101 REVIEW QUESTIONS FOR TEACHING METHODOLOGY

(Compiled by Ms. Lurex, May 16, 2023)

Notes: You may not find the answers in the course material to some questions that require your critical thinking, further
research, and personal experience.

TOPIC 1. TEACHERS & LEARNERS

1. Why do people learn English?

 On the curriculum
 Move to the target-language community (English is the national language-Britain, Canada...)
 English for specific purpose (ESP - English for special purpose), legal language, banking, nursing, business
English
 English for academic purpose (EAP) English-speaking university, college, access English academic texts
 General English (simply wish to learn to speak write read)
→ The purpose students have for learning will have an effect on what it is they want to learn - and as a result will
influence what they are taught.

2. Where can English be taught? (e.g. schools)

 Schools and language schools
 Large classes and one-to-one teaching
 In-school and in-company
 Real and virtual learning environment

3. What is a target language community?

 A target language community is a place where English is a national language or where it is one of the main
languages of culture and commerce.

4. In what ways are learners different from each other (e.g. age groups, learning styles, levels, educational and
cultural background)?

 Age

 Children (about 2 to about 14): learn everything at one time, taking information from whatever is going on
around them. Grammar rules are less effective the younger the students are. Respond well to individual attention
from the teacher and be pleased to receive the teacher's approval. Respond well to activities that focus on their
lives and experiences. Able to become a competent speaker of a new language, if get enough exposure to it. But
attention’s span and willingness to stay rooted is short.
 Adolescent (uncertain about age since adolescence is bound up with physical and emotional changes rather than
chronological age. Consider about 12 to about 17) have abstract thoughts, great capacity for learning, enormous
potential for creative thought and a passionate commitment to thighs which interest them. Bound up with a search
for identity and a need for self-esteem. often the result of the student’s position within the peer group rather than
being the consequence of teacher approval.
 Adults: often but not always have a wide range of life experiences to draw on, both as individuals and as1learners,
 more disciplined, apply themselves to the task of learning, clear understanding of why they are learning things
and can sustain motivation. But come with a lot of previous learning experience which may hamper their
progress, also have strong views about teaching methods from their past, which the teacher will have to take into
account
 Learning style:
 Visual stimuli: remember things better if they see them
 Auditory input: respond well to things they hear
 Kinaesthetic activity: learn best when physical activities are involved
 Levels:

ALTE levels ALTE "Can Do" statements (context: general) equiv. CEF levels

listening / speaking reading writing

5 CAN advise on or CAN understand CAN write letters C2

talk about complex documents, on any subject and
or sensitive issues, correspondence and full notes of
understanding reports, including meetings or
colloquial the finer points of seminars with good
references and complex texts. expression and
dealing confidently accuracy.
with hostile
questions.

4 CAN contribute CAN read quickly CAN prepare/draft C1

effectively to enough to cope with professional
meetings and an academic course, correspondence,
seminars within own to read the media for take reasonably
area of work or keep information or to accurate notes in
up a casual understand non- meetings or write an
conversation with a standard essay which shows
good degree of correspondence. an ability to
fluency, coping with communicate.
abstract expressions.

3 CAN follow or give CAN scan texts for CAN make notes B2
a talk on a familiar relevant while someone is
topic or keep up a information, and talking or write a
conversation on a understand detailed letter including non-
fairly wide range of instructions or standard requests.
topics. advice.

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2 CAN express CAN understand CAN write letters or B1
opinions on routine information make notes on
abstract/cultural and articles, and the familiar or
matters in a limited general meaning of predictable matters.
way or offer advice non-routine
within a known information within a
area, and understand familiar area.
instructions or
public
announcements.

1 CAN express simple CAN understand CAN complete A2

opinions or straightforward forms and write
requirements in a information within a short simple letters
familiar context. known area, such as or postcards related
on products and to personal
signs and simple information.
textbooks or reports
on familiar matters.

Break- CAN understand CAN understand CAN complete basic A1

through basic instructions or basic notices, forms, and write
take part in a basic instructions or notes including
factual conversation information. times, dates and
on a predictable places.
topic.

Beginners
Success is easy to see at this level, and easy for the teacher to arrange. But then so is failure! Some adult beginners find
that language learning is more stressful than they expected and reluctantly give up. However, if things are going well,
teaching beginners can be incredibly stimulating. The pleasure of being able to see our part in our students’ success is
invigorating.
Intermediate students
Success is less obvious at intermediate level. Intermediate students have already achieved a lot, but they are less likely to
be able to recognise an almost daily progress. On the contrary, it may sometimes seem to them that they don’t improve
that much or that fast anymore. We often call this the plateau effect, and the teacher has to make strenuous attempts to
show students what they still need to learn without being discouraging. One of the ways of doing this is to make the tasks
we give them more challenging, and to get them to analyse language more thoroughly. We need to help them set clear
goals for themselves so that they have something to measure their achievement by.
Advanced students
Students at this level already know a lot of English. There is still the danger of the plateau effect (even if the plateau itself
is higher up!) so we have to create a classroom culture where students understand what still has to be done, and we need
to provide good, clear evidence of progress. We can do this through a concentration not so much on grammatical
accuracy, but on style and perceptions of, for example, appropriacy (using the right language in the right situation),
connotation (whether words have a negative or positive tinge, for example) and inference (how we can read behind the
words to get a writer’s true meaning). In these areas, we can enable students to use language with more subtlety. It is also
at this level, especially, that we have to encourage students to take more and more responsibility
for their own learning.
 Educational and cultural background
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As teachers, we need to be sensitive to these different backgrounds. We need to be able to explain what we are doing and
why; we need to use material, offer topics and employ teaching techniques which, even when engaging and challenging,
will not offend anyone in the group. Where possible, we need to be able to offer different material, topics and teaching
techniques (at different times) to suit the different individual expectations and tastes.
5. What do ESP, EAP, ESL, EFL, and ESOL stand for?
 ESP: English for specific purpose, English for special purpose (nursing, banking, business English…)
 EAP: English for academic purpose (English-speaking university or college, access English academic texts)
 ESL: English as a second language (Students move to target-language community where English is national
language will consider English as a second language)
 EFL: English as a foreign language (learn English so that students can use when traveling or to communicate with
other people, from whatever country, who also speak English)
 ESOL: English for speakers of other languages both situation of EFL and ESL

6. Distinguish between intrinsic and extrinsic motivation?

- Extrinsic motivation this kind of motivation - which comes from outside the classroom and may be influenced by a
number of external factors such as the attitude of society, family and peers to the subject in question - is often referred to
as extrinsic motivation, the motivation that students bring into the classroom from outside.
- Intrinsic motivation, on the other hand, is the kind of motivation that is generated by what happens inside the
classroom; this could be the teacher’s methods, the activities that students take part in, or their perception of their success
or failure. While it may be relatively easy to be extrinsically motivated (that is to have a desire to do something),
sustaining that motivation can be more problematic. As students we can become bored, or we may find the subject more
difficult than we thought it was going

7. What can be done to make learners more responsible for their own learning (both inside and outside the
classroom)?

 Inside classroom: Getting students to do various kinds of homework, such as written exercises, compositions or
further study is one of the best ways to encourage student autonomy. Other ways of promoting student self-
reliance include having them read for pleasure in their own time and find their own resources for language
practice (in books or on the Internet, for example).

 Outside classroom: We will help students to be responsible for their learning if we show them where (either in
books, in self-access centres or online) they can continue studying outside the classroom. For example, we can
point them in the direction of suitable websites (if they have computer access), or recommend good CD or DVD
resources. If students are lucky, their institution will have a self-access centre with a range of resources
comprising books (including newspapers, magazines, worksheets, listening material, videos and DVDs, and
computers with access to the Internet.

8. What should a language learner learn?

 Language learners try to understand the language as a system. They pay attention to form and look for
patterns. They develop good techniques for improving their pronunciation and learning grammar and vocabulary
They welcome mistakes as a way of learning more about the language.

9. List all kinds of knowledge an English T needs to possess.

- The language system: having a knowledge of the grammar system and understanding the lexical system, being
aware of pronunciation features such as sounds, stress and intonation, etc.
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 - Materials and resources: knowing where to find the answers when being asked questions, knowing about books
and websites where such technical information is available, etc.
- Classroom equipment: pens, board, chalks, tape recorders, language laboratories, video machines, projectors,
computers, etc.

- Keeping up-to-date: constantly finding out about new ways of doing things.

10. List all types of skills (or tasks) an English T needs to acquire (as regards what T does inside & outside the
classroom).

* Teacher tasks:

- Preparation

- Keeping records

- Being reliable

* Teacher skills:

- Managing classes

- Matching tasks and groups

- Variety

- Destinations

11. What types of personality does an English T need to have?

(Personally) Patience, Flexibility, Sympathy, Adaptability, Approachability,...

12. What can the T do to create a good rapport with the students?
- Recognizing students
- Listening to students
- Respecting students
- Being even-handed

13. List some key roles the T can play in the classroom. What does the T do when (s)he plays each role?
- Controller: standing at the front of the class, dictating everything that happens and being the focus of attention.

- Prompter: encouraging students, pushing them to achieve more, feeding in a bit of information or language to
help them proceed.

- Feedback provider: helping students to evaluate their performance.

- Assessor: telling students how well they have done or giving them grades, etc.

- Tutor: responding to what the student is doing and advises them on what to do next

14. Is teaching an art or a science?

Teaching is both a science and an art.
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 TOPIC 2. MANAGING THE CLASSROOM & DESCRIBING LEARNING & TEACHING
1. Distinguish between acquisition & learning.

Language acquisition Language learning

- Is subconscious and anxiety free,
- Starts from an early age
- Requires meaningful/natural communication
- Involves using grammar and vocabulary in natural
situations
- Doesn’t rely on grammar rules and patterns.
- Those who have acquired a language usually get
most of their exposure through listening and
speaking.
- Focuses more on text and less on form.
- Those who have acquired a language typically
have a more understanding of the new language.
- Takes shorter time.
- Is conscious and deliberate.
- Usually doesn’t start from an early age
- Is based upon less communication, typically
occurs in a more formal setting.
- Usually involves studying grammar and
vocabulary.
- Have more explanation of grammar rules.
- Learners typically use textbooks and other written
materials.
- Focuses on form alone.
- Learners typically have a more limited
understanding of the new language.
- Takes longer time.

2. What does classroom management involve? How important is classroom management?

- Classroom management involves:

+ Creating an environment focused on learning & teaching.

+ Organizing the classroom space.
+ Arranging time in the classroom.
+ Using the voice.
3. List some dos and don’ts regarding T’s use of voice, use of body language, and use of classroom language.
T’s use of voice T’s use of body language T’s use of classroom language
Do
- Be audible - Use physical - Rough-tune the language
(good movements and
voice gestures - Measure speaking style
projection according to Ss’
and - Use facial expressions comprehension
volume) - Establish eye contact - Use English as often as
- Vary the possible
quality/
volume of
their voices
- Conserve
their voices
Don’t
- Speak too - Overuse gestures - Overuse TTT
softly or
loudly - Avoid eye contact

- Shout - Create barriers

unnecessari 6
 ly
- Invade Ss’ personal
space
4. What should the T consider when giving instructions?
- Keep instructions as simple as possible
- Instructions must be logical
- Check if the Ss have understood what they are being asked to do

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 5. What are some main types of grouping? List some activities that work best for each type of grouping.
- Whole class: presenting information, controlled practice
- Groupwork and pairwork: cooperative activity
- Solowork
- Class-to-class: surveys, discussions and lectures, presentations
6. What are some types of seating arrangements? List some activities that work best for each type.
- Orderly rows: lectures, observing individual Ss, explaining a grammar point, watching a video/Powerpoint
presentation, using the board, showing S work on an overhead transparency
- Circles and horseshoes: establishing equality, enabling Ss to share feelings and information
- Separate tables: checking and helping Ss’ work, collaborative writing, listening to different audio tracks
7. List some occasions in which the T speaks (Teacher talking time-TTT). List some occasions in which students
speak (Student talking time-STT). Who should speak more in class, and why?
- T speaks: giving instructions, engaging Ss with stories and interaction, summarizing the lesson
- Ss speak: group work, asking for clarification from T, expressing doubts
- Ss should speak more in class to practice their speaking, process their learning, learn from one another
8. What are “rough-tuning” and “comprehensible input”? Give examples to illustrate each.
- Rough-tuning: the simplification of language in order to increase the chances of being understood. Ex: a teacher
of Elementary learners of English must speak to students slowly and very clearly, using easy vocabulary and
sentence structures.
- Comprehensible input: an instructional technique in which Ts provide input that allows Ss to understand most, but
not necessarily all, of the language. Ex: using drawings, images, doodles or objects in order to illustrate the
complex or abstract concepts that you are explaining.
9. In what situations should the T use L1 (mother tongue)?
- Introducing the major differences between L1 and L2, and the main grammatical characteristics of L2 that
beginning/low levels Ss should be aware of
- Giving complicated instructions
- Helping and encouraging individual Ss
10. What is Teacher Talking Quality (TTQ)? What factors can contribute to TTQ? Commented [GU1]: cíu chưa tìm ra

- Teacher Talking Quality (TTQ): the ability of a teacher to effectively communicate their thoughts and ideas in a
clear, concise, and engaging manner.
FACTORS:
Clarity: Teachers should speak clearly, enunciate words, and use appropriate pacing to ensure students can understand the
information being conveyed.
Language proficiency: Proficiency in the language of instruction enables teachers to express ideas accurately and
fluently, facilitating effective communication with students.
Use of appropriate language: Teachers should use language that is suitable for the students' level of understanding,
avoiding excessive jargon or complex terms that may confuse learners.
Organization and structure: A well-organized teacher can deliver information in a coherent and logical manner,8making
it easier for students to follow and comprehend.
Engagement: Teachers who employ varied and interactive teaching strategies can keep students engaged and actively
involved in the learning process.
Adaptability: Skilled teachers are flexible in their communication, adapting their language and explanations to address
the diverse needs and abilities of students.
Questioning techniques: Effective questioning techniques encourage students' participation, critical thinking, and deeper
understanding of the subject matter.
Use of visuals and aids: Visual aids, props, and multimedia resources can enhance teacher communication and help
students visualize and better grasp the content.
Non-verbal communication: Body language, gestures, facial expressions, and eye contact can contribute to effective
teacher-student interaction and understanding.
Feedback and reinforcement: Providing constructive feedback and positive reinforcement helps students gauge their
progress and motivates them to improve their learning.

11. What do PPP and ESA stand for? What activities might take place in each stage of PPP and ESA? Compare
and contrast PPP and ESA.

PPP: PPP stands for Presentation, Practice, and Production.

- Presentation: The teacher presents the context and situation for the language (e.g. describing someone’s holiday
plans) and both explains and demonstrates the meaning and form of the new language (for example, the “going
to” future - e.g. “He’s going to visit the Hermitage Museum”).
- Practice: The students then practice making sentences with “going to” (this is often called controlled practice
and may involve drilling).
- Production: The students talk more freely about themselves (“Next week I’m going to see that new film”) or
other people in the real world (“My cousin’s going to buy a new car”, etc).

ESA: ESA stands for Engage, Study, and Activate.

- Engage (E): Activities and materials which frequently engage students including games (depending on the age of
the learners and the type of game), music, discussions (when handled challengingly), stimulating pictures,
dramatic stories, amusing anecdotes, etc. will happen in this stage. Even where such activities and materials are
not used, teachers can do their best to ensure that their students engage with the topic, exercise, or language they
are going to be dealing with by asking them to make predictions or relate classroom materials to their own lives.
- Study (S): Study activities are those where the students are asked to focus on the construction of something,
whether it is the language itself, the ways in which it is used, or how it sounds and looks. Study activities can
range from the focus on and practice of a single sound to an investigation of how a writer achieves a particular
effect in a long text; from the examination and practice of a verb tense to the study of a transcript of informal
speech to discuss spoken style.
- Activate (A): This element describes exercises and activities which are designed to get students to use language
as freely and communicatively as they can. Teachers will not be asking them to focus on the use of a particular
structure or to try to use words from a list we give them. That would make what they are doing more like a study
activity, where they are expected to focus on the accuracy of specific bits of language, rather than on the message
they are trying to convey or the task that needs to be performed. The objective in an activate activity is for them to
use all and any language which may be appropriate for a given situation or topic. In this way, students get a
chance to try out real language use with little or no restriction - a kind of rehearsal for the real world. Activation is
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 not just about producing language in speech and writing, however. When students read or listen for pleasure (or
when they are listening or reading to understand the message rather than thinking about the form of the language
they are seeing or hearing), they are involved in language activation. They are using all and any language at their
disposal to comprehend the reading or listening text.

Compare and contrast PPP and ESA.

PPP ESA

- Have three stages

- The stages of PPP and ESA are roughly equivalent.
+ Presentation and Engage
+ Practice and Study
+ Production and Activate

- It does not allow for a recap or movement
between the different stages.
- The amount of TTT is disproportionately
high compared to the amount of STT.
- It is designed to allow movement back and
forth between the stages.
- There is more emphasis on student-led
discovery rather than giving a detailed
teacher-led presentation.

12. Briefly describe the three patterns of ESA and give an example to illustrate each pattern.

Straight arrow: First the teacher gets the class interested and engaged; then they study something; then they try to
activate it by putting it into production. Here is an example of such a sequence designed for elementary-levelled students
to teach “can” and “can’t”:
1. Engage: Students and teachers look at a picture, website, or DVD of new-generation robots. Perhaps they can
watch a brief clip of the movie I, Robot, or some other contemporary film with a similar theme. They say whether
they like or don’t like the idea of robots.
2. Study: The teacher shows students (the picture of) a particular robot. Students are introduced to “can” and “can’t”
(how they are pronounced and constructed) and say things like “It can use a cash machine” and “It can’t play the
piano”. The teacher tries to make sure the sentences are pronounced correctly and that the students use accurate
grammar.
3. Activate: Students work in groups to design and describe their dream robot. They make a presentation to the class
saying what their robot can and can’t do.

Boomerang: In this sequence, the teacher is answering the needs of the students. They are not taught language until and
unless they have shown that they have a need for it. In some ways, this makes much better sense because the connection
between what students need to learn and what they are taught is more transparent. However, it places a greater bu rden on
the teacher since he or she will have to be able to find good teaching material based on the problems thrown up at the first
activate stage. It may also be more appropriate for students at intermediate and advanced levels since they have quite a lot
of language already available to them to use in an activate stage.

1. Engage: Students and teachers discuss issues surrounding job interview. What makes a good interviewee? What sort of
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things does the interviewer want to find out? Hopefully, the students get interested in the topic.
2. Activate: The teacher describes an interview situation which the students are going to act out in a role-play. The
students plan the kind of questions they are going to ask and the kind of answers they might want to give (not focusing
specifically on language construction, etc, but treating it as a real-life task). They then role-play the interviews. While they
are doing this, the teacher makes a note of any language difficulties they have and particular mistakes that can be worked
on later.
3. Study: When the role plays are over, the teacher works with the students on the grammar and vocabulary which caused
them trouble. For example, students can compare their language with more correct usage and try to work out (discover)
for themselves where they went wrong. The teacher may explain what the problems were or refer students to grammar
books, etc. They might do some controlled practice of the language.
4. Activate: Sometime later, students role-play another job interview, having absorbed the corrections to the language
they used the last time around.

Patchwork: This pattern is a mixture of procedures and mini-procedures, a variety of short episodes building up to a
whole. Here is an example of this kind of patchwork lesson:

1. Engage → Activate: students look at a picture of sunbathers and respond to it by commenting on the people and the
activity they are taking part in. Maybe they look at each other’s holiday photos, etc. Then they act out a dialogue between
a doctor and a sunburn victim after a day at the beach.
2. Activate: students look at a text describing different people (with different skin types) and the effects the sun has on
their skin. They say how they feel about the effects of the sun.
3. Study: the teacher does vocabulary work on words such as ‘pale’, ‘fair-skinned, ‘freckles’, ‘tan’, etc, ensuring that
students understand the meaning and the hyphenated compound nature of some of them and that they are able to say them
with the correct pronunciation in appropriate contexts.
4. Activate: students describe themselves or people they know in the same kind of ways as the reading text.
5. Study: the teacher focuses the students’ attention on the relative clause construction
used in the text (e.g. “I’m the type of person who always burns’ and ‘I’m the type of person who burns easily”). The use
of the “who” clause is discussed and students practice sentences, saying things like “They're the kind of people who enjoy
movies”, etc.
6. Engage: the teacher discusses advertisements with the students. What are they for?
What different ways do they try to achieve their effect? What are the most effective ads the students can think of Perhaps
the teacher plays some radio commercials or puts some striking visual ads on an overhead projector.
7 Activate: The students write a radio commercial for a sunscreen. The teacher lets them record it, using sound effects
and music.

13. Briefly explain the three elements for successful language learning (i.g. exposure, motivation, and opportunities for
language use). How do they relate to the ESA lesson sequence?
14. Briefly explain the concepts of “contextualization, elicitation, and personalization.” Give an example to illustrate
each.

Contextualization:
- Contextualization is putting language items into a meaningful and real context rather than being treated as
isolated items of language for language manipulation practice only. Contextualizing language tries to give real
communicative value to the language that learners meet. The context can help learners remember the language
and recall it later. Learners can use natural learning strategies to help them understand contextualized language,
such as guessing meaning from context.
- Example:
- Teaching the language used to give advice by looking at problem pages from teenage magazines gives the target
language context.
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 - Providing an example sentence that uses a new word.
- Preparing a telephone role-play to practice functional language.

Elicitation:
- Elicitation describes procedures that allow the teacher to get the students to provide information rather than give
it to them. One way to elicit is by asking questions. Commonly, eliciting is used to ask learners to come up with
vocabulary and language forms and rules, and to brainstorm a topic at the start of a skills lesson. Eliciting helps to
develop a learner-centered classroom and a stimulating environment while making learning memorable by linking
new and old information. Eliciting is not limited to language and global knowledge. The teacher can elicit ideas,
feelings, meanings, situations, associations, and memories. For the teacher, eliciting is a powerful diagnostic tool,
providing key information about what the learners know or don't know, and therefore a starting point for lesson
planning. Eliciting also encourages teachers to be flexible and to move on rather than dwell on information that is
already known.

- Example: The teacher provides stimulus using visuals or the board. When working on the simple present for daily
routines, for example, a picture or drawing of a house and a clock combined with mime can be used to elicit
common verbs:

T: Six o'clock. Where is she?

S: Bed
T: Yes, she's in bed, sleeping. Seven-thirty, every day?
S: Get up
T: Good, she gets up at seven-thirty. Eight o'clock, every day?
S: Eat. Breakfast
T: Well done.

Personalization:
- Personalization happens when activities allow students to use language to express their own ideas, feelings,
preferences, and opinions. Personalization is an important part of the communicative approach, since it involves
true communication, as learners communicate real information about themselves. Personalization is important for
several reasons. It makes language relevant to learners, makes communication activities meaningful, and helps
memorization. Personalization can take place at any stage of a lesson.
- Example: The learners have read a text about sports. In pairs they talk about what their favorite sports are and
whether they prefer to play or watch.

15. What is “principled eclecticism?” Give an example to illustrate the method.

Principled eclecticism is a term that refers to the use of various teaching styles in a discriminating manner as required by
learner needs and styles.

Examples:
- The teacher proposes a variety of exercises, both written and oral, to improve the learner’s accuracy, fluency and
communicative ability.
- The teacher corrects errors immediately if the scope of the classroom activity is accuracy, but if the scope of the
activity is fluency these errors will be corrected later on.
- The teacher develops all four linguistic capabilities (reading, writing, listening and speaking).
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 - To improve pronunciation the teacher uses drills, where students repeat automatically the phrases spoken by the
teacher.
- The teacher helps the student personalize the use of grammatical and lexical elements used in class.
- The teacher understands that a didactic program has to include not only grammar and lexis, but also linguistic
functions, colloquialisms, idioms, etc.
- The teacher introduces exercises of guided discovery for new grammar rules.
- At times the teacher may translate – but only if they know both languages very well and believe it is the most
efficient way to provide the meaning of a new concept in that moment, especially for abstract ideas.
- The teacher is committed to developing a wide range of resources to give relevant, stimulating, and productive
lessons.

16. What are some unexpected problems that can occur in the classroom? Suggest ways to deal with them.

Emotional students: With young learners, teachers might expect a few tears or tantrums, but emotions play a very real
part in adult EFL classrooms as well. Adult learners have their entire lives outside the classroom, and sometimes a very
small thing in the classroom can tip them over the edge. Stress might result in tears, a sensitive topic might lead to an
emotional outburst, and personality clashes can lead to heated words.
→ In these situations, it’s best to try and calm the situation as much as possible by diverting the topic, ending a
discussion, or even asking a student if they would like a moment outside the classroom to compose themselves.

Outspoken students: No matter how hard teachers try they can never control what students are going to say. Teachers
might have a student who has unsettling political opinions they are unafraid of advertising, or perhaps a student who
enjoys playing devil’s advocate in discussions a little too much for everyone’s liking. Some students can’t seem to help
themselves from dominating conversations during the lesson.
→ Teachers need to take control of situations like these to make sure everyone is getting their fair turn in the class. They
can use hand gestures if they work.

Inappropriate materials: Teachers would never knowingly bring inappropriate teaching materials into their lessons. As
teachers, they understand the needs and interests of learners. They get to know our learners so that they can make use of
or adapt materials that will suit the learners. Sometimes, though, they might come across a text they didn’t read
thoroughly, or a video clip they didn’t watch right until the end. This can lead to foul language, violence, substances, or
even nudity finding their way into lessons for all to see and hear.
→ There is an easy fix for this problem: preparation. Teachers must make sure they have read every word of text and
watched every second of any video they are going to use in their lesson. This is especially important if they are teaching
young learners or teens.

17. Distinguish between “guided practice, controlled practice, and free practice.” Give an example to illustrate
each.

Guided practice Controlled practice Free practice

Guided practice involves the
teacher working through
problems with students at the
same time, step-by-step while
checking that they execute each
Controlled practice is a stage in a
lesson where learners practice a
new language in a limited form.
The main aim of controlled
practice is to help learners
Free practice is a stage in a lesson
where learners produce language
using the target content freely.
The main focus of freer practice
is fluency - that means that
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step correctly. (Hollingsworth & automatise the form of the target correction on the spot should be
Ybarra, 2017). language, and this can be done done sensibly and delayed
orally or in written form. feedback is favored.

Ex: Spelling words that end with Ex: The teacher has shown the Ex: The teacher has shown the
the phoneme /k/. learners the form and use of the learners the form and use of the
past passive form. They now present passive form. They have
practice using the structure by practiced using the structure by
After the teacher has completing sentences using cues, completing sentences using cues,
demonstrated that ‘ck’ is used to e.g. and now they practice the form
spell /k/ after a single, short My car (stolen) _________ last more freely by describing a
vowel; and ‘k’ is used after a week. process they have chosen.
consonant or vowel digraph,
guide students to spell words that
follow this pattern. As the teacher
works through a list of examples,
from sick to speck, milk to brisk,
and feet to speak, students are
asked to:
- say the word aloud,
- segment the sounds aloud/
together,
- identify the phoneme prior to
the /k/,
- say the letters and then write the
word on a whiteboard so the
teacher can check and provide
feedback.

18. Distinguish between ICQs and CCQs. Give an example to illustrate each.

ICQs CCQs

- ICQ stands for Instructions, Checking,
and Questions.
- To check the students whether they
understand and remind them what the
teacher has told them to do.
- CCQ stands for Concept, Checking, and
Questions.
- To check the students’ understanding and
clarify the concept after they have
completed the instruction.

Ex: The teacher will show the students an Ex: The teacher has asked the student to read a
instruction: sentence about someone's weekday routine, they
can then use CCQ by asking: “What is your routine
Talk to your partner for 3 minutes. Discuss the on weekdays?” If the student answers this question,
questions and then say what you have in common. then they have understood the concept of
“routines”.
As we see, the instruction above contains four
pieces of information: talk to a partner, a time
limit, discuss the questions, and find out what you
have in common. It’s not so easy to keep in mind
everything they need to do. Moreover, when you
set a task, sometimes students’ minds start to
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wander and they concentrate on some irrelevant
things such as your new jumper, their lunch, or the
weather. The teacher can use ICQs by asking:
- Do you have to answer the questions alone
or with your partner?
- How much time do you have?
- Do you have to say what similar or
different things you have?

19. Distinguish between "the form, meaning, and use", and “the form and forms” of a language item. Give an example
to illustrate each.

"The form, meaning, and use" of a language item refer to its complete understanding, including its physical form, its
intended meaning or function, and its appropriate usage in different contexts. It involves grasping the grammatical
structure, semantic implications, and communicative purposes of the language item.

For example, let's consider the word "run." Its form is the actual spelling and pronunciation of the word. Its meaning
refers to the action of moving quickly on foot. Its use includes understanding how to use the word in different
grammatical forms and contexts, such as using it as a verb in sentences like "I run every morning" or "He ran to catch the
bus."

On the other hand, "the form and forms" of a language item mainly focus on the physical structure and variations of the
language item. It involves recognizing the different forms or variations that a language item can take.

For instance, let's take the noun "cat." Its form is the singular form "cat." However, it can also take different forms such
as the plural form "cats" or the possessive form "cat's." Understanding the form and forms of a language item helps in
using the correct grammatical structure or inflection when using the word in different contexts.

In simple terms, "form, meaning, and use" is about understanding the overall picture of a language item, while "form and
forms" is about recognizing different versions of the item.
20. Distinguish between “slips, errors, attempts, and developmental errors.” Give an example to illustrate each.

 Slips are mistakes which students can correct themselves, once the mistake has been pointed out to them.

 Errors are mistakes which they can’t correct themselves - and which, therefore, need explanation.

 Attempts are mistakes that students make when they try to say something but do not yet know how to say it.

 Developmental errors occur naturally as the students’ language knowledge develops and are the result of the
students making apparently sensible (but mistaken) assumptions about the way language works.
21. What are some different ways of correcting students’ mistakes?
 Echoing: All the teacher had to do was point out that something was wrong by echoing what the student said with
a questioning intonation. The student then corrected herself.
 Reformulation: of gentle correction might take the form of reformulation where the teacher repeats what the
student has said, but correctly this time, and does not ask for student repetition of the corrected form. Some
students do prefer to be told at exactly the moment they make a mistake; but we always have to be careful to make
sure that our actions do not compromise the activity in question.
 Peer correction: Teachers help students not to put mistakes on their own by asking one of their peers (fellow
students) to help out. However, teachers have to make sure that the student who made the mistake in the first
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 place isn’t going to be humiliated by peers. On the other hand, in the right kind of atmosphere students enjoy
helping each other – and being helped in return.
 Direct explanations: teachers need to listen out for mistakes, identify the problem and put it right in the most
efficient and tactful way. If echoing and peer correction was not effective, teachers themselves directly give the
explanation of students’ mistakes.

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 TOPIC 3. TEACHING GRAMMAR, VOCABULARY & PRONUNCIATION

A. Teaching grammar
1. Distinguish between deductive approach (aka “explain and practice”) and inductive approach (aka
“discovery activities”) to presenting grammar. Give an example to illustrate each approach.

 Deductive approach: straight arrows sequence (engage -> study -> activate)

E.g.: The language is taught from the whole to parts, so Ss understand the grammar rules and structures firstly.
Next, Ss see the examples provided by T and finally Ss begin to produce their own examples.

 Inductive approach: boomerang sequence (engage -> activate -> study)

E.g.: T asks Ss to look at the use of different past tenses in a story and to work out how they are used and why, T
assumes that Ss ‘know’ the individual tenses. T elicits the difference in terms of the form and possibly the meaning from
Ss. Finally, T explains the rules of each tense and provides more examples.

2. What does the T teach about a grammar point (E. g: present continuous tense)?
 Presentation: In this stage the teacher presents the new language in a meaningful context.
For example, when presenting the 2nd conditional, the teachers often draw a picture of myself with thought
bubbles of lots of money, a sports car, a big house and a world map, then ask the students what he is thinking about and
then introduce the target language. Teachers focus on form by asking the students questions. E.g. "What do we use after
'if'?" and on meaning by asking the students questions to check that they have understood the concept (E.g., "Do I have
lots of money?" No. "What am I doing?" Imagining.)
 Practise: There are numerous activities which can be used for this stage including gap fill exercises, substitution
drills, sentence transformations, split sentences, picture dictations, class questionnaires, reordering sentences and
matching sentences to pictures.
It is important that the activities are fairly controlled at this stage as students have only just met the new language. Many
students' books and workbooks have exercises and activities which can be used at this stage.
 Production: Information gaps, role plays, interviews, simulations, find someone who, spot the differences
between two pictures, picture cues, problem solving, personalisation activities and board games are all meaningful
activities which give students the opportunity to practise the language more freely. It is important to monitor and
make a note of any errors so that teachers build in class feedback and error analysis at the end of the lesson.

3. What are some typical activities in a grammar lesson?

 Oral drills: Teachers point to the first picture and model the sentence, using check questions to make sure the
students understand the use of that grammar point. Teachers point out the specialty of the lesson, then teachers
model the sentence again, and get the students to repeat it chorally and individually.

 Mechanical exercises such as gap filling, sentence transformation help learners to grasp the form of a complex
structure at the outset without having to think too much about the meaning.

 Structure-oriented problem-solving activities and quizzes, games, picture-based work, text-based work, role-
play, elicited dialogues that get students using the structure to talk about themselves and their ideas, exercises that
combine grammar practice with vocabulary learning, and internet-exploration activities, to name just a few
approaches.

4. What should the T avoid doing when teaching grammar?

 Using the target language when the structure is complex and cognitively challenging: If the target grammar
structure is complex and it is likely to cause cognitive overload to students, it is preferable to avoid using the
target language in order to prevent divided attention.

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  Making students go ‘productive’ straight away: In order to reduce the cognitive load in the first stages of
acquisition of a given structure, students should be involved in receptive tasks rather than being thrown straight
into productive ones.

 'Carry-over': The real problem is teachers get learners to carry over their grammar learning from controlled
practice to spontaneous real-life use. They get their tenses all right in the grammar exercises. Teachers need to
keep coming back to key grammar points, revising them, practising them in semi-controlled speaking and writing
activities, and correcting mistakes they make.

5. Give an example of a controlled practice activity and an example of a free practice activity to teach a specific
grammar point (e.g. present continuous tense).

6. What are some grammatical mistakes Vietnamese students tend to make?

7. What are some effective ways to practice grammar outside the classroom?
8. What challenges might the T face when teaching grammar? What are some solutions for addressing those
challenges?
 Ss cannot understand grammar rules well because they are not logically arranged or are hard to see.
⇒ T re-organizes grammar points by putting those that are relevant side by side in charts or tables so that Ss can compare
them.
 Ss feel unmotivated and overwhelmed when they have to memorize many grammar points.
⇒ T can consider applying inductive approaches in class to bring up Ss’ mood by encouraging them to talk more. For
example, T can make up a context and ask Ss to make a conversation that must include a significant grammar point in
their speech.
 Classroom materials provided by the department sometimes need to be more adequate for specific groups of
students.
⇒ T collect more relevant materials from other sources to diversify or provide Ss extra information about a specific
grammar point that the original textbook might not have.

B. Teaching vocabulary
1. What are some techniques for presenting the meaning of vocabulary? Give an example of a specific word to illustrate
how that word is taught using each of those techniques.
- Some techniques for presenting the meaning of vocabulary:
 Show the definition of vocabulary explicitly
 Show pictures that demonstrate the meaning of the vocabulary
 Put vocabulary in a specific context through reading or listening activities
- For example, the word “cinema”:
 In the first technique, we can cite its definition from the Cambridge Dictionary:
 In the second technique, we can search for some pictures related to the word “cinema” on the internet and show
them to Ss so that they can guess its meaning.
 In the last technique, T requires Ss to read a text or listen to an audio that includes the word “cinema” at least
once. After that, Ss will guess the meaning based on the given information within the text or the audio.

2. What does the T teach about a specific word?

 Definition
 Pronunciation
 Word form
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  Verb form (irregular verbs)
 Collocation
 Synonyms/Antonyms

3. What are some typical activities for vocabulary teaching?

- The Word Association Game: Ss have to come up with as many synonyms as they can in a given time limit
- Sorting by Category: Ss find words that are related to each other and put them in corresponding groups
- Vocabulary Bingo: check on your card the word whose definition has been read aloud until you make a cross or a
horizontal/vertical line with 5 words in a row.

4. What should the T avoid doing when teaching vocabulary?

- Teaching too many words at once
- Making vocabulary instruction boring by just putting the words and the corresponding meanings side by side
- Having Ss look up words and copy their dictionary definitions without going beyond their surface meanings
- Only having Ss write the word in a sentence rather than requiring them to use it in their speech about a particular
context or situation

5. Give an example of a controlled practice activity and an example of a free practice activity to teach a specific word.
 Controlled practice activity: Gap-filling in a dialog
⇒ T will give some words and a dialog with some gaps in advance, then Ss will read through those before they do the
gap-filling activity by listening to its audio. After finishing filling the dialog, T will require Ss to practice communicating
with each other through that dialog to get familiar with those given words and know their usage.
 Free practice activity: Word map
⇒ In this activity, T will show a topic and require Ss to make use of their own knowledge and activity to find as many
relevant words as possible.

6. What are some effective ways to learn vocabulary outside the classroom?
 Develop a reading habit
 Use flashcards
 Watch news/movies/clips/interviews/…
 Apply new words in real conversations

7. When should students use dictionaries? What kinds of dictionaries should they use? How can they use dictionaries
effectively?
 Ss should use dictionaries when they are trying to read a text for gist (and guess the meaning of some unknown
words) before later, perhaps, using dictionaries to check the meaning of the words they do not know.
 Ss should use dictionaries that explain different meanings of a word, how it is used, and how it is pronounced,
either using phonemic symbols or offering an audio clip of the word being spoken.
 Ss can use dictionaries effectively by knowing exactly what kind of information a dictionary can offer such as
pronunciation, definition, word type, word form, word family, collocation, related grammar structures, common
mistaken uses, etc. Furthermore, they should have their own notebooks to record the words they meet in their
learning process, and therefore, they will have their collection of words relevant to their specific fields of study.

8. What challenges might the T face when teaching vocabulary? What are some solutions for addressing those
challenges?
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 C. Teaching pronunciation
What is good pronunciation?

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 1. What are some difficulties/problems Vietnamese students usually encounter when practicing pronunciation?
2. What challenges might the T face when teaching pronunciation? What are some solutions for addressing those
challenges?

3. Distinguish between segmental and supra-segmental features of English pronunciation. Give an example to
illustrate those features. How can the T teach those features?

4. What are some typical activities in a pronunciation lesson?

5. What should the T avoid doing when teaching pronunciation?
Overcorrecting: Teachers should avoid constantly correcting every single pronunciation mistake a student makes. It can
lead to self-consciousness and hinder fluency. Instead, focus on providing constructive feedback and targeting specific
areas for improvement.
Ignoring individual needs: Avoid assuming that all students will have the same pronunciation challenges. Each student
may have different areas of difficulty, so it's important to address individual needs and provide targeted support.
Neglecting stress and intonation: Pronunciation is not just about individual sounds but also about stress patterns and
intonation. Teachers should avoid neglecting these aspects and instead incorporate activities and exercises that focus on
rhythm, stress, and intonation.
Using overly technical terminology: When explaining pronunciation concepts, avoid using complex linguistic terms that
may confuse students. Instead, use simple and relatable explanations that students can easily understand and apply.
Focusing solely on accuracy: While accuracy is important, placing too much emphasis on it can create anxiety and
hinder students' willingness to practice and experiment with pronunciation. Encourage students to take risks and focus on
overall communication rather than perfection.
Not providing enough practice opportunities: Pronunciation requires practice and repetition. Teachers should avoid
simply explaining pronunciation rules without providing ample opportunities for students to practice, both in class and
outside of class.

6. Give an example of a controlled practice activity and an example of a free practice activity to teach a specific
pronunciation feature (e.g. word stress).

Example of a controlled practice activity for teaching word stress:

Activity: Word Stress Sort

Instructions: Prepare a list of words with different stress patterns. Divide the class into small groups and provide them
with word cards. Instruct the groups to categorize the words based on their stress patterns. Have the groups share their
categorizations with the class for discussion.

Example of a free practice activity for teaching word stress:

Activity: Role-Play Dialogue

Instructions: Prepare a dialogue incorporating words with different stress patterns. Pair up students and assign roles.
Give them the dialogue and instruct them to practice emphasizing the stressed syllables naturally. Monitor and provide
feedback. Have pairs perform their dialogues in front of the class for constructive feedback.

7. What are some effective ways to practice pronunciation outside the classroom?
Listen to native speakers: Immerse yourself in the target language by listening to native speakers through podcasts,
audiobooks, movies, or music. Pay attention to their pronunciation, intonation, and rhythm.
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Repeat and mimic: Practice repeating words, phrases, and sentences after native speakers. Focus on imitating their
pronunciation, stress, and intonation patterns.
Use pronunciation apps or online resources: There are various apps and websites available that provide pronunciation
exercises, audio samples, and interactive activities to improve pronunciation skills.
Record and compare: Record yourself speaking in the target language and compare it with native speakers. Identify
areas where you need improvement and work on specific sounds or patterns.
Practice tongue twisters: Tongue twisters are challenging phrases that focus on specific sounds and pronunciation
difficulties. Repeat them several times to improve your pronunciation accuracy and fluency.
Engage in language exchanges: Find language exchange partners or conversation groups where you can practice
speaking and receive feedback on your pronunciation. They can provide valuable insights and corrections.
Use pronunciation guides and dictionaries: Utilize pronunciation guides and dictionaries that provide phonetic
transcriptions to help you understand and pronounce words correctly.

8. When and how should phonemic symbols be used to teach pronunciation?

WHEN?
1. Introducing new sounds: When teaching sounds that may be unfamiliar to learners or do not exist in their native
language, phonemic symbols can be used to represent and explain these sounds accurately.
2. Clarifying pronunciation differences: Phonemic symbols are useful when demonstrating and explaining subtle
pronunciation distinctions between similar sounds. For example, in English, phonemic symbols can help
distinguish between /θ/ and /s/ (as in "thin" and "sin") or between /ɪ/ and /i:/ (as in "kit" and "keep").
3. Teaching word stress and syllable division: Phonemic symbols can be used to indicate word stress and syllable
division, helping learners understand and reproduce the correct stress patterns and syllable breaks in words.
4. Supporting self-study and reference: Phonemic symbols are commonly used in dictionaries and pronunciation
guides to provide learners with accurate pronunciation representations. Learners can refer to these symbols when
practicing pronunciation independently or checking the correct pronunciation of words.
HOW?
1. Introduction and demonstration: Begin by introducing the phonemic symbols and their corresponding sounds.
Use visual aids, such as charts or flashcards, to illustrate each symbol and its pronunciation. Demonstrate the
sounds and provide clear explanations of how they are produced.
2. Practice and repetition: Provide ample practice opportunities for learners to practice producing and recognizing
the phonemic symbols. Use drills, repetition exercises, and minimal pairs activities to help learners differentiate
between similar sounds and improve their pronunciation accuracy.
3. Word and sentence level practice: Use phonemic symbols to teach word stress, intonation patterns, and sentence
rhythm. Encourage learners to identify the stressed syllables in words, practice saying sentences with the correct
intonation, and focus on the natural rhythm and flow of spoken English.
4. Error correction: When providing feedback on pronunciation errors, use phonemic symbols to highlight specific
sounds that need improvement. Encourage learners to compare their pronunciation to the target sound by using
the symbols as a visual reference.
5. Listening and transcription exercises: Incorporate listening activities where learners listen to recorded speech
and transcribe the words using phonemic symbols. This helps develop their ability to recognize and produce the
correct sounds.
6. Independent study: Encourage learners to use phonemic symbols as a reference tool for self-study. Provide
resources such as pronunciation guides or online dictionaries that include phonemic symbols, allowing learners to
independently practice pronunciation outside of the classroom.

TOPIC 4. TEACHING THE FOUR SKILLS

A. Teaching listening and reading

1. Distinguish between extensive and intensive listening/reading. Give an example to illustrate each.
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READING:
Intensive reading Extensive reading

- Detailed focus on the construction of - Ss do often away from the classroom

reading texts which takes place usually in
classroom. - Including reading novels, web pages,
newspapers, magazines, or other reference
- T asks Ss to look at extracts from many material
text genres (websites, novels, poems,
plays…) - Involves reading for pleasure
--> Extensive reading refers to reading for pleasure
- Genres and topics match with specific and general understanding of a text. The emphasis
purposes that Ss are studying for (ex: is on reading a large volume of material without
business, science, nursing,) pausing to analyze every detail. The goal is to
develop reading fluency, build vocabulary, and
- Enhance reading skills because Ss are improve overall comprehension. For example,
asked to work out text types, details of reading a novel, a magazine article, or a
meaning, uses of grammar and vocabulary, newspaper for enjoyment and understanding
... would be considered extensive reading.
--> involves reading with a specific learning
objective in mind. It focuses on careful and detailed
reading of a text to gain a deeper understanding of
its content, language structure, and vocabulary. The
reader may engage in activities such as underlining
key information, analyzing sentence structures, or
looking up unfamiliar words. Intensive reading is
commonly used for studying academic texts,
analyzing complex literature, or working through
instructional materials.
To illustrate, if you were reading a novel from your favorite author simply to enjoy the story and immerse yourself in the
narrative, that would be an example of extensive reading. On the other hand, if you were reading a research paper to
extract specific information or analyze the author's arguments and evidence, that would be an example of intensive
reading.

LISTENING
Intensive listening Extensive listening

- Ss listen specifically to work on listening - do away from classrooms, for pleasure, or

skills and study the way English is spoken.
- Takes place in classrooms, language labs
- Occurs when teachers are present to guide
Ss through any listening difficulties and
point them to areas of interest.
other reasons
- audio material can be CDs in cars, MP3
players, DVDs, videos or on the Internet
that consist texts they enjoy listening
- Watch films with subtitles

2. List and briefly describe some main listening/reading skills.

LISTENING SKILLS:
- Recognize paralinguistic clues such as intonation --> To understand mood and meaning
- Listen for specific information (times, platform numbers,)
- Listen for more general understanding (when listening to a story or interacting in a social conversation)
- Note-Taking: This skill involves writing down key points, keywords, and important information while listening to
a speaker. It helps in better comprehension and retention of information.
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 - Predicting: Predicting involves using contextual clues and prior knowledge to anticipate what the speaker might
say next. It helps in staying engaged and mentally preparing for upcoming information.
- Summarizing: Summarizing is the ability to concisely and accurately retell the main points or ideas of what has
been heard. It demonstrates comprehension and aids in consolidating information.
-Inferring: Inferring involves drawing conclusions or making educated guesses based on the information provided,
even if it's not explicitly stated. It requires understanding implicit meaning and connecting the dots.
READING SKILLS:
- Scanning: search for particular bits of information, meaning Ss do not have to read every word and line.
- Skimming: Ss casting their eyes over the text to get a general idea of what it is about
- Reading for detailed comprehension

3. Why are listening and reading called “receptive skills”?

Receptive skills: refer to the abilities of understanding and receiving spoken or written language input. They are passive
language skills that involve decoding and comprehending the information presented by others. The two main receptive
skills are listening and reading.
WHY?
--> Listening: Listening is the skill of understanding and interpreting spoken language. It involves paying attention to
spoken words, sounds, intonation, and other auditory cues to extract meaning from verbal communication. Listening skills
include understanding main ideas, details, opinions, and the overall message conveyed by the speaker.
Reading: Reading is the skill of understanding and interpreting written language. It involves decoding written symbols,
recognizing words, understanding sentence structures, and comprehending the meaning of the text. Reading skills include
understanding the main ideas, details, inferences, and the author's purpose and perspective.
Both listening and reading require the ability to comprehend, interpret, and connect information, but they differ in the
mode of language input—listening involves auditory input, while reading involves visual input. These receptive skills
play a crucial role in language acquisition and communication, as they provide access to information, expand vocabulary,
enhance comprehension abilities, and facilitate overall language proficiency.

4. Distinguish between the top-down and bottom-up approaches to teaching English listening/reading skills. Give an
example to illustrate each.

Top-down approach: involves using prior knowledge, context, and expectations to understand and interpret language. It
starts with the overall understanding and meaning and works down to the details. In this approach, learners rely on their
background knowledge, context, and general understanding of the topic to make predictions, infer meanings, and grasp
the main ideas.

Bottom-up approach: focuses on processing individual components of language, such as sounds, letters, words, and
grammar, to build meaning. It starts with the smallest units and works up to the overall understanding. In this approach,
learners analyze and piece together the individual elements to comprehend the language.

Tóm lại, top-down là từ overall --> small details, xài kiến thức nền để đoán ý chính. Còn bottom-up thì từ smallest detail
--> overall, phân tích từ cái nhỏ nhất để hiểu toàn bộ. Commented [GU2]: đoạn này để hiểu hơn về định
nghĩa thôi
- IN TEACHING LISTENING:

Top-down approach in teaching listening skills: In teaching listening skills using the top-down approach, learners are
encouraged to listen for the main ideas, general themes, and the speaker's purpose or intention.

Example: In a listening activity, learners might listen to a news report about a recent event. Instead of focusing on
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single word, they would use their background knowledge and context clues to understand the overall topic and the main
points being conveyed.

Bottom-up approach in teaching listening skills: In teaching listening skills using the bottom-up approach, learners
are guided to pay attention to pronunciation, word stress, intonation, and specific details.

Example: In a listening activity, learners might listen to a dialogue between two characters. They would focus on
understanding each word, recognizing the meaning of unfamiliar vocabulary, and identifying the grammatical structures
used in the conversation to piece together the overall meaning.

- IN TEACHING READING:

Top-down approach in teaching reading skills: In teaching reading skills using the top-down approach, learners are
encouraged to skim the text, read headings and subheadings, and make use of contextual clues to get the general
meaning.

Example: In a reading activity, learners might be presented with a newspaper article about climate change. Instead of
focusing on every single word, they would use their background knowledge, read the title and introductory paragraph,
and make predictions about the content of the article before diving into the details.

Bottom-up approach in teaching reading skills: In teaching reading skills using the bottom-up approach, learners are
guided to read word by word, identify unfamiliar words, and analyze sentence structures.

Example: In a reading activity, learners might be given a passage where they focus on understanding the meaning of
each word, identifying the grammatical structure of sentences, and using a dictionary to look up unfamiliar vocabulary to
grasp the overall meaning of the text.

5. What are some typical activities in an English listening/reading lesson?

 Listening lesson:
 Jigsaw listening: It’s an information gap activity. Each learner listens to a different recording or part of a
recording. Then, they work in pairs/groups to exchange information to complete a task.
 Monologues: For example, T can ask Ss to listen to lectures and take notes; or T can have Ss listen to speeches (at
weddings, farewells, openings, etc) and get them to identify what the subject is and what the speaker thinks about
it.
 Message-taking: students listen to a phone message being given. They have to write down the message on a
message pad. It is also appropriate for students to listen to announcements in airports and on railway stations
which they can match with pictures or respond to by saying what they are going to do next.
 Stories: a major speaking genre is storytelling. When students listen to people telling stories, there are a number
of things we can have them do. Perhaps they can put pictures in the order in which the story is told.
 News and other radio genres: Ss listen to a news broadcast and have to say which topics from a list occur in the
bulletin and in which order. They then have to listen for details about individual stories. If the news contains a lot
of facts and figures, students may be asked to convert them into chart or graph form.
 Music and sound effects: Ss can fill in blanks in song lyrics, rearrange lines or verses, or listen to songs and say
what mood or message they convey.
 Reading lesson:
 Jigsaw reading: an organization technique that breaks up longer texts into smaller chunks of text (one-two
paragraphs) that students work together in groups to become experts on. Each student then moves into a new
group, in which every member has become has become an expert on a different part of the text.
 Reading puzzles: For example, we can give them texts which have been chopped up so that each paragraph is on
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 a different piece of paper. Students have to reassemble the text (see poetry below).
 Predicting from words and pictures: students are given a number of words from a text. Working in groups, they
have to predict what kind of a text they are going to read - or what story the text tells. Or T can also give students
pictures to predict from, or slightly bigger fragments from the text.
 Following instructions: students read instructions for a simple operation and have to put the instructions in the
correct order. Recipes are a particular kind of instruction genre but can be used in much the same way as the
examples above - e.g., students read a recipe and match the instructions with pictures.

6. What should the T avoid doing when teaching English listening/reading?

Teaching listening Teaching reading

- Not using a Pre-listening activity - Neglecting phonemic awareness instruction

- Not checking the equipment before
beginning the lesson
- Only playing the listening track once
- Not connecting listening to other skills
- Not using a variety of listening material
regularly
- Not using a wide range of listening
activities in the lesson
- Not inviting students to personalize the
listening
- Not giving students time to read on their
own
- Keeping students busy instead of having
them do meaningful literacy activities
- Too much teacher talk
- Not demonstrating or modelling the
grammar
- Presenting form before meaning
- Weak staging and scaffolding of language

7. What are some key principles to remember when teaching listening/reading?

Teaching listening Teaching reading

- Encourage students to listen as often and as
much as possible
- Help students prepare to listen
- Once may not be enough.
- Encourage students to respond to the
content of a listening just to the language
- Different listening stages demand different
listening tasks
- Good teachers exploit listening texts to the
full.
- Encourage students to read as often and as
much as possible
- Students need to be engaged with what
they are reading.
- Encourage students to respond to the
content of a text (and explore their feelings
about it), not just concentrate on its
construction
- Prediction is a major factor in reading.
- Match the task to the topic when using
intensive reading texts
- Good teachers exploit reading texts to the
full.

8. How can students be encouraged to listen/read more extensively outside the classroom?
- Library: The library should have a range of different genres. Ss need to have access to a collection of
readers/listeners, both at their own level and above and below it.

- Choice: A major aspect of joyful reading/listening is that Ss should be able to choose what they read/listen - both in
terms of genre but also, crucially, level.
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 - Feedback: Ss should have an opportunity to give feedback on what they have read/listen. Ss can record their
reactions to a book they have read or a recording they have listened.

- Time: It is a good idea to leave a ten-minute reading/listening period at various times during a course just to get
students comfortable with the activity.

9. What should students do to practice English listening/reading skills outside the classroom?

Listening practise Reading practise

 Videos/TV/ Audiobooks/ Podcast:  Storybooks: Students can also adjust the

Videos/TV/ Audio books are great source
of ‘real-life’ English language, and the
pictures will help students to understand
what is being said. It can be a great source
of motivation – one of the most important
factors in language learning.
 Intensive listening: Find a quiet place and
make set aside 15 minutes free of
disruptions. Play an audio file and focus on
catching the words as well as their use and
the overall meaning of the audio. This
exercise focuses on taking your listening
skills to the next level. It trains students’
ability to focus their attention on the words
being spoken, and is beneficial whether
they’re entering an English-speaking
university, workplace or just an everyday
conversation.
intensity with which you tackle reading in
English by either skimming or aiming for
understanding the gist
 Language switching: Change all social
media, computer settings, phone settings,
email settings – everything – into English.
This is obviously for someone who is
slightly more advanced, but this will give
students enormous exposure to the
language of technology and words/actions
people use all the time.
 Free online learning activities

 Conversation groups: Meeting with other

learners is a great way to listen to English
with a variety of accents and voices. If
students are nervous about speaking
English, remind that they’re going to
listen—and this is totally okay. They can
even tell the other speakers this if they
want to.

10. What problems do Vietnamese students usually have with the listening/reading skills? What are some suggestions on
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how to fix those problems?

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 B. Teaching speaking and writing
1. Why are speaking and writing called “productive skills”?
- Teachers tend to talk about the way we use language in terms of 4 skills - reading, listening, writing and speaking. Because of the different processes
involved, these are often divided into 2 types.
- Receptive skills is the term used for reading and listening because when we read or listen to something, we receive the language, understand it, and
decode the meaning.
- Productive skills is the term for speaking and writing, because for these skills we actually have to produce language ourselves. When we want to
produce a discourse, either a speech or piece of writing, we actively use the knowledge that we have gained about the target language and produce a
message through words, phrases, sentences and paragraphs.
- Therefore, productive skills are an important form of expression for any person to share their thoughts, opinions, ideas and feelings.
- Productive skills consist of oral presentations, written studies, reports, essays...
- Example: Learners have already spent time practising receptive skills with a poem, by listening to it and reading it. They now move on to productive skills
by writing a literary essay based on the poem.

2. Distinguish between writing-for-learning and writing-for-writing. Give an example to illustrate each.

- When thinking about writing, it is necessary to make a distinction between Writing-for-Learning and Writing-for-Writing.

- These 2 terms are also called: Writing-to-Learn and Learning-to-Write.

- In the case of Writing-for-Learning, writing is used as an aide-mémoire or practice tool to help SS practice and reinforce what they have been studying.
This means using writing as a tool to promote content learning. Teachers may assign writing activities to help SS learn subject matter, clarify and
organize their thoughts, and improve their retention of content. Here, writing is an enabling activity.

- For example, we might ask a class to write 5 sentences using a given grammatical structure, or using 5 of the new words they have been learning. By
incorporating the new knowledge that they have learned into their work, we can help them to better remember the lesson.

- Writing-for-Writing, on the other hand, is directed at developing SS’ skills as writers. In other words, the main purpose for activities of this type is that
SS should become better at writing, whatever kind of writing that might be. There are good ‘real-life’ reasons for getting SS to write such things as
emails, letters and reports. And whereas in writing-for-learning activities it is usually the language itself that is the main focus of attention, in writing-for-
writing we look at the whole text. This will include not just appropriate language use, but also text construction, layout, style, and effectiveness. Here,
writing is a language skill.

- For example, we might ask SS to write a letter that they need to send to their teachers whenever they want to ask for a day off. At first, we may give them
some clear examples to follow, and they will write something that looks very much like the original. Such imitation will help SS understand how a
typical letter is constructed, and this knowledge will help them to produce appropriate texts of their own. In this activity, the SS write for the purpose of
 knowing how to write a formal letter.

3. What are some writing genres that can be taught in a writing lesson?
- One of our decisions about what to get students to write will depend on what genres we think they need to write in (or which will be useful to them). Not
to be confused with literary genres, like fantasy or horror, genres of writing refer to the structure, tone, and purpose of the text. There are many different
writing genres, but the 4 main types are persuasive, narrative, expository, and descriptive.
- Persuasive: For this writing style, the writer is trying to convince the reader of the validity of a certain position or argument. Persuasive writing includes
the writers’ opinions, and provides justifications and evidence to support their claims.
- Examples: Letters of recommendation; cover letters; newspaper articles; argumentative essays...
- Narrative: The purpose of this writing style is to share information in the context of a story. Narratives should include characters, conflicts, and settings.
- Examples: Short stories; novels; poetry; historical accounts...
- Expository: This type of writing is used to explain a concept and share information to a broader audience. Expository writing provides evidence, statistics,
or results and focuses on the facts of a certain topic. This type is not meant to express opinions.
- Examples: How-to articles; textbooks; news stories; business, technical, or scientific writing
- Descriptive: This type of writing is used to depict imagery to create a clear picture in the mind of the reader. This method helps the readers become more
connected to the writing by appealing to their senses. Descriptive writing employs literary techniques such as similes, metaphors, allegory, etc. to engage
the audience.
- Examples: Poetry; fictional novels or plays; memoirs or first-hand accounts of events

4. Distinguish between the process-based and product-based approaches to teaching writing. Give an example to illustrate each. How can the two approaches be
combined into one lesson?

- There are several ways to approach writing in the classroom. The 2 most popular, yet very different, ones are product-based and process-based
approaches.

- A product-based approach: This is a traditional approach, in which SS are encouraged to mimic a model text, which is usually presented and analysed
at an early stage. The end result of the learning process is that SS know how to use the skills, structures and vocabulary they have been taught to produce
the required product.

- For example, SS start writing by reading model texts and learn about the distinctive features of the genre. To illustrate, if studying a formal letter, SS'
attention may be drawn to the importance of paragraphing and the language used to make formal requests. Then, SS are given controlled practice of the
highlighted features to better remember them. In the case of a formal letter, they may be asked to practise a formal structure like “I would be grateful if
you would…” or how to end the letter with wishes. As a result, SS can produce a formal letter of their own whenever they need.

- A process-based approach: Process-based approaches tend to focus more on the varied classroom activities which promote the development of language
use: brainstorming, group discussion, re-writing...
 - For example, SS start writing by generating ideas through brainstorming or group discussion. They could be discussing qualities needed to do a certain
job, or giving reasons as to why people gamble. Then, SS judge the quality and usefulness of their ideas and organise them into a mind map, from which
they write their first draft. After that, drafts are exchanged so that SS can read and give feedback on each other's work. When drafts are returned, SS have
a chance to correct the mistakes and improve their work based on their friends’ comments. Consequently, a final draft is written.

- Process-based approaches show some similarities with task-based learning, in that SS are given considerable freedom within the task. They are not
curbed by pre-emptive teaching of lexical or grammatical items. However, process-based approaches do not repudiate all interest in the product. The aim
is to achieve the best product possible. What differentiates a process-based approach from a product-based one is that the outcome of the writing, the
product, is not preconceived.

- Combined into one lesson:

Use product-based approach first to teach SS about a particular genre of writing (a formal letter, a poem, a short story, an essay...). At first, SS read model texts
and learn about the distinctive features of the genre. Then, instead of controlled practice, SS are required to work in pairs, or groups, to generate ideas and write
their own text that is similar to the model ones. After their first drafts are completed, they are exchanged so that SS can read and give feedback on each other's
work. Consequently, SS receive their drafts back and finalize them based on the remarks their friends have made. The result is that SS not only know how to
produce a certain piece of writing but also have an opportunity to develop their language use thanks to peer feedback.

5. What are language functions? Give some examples of language function that can be taught in a speaking lesson.
- A language function refers to the purpose for which the speech or writing is being used. To put it simply, a language function explains why someone says
something. For example, if you are teaching a class, you will have to give instructions. "Giving Instructions" is the language function. Each language
function then requires certain grammar. To use our example, giving instructions requires the use of the imperative, which means there is no subject, such
as “Open your books.”
- There is a wide range of language functions. Here are examples that can be taught in a speaking lesson — making suggestions, expressing likes, and
expressing wishes.
- If SS want to make a suggestion, they can use these phrases: How about ..., Why not ..., Why don’t we ..., Let’s ..., I’d suggest we …
- For expressing likes, SS can learn several phrases and vocabulary, such as fond of, keen on, interested in, enjoy, be into, crazy about, love, cup of tea...
- When expressing wishes, SS might use the present simple (I want ...), conditional sentences (If I had the money, I could ...), the verb 'wish' for past and
present wishes (I wish I had a new car / I wish she had come to the party).

6. What are some typical activities in an English writing/speaking lesson?

- SPEAKING
Role Play: One other way of getting students to speak is role-playing. Students pretend they are in various social contexts and have a variety of social roles. In
role-play activities, the teacher gives information to the learners such as who they are and what they think or feel.
Story Completion: This is a very enjoyable, whole-class, free-speaking activity for which students sit in a circle. For this activity, a teacher starts to tell a story,
but after a few sentences he or she stops narrating. Then, each student starts to narrate from the point where the previous one stopped. Each student is supposed to
add from four to ten sentences. Students can add new characters, events, descriptions and so on.
Storytelling: Students can briefly summarize a tale or story they heard from somebody beforehand, or they may create their own stories to tell their classmates.
Story telling fosters creative thinking. It also helps students express ideas in the format of beginning, development, and ending, including the characters and setting
a story must have.
- WRITING
Writing Emails: Emails are the main source of communication between people around the world, and that’s why email writing is a key to effective
communication. Explain to your students the difference between formal and informal emails, outline the structure and vocabulary, and encourage students to write
their own emails. They can write emails to each other based on a specified topic, such as organizing a surprise party for a friend’s birthday.
Writing Ads and TV Commercials: Advertisements and commercials are a great example of creative writing. Give your learners some sample ads as well as
typical expressions that are used in advertising, and then ask the learners to create their own ads. You can bring some familiar objects to the classroom and tell the
learners to advertise them. For even greater creativity, encourage them to support their ads with images. For example, they can cut out those images out of
newspapers or magazines, or print them from the web.
Error Correction: This writing exercise focuses on the ability to detect and correct mistakes in an already written text. One of example is to give the students a
letter from an “imaginary friend” who does not speak English very well and has asked you to correct his or her letter. Each line of the letter should contain at least
one mistake, which the students should identify and correct.

7. What should the T avoid doing when teaching English writing/speaking?

- SPEAKING
Speak too fast: Do speak slowly and clearly, and provide students with enough time to understand the lesson, whether in speaking or in writing. We should
remember that they are thinking and producing in 2 or more languages. After finishing an amount of content, teachers should wait for a few seconds before moving
on to another. This “wait time” provides all students with an opportunity to think and process what they have just taken in.
Rarely check for understanding: Don’t simply ask, “Are there any questions?” This is not an effective way to check that students are understand the lesson.
Also, don’t assume that students are understanding because they are smiling and nodding their heads—sometimes they’re just being polite, or afraid of being the
odd ones. When teachers regularly check for understanding in the classroom, students become increasingly aware of monitoring their own understanding, which
serves as a model of good study skills.
Ban students from using their Native Language in the classroom: Forbidding students to use their primary languages does not promote a positive learning
environment where students feel safe to take risks and make mistakes. This practice can be harmful to the relationships between teachers and students, especially if
teachers act more like language police than language coaches.
- WRITING
Speak too fast: Do speak slowly and clearly, and provide students with enough time to understand the lesson, whether in speaking or in writing. We should
remember that they are thinking and producing in 2 or more languages. After finishing an amount of content, teachers should wait for a few seconds before moving
on to another. This “wait time” provides all students with an opportunity to think and process what they have just taken in.
Rely too heavily on formulas: Teaching SS to write thesis statements that should be located precisely in a specific place, should have a rigidly prescribed
structure and must reveal the organization of the entire essay and then using this formula to grade SS’ essays by how closely they follow the formula, might help
you get your grading done scientifically, but it:
A) won’t help students feel comfortable as the learn to write, and
B) won’t help them produce naturally fluent writing that has voice and authenticity.
Over-correction: Most SS find it very dispiriting if they get a piece of written work back and it is covered in red ink, underlinings and crossings-out. Admittedly,
some pieces of written work may be completely full of mistakes, but even in these cases, over-correction can have a very demotivating effect. The T has to achieve
a balance between being accurate and truthful, on the one hand, and treating SS sensitively and sympathetically, on the other.

8. In what ways does the T correct/provide feedback on students’ writing/speaking mistakes/errors?

SPEAKING:

It is necessary for T to correct mistakes made during speaking activities in a different way from those made during a study exercise. When SS are repeating
sentences, trying to get their pronunciation right, then the T will often correct every time there’s a problem. But, for example, if T do this while SS are involved in
a passionate discussion about whether smoking should be banned, the effect might well be to destroy the conversational flow. If one of the SS is about to make an
important point, the teacher decides to cut in and correct his grammar, the point will quickly be lost, and so does his confidence. Constant interruption from the T
will destroy the purpose of speaking activities.

One way to avoid this is for T to watch and listen while speaking activities are taking place. T will note down times when SS fail to make themselves understood
or make important mistakes and give feedback after the activity has finished. Also, it is important not to single SS out for criticism. Many T deal with the
mistakes they hear without pinpointing who is responsible for them. In conclusion, T should find subtle, non-obtrusive, non-threatening ways to correct SS errors.
After all, what SS need is gentle correction, not criticism.

WRITING:

Most SS find it very dispiriting if they get a piece of written work back and it is covered in red ink, underlinings and crossings-out. Admittedly, some pieces of
written work may be completely full of mistakes, but even in these cases, over-correction can have a very demotivating effect. The T has to achieve a balance
between being accurate and truthful, on the one hand, and treating SS sensitively and sympathetically, on the other. There are several ways of avoiding the ‘over-
correction’ problem, including:

 Cutting down on correction: T tell SS that for a particular piece of work they will focus on one aspect only. For example, for different assignments,
they are going to correct mistakes of punctuation, or only spelling, or only grammar, etc. This has 2 advantages: it makes SS concentrate on that
particular aspect, and it cuts down on the correction.

 Using a list of written symbols: T should agree with SS on a list of written symbols (S = spelling, WO = word order, etc). When they come across a
mistake, they underline it discreetly and write the symbol in the margin. This makes correction look less damaging.

9. What should students do to practice English writing/speaking skills outside the classroom?
10. What problems do Vietnamese students usually have with the writing/speaking skills? What are some suggestions on how to fix those problems?
 TOPIC 5. TEACHING METHODS
For each method,

1. Give its background information: origin, history and development, other names, developers and/or advocates.
2. Briefly describe a sample lesson in which the method is used.
3. Give its characteristics based on (1) its goals, (2) the role of the T and students, (3) the teaching/learning process, (4) the nature of student-teacher and student-
student interaction, (5) students’ feelings, (6) the perception/nature of language and culture, (7) emphasized language aspects/skills, (8) the role of students’
native language, (9) assessment and evaluation, and (10) the T’s response to student mistakes/errors.

4. Give the list of typical techniques for the method.

5. Give its pros and cons.
6. Comment on its popularity these days, especially in the Vietnamese context. Commented [NA3]: Mỗi cái method t ghi thành bảng
cho từng câu như ở dưới nha

Grammar-Translation Method
1. Background - It has been used by language teachers for many years.
information - Other name: the Classical Method
- History: Earlier in the 20th century, it was used for the purpose of helping students to read and appreciate foreign language literature. It
was also hoped that through the study of grammar of the target language students would become more familiar with the grammar of
their native language and that this familiarity would help them speak and write their native language better. It was thought that foreign
language learning would help students grow intellectually.
2. Sample lesson ACTIVITY TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

Reading & - Invite students to read each line of the passage - - Read and translate the passage
Translating - Correct students - - Ask the teacher if there are any unclear words
- Translate unclear words into native language
Reading - Give instructions - - Write down the answers
Comprehension - Invite students to answer - - Read aloud the answers
- Correct the questions
Learning - - Give a vocabulary list and rules for the new - - Memorize and apply them in examples
Vocabulary & grammar points
Grammatical
 Rules

3. Characteristics (1) A fundamental purpose of learning a language is to be able to read literature written in the target language. In addition, studying another
language provides students with good mental exercise, which helps develop their minds.
(2) The teacher is the authority in the classroom. The students do as she or he says so they can learn what she or he knows.
(3) - Often what students translate is about aspect of the culture of the target language community.
- Students study grammar deductively.
- They also learn grammatical paradigms such as verb conjugation.
- The memorize native language equivalents for target language vocabulary words.
(4) Most of the interaction in the classroom is from the teacher to the students. There is little student interaction and little student-student
interaction.
(5) There are no principles of the method which relate to this area.
(6) Literary language is considered superior to spoken language and is therefore the language the students study. Culture is viewed as
consisting of literature and the fine arts.
(7) Vocabulary and grammar are emphasized. Reading and writing are the primary skills that the students work on.
- Much less attention given to speaking and listening. Pronunciation receives little.
(8) The meaning of the target language is made clear by translating into the students’ native language. The language that is used in class is
mostly the students’ native language.
(9) Written tests in which students are asked to translate from their native language into the target language or vice versa are often used.
Questions about the target culture or questions that ask students to apply grammar rules are also common.
(10) If students make errors or do not know an answer, the teacher supplies them with the correct answer.
4. Typical - Translation of a Literary Passage
techniques - Reading Comprehension Questions
- Antonyms/Synonyms
- Cognates
- Deductive application of Rules
- Fill-in-the-blanks Exercise
- Memorization
- Use Words in Sentences
- Composition
5. Pros and Cons Pros:
- Good with grammar.
- Good with writing.
- Good with translating.
- Good with target language’s literature.
- Good with reading.
- Good word knowledge.
- Good knowledge about similarities and differences between target and native language.
- Good mental exercise
Cons:
 - No real usage.
- No communicating.
- Bad speakers.
- Not good with listening.
- Bad pronunciation.
- A very boring class.
6. Comment on - This method of learning and teaching is outdated and ineffective in the current integration era, many English learning programs in
popularity many countries around the world still apply this method and Vietnam is no exception. As a result, many learners still face many
difficulties when communicating in English, in which the habit of translating word by word from Vietnamese to English is always
one of the most painful and difficult problems to solve.

Direct Method
1. Background - Has been applied for many years
information - Recently revived when the goal became using another language communicatively
- Basic rule: no translation is allowed
2. Sample lesson ACTIVITY TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

- Ask & - Give questions - Brainstorm

Answer - Use visual aids to demonstrate - Answer and ask questions

- Practice with - Provide students with grammar exercises or examples - Induce the grammar rule from the
exercises to encourage practice exercises and examples
- Get students to self-correct
3. Characteristics (1) Students learn how to communicate in the target language.
(2) The teacher and the students are more like partners in the teaching-learning process.
(3) – Students need to associate meaning with the target language directly. The teacher never translates the new word or phrase into the
students’ native language.
- The syllabus used in the Direct Method is based upon situations.
- Grammar is taught inductively.
(4) The initiation of the interaction goes both ways, although the latter is often teacher-directed. Students converse with one another as
well.
(5) There are no principles of the method which relate to this area.
(6) Language is primarily spoken, not written. Students also study culture consisting of history of people who speak the target language,
the geography of the country or countries where the language is spoken, and information about the daily lives of the speakers of the
language.
(7) Vocabulary is emphasized over grammar. Oral communication is seen as basic. Reading and writing exercises are based upon
 what the students practice orally first. Pronunciation also receives attention right from the beginning of a course.
(8) The students’ native language should not be used in the classroom.
(9) Students are asked to use the language, not to demonstrate their knowledge about the language. They are asked to use both oral and
written skills.
(10) The teacher tries to get students to self-correct whenever possible.
(4) Typical - Reading Aloud
techniques - Question and Answer Exercise
- Getting Students to Self-correct
- Conversation Practice
- Fill-in-the-blanks Exercise
- Dictation
- Map Drawing
- Paragraph Writing
(5) Pros and Cons Pros:
- Good with listening.
- Good with speaking.
- Good with communicating and real time usage.
- Culture is taught through language.
- L1 omission + realia, objects, etc. -> Better word understanding.
- L1 omission -> Thinking in target language
- Good pronunciation.
Cons:
- L1 omission -> Limited word knowledge.
- L1 omission -> Boring & intimidating especially for younger ages.
- Not very good with writing.
- Not very good with reading.
- No direct grammar instruction ->Limited grammar.
(6) Comment on - The Direct Method continues to excite and be used to this day, but it is a very difficult solution to use in large classrooms. There
popularity won't be enough teachers to find and distribute time evenly among all students in traditional classrooms.

Audio-Lingual Method
1. Background - Charles Fries (1945) from the University of Michigan applied principles of structural linguistics in the development.
information - Other name: Michigan Method
- Later, principles from behavioral psychology (Skinner 1957) were incorporated.
2. Sample lesson ACTIVITY TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

Dialogue - Introduce the context of the dialogue - Listen to the dialogue

Introduction - - Read aloud the dialogue
 Drill - Model each line in the dialogue and ask students to repeat - Mimic the teacher’s model
after - Memorize the dialogue
- Apply different drilling techniques
Performing - Invite students to perform the dialogue - Perform the dialogue

-
3. Characteristics (1) Teachers want their students to be able to use the target language communicatively.
(2) The teacher is like an orchestra leader, directly and controlling the language behavior of his or her students. He or she also
responsible for providing his or her students with a good model for imitation.
- Students are imitators of the teacher’s model or the tapes he or she supplies of model speakers. They follow teacher’s directions
and respond as accurately and as rapidly as possible.
(3) – New vocabulary and structural patterns are presented through dialogues.
- Drills are conducted based upon the patterns present in the dialogue.
- Students’ successful responses are positively reinforced.
- Grammar is induced from the examples given; explicit grammar rules are not provided. Cultural information is contextualized
in the dialogues or presented by the teacher.
- Students’ reading and written work is based upon the oral work they did earlier.
(4) There is student-to-student interaction in chain drills or when students take different roles in dialogues, but this interaction is
teacher-directed. Most of the interaction is between teacher and students and is initiated by the teacher.
(5) There are no principles of the method which relate to this area.
(6) The view of language has been influenced by descriptive linguists. Every language is seen as having its own unique system which
comprises several levels: phonological, morphological, and syntactic.
- Everyday speech is emphasized. The level of complexity of speech is graded. Culture consists of the everyday behavior and
lifestyle of the target language speakers.
(7) Vocab is kept to a minimum. Grammatical pattern is not the same as a sentence.
- The natural order of skills presentation is adhered to: listening, speaking, reading, and writing. The oral/aural skills receive
most of the attention. Pronunciation is taught from the beginning.
(8) The target language is used in the classroom, not the students’ native language
(9) We would have seen that it was discrete-point in nature, that is, each question on the test would focus on only one point of the
language at a time.
(10) Student errors are to be avoided if at all possible, through the teacher’s awareness of where the students will have difficulty, and
restriction of what they are taught to say.
4. Typical - Dialogue Memorization
techniques - Backward Build-up Drill
- Repetition Drill
- Chain Drill
- Single-slot Substitution Drill
- Multiple-slot Substitution Drill
- Transformation Drill
 - Question-and-answer Drill
- Use of Minimal Pairs
- Complete the Dialogue
- Grammar Game
5. Pros and Cons Pros:
- Repetition -> Correct grammar usage.
- Repetition -> Habit -> Overlearn -> No hesitation while speaking.
- Repetition + immediate correction -> Good pronunciation
- Repetition + Cue -> Fluent communicating in specific situations.
- Positive reinforcement + interesting topics ->Reduce boredom.
- Culture is not separated from language.
- No comparison between native & target language.
Cons:
- Repetition -> Time consuming & boring.
- No language production, they only repeat what they’ve memorized.
- Learners are very dependent on the teacher.
- Not good with writing.
- Not good with reading and literature.
6. Comment on The audio-lingual method continues to be used today although it is typically not used as the foundation of a course but rather has been
popularity relegated to use in individual lessons. As it continues to be used, it also continues to be criticized.

The silent ways

1. Background - The Silent Way is a teaching method developed by renowned linguist Dr. Caleb Gattegno in the 1970s that emphasizes student
information involvement and discovery. It is based on the belief that learning is an active process and that students are more likely to learn if they
are involved in the process.
- The Silent Way also incorporates the use of props, pictures, and gestures to help students understand new concepts.
2. Sample lesson ACTIVITY TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

Sound-Color Work with gestures, sometimes instructions in the Take turns tapping out the sounds
Chart students' native language Tap out the names of their classmates

Teacher's Not supply the correct language until self- Learn from one another
Silence correction options have failed Pay attention to prevent missing the commands
Listen attentively
Rod Point to a particular rod Learn about colors and numbers for beginning learners
Remain silence when the student has trouble Learn about complex structures
Accept the student's correct pronunciation after he
says again
 Structured Ask the students for their reactions to the Give feedback for teachers to gain valuable information
Feedback lesson
-
3. Characteristics (1) Students should be able to use the language for self-expression-to express their thoughts, perceptions, and feelings. Students become
independent by relying on themselves.
(2) The teacher is like a technician or engineer, but the teacher, relying on what his students already know, can give what help is
necessary, focusing on the students’ perceptions. The teacher should respect the autonomy of the learners in their attempts at relating
and interacting with the new challenges.
- The role of students is to make use of what they know, to free themselves of any obstacles that would interfere with giving their
utmost attention to the learning task, and to actively engage in exploring the language.
(3) – Students begin their study of language through its basic building blocks, its sounds which are introduced through a language-specific
sound-color chart.
(4) The teacher is silent. He is still active. When the teacher does speak, it is to give clues, not to model the language.
Student-student verbal interaction is desirable and is therefore encouraged.
(5) When students’ feelings interfere, the teacher tries to find ways for the students to overcome them. Through feedback sessions at the
end of lessons, students have an opportunity to express how they feel. It is hoped that a relaxed, enjoyable learning environment will
be created.
(6) Languages of the world share a number of features. However, each language has its own unique reality, or spirit, since it is the
expression of a particular group of people. Their culture, as reflected in their own unique world view, is inseparable from their
language.
(7) The pronunciation is worked on from the beginning. There is also a focus on the structures of the language, although explicit
grammar rules may never be supplied.
- Vocabulary is somewhat restricted at first.
- There is no fixed, linear, structural syllabus.
- All four skills are worked on from the beginning of the course.
(8) The students’ native language can be used to give instruction, when necessary, to help a student improve his or her pronunciation, for
instance. The native language is also used during the feedback sessions. More important, knowledge students already possess of
their native language can be exploited by the teacher of the target language.
(9) Although the teacher never does a formal test, he or she assesses student learning all the time. The teacher must be responsive to
immediate learning needs. The teacher’s silence frees him to attend to his students and to be aware of these needs. The teacher does
not praise or criticize student behavior since this would interfere with students’ developing their own criteria. The teacher looks for
steady progress, not perfection.
(10) Student errors are seen as a natural, indispensable part of the learning process.
(4) Typical - Sound-Color Chart
techniques - Teacher's Silence
- Peer Correction
- Rods
- Self-Correction Gestures
- Word Chart
 - Fidel Chart
- Structured Feedback
(5) Pros and Cons Pros:
- Teacher talks only when necessary + using gestures, blackboards, pointer... -> Students rely on each other and themselves.
- Learners are responsible for their learning -> Teacher is not the center of attention.
- Good with pronunciation.
- Variety of activities -> Make sure to learn not memorize.
- Illustrate the teaching method using L1 -> less confusion.
- Able to produce sentences with different combinations.
- Learners’ language errors and comments about the class are taken into consideration + Using learners’ previous knowledge -
>Teacher knows what to work on -> Purposeful learning and teaching what is needed.
- The skills of speaking, reading, and writing reinforce one another.
- Students learn at different rates -> Learning takes place in time.
Cons:
- Teachers silence towards errors may weaken confidence.
- Some may get confused -> Lack of confidence.
- No direct grammar instruction -> Limited grammar.
- The process of developing writing is a bit slow.
(6) Comment on ???
popularity

Desuggestopedia
1. Background - Originator: Georgi Lozanov - a Bulgarian psychiatrist and educator.
information - Historical development: "Humanistic approaches", developed in the 1970s. -> Desuggestopedia was called suggestopedia. ->
Helping the student to overcome the negative association.
- Use techniques to tap into mental reserves using suggestion in order to accelerate the learning process in more relaxed
environment.

2. Sample lesson ACTIVITY TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

Classroom Make sure the room is bright enough. Sit comfortable in their seat and simply observe the
setup- Set on classical Baroque music. environment
peripheral Show the slide of the script with new vocabs and
learning their synonyms or brief explanation.
First concert Give student instruction on the activity. Watch and listen to teacher act while reading the text. At the
& Second Read aloud and act through the text, intonation same time, skim through the text on the board.
 concert synchronize with the music. Put the text aside, listen to teacher reading the text again,
Read the text again with normal tone, speed recall the text.

Primary Give student instruction. Read the text aloud.

activation- Do the activity together with the student. Role play as the character. Re-tell the story in their own way.
Role play &
Creative
adaptation
3. Characteristics (1) To accelerate the process by which students learn to use another language for everyday communication.
(2) - The teacher is the authority in the classroom.
- In order for the method to be successful, the students must trust and respect the teacher.
(3) – The course is conducted in a classroom that is bright and cheerful. Posters displaying grammatical information are hung around the
room. The posters are changed every few weeks.
- Students select target language names and choose new occupations.
- The text students work from are handouts containing lengthy dialogues (as many as 800 words) in the target language, a
translation in the students’ native language
- The teacher presents the dialogue during two “concerts”. He or she reads the dialogue, matching his or her voice to the rhythm
and pitch of the music in the first concert. During the second concert, students listen calmly while the teacher reads the dialogue
at normal speed.
(4) The teacher initiates interactions with the whole group of students and with individuals right from the beginning of a language course.
Initially, the students can only respond nonverbally or with a few target language words they have practices. Later, the students have
more control of the target language and can respond more appropriately and even initiate interaction themselves.
(5) A great deal of attention is given to students’ feelings in this method. (??)
(6) Language is the first of two planes in the two-plane process of communication. The second plane are the factors which influence the
linguistic message. The culture which students learn concerns the everyday life of people who speak the language. The use of fine
arts is also important.
(7) Vocabulary is emphasized.
- Grammar is dealt with explicitly but minimally.
- Speaking communicatively is emphasized.
- Students also read in the target language and write it in.
(8) Native language translation is used to make the meaning of the dialogue clear. The teacher also uses the native language in class
when necessary. As the course proceeds, the teacher uses the native language less and less.
(9) Evaluation usually is conducted on students’ normal in-class performance and not through formal tests, which would threaten the
relaxed atmosphere considered essential for accelerated learning.
(10) Errors are corrected gently, with the teacher using a soft voice.
4. Typical - Classroom setup
techniques - First concert
- Second concert
- Primary activation
- Creative adaptation
 - Peripheral learning
- Positive suggestion
- Choose a new identify.
- Role-play
5. Pros and Cons Pros:
- Colorful and good usage of the classroom environment that provides learners with useful cultural and educational information.
- L1 is used -> less intimidation, no stress or confusion.
- Useful, purposeful and nonboring repetition.
- Teaching takes place in activities mostly and not direct -> There is a unity between conscious and subconscious, so learning is
enhanced.
- New identities that boost confidence.
- Continues positive reinforcement -> Less certain psychological barriers.
- Good translating skills from L1 to L2 and vice versa.
- Errors are corrected gently, not in a direct, confrontational manner.
Cons:
- Too much L1 usage -> L2 learning proses is very dependent on L1.
6. Comment on ???
popularity

Community Language Learning

1. Background - The founder figure of CLL was Charles Curran, an American Jesuit priest, whose work in Counselling Learning (a general
information learning approach based on Rogerian counselling ideas and practices) was applied to language learning.
- According to Curran, a counselor helps a client understand his or her own problems better by 'capturing the essence of the
client’s concern relating affect to cognition, in effect, understanding the client and responding in a detached yet considerate
manner.

2. Sample lesson ACTIVITY TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

Recording Move behind students Speak in their mother tongue

Student Translate into the target language Practice the translation
Conversation Help students speak Record when they feel ready

Transcription Write the conversation and its Focus on words being written up
translation on the board. Copy the conversation

Reflective Read the transcript aloud Close their eyes and listen
Listening Play the recording Silently mouth the words
 Human Repeat whatever students say Choose some words from the transcript to practice pronouncing.
Computer Only stop when students stop

Feedback Show an understanding response to Comment on how they feel about the language learning experience
students' comments
3. Characteristics (1) Want their students to learn how to use the target language communicatively. In addition, they want their students to learn about
their own learning, to take increasing responsibility for it, and to learn how to learn from one another.
(2) - The teacher’s initial role is primarily that of a counselor which means the teacher recognizes how threatening a new learning
situation can be for adult learners, so he skillfully understands and supports his students in their struggle to master the target
language.
- Initially, the learners are very dependent upon the teacher.
(3) – In the beginning of class, students typically have a conversation using their native language while the teacher helps them express
what they want to say in the target language. These chunks are recorded.
- According to Curran, there are six elements necessary for non-defensive learning: security, aggression, attention, reflection,
retention, discrimination.
(4) The nature of student-teacher interaction in CLL changes within the lesson and over time. Sometimes the students are assertive, as
when they are having a conversation. At these time, the teacher facilitates their ability to express themselves in the target language.
At other time, the teacher is very obviously in charge and providing direction. At all time initially, the teacher structures the class; at
later stages, the students may assume more responsibility for this. Building a relationship with and among students is very
important.
(5) One regular activity is inviting students to comment on how they feel. The teacher listens and responds to each comment carefully to
help them overcome negative feelings.
(6) Language is for communication. At the beginning of the process, the focus is on “sharing and belonging between persons through
the language tasks”. Then the focus shifts more to the target language which becomes the group’s individual and shared identity.
Culture is an integral part of language learning.
(7) Particular grammar points, pronunciation patterns, and vocabulary are worked with, based on the language the students have
generated. The most important skills are understanding and speaking the language at the beginning, with reinforcing through
reading and writing.
(8) Students’ security is initially enhanced by using their native language which can provide a bridge from the familiar to the unfamiliar.
(9) Whatever evaluation is conducted should be in keeping with the principles of the method. A teacher-made classroom test would
likely be more of an integrative test than a discrete-point one. It is likely that teachers would encourage their students to self-
evaluate-to look at their own learning and to become aware of their own progress.
(10) Teachers should work with what the learner has produced in a nonthreatening way.
4. Typical - Recording Student Conversation
techniques - Transcription
- Reflective Listening
- Human Computer
- Small Group Tasks
5. Pros and Cons Pros:
- No confusion when L1 is used initially.
 - Good relations between learners and teacher.
- Students decide what’s the concept of learning.
- Good communicators.
- Good pronunciation.
- Teamwork to enhance creativity.
Cons:
- Learned subjects are limited.
- Dependence on L1.
- Not usable for advanced level.
- Only translation and repetition -> No cognitive learning initially, especially grammar wise.
- Limited reading & listening skills.
- Time consuming and boring repetition.
6. Comment on ???
popularity

Total Physical Response

1. Background - TPR is based on the coordination of language and body movements, which mimics the process of babies learning
information

2. Sample lesson ACTIVITY TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

Modeling Give commands and performs the target language through Say nothing and just observe teacher's nonverbal
physical actions. actions

Dictating and Direct students using commands. Listen to teacher's commands and perform them
Commanding Speed up the commands, use funny ones, change the from their understanding.
order or combine them. React to more than fixed commands, therefore,
If students make mistake, correct them by repeat the create motivation.
command and perform the action again.
Revision and Emphasize the language by written language. Speak when they feel ready.
Speaking When students are confident, invite them to speak. Minor errors are expected.
activity Corrections should be carried out gently.

3. Characteristics (1) To reduce the stress people, feel when they are studying other languages and thereby encourage students to persist in their study
beyond a beginning level of proficiency.
(2) The teacher’s initial role is being the director of all student behavior. The students are imitators of her nonverbal model. At some
point, some students will be “ready to speak”. At that point, there will be a role reversal with individual students directing the teacher
and the other students.
 (3) The first phase of a lesson is one of modeling. The teacher issues commands to a few students, they performs the actions with them.
In the second phase, these same students demonstrate that they can understand the commands by performing them alone. The teacher
next recombines elements of the commands to have students develop flexibility in understanding unfamiliar utterances. After
learning to respond to some oral commands, the students learn to read and write them.
(4) The teacher interacts with the whole group of students and with individual students. The interaction is first characterized by the
teacher speaking and the students responding nonverbally and later vice versa. Students perform the actions together.
(5) One of the primary ways to reduce stress is to allow learners to speak when they are ready. Forcing them to speak before then will
only create anxiety. It is important that there not be too much modeling, but that students not be too rushed either.
(6) Just as with the acquisition of the native language, the oral modality is primary. Culture is the lifestyle of people who speak the
language natively.
(7) Vocabulary and grammatical structures are emphasized over other language areas. The spoken language is emphasized over written
language. Students often do not learn to read the commands they have already learned to perform until after 10 hours of instruction.
(8) TPR is usually introduced in the students’ native language. After the introduction rarely would the native language be used.
(9) Teachers will know immediately whether students understand by observing their students’ actions. Formal evaluations can be
conducted simply by commanding individual students to perform a series of actions.
(10) Teachers should be tolerant of them and only correct major errors. As students get more advanced, teachers can “fine tune” –
correct more minor errors.
4. Typical - Using Commands to
techniques - Direct Behavior
- Role Reversal
- Action sequence
5. Pros and Cons Pros:
- Easy to learn and fun.
- Useful for beginners and teenagers or kids.
- Not confusing.
- Tiring for the teacher.
- Rare L1 usage.
- Correct only major errors.
Cons:
- Limited word-knowledge because of the class’s modality.
- Not usable for Intermediate and advanced level especially for adults.
- No grammar structure whatsoever.
- No actual listening practice.
- No actual writing practices.
6. Comment on ???
popularity

Communicative Language Teaching

1. Background - There was a need in Europe to teach adults the major languages of the
information - European Common market.
- In 1971 a group of experts began to investigate the possibility of developing language courses.
- In 1972, D.A. Wilkins proposed a functional or communicative syllabus for language teaching.

2. Sample lesson ACTIVITY TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

Activities in the Distributes a handout. Tell feeling about the reporter's predictions.
target language Discuss with the student's feelings about predictions. Play cards game and make predictions.
Divides students into groups to play cards game.
Picture story Gives each group of students a strip story Work with partners to predict the next picture in
strip story strip

Role-play Establish situations Offering advice and answering Imagine playing a role
questions Perform their role-play in 10 minutes

3. Characteristics (1) To enable students to communicate in the target language.

(2) The teacher facilitates communication in the classroom by establishing situations likely to promote communication. During the
activities he or she acts as an advisor. At other times he or she might be a “co-communicator”. Students are, above all, communicators.
Since the teacher’s role is less dominant than in a teacher-centered method, students are seen as more responsible for their own
learning.
(3) The most obvious characteristic of CLT is that almost everything that is done is done with a communicative intent. According to
Morrow, activities that are truly communicative have three features in common: information gap; choice; feedback. Another
characteristic is the use of authentic materials. Finally, we noted that activities in CLT are often carried out by students in small
groups.
(4) The teacher may present some part of the lesson. At other times, he or she is the facilitator of the activities, but he or she does not
always himself or herself interact with the students. Sometimes the teacher is a co-communicator. Students interact a great deal with
one another.
(5) One of the basic assumptions of CLT is that by learning to communicate students will be more motivated to study another language
since they will feel they are learning to do something useful. Student security is enhanced by the many opportunities for cooperative
interactions with their fellow students and the teacher.
(6) Language is for communication. Culture is the everyday lifestyle of people who use the language.
 (7) Language functions might be emphasized over forms. Students work with language at the discourse or suprasentential level.
Students work on all four skills from the beginning.
(8) Judicious use of the students’ native language is permitted in CLT. However, whenever possible, the target language should be used
not only during communicative activities, but also for explaining the activities to the students or in assigning homework.
(9) A teacher evaluates not only his students’ accuracy, but also their fluency. The teacher can evaluate his students’ performance
informally in his role as advisor co-communicator. For more formal evaluation, a teacher is likely to use an integrative test which has a
real communicative function.
(10) The teacher may use the errors during fluency activities and return to them later with an accuracy-based activity.
4. Typical - Authentic Material
techniques - Language Games
- Picture Strip Story
- Scrambled Sentences
- Role-play
5. Pros and Cons Pros:
- Working on reading and communicating at the same time using comprehension -> different linguistic forms for a function.
- Teamwork
- Variety of activities and subjects -> Fun class.
- Very limited L1 usage
- Learners’ ideas are evaluated and appreciated.
- Learners are more active than the teacher.
Cons:
- No actual grammar practice.
6. Comment on ???
popularity

Task-based Language Teaching

1. Background - First development by N. Prabhu.
information - "Learn effectively when focusing on task > language they are using"
- First appearance in the vocational training practice of the 1950s
1. Sample lesson ACTIVITY TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

Pre-task Draw the columns and rows of a class Fill out the times and days.
preparation timetable on the whiteboard.
Provide some suggestions and ask students to
fill out the times and days

The Task Provide information and ask students fill out Work in groups, each student receives a schedule for one
the schedule. day.
Have the students copy the blank schedule Share information with each other to complete a full
schedule
Post-task Teacher collects each group's schedule and Students write their answer on the paper.
check

2. Characteristics (1) To facilitate students’ language learning by engaging them in a variety of tasks that have clear outcome.
(2) The teacher’s role is to choose tasks, based on an analysis of students’ needs, that are appropriate to the level of the students and to
create pre-task and task follow-up phases that are in line with the abilities and needs of the students. The teacher also monitors the
students’ performance. The role of students is to communicate with their peers to complete the task.
(3) A pre-task phase typically begins a task sequence. During this phase, a teacher can introduce the students to the language they will
need to complete the task. A post-task phase takes place to reinforce students’ learning or to address any problems that may have
arisen.
(4) The teacher is the input provider during the initial phase of the lesson. The teacher pays attention during the task, making notes of
language that should be focused on. Students often work closely together to help each other accomplish the task and to problem-
solve.
(5) Students are motivated by doing tasks that prepare them for the real world.
(6) Language is for communicating and for “doing”. Culture is not explicitly dealt with although certain tasks might have cultural focus.
(7) The meaning dimension of language is emphasized. Depending on the nature of the task, any of the four skills can be utilized.
(8) There is no explicit role for the students’ native language.
(9) The teacher constantly evaluates students in light of task outcomes and the language they use.
(10) Focus on form is essential to students’ learning. Error correction is done through recasts or modeling or by giving brief grammar
explanations.
3. Typical - Information- gap Task
techniques - Input - providing Tasks.
- Output - prompting Tasks.
- Opinion - gap Task
4. Pros and Cons Pros:
- Learners are highly motivated to participate in tasks and activities included in this approach.
- Learners must work together in groups which encourages them to cooperate.
 - They will also grow accustomed to producing meaningful interaction when working in groups.
- The approach also focuses on the previous knowledge and experience of learners.
- With this approach, learners can explore the new features of the language they are learning.
Cons:
- Performing tasks is not enough to develop communication skills completely and successfully.
- It may cause barriers in language learning due to the presence of fossilization.
5. Comment on ???
popularity

7. Comment on the possibility of combining/mixing which method(s) and which method(s) into one lesson to teach a language aspect or a language skill. Commented [NA4]: Help 😢
 TOPIC 6. LESSON PLANNING

1. What is a lesson plan? What are some key components of a lesson plan? Briefly describe each component.
- A lesson plan is a plan which gives the lesson a framework, an overall shape.

- Students & Setting: Descriptions of students’ age, knowledge background & characteristics; the class size, institution and how long the lesson takes

- Lesson backgrounds includes the previous lesson and the next lesson, which help teachers to prepare the coherent transitions for the present lesson.

- Materials & Sources: course books & test-books are used in the lessons

- Aims & Objectives: giống phía dưới

- Procedures: It consists of stages and estimated time for each stage, stage aims, teacher & students’ activity and also anticipated problems and solutions,
additional activities and homework to help students practice.

- References of exercises, video, audio used in each activity.

- Appendices: Teacher provides the exercises use in each activity and also the answer keys for them.

2. Distinguish between lesson aims and lesson objectives. Give an example to illustrate each.
- A lesson aim is a very general statement of what the overall goal is in a lesson – the intention behind the teaching.
- The lesson objective/objectives are the measurable stages that a learner will go through and need to achieve in order to achieve the overall goal. ->
prove the aim has been achieved.
- Eg: Topic lesson: Past simple

 Aims: To teach students past simple in English.

To teach students the past simple in reading, writing, speaking.

 Objectives: Students know the usage of past simple tense, past simple question, negative & positive forms.
S know to identify the past simple tense in reading test, and apply past simple negative & positive, question forms when they write or
speak to convey their own ideas, stories.

3. What are some types of lesson sequence/stages that can be used in a lesson plan?
- There are 4 lessons stages which are:
 warm-up: create a suitable atmostphere and introduce the topic.
 pre-teaching: introduce vocabulary related to the topic.
  While-teaching: introduce the theory, language skills; provides SS exercises to practice
 post teaching: apply skills in real-life situation.

4. What is the most challenging part of planning a lesson?

- Estimate time for each activity
- Choose the appropriate method
- Create the interesting activities for students
-

TOPIC 7. USING COURSEBOOKS

1. What is a coursebook? What are some reasons for using and not using a coursebook?
- a book for studying from, used regularly on a particular course of study
- Positive:

 Provide good teaching materials which is often attractively presented.

 Has been carefully research

 Has a consistent grammar syllabus as well as providing appropriate vocabulary exposure and practice, together with pronunciation work & writing task.

 Helps to save time

- Negative:

 Boring, stifling for both T & Ss

 Endanger the engagement which a student-centered classroom might otherwise create

 Make T & Ss get locked into the book

 Be lacking in variety

2. What are some main options for coursebook use?

- Omit: pick inappropriate parts in coursebooks and omit them. However, don’t overuse this method.

- Replace: change coursebook lessons with materials from outside coursebook.

 - Add: add theory, activities, exercises which extend the students’ engagement with the topic
- Adapt: partly omit (reduce), partly add, partly replace, rewrite, or reorder activities, exercises, etc.

3. What is the procedure for choosing a coursebook? What are some criteria for the selection of a coursebook?
- Procedure:
+ Analysis: Select areas that interest us, write short descriptions of how our ideal coursebook would deal with such areas, and use these descriptions to see whether
the books match up to them. We can turn those descriptions into questions that depend on the specific priorities of teachers
+ Piloting: Test the coursebook by making a sample lesson to assess its strengths and weaknesses
+ Consultation and the gathering of opinions from students and colleagues: Be aware of other teachers’ differing teaching situations or competing publisher,
author, or methodology loyalties
- Criteria:
+ Price and availability: How much does the coursebook cost? Are all components (coursebook, workbook, teacher’s guide, audio, etc.) available? Is this good
value for money? etc.
+ Add-ons and extras: Apart from a workbook, what other extras are offered with the course? What value should we place on the extras that are available?
+ Layout and design: Is the book attractive? Is its design appropriate for the students, and the teacher? Does it make it easy to follow?
+ Instructions: Are the instructions clear and unambiguous? Are they written in language that the students will understand? Can students use this coursebook to
work on their own?
+ Methodology: What kind of teaching and learning does the coursebook promote? Is there a good balance between study and activation?
+ Syllabus: Is the syllabus appropriate for the students? Does it cover the language areas that we would expect? Does the coursebook build in a feeling of
progress?
+ Language skills: Does the coursebook have an appropriate balance of skills? Are the skills activities likely to engage students? Are there possibilities for both
study and activation in the skills areas?
+ Topics: Does the book contain various topics? On balance, are the topics appropriate for the kind of students who will be using the coursebook? Are the topics
likely to engage the students?
+ Cultural appropriacy: Is the material appropriate for the cultural situation that the students are in? Do the texts contain insensitive material? Are the activities
appropriate for the learning culture?
+ Teacher’s guide: Does it explain things clearly? Does the coursebook have an accompanying teacher’s guide? Does it have all the answers that teachers and
students need?

TOPIC 8. TESTING

1. What are some different types of tests based on their intended purposes?
- Indirect test items: test the students’ knowledge of language construction
+ Multiple choice: Circle the correct answer and circle the best answer => easy to mark, attractive in terms of scorer reliability
+ Fill-in and cloze: Write a word to complete a sentence or a paragraph => Force students to produce a wide range of different words based on everything from
collocation to verb formation, etc.
+ Transformation: Give a sentence and ask students to produce an equivalent sentence using a given word, complete lines in a text using the correct form of a
given verb => Focus on word grammar, test the students’ underlying knowledge of grammar and vocabulary
- Direct test items: ask students to use language to do something with language
+ Reading and listening: Choose the best summary, reorder the pictures as they read or listen to a story => a blend of direct and indirect testing => test students’
global understanding
+ Writing: Write leaflets, write compositions, write “transactional letters” based on the information given => Expect students to include and refer to information
they are given
+ Speaking: Interview, discussion

2. What are some main criteria for a good test?

- Validity:
+ Content validity: A certain test is a good measure of a student’s reading ability
+ Face validity: Tests look like the real thing.

- Reliability:
+ Consistency: marking results are not affected by chance factors (different occasions of testing, different editions of the test, different rates scoring the test)
+ Subjectivity: The test should be designed to minimize the effect of individual marking styles
- Practicality: easy to design, administer, and score. The practical test should include a layout that is easy to follow and understand, appropriate time
constraints, and efficient marking procedure

3. Distinguish between direct and indirect test items. Give an example to illustrate each.
Indirect test
Discrete items: Test one element at a time
Measure the abilities that underlie the skills that teachers are interested
in
Focus on the correct use of certain grammatical points
Test the students’ knowledge of language
Be more closely related to study – the construction of language
Example: Transformation: Give a sentence and ask students to produce
an equivalent sentence using a given word, complete lines in a text
using the correct form of a given verb => Focus on word grammar
Direct test
Integrative items: Combine many elements in the completion of a task
Require students to perform precisely the skill that teachers wish to
measure
Ask students to use a variety of languages and skills
Include students’ products or performances from what they learned
Have more to do with activation
Example: Writing: Write leaflets, write compositions, write
“transactional letters” based on the information given => Expect
students to include and refer to information they are given

4. Distinguish between discrete test items and integrative test items. Give an example to illustrate each.
- Discrete test items: Indirect test items
- Integrative test items: Direct test items
=> Giống câu 3
 5. Distinguish between holistic and analytical marking scales. Give an example to illustrate each.
 Holistic marking scale: Give an overall score, based on teachers’ experience of the level teachers are teaching and on reaction to what teachers read. =>
Highly subjective phenomenon
+ Example: When marking writing:
4 points 3 points 2 points 1 point

 the main idea was
clearly stated
 the essay was well
organized
 the choice of words
was good
 very few minor
grammatical errors
 the main idea was fairly
clear
 the essay was moderately
well organized
 the vocabulary was good
 some minor grammatical
errors
 the main idea was  the main idea was hard to
indicated, but not clearly identify
 the essay was not so well  the essay was poorly organized
organized
 the vocabulary was weak
 the vocabulary choice was
fair  many grammatical errors
 some major grammatical
errors

 Analytical marking scale: Divide the available marks between different criteria => Time-consuming
+ Example: When marking writing
Content Organization Vocabulary Grammar Coherence & Cohesion

 4 points:  4 points: well  4 points: very  4 points: almost no  4 points: sentences

interesting organized effective choice errors logically combined
ideas were of words
stated clearly  3 points: fairly  3 points: few minor  3 points: sentences
well organized  3 points: errors fairly logically
 3 points: effective choice combined
interesting  2 points: loosely of words  2 points: some errors
ideas were organized  2 points: sentences
 2 points: fairly  1 point: many errors poorly combined
stated fairly  1 point: ideas
clearly good vocabulary
disconnected  1 point: many
 2 points: ideas  1 point: limited unfinished sentences
somewhat vocabulary range
 unclear of vocabulary
 1 point: ideas
not clear

6. What is the procedure for designing a test?

- Determining:
+ The purpose: To see how well the students have learned through the course
+ The population: Who does this test? At which level? In which course?
+ The content: Which skill/ area of language? Does it have restrictions?
+ Time allotted
- Planning: Format, Items (Direct or Indirect Test)
- Writing
- Reviewing: Show the test to other testers, administer the test to a group of students of the same level

7. Distinguish between testing and assessment. Give an example to illustrate each.

Testing: Achievement test and Progress Test Assessment
At the end of a semester, term or course Periodically or at a predetermined interval
A “thing” or “product” that measures a particular behavior or set of All student's performances in tests, assignments, projects and other
objectives educational activities
Example: Multiple choice questions, oral interview based on a Example: Assessment includes all mid-term examination, final
question script, and a checklist of expected responses examination, activities, tasks, etc.