentence.
Interaction, i.e. what impact and interaction it has on other words.

Appropriate flashcards
In addition to teaching vocabulary, flashcards may be used for a variety of tasks. Making
separate word and picture cards can help to increase the variety of games that can be played.
Making extra sets of the flashcards or smaller game card copies of the words and images is also a
smart idea when dealing with big students.

Run to the flashcards/ Corners Game

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 There are flashcards scattered all around the room, including in the corners. A word that is
either written or recognized in a picture shown throughout the room is called out by the teacher.
The students have to run to the flashcards that depict that word. Since the students are physically
responding when they run to the appropriate flashcard, this activity is a good example of Total
Physical Response (TPR). The pupils can demonstrate their understanding without speaking. But
it's a good idea to ask the students to say the word aloud after you do. Even better, the other kids
might alternate screaming out the command to run.

Picture Word Match Race

Use two identical sets of picture cards and text cards to match each image for this exercise.
Give each team a set of the phrases and images after mixing all of the cards. The pupils then
compete to pair the words with the pictures in the correct order. At the conclusion, ask both teams
to call out the words so they can practice saying them.

Memory/ Matching Pairs

For this game, little picture flashcards and word cards work well. Place all of the cards face
down on a table, the floor, or both, then arrange them in rows or at random. Each student takes a
turn choosing two cards, and they get to retain the matching pair (for instance, two images of cars
or the word "car" and a picture of a vehicle) if they get it. They place the cards back in the same
area they were originally chosen from if the two cards do not match. After that, it's the turn of the
subsequent individual. To make it easier for them to discover a match, students are urged to keep
track of where each card is. The winner is the one who has collected the most matching pairs at
the end.

Making Sentences
A variety of picture and word cards are provided to the students. The words and pictures
do not match. Give the pupils cards that contain conjunctions such "and," "the," "went," and "ran,"
so they may combine the words and images to form sentences.

c. Structure

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 Structure (or often be called grammar) is the foundation to help students master a better
language. Sentence structure is the proper arrangement of words in a sentence to express the
meaning of the speaker correctly and completely in each situation. Grammar helps you apply
vocabulary in more context, helping listeners and readers understand the meaning of what speakers
express. Unusual verb tenses or intricate constructions undoubtedly make many pupils feel "bored"
when it comes to English grammar. This may stem from the fact that they have not really found
the right learning method or because the teacher does not know how to bring interesting English
learning experiences to students. Here are some suggestions to help teachers break the boredom in
grammar lessons and bring them closer and easier to understand for students.
There are two common methods for teaching English structure: giving the structure directly
then practicing or giving an example and deducing the structure learned:
Direct teaching: With the direct method of teaching grammar structure, it will be more
suitable for preschool, primary school students or learners who are at the beginner or upper
beginner level. The teacher directly introduces the structure, models for students, and asks students
to practice. For example, when the structure of the topic is "What color is it? - The instructor draws
the structure on the board, inserts the red flashcard into the blank, and says the structure out loud
while also modeling it with a few other colors (blue, yellow, white), then asks students to practice
and rehearse the structure over and over again. With this learning method, students will be taught
the structure in a natural way, not too difficult to remember and automatically understand the usage
of the sentence without having to translate it back into their mother tongue. English teachers can
apply this teaching method with simple and easy-to-understand structures for learners at a young
age or at a low level.
Indirect teaching: Indirect teaching method is a method where the teacher gives an
example first, students guess the meaning that the sentence wants to express, then the teacher asks
students to use the given example sentence to give a structure. Sentence structure/grammar to
learn. This teaching method will be more suitable for students who are secondary school or higher
or learners at an advanced level (intermediate - advanced) and the structure to be learned is a
structure of relative complexity from high to high. Students need to remember the sentence
structure and be carefully explained about its meaning and usage in many different specific
situations. For example, in a lesson on the present simple, instead of giving a bunch of formulas
and confusing structures about the time, the teacher will give a few examples sentences for students

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to visualize the present simple in advance: "I always go to school by bike/ He never smokes". After
that, new students give their understanding to the teacher, the teacher listens, gives feedback and
comes to the most accurate conclusion.
This teaching method has similarities with the students' learning by example. Middle
school age students will prefer to learn by example, illustration or practice rather than lengthy and
confusing academic structures.
Here are a few suggestions and notes when teaching structure in English class.
1. Break the negativity
If you are an English teacher and find that your class has a large number of students who
are not interested in learning structures. Instead of trying to push these young learners, take the
time to help them understand why English grammar is important, without grammar it will be
difficult for learners to develop good speaking skills. practice writing English, even can't read and
understand simple texts or just listen to a short conversation of native speakers.
To demonstrate this, let your students listen to an audio recording or a video of a person
using English with very precise vocabulary but difficult grammar points and ask students
questions. What's going on? Alternatively, you can give students samples of text messages without
any grammatical structures and ask them to understand the meaning. This way, your students will
understand the problem quickly.
Sometimes, students' boredom in grammar lessons comes from: there are too many verb
tenses in English. And to avoid this, focus on verbs. For example, instead of teaching English to
them that day, you can switch to teaching verbs with -ing like: "Today we're going to look at
language for telling stories". Please skillfully integrate English tenses when teaching verbs to
students.
2. Using text
Instead, write English structures on the board and give them exercises to use those
structures mechanically. You should give students a reading or listening text, an actual video or
simply a song, and ask them to review the grammar points in those texts. In this way, students not
only find out the grammatical structure but also understand how to apply it in real situations, so
that memorization will become easier. To make learning fun, choose texts with topics that they
love, this is the key to success in learning English.
3. Attract students

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 Lecture on grammar - there's nothing more boring than this. Don't rummage through the
grammar points you just wrote on the board and expect your students to understand them through
the lecture. Let's change this traditional teaching and instead constantly ask questions to the whole
class/individuals or ask students to research new grammar points and related problems to teach
others. understand, and obviously with your help.
4. Construction documents
Read a passage in English at a natural pace, then repeat and allow students to take notes.
Ask students to try reconstructing this text based on their own abilities. Then instruct students to
compare what they have written with the original text. When you compare, you will notice the
grammatical elements that you have used right or wrong. By learning this, students will know how
to use languages with their correct meaning and form.
5. Practice sentence structure
Find engaging ways to help your students practice English grammar: play games or watch
online videos, where grammar lessons are presented in an animated video and explained in a video.
Conversational text is quite interesting.
These games will aid pupils in improved memorization of certain grammatical principles.
For example, a dice and squares with a starting and ending point are enough for you to create a
True/False game. Specifically, when it is a student's turn, he or she will pick up a card containing
an English sentence and must say if it is grammatically correct (and correct the incorrect
sentences), otherwise the student must Return to the starting place before rolling the dice. Others
in the group decide if the student answered correctly, and they can check the answer from the
teacher if needed.
When choosing a game for the class, you should base it on the current level of the class to
avoid choosing games with an inappropriate level of challenge. Tasks that are too easy or difficult
will quickly get bored or give up prematurely. Along with the games, teachers should also prepare
worthy rewards. You also need to consider the level of vocabulary in these practice activities, it is
best to choose the grammar points that the children have already learned.
Note: Be careful how you handle errors while playing grammar games or doing practice
activities. The only way we can learn a language is to play with it and take risks with it, and so
making mistakes is inevitable. Learners who never make mistakes are risk averse and will often
be slower learners. Obviously, the end goal is accuracy, but error is part of achieving that goal.

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 6. Integrated phonology
Teacher introduces or corrects a certain grammar point related to pronunciation, for
example: How to pronounce 'ed' when it comes at the end of past regular verbs, or /l/ in I'll, he'll,
etc. If the teacher does not pay attention to phonology, there is a danger that the students will
mispronounce and form false ideas about phonology when it is not too difficult to learn.
7. Listen to students' needs
It's a good idea to take a survey from time to time to find out how your students like to
learn. Listening and changing the way you teach to meet your child's learning needs will help them
absorb the lesson better.
In addition, you should also talk to your students regularly to encourage them to take
responsibility for their own learning, lead them to reflect on what they have learned, and test
themselves. Explain that language development does not always follow an upward learning curve
as there will be times when learners feel they are not making progress, but it is important to note
the bigger picture: sensory experience. sense of gradual progress over time. Teaching English
grammar with students is always a challenge for teachers, but if you know how to prepare, it will
create rewarding and interesting experiences for both teachers and learners.
d. Worksheet
Worksheets are excellent tools for the reinforcement of vocabulary. After students learn
the new vocabulary for the lesson and play activities using this vocabulary, worksheets can then
be used to reinforce the material which significantly enhances retention. As worksheets primarily
focus on the reading and writing skills, they should not make up the entire lesson.
When using worksheets:
1. Instructions: make all instructions clear and brief. Less is more, so do not over-elaborate when
writing out instructions for completing worksheets.
2. Space: leave plenty of room on the worksheets for students to complete their tasks. Do not cram
material.
3. Language: use only English instructions on worksheets. Clearly demonstrate how to complete
them in the class.
4. Material: only include material (vocabulary) being taught in the day’s lesson on the worksheets
unless it is a review quiz.

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5. Color: use color on your worksheets whenever possible and pictures if appropriate. They will
both enhance the visual impact of the worksheet and improve student enjoyment and retention of
the content.
6. Folder: have your students keep their worksheets in a folder. This will make it easier for them
to use the worksheet as a reference or for revision and review purposes.
7. Name: always ask students to write their name on worksheets. An area for this at the beginning
of the spreadsheet is a nice idea.
8. Date: also get students to write the date next to or under their name. This helps to record when
the activity was completed and show progress across time.
Worksheets Activities
Match up words to pictures
Coloring tasks
Drawing tasks
Word search
Crossword
Join the dots
Cloze (fill in the blanks)
Unscramble words
Unscramble letters
Fill in the missing letters
Questionnaires and forms

Chapter 4: Effective Assessment Methods (2 hours)

It is crucial to evaluate whether teachers are indeed providing the best and most effective
instruction possible. Regular assessments must be conducted for this task, either immediately (in
the classroom that day) or later (after a predetermined amount of instructional time). Teachers will
be given an explanation of the many evaluation methods used in the Vietnamese English language
classroom, including formative, summative, and performance-based tests. This section will discuss
the importance of assessments in providing teachers and students with feedback on their progress
and possibilities for prompt improvement.

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Formative assessment: Teachers will gain knowledge about using formative assessments to
monitor and evaluate the growth of their students during a unit or lesson. Examples of formative
evaluations include:
Short tests: These assessments let teachers adjust their instruction by gauging students'
understanding of the lesson's learning objectives. For instance, Kahoot, Quizlet, or Google Forms
can all be used by teachers to create quizzes.
Exit slips: These are concise summaries of the lessons that the pupils learned. This helps educators
evaluate the learning objectives for students and enhances their understanding of the effectiveness
of their instruction.
Assessment based on performance: Through performance-based methods including presentations,
projects, and portfolios, teachers will learn how to evaluate students' critical thinking, problem-
solving, linguistic, and interpersonal skills. Examples of performance-based evaluations include:
Presentations: For this performance-based assessment, students are required to research, write,
and deliver a speech on a topic related to the course. Their ability to engage the audience and
demonstrate a deep understanding of the material will determine how well they are rated.
Projects: For this type of evaluation, pupils must work alone or collaboratively to create a finished
item or a solution that connects to the lesson. How they are evaluated depends on their ability to
put the learning objectives into practice.
Summative evaluation: Strategies for summative evaluation of students' knowledge and
understanding of ideas taught throughout time will be introduced to teachers. These kinds of tests
are frequently administered at the conclusion of a unit or semester. Summative evaluation
examples include the following: Final examinations are thorough tests that address every learning
objective in a course. The evaluation, which usually takes the form of a test or examination,
assesses the students' understanding of the subjects covered in the unit.
Projects or research papers: To determine a student's aptitude for research, information
integration, and organized project presentation, teachers might modify evaluations to meet specific
demands.
Self-assessment: Teachers will learn how to guide students in tracking and evaluating their own
academic progress using self-assessment tools like learning diaries, reflections, and benchmarks.

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Acquiring data and maintaining it updated on a range of online and offline platforms on a regular
basis are necessary components of effective strategies for tracking and keeping tabs on both
individual student progress and group performance in the classroom.
Giving feedback: Teachers will recognize the importance of providing constructive feedback to
their students and how doing so may aid in learning. Giving students feedback that emphasizes
their strengths and weaknesses may aid in locating areas where they might require additional
assistance.
Testing modifications: Teachers will receive guidance on how to make adjustments to their
assessments to take into account any learning differences present in their classes, such as visual
and hearing impairments. This removes a barrier to learning and ensures that each student has an
equal opportunity to study.
Cultural factors in assessments: Practical methods that consider the diverse cultural backgrounds
of the students and how to take these features into account to make assessments more applicable.
Overall, this course gives teachers the skills and knowledge needed to create assessments
that accurately reflect student growth and support the adaptation of teaching tactics as needed.

Chapter 5: Classroom Management and Student Engagement (2 hours)

Objectives
After joining this training course, participators will be able to:
Determine and assess instructional methods for kids, teens, and adults.
Outline strategies for encouraging independent learning.
Discuss what makes a good English teacher.
Discuss and evaluate techniques for managing student behavior.
Outline techniques for communicating effectively in an English classroom.
Structure of this Chapter
Teaching Children.
Teaching Adolescents.
Teaching Adults
Communicating with your students.
Large class management.
Developing a Teaching Philosophy.

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The wonder of teaching children
Children develop their own form of grammar when they first learn to speak.
Nobody is yet aware of how almost all kids can swiftly acquire intricate linguistic systems.
Children learn language much more quickly than thay learn other things. Even though they only
receive minor correction and limited exposure to language samples, they appear to grasp the
system quite quickly.
At about eighteen months, a child’s language skills begin to grow rapidly and vocabulary
growth jumps to the rate of a new word every two hours that the child will maintain through
adolescence. Children's quick acquisition of vocabulary and ability to construct grammatically
sound sentences lend credence to the theory that language ability may either be acquired naturally
or as a consequence of a unique, cognitive processing capability for language.
Children learn language far more quickly than other things, and this skill seems to be shared by
practically all kids.
The way we approach teaching English to children is significantly impacted by the fact that
the process of learning a first language is universal. In the first eight or nine years of life we should
not deliberately teach the syntactic rules of the English language or long lists of vocabulary, rather
second language The acquisition process should be as similar to first language acquisition as
feasible. This is due to the fact that, until puberty, the brain processes learning any language in a
largely consistent manner.
Essential rules for teaching children
Vary activities
o Use plenty of games keep children active
o Decorate the classroom and use some of the students handy-work
o Praise regularly
o Give rewards
o Use teamwork
o Teach by example

Activity Ideas
o Action Songs
o Run to the flashcard activity

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o Simon Says
o Read picture books to the class
o Board Activities: scrabble, guess who
o Internet access to relevant course material
o SHX activity
o Worksheet

Teaching teenagers in the English classroom

Management Ideas
o Use humor in the classroom
o Include discussions and debates
o Use plenty of activities games
o Incorporate appropriate music and songs
o Do group activities
o Include individual projects
o Incorporate current trends / Facebook / Instagram / other media

Activity Ideas
o Fill in the gaps for songs and debate the lyrics are two musical tasks.
o Sports based activities: play sports, write instruction for activities

When pupils are too young to think like adults but are desperately eager to leave childhood
behind, what should the teacher do?
Even the best teachers find it difficult to teach students between the awkward ages of 11
and 16, yet there is still hope. Here is some advice for teen student instructors that has been tried
and true by teachers to assist them work with the students' strengths and lessen their difficulties.
Teenagers in that challenging school age are frequently bursting with energy, even when
it's not appropriate. Try using physical, verbal activities to channel the energy in a positive way.
The teen students' exuberance will be subdued by the physical activity. Play games with your
pupils that require them to listen for instructions before moving, like twister.

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 What should a teacher do if their pupils are too young to believe that talking may be a top
priority for children in the adolescent student group? Be sure to include discussion questions in
your lesson plans. You might need to assign particular questions to your students rather than
simply directing them to discuss, even though you'll find that teenagers have ideas and value the
opportunity to express them.
Be creative: Students in the high school age range are attempting to grow out of their childhood,
but a big part of who they are still is a child. Encouraging creative expressions through artistic
elements will bring a sense of playfulness to your classroom that they are sure to appreciate.
Be concrete: Although preteens go through a lot of brain growth, most high school kids have a
highly concrete way of thinking. They frequently find it difficult to comprehend abstract ideas,
thus the more specific examples you provide to illustrate your points, the more effective your
education will be. If you're trying to teach anything abstract, make sure to explain it as concretely
as you can to make it easier for your pupils to understand. Also, give them plenty of opportunities
to apply their theoretical knowledge in real-world situations.
Use object lessons: Adding concrete examples to an abstract lecture can be accomplished by using
object lessons. Consider how an object lesson can be used to teach a subject and look online for
examples of effective object lessons that other teachers have used.
Celebrate success: Teenage students are no different from everyone else in wanting to feel
successful in their work. By recognizing and applauding your pupils' accomplishments, you may
keep them motivated and encourage them to continue their linguistic studies.
Encourage curiosity: Encourage curiosity among teenagers because they are still discovering how
the world functions. As they learn, encourage your students to explore their linguistic curiosity.
Your kids will become more enthusiastic about learning if you encourage them to ask any
questions and don't chastise them for it. Use this enthusiasm to convince them that they can learn
a language successfully.
Give and take respect: The more respect you show your kids, the more probable it is that they
will do the same for you. Teenage students are more receptive and involved in class if you avoid
talking down to them, listen when you ask for their thoughts, and treat them with respect.
Be versatile: Not all conventional or even effective lesson plans will be effective with high school
pupils. Be adaptable and open to changing even the teachings that have previously worked for you.

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You should constantly be prepared to modify your plans to suit the demands of your teenage school
students, who have distinct needs than your younger kids or adult students.
Experienced educators are aware that working with teenagers in a classroom requires a
unique personality. You may be proud of your young adults by creating courses that are
specifically suited to them and being flexible with your time and activities.

Evaluation by Demonstration teaching

Demo teaching is also known as trial teaching. Usually, demo teaching will be applied
when there is a new program or teaching method, and the teacher needs to have a test session to
see how the teaching method works. The demo teaching in this training program will help evaluate
the quality of the teaching program and how to communicate it to students most effectively.
Through this demo session, foreign teachers will be given the next orientation: continue to teach,
teach more classes, cut teaching classes, have to attend the next training course or force termination
of the contract. Here are some criteria we give to mark the quality of teaching in an English lesson.

With the score from 91 to 100: the teacher is excellent in leading an English classroom; in
the interval of 81-90: Comprehensive; 70-80: Competent; 60-69: Below average; <60:
Unsatisfactory. Foreign teachers who are given a score of 70 or higher on a 100-point scale are
satisfactory.

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 ENGLISH Teaching Presentation Evaluation

Full name:

Date: Certificate number:

Excellent Good Satisfactory Below Unsatisfactor

Average y
(5) (4) (3) (2) (1)

1.The teacher is confident, active and integrates

activity-based methodology

2. The teacher’s appearance is professional

3. The teacher’s voice is loud and clear

4. The teacher is in class 15 minutes before class and

teaching material prepared

5. The instructor constantly assesses the pupils'

comprehension.

6. The lesson is organized with defined sequencing,

phases, and lesson planning.

7. The teacher gives clear instructions relevant to the

student level and the use of appropriate English for the
level taught

8. The teacher demonstrates organizational skills

9. The methodology is relevant to the student level

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10. The teacher corrects pronunciation correctly

11. Board work is neat and tidy

12. The teacher gives sincere praise

13. Pair work and group work to be utilized whenever

possible to maximize student speaking time

14. The teacher monitors the class when students are

engaged in group work or pair work

15. The student keeps constant eye contact with all

students and displays open body language

16. The teacher to calls the student by name

17. The teacher gives time limits for activities

18. There is a good balance of student speaking time

and teacher speaking time 80/20

19. English only spoken by students

20. All the students are engaged in the lesson

TOTAL:

RATING: 91-100: excellent 81-90: Comprehensive 70-80: Competent 60-69: Below average <60:
Unsatisfactory

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V. Program Approval
We believe that this training program will bring value as well as benefits for teachers and
Binh Minh Education. Work as stated in the proposal, helping to improve the quality and
effectiveness of teaching. Binh Minh Education is committed to helping you grow from this
endeavor.
If you would like to continue with the training as described in this training proposal, simply
sign below! We look forward to receiving your positive feedback and hope to cooperate with you
in the future.

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 REFERENCES
Australian Training Academy (2007). TESOL Training Manual (Teaching English to Speakers of

Other Languages) - PDF Free Download. [online] docplayer.net. Available at:

https://docplayer.net/41121756-Tesol-training-manual-teaching-english-to-speakers-of-
other-languages.html.

Bryan, T. (n.d.). Unit 7 - Teaching New Language. Issuu. Retrieved from:

https://issuu.com/teacher.bryan/docs/unit_7_-_teaching_new_language

Coombe, C. (2007). TESOL Training Manual: Teaching English to Speakers of Other

Languages. DocPlayer. Retrieved from https://docplayer.net/41121756-Tesol-training-
manual-teaching-english-to-speakers-of-other-languages.html

English Lesson Planner. (n.d.). Speaking - What would you do if...? English Lesson Planner.
Retrieved from
https://www.englishlessonplanner.com/plans/3314?fbclid=IwAR1wJrTdDyMz21RpjmRt
WgKdfPkuMjwAQfb-9-J016fYG92MOCwqXAJ8-lU

Exam-Seekers. (2021). CELTA 015C: Preparing a Lesson Plan (Part 3). Exam-Seekers.
https://exam-seekers.com/2021/05/07/celta-015c-preparing-a-lesson-plan-part-3/

Pachina, E. (2019). Best Ways to Teach New Vocabulary to Young Students. International TEFL
and TESOL Training. https://www.teflcourse.net/blog/best-ways-to-teach-new-
vocabulary-to-young-students-ittt-tefl-blog/

Scrivener, J. (2011). Learning Teaching: The Essential Guide to English Language Teaching.
Macmillan Education. Retrieved from
https://www.ircambridge.com/books/Learning_Teaching.pdf?fbclid=IwAR344ROZHkcZ
xLlsgaRfT23M-Y6m5xP8WPHa2E7pMyqQ6LY0W8wpE6fLPD0

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Scribd (n.d.). Games in Class | PDF | English As A Second Or Foreign Language | Question.

[online] Scribd. Available at: https://fr.scribd.com/document/517318376/Games-in-class

Thornbury, S., & Watkins, P. (2007). The CELTA Course Trainer's Manual. Cambridge
University Press.

Verner, S. (2012). The Toughest Class You Will Ever Teach: 9 Tips for Engaging Middle School

Students. [online] Busy Teacher. https://busyteacher.org/10666-teach-9-tips-engaging-

middle-school-students.html.

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 APPENDIX
The following are some WARM-UPS activities we offer:

Activity Level Description

TPR Commands Beginner - Upper This interesting activity will ensure that the
Game Beginner students will be active. The teacher states a
command for action and the students repeat the
phrase before performing the action.
Actions could vary from simple (such as “touch
your toes”) to more complex vocabulary. An
example is aerobics, yoga or sport vocabulary.

Guess the Gift Intermediate - 1. Tell the students to image a gift they would
Advanced appreciate
2. Let them write about 3-4 sentences which
describe the gift, but the name must not be
mentioned. The areas they should focus on
include the shape, size, color and usage and
function of the gift item.

Mystery Object Upper Beginner 1. The teacher holds a bag containing an unknown
object.
2. A student touches the bag to feel the object and
then describes the item to the rest of the class
based on what the items feel like.
3. Based on the description given by the students
who just described the object, the others make a
drawing of the item. They then try, one after the
other, to guess what the object is.
4. If time is allowed, extend the activity to writing.

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 Quick Recall Intermediate 1. Hold a tray containing 25-30 items and check
to know if the students can identify each item by
its English name.
2. The objects are removed from the room and
then students come together in pairs to list all the
items they have seen, and in the order that they
appeared on the tray.
3. If time is allowed, extend the activity to writing.

Who is it? Beginner - 1. Get a magazine with famous celebrities and cut
Intermediate out their pictures.
2. One of the students takes the picture and
describes to the rest of the class what the person
looks like (focusing on facial expression and
features/ clothing etc.) then the other students try
to draw out the person from the mental image that
they have created from the description that they
hear.
3. After the students have done the drawing, they
should be asked to guess who the celebrity is
before they are shown the picture or the teacher
could assess their listening skills and drawings to
pick the best.

Sentence Race Any level 1. Cut up enough cards or papers to make two sets
of words.
2. Put down the words separately on two pieces of
paper.
3. Put the pieces together in bundles, where the
two bundles form two identical sets of words.
4. Divide the class into two groups and ask the

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 students to give their groups creative names.
5. Share the sets of words among the groups, with
the two teams having the same words
6. When any of the words are called, two
representatives, one from each group, should run
straight to the whiteboard and use their word to
write a sentence on the board.
7. The first student to write a correct and clearly
written sentence wins a point for their team.

Questions about Upper Grid. Make a 9-box grid. Put different information
teacher Inter into each. They must use a question to get that
answer.
Skills used: Listening, speaking pronunciation
and vocabulary

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