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105 views4 pages

câu hỏi

Uploaded by

Tiên Lê
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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PHẦN 1: TOTAL PHYSICAL RESPONSES (TPR)

Task 1: Watch the following videos: https://www.youtube.com/watch?


v=bkMQXFOqyQA and answer the questions:

1. What new items (vocabulary/ grammar/chunks/ patterns) are taught in the lesson?
Vocabulary: hello, hungry, plum.
Chunks: say hello to your mom, cut the plum, show the plum to your mom.

2. How many times does the teacher repeat them? Why does he repeat them many
times?
Several times to help students learn and understand the meanings of the new words or
chunks.

3. How does the teacher help students understand their meanings?


Using gestures and drawing pictures on the board.

4. How do the students show the teacher that they understand their meanings?
They repeat the words as do the actions.

5. Does the teacher ask students to pronounce those words/ chunks? No, he doesn’t.

6. Do students say the chunks? No, they don’t


If yes, when?
Does the teacher give corrective feedback if the students make pronunciation
mistakes? No, he doesn’t
7. Does the teacher write new words/ chunks on the board? No, he doesn’t.
8. Does the lesson focus on speaking, writing, listening or reading? No, the lesson
just focuses on listening.

Task 2: Watch the following videos: https://www.youtube.com/watch?


v=1Mk6RRf4kKs&t=2s and answer the questions:

1. How does the teacher teach the meaning of the words (plane, car, teddy, doll) at the
pre-teaching stage?
He shows the pictures and say the words several times.

2. Does the teacher ask the learners to repeat the words orally after he says them? No,
he doesn’t

3. How does the teacher teach the following phrases: fly the plane, drive your
car, hug your teddy, kiss your doll?
Say the phrases, demonstrate phrases by doing some actions

4. How does the teacher know the learners understand the meaning of those chunks?
He asks the students to repeat those chunks as they do some actions.

5. What do you think about the order of the chunks taught? (which chunk is
introduced first, which is introduced next …. and does the teacher keep or change the
order at any phase of the lesson?)
Fly your plane which is introduced first, then drive your car, next hug your teddy, and
Kiss your doll. After, the teacher changes the order at any phrases of the lesson.

5. How many phases are there in the lesson? What does the teacher and learners do in
each phase? Complete the following table

Phrase Name of the phrase What teacher does What students do


1 Fly your plane Do the actions, repeat Imitate the actions
2 Drive your car phrases in several times. and do the actions as
3 Hug your teddy say phrases.
4 Kiss your doll

6. What kind of learners is TPR for? Children from 6 to 10 years old

7. Can you use TPR for teengager or adult learners?


Why?

Task 3: Underlying theory of TPR


Watch the following video: https://www.youtube.com/watch?v=9omNHxf2pKA

What do you learn about TPR through the video? (Answer briefly, remember relate
your answer to the content of the video)
Say the words/phrases as do the actions and repeat several times. It’s fun and help
children remember the meanings of words or phrases easily.

PHẦN 2: TASK-BASED LEARNING (TBL)


Task 1: A lesson with TBL
Read the following description of a lesson and answer the
questions:

1. The teacher holds a discussion with the students about when their birthdays are,
what present they would like, what good
birthday parties they have been to, and what they like to eat and drink at a birthday
party.
The teacher can summarize the answers on the board.
Teacher can show a picture of her birthday party on the board.
Ask students:
What can you see in the picture?
Is this a birthday party?
Can you see me in the picture? Where am I?
Have you ever been to a birthday party?
When is your birthday?
What present would you like?
What would you like to eat at a birthday party?
What would you like to drink at a birthday party?
0. The teacher puts students into small groups. Give them a worksheet paper with the
pictures,names, and prices of a lot of party food and drink on it.
0. Tell students to do the task: Choose the food and drink they would like for a
birthday for 5 friends keeping within a price limit, e.g $20
0. The students do the task while the teacher goes around the class, listening and
answering any questions
0. Students spend some minutes preparing before reporting their work to the whole
class.
0. Each group tell the other groups what decisions they have made
0. The students ask the teacher questions about any language they need for the task
and/or teacher tells the students about any language she noticed they didn’t know a
while they were doing the task, e.g. the pronunciation of some food words, the
grammar of uncountable and countable nouns.
0. The students do a written exercise on the new language.

Questions:
1. What does the teacher do at step 1? The teacher shows the picture in a particular
topic and asks students some questions related to this topic
If the teacher summarizes students’ answers on the board, which words would
students write? Why?

2. What language items (pronunciation, grammar, vocabulary) do students need in


steps 3, 4 and 5? They need vocabulary.

3. Does the teacher teach those language items before students do the task at step 3, 4,
6? No, he/she doesn’t

4. Does the teacher focus on accuracy? Yes


If yes, at which step? Step 6

5. At which step does the teacher correct students’ mistakes? Step 6

6. Does the teacher focus on fluency? Yes, he/she does


If yes, at which step? Step 5

7. Does the lesson focus on learning language items (grammar, vocabulary) or


complete a task in which the target language items are used? The lesson doesn’t
focus on learning grammar or vocabulary.

8. What do you think about the possibility the students make mistakes while
completing the task? They will make some mistakes about pronunciation, grammar

9. What difficulties may students and the teacher have in this lesson? Students don’t
know a lot of vocabulary and grammar points and they feel shy when they stand in
front of their class.

10. Compare between the task at step 3,4,6 and the task below. Which one focuses on
form? Using a phrase Do you have any...? to ask and Yes, I have? No, I haven’t to
answer
Which one focuses on meaning? Mary’s Shopping List and Abdullah’s store
Which is more meaningful?
Which allows students to use their own language resources? Work with a partner and
make conversations

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