INTERNATIONAL AMERICAN SYSTEM

A PRESTIGIOUS QUALITY TRAINING SYSTEM

PROCEDURE
HANDBOOK
2024
ACTIVITY: GAP FILLING
TEACHER: ANNA

1. DEFINITION
A gap-fill is a practice exercise in which learners have to replace words missing from a text.
These words are chosen and removed in order to practise a specific language point.
2. WHEN TO USE
Gap-fill is used during While-Reading or While-Listening, because it’s used to teach students
to look for specific information.
3. DESIGN

4. PROCEDURE
Ste
To do Timing
p
- Ss read the statements in the exercise and underline keywords
1 3’
- Ss decide what type of word/ information will go in each gap
- Ss scan the text for the keywords, or paraphrases of the keywords, to
2 locate where the missing words are 5’
- Ss write the missing words in the gaps
- Ss explain their answers. T checks answers with class and provide correct
3 4’
explanantion
ACTIVITY: MATCHING HEADING
TEACHER: MS NANEE

1. DEFINITION
Matching headings activities are asked to match a list of headings to paragraphs or sections
of a reading text to help students assess reading comprehension
2. WHEN TO USE
During Post-Reading or Post-Listening
3. DESIGN

4. PROCEDURE
Step To do Timing
1 - Ss skim the passage to understand the main ideas 4’
2 - Ss read headings and underline keywords 3’
- Ss match headings question
3 - Ss explain their answers
5’
4 - Check in pairs and then get class feedback 3’
ACTIVITY: SUMMARIZING
TEACHER: CINDY

1. DEFINITION
Summary activities are tasks that a teacher assigns to help students develop their
summarizing skills, showing their understanding of texts and how to explain them in their
own words.

2. WHEN TO USE
During Post-Reading or Post-Listening, as spoken or written text.

3. DESIGN
Summarize the given text using the following table.

4. PROCEDURE
Ste
To do Timing
p
- Ss read a table/ flow chart/ mind map that highlights the key points of
1 the text/ audio. 4’
- T explains key words.
2 - T uses the table to summarize the text/ audio. This acts as a model. 3’
3 - Ss practices summarizing in pairs. 5’
 - One or two Ss demonstrate in front of class.
4 3’
- T encourages peer feedback.

ACTIVITY: KEY WORDS

TEACHER: DANIEL

1. DEFINITION
Key word teaching activities are tasks that educators assign to assist students in developing
their understanding and usage of specific vocabulary terms. These activities aim to enhance
students' comprehension of key concepts and their ability to express them effectively in
their own words.
2. WHEN TO USE
During Pre-Reading or Pre-Listening

3. DESIGN
-Show pictures with definition

-Hidden picture game

-Check spelling

4. PROCEDURE
Ste
To do Timing
p
1 Introduce the new words using pictures. 4’
2 Teaching spelling and drill 5’
 3 Play hidden picture games 3’
4 Check spelling with pictures 3’

ACTIVITY: ordering pictures

TEACHER: Tracy
1. DEFINITION
Ordering pictures is an activity in which students need to put the pictures into the correct
order according to the lesson content. Using pictionary method helps Students be able to
understand the flow of the ideas easily from that can figure the plotline or dramatic
structure.
2. WHEN TO USE
During pre - reading, while - reading, or pre - listening , while - listening , as spoken or
written text.
3. DESIGN F2F pre - intermediate Unit 11C p. 88

4. PROCEDURE
Ste
To do Timing
p
1 Match the words with pictures 2’
2 Put sentences using the given words (picture description) 3’
3 Don’t read the article yet, guessing what happen in the story 1’
4 Read the text under line the main events 5’
5 Choose the picture that fits with the event 2’
 6 Check and explain the sequence 2’
Total 15’

ACTIVITY: TRUE OR FALSE

TEACHER: Olivia
1. DEFINITION
True-false activities are tasks that a teacher assigns to help students assess their ability to
determine whether a statement is correct.
2. WHEN TO USE
During While-reading or While-listening, as spoken or written text.
3. DESIGN

4. PROCEDURE
Step To do Timing
- Introduce the topic that students will read “An adventure book of
1 1’
Anthony Horowitz”
2 - Give students keywords -> drill 4’
3 - Read aloud each sentence of True or False part 2’
4 - Guess whether each sentence is True or False 3’
 5 - Read the text and choose the best answer 3’
6 - Check the answer with the teacher 2’
- Read again to find out the idea that helps students know the
7 4’
answer
- Summarize the text -> present it in front of the class (may work in
8 5’
pairs or groups of 3)

ACTIVITY: MULTIPLE CHOICE

TEACHER: MS. KITA
I. DEFINITION:

- Mutiple choice is a form of assessment in which respondents are asked to select the
best possible answer out of the choices from a list

- If guessing an answer, there’s usually a 25 percent chance of getting it correct on a 4

answer choice question.

II. WHEN TO USE:

- During while reading/ listening or post reading/ listening

III. DESIGN:

IV. PROCEDURE:

STEP TO DO TIMING
1 Read the question/ sentence and cover all the 3
choices.
2 Underline/ highlight the keywords from the 3
questions/sentences.
 3 Carefully read the text and find information in 4
the text to support the answers.
4 Read each option one by one and cross out the 3
ones that are incorrect
5 Check and give students feedback 2

ACTIVITY: QUESTION AND ANSWER

TEACHER: KATHERINE
1. DEFINITION
Question and answer activities are tasks that a teacher assigns to help students develop
their critical thinking skills in reading and listening.
2. WHEN TO USE
At any stages of the lesson in the form of spoken or written text.
3. DESIGN

4. PROCEDURE
Ste
To do Timing
p
- Ss read questions and underline keywords
1 5’
- T explains key words.
- Ss read and answer questions in groups
2 7’
(Group A: Ariau Amazon towers/ Group B: Jules’ undersea lodge)
 - Ss ask and answer in pairs.
3 8’
( 1A pairs with 1B)
- T asks questions to individual students and elicits feedbacks from whole
class
4 OR 5’
- T asks students to write answers on board and feedbacks on them with
whole class

ACTIVITY: Dictogloss
TEACHER: PETER
1. DEFINITION
Dictogloss is a classroom dictation activity where learners are required to reconstruct a
short text by listening and noting down key words, which are then used as a base for
reconstruction
2. WHEN TO USE
During Post-Reading or Post-Listening, as spoken or written text.
3. DESIGN

Preparing a short story in a familiar topic

4. PROCEDURE
Ste
To do Timing
p
1 -T reads the text in a low speed . Ss listen and take notes 5’
2 - T repeats the reading. Ss check their notes 10’
3 - Ss work in pairs and share their notes 15’
4 - T reads the text a final time at normal speed 15’
 - Ss make groups of four to produce a final written version of
text. Ss try get close to the original
- T Check and correct their answers

ACTIVITY: PICTURE
TEACHER: TINA
I.Pictures

1, Definition:

The use of images in the classroom is a pedagogical strategy

aimed at engaging students. Pictures are essential when it comes to engaging
students who are learning a new language at any level, and they can be
successful study aids during lessons. In the realm of education, a picture is a
powerful tool that transcends mere visual representation. When students
engage with pictures, they learn to:

Observe: Describe what they see in an image.

Interpret: Understand the deeper meaning conveyed by the visuals.

Connect: Relate images to the author’s message or context.

2, When to use:

During Pre-Reading or While-Reading.

3. Design

4. Procedure: “PICTURES”

Skill: Speaking

Main function: Pre-speaking + While

speaking activities

Procedure:

Step 1: Look at the given pictures.

Step 2: Scanning some basic data along with the image's content or language
definitions.

Step 3: Write down the description of the picture and guess the themes of the
topic.

+ on the board, notebook …

Step 4: Answer some questions relate to this picture

+ whole class, group, pair, or individual.

Step 5: The examples or sentences are created by the teacher / Samples.

+ Work in pairs, or groups…

Step 6: Check and present the information individually.

Step 7: Give feedback and review.