LET'S WORK

TOGETHER
nguyenthithuthuy@hpu2.edu.vn www.hpu2.edu.vn
 TỔ CHỨC DẠY HỌC TIẾNG ANH
Ở TRƯỜNG THCS/THPT

nguyenthithuthuy@hpu2.edu.vn www.hpu2.edu.vn
INSTRUCTIONAL STRATEGIES

LESSON INSTRUCTIONAL
SEQUENCE STRATEGIES
CLASSROOM MANAGEMENT

Why? - Disruptive behaviors

- Noise
- Chaos
CLASSROOM MANAGEMENT

Why? - Disruptive behaviors

- Noise
- Chaos
 CLASSROOM MANAGEMENT

“Discipline is helping a child solve a problem.

Punishment is making a child suffer for having a problem.
To raise problem solvers, focus on solutions not retribution”
L.R.Knost
 CLASSROOM MANAGEMENT

•Create an organized and functional environment for the teacher and students
•Establish opportunities for academic learning and personal growth
•Reduce bad classroom behavior and other disruptions
•Be time-efficient and ensure learning time is always prioritized
•Make sure students are focused, motivated, and productive
•Promote an inclusive environment that caters for all ability levels.
 CLASSROOM MANAGEMENT
1. Clearly articulated expectations to students,
acknowledge appropriate behaviors and correct
inappropriate behavior ( balance model)
What to
consider?
 CLASSROOM MANAGEMENT
1. Clearly articulated expectations to students,
acknowledge appropriate behaviors and correct
inappropriate behavior (balance model).
2. Establish expectation (rules, routine).
What to
consider? Rules must be
security & Positive &
safety achievable
fair
implementable
clear
Social and life achievable consequences
skill = warnings &
result
Who set the rule?
 CLASSROOM MANAGEMENT
1. Clearly articulated expectations to students,
acknowledge appropriate behaviors and correct
inappropriate behavior (balance model).
2. Establish expectation (rules, routine).
What to
consider? Let’s try & use our
Don’t shout out
quiet voice
Don’t interrupt Let’s try & listen to
each other
No talking Let’s try & be quiet
 CLASSROOM MANAGEMENT
1. Clearly articulated expectations to students,
acknowledge appropriate behaviors and correct
inappropriate behavior (balance model).
2. Establish expectation (rules, routine).
3. Provide proper instructions
What to Video 1:
consider? https://www.youtube.com/watch?v=E6RFsHAY_Go
Video 2:
https://www.youtube.com/watch?v=wjcI3J65Nao
1st video:
- T speaks too fast
- - T didn't seperate the steps clearly
- - T didn't check students' understanding
- - T didn't use body language to support his instructions

2nd video
- T speaks in suitable pace
- T lists out steps by steps what to do with the help of body
language
- T check understanding by asking A to raise hands
 CLASSROOM MANAGEMENT
Provide proper instruction
Video 1:
Video 2:

What to
consider?
 CLASSROOM MANAGEMENT

Provide proper instruction

Video 1: too fast, unorganized, confusing, badly

What to explained, messy, unclear, complicated …
consider?
Video 2: moderate speed, logical, organized, well-
explained/ checked, clear, short, simple …
 CLASSROOM MANAGEMENT
1. Clearly articulated expectations to students,
acknowledge appropriate behaviors and correct
inappropriate behavior (balance model).
2. Establish expectation (rules, routine).
3. Provide proper instructions
What to
consider?
Step-by-step

Say-do-check

Demonstration
 CLASSROOM MANAGEMENT
T: Sit opposite your partner (sit face to face), please. (rephase)
Wait while they move. Check whether they sit face to face.
Step-by-step T: I will give each of you a picture. Some of you are A (Show the
handout and gesture to letter A on the handouts). Some of you are B.
Say-do-check Don’t show your paper to anyone (mime hiding)
Demonstration Distribute the handout. Check: Do you show your picture to your
partner? Are you A or B? Who is A? Raise your hand.
T: Some things in picture A are different from picture B. Describe your
picture. When you find something different, draw it. (mime).
Check: What do you do now? Do you describe the picture? What do
you do when you find something different?
 CLASSROOM MANAGEMENT

1. Clearly articulated expectations to students,

acknowledge appropriate behaviors and correct
What to inappropriate behavior (balance model).
2. Establish expectation (rules, routine).
consider? 3. Provide relevant, simple, clear instructions
4. Use appropriate language
5. Use eliciting techniques and concept check
questions
 LESSON PROCEDURES AND THEIR STAGES

1. Activity with a task and discussion of the task 1.

→ activity to focus on language use in the task

2. Lead in → pre-teach key vocabulary → Gist 2.

task → detailed comprehension task → follow
up productive activity
 LESSON PROCEDURES AND THEIR STAGES

1. Activity with a task and discussion of the task 1. Task-based learning

→ activity to focus on language use in the task

2. Lead in → pre-teach key vocabulary → Gist 2. Skill-based lesson/

task → detailed comprehension task → follow 3-stages: pre-while-
up productive activity post
 LESSON PROCEDURES AND THEIR STAGES

3. Activity with a task to see if students can use

a particular structure → the teacher present the 3.
new language to the students → students do
another task using new language

4. The teacher presents the language in context

→ controlled practice activities → Less 4.
controlled → Freer practice
 LESSON PROCEDURES AND THEIR STAGES

3. Activity with a task to see if students can use

a particular structure → the teacher present the 3. Test – Teach - Test
new language to the students → students do
another task using new language

4. The teacher presents the language in context 4. PPP

→ controlled practice activities → Less
controlled → Freer practice
KEY ISSUES

How to organize
learning activities?
ORGANIZING ACTIVITIES IN ENGLISH CLASSROOMS
 WHAT TO CONSIDER?

- Different types of lessons

- Different sequences of a lessons
- Different types of activities
 WHAT TO CONSIDER?

- Different types of lessons:

Teaching new language items
Teaching skill
Teaching integrated skills
Revision
 WHAT TO CONSIDER?

- Different types of lessons*

- Different sequences of a lessons
- Different types of activities
 LESSON PROCEDURES AND THEIR STAGES

Lead-in/warm-up

PPP is used for:

Presentation NEW GRAMMAR LESSON

NEW VOCABULARY LESSON
NEW PRONUNICATION LESSON

Practice (controlled activity)

Production (Free/Communicative activity)

LESSON PROCEDURES AND THEIR STAGES

Lead-in/warm-up
Task-based is used for:

NEW GRAMMAR LESSON

NEW VOCABULARY LESSON
Task NEW PRONUNICATION LESSON

Language focus
(Presentation + Practice)
LESSON PROCEDURES AND THEIR STAGES

Lead-in/warm-up

Content 1 Structural sequence

Content 2

Content 3
LESSON PROCEDURES AND THEIR STAGES

Lead-in/warm-up

Structural sequence
Vocabulary

Grammar

Pronunciation
LESSON PROCEDURES AND THEIR STAGES

Lead-in/warm-up

Skilled based
Pre

While

Post
LESSON PROCEDURES AND THEIR STAGES

Lead-in/warm-up

Integrated skills
Skill 1

Skill 2

Skill 3
LESSON PROCEDURES AND THEIR STAGES

Lead-in/warm-up

Integrated skills

Reading skill

Speaking skill
LESSON PROCEDURES AND THEIR STAGES

Lead-in/warm-up

Integrated skills

Listening skill

Writing skill
ORGANIZING ACTIVITIES IN ENGLISH CLASSROOMS

- Different types of lessons*

- Different sequences of a lessons*
- Different types of activities
 LESSON PROCEDURES AND THEIR STAGES
How to introduce the lesson?

Warm-up Lead-in

- It’s an activity at the start of the class to warm up the learners.

- It is recommended that the warm- up is related to the topic
studied during that class.
 LESSON PROCEDURES AND THEIR STAGES
How to introduce the lesson?

Warm-up

- Short, simple
- Dynamic
- Involve as many students as possible
- Motivate students
- Based on students’ prior knowledge
- Get students to identify what they are going to learn
LESSON PROCEDURES AND THEIR STAGES
LESSON PROCEDURES AND THEIR STAGES
 LESSON PROCEDURES AND THEIR STAGES
How do we present new language items?

Presentation

- Teacher introduces a situation and presents the target language

- There is aural exposure and teacher modelling
 PRESENTING VOCABULARY

T: Get students to notice the word (from context: dialogue, sentence, ….)
T: write motorcycle on the board and say Motorcycle
T: say the words again and ask Ss to repeat (several times)
T: Introduce meaning (by using picture)
T: Make sentence with the word
T: Get students to copy the word Illustration (useful for concrete words and
visual learners): pictures, real objects, mime
 Context /example
 Synonyms and/ or antonyms
 Definition
 Combining different techniques
 Translation
PRESENTING VOCABULARY

Birthday

Illustration (useful for concrete words and

visual learners): pictures, real objects, mime
 Context /example
 Synonyms and/ or antonyms
 Definition
 Combining different techniques
 Translation
 PRESENTING GRAMMAR
https://www.youtube.com/watch?v=PXEH_SeXdiU

T: Get students to notice the grammar item (from context: dialogue, sentence, ….)

T: Presenting form
T: Presenting meaning
Inductively
•Introduce the topic more
Deductively
•Use the visuals to engage the learner
•Encourage meaningful response to texts
and contexts
•Use sentences from a text to clarify the
grammar
•Elicit rules/ meaning (don’t explain)
•Allow some personalized practice
•Provide useful vocabulary
 LESSON PROCEDURES AND THEIR STAGES
How do we present new language items?

Some tips:
- Reduce T’s talking time and encourage learner-centered instructions
- Choose the vocabulary and grammar structures necessary for your students to
succeed.
- Don’t introduce vocabulary and grammar that won’t be used during the lesson.
- Try not to introduce lots of words.
LESSON PROCEDURES AND THEIR STAGES
How do we present new language items?

1.Hướng dẫn, chuyển giao nhiệm vụ

2. Tổ chức cho hs thực hiện nhiệm vụ

3. Học sinh báo cáo/trình bày kết quả

4. Nhận xét, đánh giá,thảo luận

……….

(Công văn 5512)

 LESSON PROCEDURES AND THEIR STAGES
How do we get students to practice new language items?

Present: meaning,
spelling, pronunciation
T: Get students to notice the word (from context: dialogue, sentence, ….)
T: write motorcycle on the board and say Motorcycle
T: say the words again and ask Ss to repeat (several times)
T: Introduce meaning (by using picture)
T: Make sentence with the word
T: Get students to copy the word Practice: meaning,
spelling, pronunciation
T: Get students to practice with meaning. (Ss match words denoting
means of transport with pictures)
T: Get students to practice with pronunciation (slap the board)
T: Get students to practice with spelling (jumbled words)
 ACTIVITIES

Tasks Exercises

Communicative activities Controlled activities

Authentic activities Restricted activities
 LESSON PROCEDURES AND THEIR STAGES

How do we get students to practice new language items?

Practice

- Controlled activities = exercises

- Focus on the aspects of the language items presented
- Predictable answers
 ACTIVITIES
Tasks Exercises
1 Controlled activities
Communicative activities
Restricted activities
Authentic activities
 ACTIVITIES
Tasks Exercises

Controlled activities
Communicative activities 2 Restricted activities
Authentic activities
 ACTIVITIES
Tasks Exercises
3 Controlled activities
Communicative activities
Restricted activities
Authentic activities
 ACTIVITIES
Tasks Exercises
4 Controlled activities
Communicative activities
Restricted activities
Authentic activities
 ACTIVITIES
Tasks Exercises
5 Controlled activities
Communicative activities
Restricted activities
Authentic activities
 ACTIVITIES
Tasks Exercises

Controlled activities
Communicative activities
Restricted activities
Authentic activities

6
 ACTIVITIES
Tasks Exercises
7 Controlled activities
Communicative activities
Restricted activities
Authentic activities
LESSON PROCEDURES AND THEIR STAGES

Drills
(repetition/substitution…)

8
LESSON PROCEDURES AND THEIR STAGES

Information gap (controlled activity)

9
 LESSON PROCEDURES AND THEIR STAGES
How do we get students to practice new language items?

- Matching
- Gap-filling
Forms of exercise
- Multiple choices
- Jumbled words
- Odd one out
- ….
 LESSON PROCEDURES AND THEIR STAGES
How do we get students to practice new language items?

• Focus on certain items of language Features

(controlled)
• Focus on accuracy
• The answer is predicable
 LESSON PROCEDURES AND THEIR STAGES
How do we get students to practice new language items?

1.Hướng dẫn, chuyển giao nhiệm vụ

2. Tổ chức cho hs thực hiện nhiệm vụ

3. Học sinh báo cáo/trình bày kết quả

4. Nhận xét, đánh giá,thảo luận

……….

(Công văn 5512)

 LESSON PROCEDURES AND THEIR STAGES

Some ways to organize activities in Production stage

Production

Tasks
Discussion
Roleplay
Think-pair-share
LESSON PROCEDURES AND THEIR STAGES

Problem-solving
Discussion
LESSON PROCEDURES AND THEIR STAGES

Picture differentiation
LESSON PROCEDURES AND THEIR STAGES
Problem-solving
Discussion
LESSON PROCEDURES AND THEIR STAGES

Role play
 LESSON PROCEDURES AND THEIR STAGES

Some ways to organize activities in Production stage

Role play
LESSON PROCEDURES AND THEIR STAGES

Is it role play?
 LESSON PROCEDURES AND THEIR STAGES

Some ways to organize activities in Production stage

Work in pairs. Make a conversation: One

students tell an event from his/her last
summer. The other reacts to the story.
 LESSON PROCEDURES AND THEIR STAGES

Some ways to organize activities in Production stage

Think pair share

Think about the types of food your family

members like to eat. Share with your
friends.
 LESSON PROCEDURES AND THEIR STAGES

Some ways to organize activities in Production stage

Tasks

- real life-context based (authentic task)

- focus on fluency (Focus on communicate meaning)
- various answers (ss use their own language resources)
 LESSON PROCEDURES AND THEIR STAGES

Lead-in/warm-up
PPP
1. Warm-up
2. Presentation (teaching
Presentation new language)
3. Practice
3.1. Exercise 1 =Activity 1
Practice (controlled activity) 3.2. Exercise 2 = Activity 2
…
4. Production
4.1. Task 1 = Activity 3
Production (Free/Communicative activity) 4.2. Task 2 = Activity 4
……
 TEACHING VOCABULARY Presenting new
vocabulary items
T: Get students to notice the word (from context: dialogue, sentence, ….)
T: write motorcycle on the board and say Motorcycle
T: say the words again and ask Ss to repeat (several times)
T: Introduce meaning (by using picture)
T: Make sentence with the word
Controlled Practice
T: Get students to copy the word

T: Get students to practice with meaning. (Ss match words denoting means of
transport with pictures)
T: Get students to practice with pronunciation (slap the board)
Free practice
T: Get students to practice with spelling (jumbled words) (Production)

T: Get students to use the vocabulary (Ss look at the list of means of transport and
decide which their families have, then report to the class. T can ask some related
questions: is it big? What color is it? Is it fast?) → CLT → produce language →
task
 TEACHING GRAMMAR

T: Use context (conversation…) to: Presenting new

GRAMMAR items
Present form of “can” (inductive or deductive)
Present meaning of “can” (inductive/ deductive) Controlled Practice

T: Get students to do exercises to identify meaning of “can”. (matching,

multiple choice, Gap-filling …)
The exercise is too difficult. I can’t do it (ability/ possibility/ permission)
I can’t come early. (ability/ possibility/ permission)
T: Get students to do exercises to recognize form of “can” (gap filling,
substitution, reordering)
Free practice
question/ answer/he/ the/can
(Production)

T: Get students to talk about ability of their family members → CLT → produce
language → task
 LESSON PROCEDURES AND THEIR STAGES

Lead-in/warm-up
Task-based procedure is used for:

NEW GRAMMAR LESSON

NEW VOCABULARY LESSON
Task NEW PRONUNICATION LESSON

Language focus:
Presentation + controlled
activity
 LESSON PROCEDURES AND THEIR STAGES

Task-based learning procedure

Lead-in/warm-up
1.Warm-up
2.Task =activity
3.Teaching new language
4.Practice
Task = “production”
4.1. Exercise 1 =activity
4.2. Exercise 2
4.3. Exercise 3
Language focus
(Presentation + controlled
activity)
LESSON PROCEDURES AND THEIR STAGES

Task-based procedure
1.Warm-up
2.Task
3.Teaching new language
4.Practice
4.1. Exercise 1
4.2. Exercise 2
4.3. Exercise 3
 LESSON PROCEDURES AND THEIR STAGES

Skill lesson
Lead-in/warm-up 1. Warm-up
2. Pre-stage
Activity 2.1: Contextualization
Pre-reading/ listening
Activity 2.2: Teaching vocabulary
3. While-stage
While-reading/ listening Activity 3.1: Practice reading/listening skill
Activity 3.2: Practice reading/listening skill
4. Post-stage (speaking or writing
Post-reading-listening Activity 4.1
Activity 4.2 Reading and
listening
 LESSON PROCEDURES AND THEIR STAGES

Lead-in/warm-up
1.Warm-up
2.Pre-writing/speaking
Pre-writing/speaking 3.While writing/speaking
3.1. Structured output
3.2. Communicative output
While writing/speaking 4. Post-writing/speaking
(feedback)
Post-writing/speaking Writing and
speaking
LESSON PROCEDURES AND THEIR STAGES

Which sequence should be used?

Pre-While-Post

1. Warm-up:
2. Pre-speaking:
Activity 1
Activity 2
3.While-speaking
Activity 3 (controlled) = restricted/
structured outputs
Activity 4: (less controlled) – designed by T
4. Post-speaking
Feedback, discussion, language focus
 LESSON PROCEDURES AND THEIR STAGES

Lead-in/warm-up
Skill lesson
1. Warm-up
2. Preparation-stage
Activity 2.1:
Preparation Activity 2.2:
3. Structured-output stage
Activity 3.1:
Structure output Activity 3.2:
4. Communicative out-put stage =
task
Activity 4.1
Communicative output
Activity 4.2 Writing and
speaking
 LESSON PROCEDURES AND THEIR STAGES
Lead-in/warm-up
Preparation
Structured/restricted output
Communicative/authentic output
2. Preparation stage
Activity 2.1: Read the postcard and answer
the questions
1.Who is the writer?
2.Who is the receiver?
3.Is there any greeting?
4.Where is the writer staying?
5.What does she do there?
6.What is she going to do?
7.How does the writer end the postcard?
 LESSON PROCEDURES AND THEIR STAGES

Lead-in/warm-up

2. Preparation stage
Preparation Activity 2.2: Matching

Structured/restricted output

Communicative/authentic output
 LESSON PROCEDURES AND THEIR STAGES
3. Structured output stage
Structured/restricted output Activity 3.1: Reorder and write

Communicative/authentic output
 LESSON PROCEDURES AND THEIR STAGES

Structured/restricted output 3. Structured output stage

Activity 3.2: Guided writing

Imagine you are on a holiday. Decide on where you are

staying and answer the following questions
- What do you do there?
- What are you going to do tomorrow/ next week?
- Where are you staying?
 LESSON PROCEDURES AND THEIR STAGES
Structured/restricted output

Communicative/authentic output 4. Communicative output

Imagine you are on a holiday. Send a postcard to

an English-friend. In the postcard, you should say
where you are, what you do everyday, what they
are doing tomorrow/next week… and you should
sign off informally.
LESSON PROCEDURES AND THEIR STAGES

Lead-in/warm-up Structural sequence

1. Warm-up
2. Past-simple
Past simple Activity 2.1:
Activity 2.2:
3. Present simple
Activity 3.1:
Present simple Activity 3.2:
4. Present perfect
Activity 4.1
Activity 4.2
Present perfect
LESSON PROCEDURES AND THEIR STAGES

Lead-in/warm-up
Integrated skill
1. Warm-up
Vocabulary 2. Reading
Activity 2.1:
Activity 2.2:
3. Speaking
Reading Activity 3.1
Activity 3.2

Writing
PPP?
Warm-up:
Presentation: 1+2
Practice: Activity 3 (grammar) + Activity 4
(vocab)
Production: Activity 5 (vocab)
(Bài làm của học viên)
Would you use this lesson to introduce the unit or to teach
students new language?
Warm-up (1) – Presentation (2) –practice (3) – production (4)
(1) The teacher presents the language in context
[2] Controlled practice activities
[3] Free practice = production
LESSON PROCEDURES AND THEIR STAGES

Warm-up
Stage 1: Presentation:
Activity 1.1: Listen and read
Activity 1.2: Tick T/F
Activity 1.3: Present new vocabulary
and grammar
Get students to notice target
language:
+ Nouns denoting school things
+ Simple present tense
What to present?
+ Nouns denoting school things
+ Simple present tense
LESSON PROCEDURES AND THEIR STAGES

Stage 2: Practice
Activity 2.1. Vocabulary
Activity 2.2. Grammar
LESSON PROCEDURES AND THEIR STAGES

Stage 3: Production
+ Nouns denoting school things x
+ Simple present tense

→ Write the name of the things

they see and Talk about their
favorite school things
LESSON PROCEDURES AND THEIR STAGES

What sequence should be used?

PPP
Warm-up
presentation: Activity 1
Practice: Activity 2+3
Production: Activity 4
(Bài làm của hv)
LESSON PROCEDURES AND THEIR STAGES
If PPP:
1/ Warm-up
2/ Presentation:
2.1. Presenting vocabulary
2.2. Presenting pronunciation
3/ Practice
3.1. Vocabulary practice
Activity 1
Activity 2
Activity 3
3.2. Pronunciation practice
Activity 4
4/ Production =Task
4.1. Vocabulary application
4.2. Pronunciation application
LESSON PROCEDURES AND THEIR STAGES

Structural sequence
Warm-up
1. Vocabulary
Activity 1
Activity 2
Activity 3
2. Pronunciation
Activity 4
Activity 5
LESSON PROCEDURES AND THEIR STAGES

What sequence should be

used?
PPP or Skill-based?
LESSON PROCEDURES AND THEIR STAGES
I am going to use procedure: PPP (Bài làm
của HV)

Warm-up: Show pictures of three subjects

that will be mentioned in the
reading below.
Presentation: activity 1: Read quickly the
three passages.
Purpose: to grasp the content of the lesson
and underline some new
vocabulary
Practice: Activity 2: Read again and complete
sentence.
Purpose: Master the content of the lesson,
guess the meaning of some
new words. You can ask her if you can’t guess

Production: Activity 3: Answer the question

Purpose: Understand carefully the content of
passages and practice
reading skills
LESSON PROCEDURES AND THEIR STAGES
What sequence should be
used?
If Skill-based:
1. Warm-up:
2. Pre-Reading
3. While-Reading
Act 1
Act 2
Act 3
4. Pre-speaking
Act 4
5. While-speaking = post reading
Discussion
6. Post-Reading and speaking
LESSON PROCEDURES AND THEIR STAGES

What sequence should be

used?
Integrated skills:
1. Reading
Activity 1:
Activity 2:
Activity 3:
2. Speaking
Activity 4
Activity 5
LESSON PROCEDURES AND THEIR STAGES
Which sequence should be used?
If PPP:
I. Presentation
1. Pronunciation
2. Vocabulary
3. Grammar
II. Practice
1. Pronunciation
2. Vocabulary
3. Grammar
III. Production
1. Pronunciation
2. Vocabulary
3. Grammar
LESSON PROCEDURES AND THEIR STAGES
Which sequence should be used?
Structural sequence:
I. Pronunciation
1. (Presentation)
2. Act 1
3. Act 2
II. Vocabulary
1. Act 1
2. Act 2
III. Gram
1. (Presentation)
2. Act 1
3. Act 2
LESSON PROCEDURES AND THEIR STAGES

Which sequence should be

used?

1. Warm-up:
2. Preparation stage
Activity 1
Activity 2
3. Structured output
Activity 3
4. Communicative output
Activity 4 → ?????
LESSON PROCEDURES AND THEIR STAGES
Bright 10

Which sequence should be used?

PPP

1. Presentation
Hobbies
Food and drinks
2. Practice
Hobbies: 1
Food and drinks: 3
3. Production
Hobbies: 2
Food and drinks: 4
LESSON PROCEDURES AND THEIR STAGES
Bright 10

Which sequence should be used?

Structural sequence
1. Hobbies
Act1
Act 2
2. Food and drinks
Act 3
Act 4
LESSON PROCEDURES AND THEIR STAGES
Bright 10

Which sequence should be used?

Structural sequence

1. Hobbies
Activity 1.1: Label the pictures
Activity 1.2: Talk about your hobbies
2. Food and drinks
Activity 2.1: Classification
Activity 2.2: Talk about food/ drinks you
often have
 ACTIVITY PROCEDURE AND THEIR STEPS

1. Hướng dẫn, chuyển giao nhiệm vụ → T introduces and give instructions,

articulate expectation, assign task

2. Tổ chức cho hs thực hiện nhiệm vụ → Students do the task, teacher

observes

3. Học sinh báo cáo/trình bày kết quả → Students report their work (T
checks students’ answers)

4. Nhận xét, đánh giá, thảo luận → T gives feedback, further discuss

(Công văn 5512)

 ACTIVITY PROCEDURE AND STEPS
• Pre-reading/listening = hướng dẫn, giao NV
✓ Get students to understand the
requirements/questions (a)
✓ Teach students how to read/listen (b) 1. Hướng dẫn, chuyển giao nhiệm vụ
While-reading and listening = HS thực hiện NV a,b
✓ Get students do the task (c) 2. Tổ chức cho hs thực hiện nhiệm vụ
✓ Listen/ read with students Supervise and make sure ___
that all students are reading/ listening (d) 3. Học sinh báo cáo/trình bày kết quả
✓ Check whether students can follow the flow of ___
speech (e)
4. Nhận xét, đánh giá,thảo luận
Post-reading/ listening: Hs báo cáo kq + Đánh
giá, thảo luận ___
✓ Check students’ answers and locate the information
they find in the text (f) (Công văn 5512)
✓ Let students listen again and repeat what they hear.
(g)
✓ Ask further questions (h)
✓ Draw out some key structures and summarize the
content (j)
Pre-reading/listening:
✓Get students to understand the requirements/questions (a)
✓Teach students how to read/listen (b)
Post-reading/ listening:
✓Check students’ answers and locate the information they find in the text
(f)
✓Let students listen again and repeat what they hear. (g)
✓Ask further questions (h)
✓Draw out some key structures and summarize the content (j)
 Check students’ answers GROUP 1
Activity 4
Date
Names of students Question 1 Question 2 Question 3 Question4
Steve Vu F T T F
Harry Phan F T T F
David Tran F F T F
Tina Nguyen F T T F
Laura Pham F T T F
Jenny Do F T T F
Peter Huynh F F F F
Post-reading/ listening:
✓Check students’ answers and locate the information they find in the text
(f)
✓Let students listen again and repeat what they hear. (g)
✓Ask further questions (h)
✓Draw out some key structures and summarize the content (j)
Post-reading/ listening:
✓Check students’ answers and locate the information they find in the text
(f)
✓Let students listen again and repeat what they hear. (g)
✓Ask further questions (h)
✓Draw out some key structures and summarize the content (j)

1. Do you want to live green?

2. Do you often turn off electrical appliances
before you leave the classroom?
3. Do you often use plastic bags when you go
shopping?
4. Should we use plastic bags? Why?
5. What kinds of bags should you use when you go
shopping?
1. Hướng dẫn, chuyển giao nhiệm vụ → T introduces and give instructions, articulate
expectation, assign task

2. Tổ chức cho hs thực hiện nhiệm vụ → Students do the task, teacher observes

3. Học sinh báo cáo/trình bày kết quả → Students report their work (T checks
students’ answers)

4. Nhận xét, đánh giá, thảo luận → T gives feedback, further discuss

(Công văn 5512)

 Discussion sheet

Names of students Role Ideas

Steve Vu Secretary
Harry Phan Presenter

David Tran Presenter

Tina Nguyen
Laura Pham
 Presentation Evaluation sheet (individual presentation)
Criteria Need improvement Good Very good

Accuracy
Fluency

Interaction
Content
Organization
 Presentation Evaluation sheet (group presentation)
1: Need improvement 2. Good 3. Very good

Criteria Student 1 Student 2 Student 3

Accuracy
Fluency

Interaction
Content
Organization
Số lượng câu hỏi: 2 câu hỏi
Hình thức: thi tự luận

Câu 1: Identify and describe different

procedures and their stages
Câu 2:
Phần 1: Look at the lesson extracted from
10th grade English textbook and design
warm-up activity for the lesson

Phần 2: Look at the lesson extracted from

10th grade English textbook and choose the
language input you would introduce students
in the “Presentation” stage. (Explain)
 THANK YOU

nguyenthithuthuy@hpu2.edu.vn www.hpu2.edu.vn
 THỰC HÀNH
Phân tích tiến trình: TA 10 I learn smart world, page 4-5
Phân tích tiến trình : TA 10 English discovery, page 46
Phân tích tiến trình : TA 10 English discovery, page 44-45
Phân tích tiến trình : TA 10 Global Success, page 23-24
Phân tích tiến trình : Global success 10, page 25, speaking
Phân tích tiến trình: Global success 6, P.45 (design warm-up activity)

nguyenthithuthuy@hpu2.edu.vn www.hpu2.edu.vn