TABLE OF CONTENTS

TEACHING TESOL SCHEDULE ......................................................................................... 2

CHAPTER 1. MINDSET/TEACHING PSYCHOLOGY ........................................................... 3
CHAPTER 2. LEARNING STYLE ......................................................................................12
CHAPTER 3. TEACHING METHODOLOGY ..................................................................... 25
CHAPTER 4. LESSON PLANNING .................................................................................. 34
CHAPTER 5. TEACHING THE VOCABULARY .................................................................. 52
CHAPTER 6. TEACHING PRONUNCIATION ................................................................... 83
CHAPTER 7. TEACHING GRAMMAR .............................................................................99
CHAPTER 8. TEACHING SPEAKING .............................................................................115
CHAPTER 9. TEACHING WRITING .............................................................................. 127
CHAPTER 10. TEACHING LISTENING .......................................................................... 135
CHAPTER 11. TEACHING READING ............................................................................ 148
CHAPTER 12. CLASSROOM MANAGEMENT ............................................................... 155
CHAPTER 13. TEACHING SKILLS ................................................................................. 179

Hannah Pham [email protected] 1

 TEACHING TESOL SCHEDULE
Lesson 1. Mindset/Teaching psychology
Lesson 2. Method and Learning styles
Lesson 3. Lesson planning
Lesson 4. Teaching Vocabulary
Lesson 5. Teaching Pronunciation
Lesson 6. Teaching Grammar
Lesson 7. Teaching the Speaking & the Writing skills
Lesson 8. Teaching the Listening & the Reading skills
Lesson 9. Classroom management
Lesson 10. Teaching skills and Q & A
Lesson 11 + 12. Teaching practice and Assessment

Hannah Pham [email protected] 2

 CHAPTER 1
MINDSET/TEACHING
PSYCHOLOGY

Hannah Pham [email protected] 3

Tesol: Teaching English to speakers of other languages.
Purpose: Studying and applying effective methods of teaching English.
Value: - Internationally recognized diploma or certificate.
- Standard to teach English required by schools or language centers.

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Why do you choose to be a teacher? ……………………………………………………………
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When talking about the teaching job, A noble job. A teacher is a leader.
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- Teaching is inspiring.
what comes to your mind? ……………………………………………………………
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What makes an ideal trainer? ……………………………………………………………

skill - attitude - knowledge
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 ……………………………………………………………
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4% ……………………………………………………………
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26% ……………………………………………………………
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70% ……………………………………………………………
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passion……………………………………………………………
favorability ……………………………………………………………
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be professional
compulsion ……………………………………………………………
doing ……………………………………………………………
understanding
seeing ……………………………………………………………
route learning ……………………………………………………………
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listening

ATTITUDE COMPONENTS ……………………………………………………………

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heart: teaching with your heart, being eager to learn and teach, love & tolerance, enthusiasm
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responsibility: for what you teach (Eng, emotions, attitude,... you pass on your sts), for sts'
poor performance, constantly improve ……………………………………………………………
yourself and being creative
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no blaming ……………………………………………………………
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 Excuses ……………………………………………………………
Watch the video and answer the ……………………………………………………………
following questions: ……………………………………………………………
1. What did he blame for? everything: traffic,
……………………………………………………………
economy, community, company policy, weather
2. What made him change his mind ……………………………………………………………
not to keep blaming? Mr. Shoaf ……………………………………………………………
said" There's one big problem with your list: You ain't on it"
3. What did he say about “blaming” it not……………………………………………………………
what happens, it's what you do
4. What from the video impresses ……………………………………………………………
you the most? ……………………………………………………………
5. What lesson can you get from the ……………………………………………………………
video? take full responsibility ……………………………………………………………
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RESPONSIBILITY ……………………………………………………………
What are you responsible for as a ……………………………………………………………
teacher? ……………………………………………………………
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NO BLAMING ……………………………………………………………
Why do we blame? ……………………………………………………………
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Hannah Pham [email protected] 7

 TEACHING PSYCHOLOGY ……………………………………………………………
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Emotions / energy ……………………………………………………………
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positive thinking
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belief system
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EMOTIONS ……………………………………………………………
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Can you change your emotions? How? ……………………………………………………………

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 Positive thinking ……………………………………………………………
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The messages of Water ……………………………………………………………

Watch the video and answer the ……………………………………………………………
following questions: ……………………………………………………………
1. Who created these experiments? ……………………………………………………………
2. What did he want to prove? ……………………………………………………………
3. What did he do to prove this theory? ……………………………………………………………
4. What image from the video impresses ……………………………………………………………
you the most? ……………………………………………………………
5. What saying from the video impresses ……………………………………………………………
you the most? ……………………………………………………………
6. What lesson can you get from the ……………………………………………………………
video? ……………………………………………………………
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PYGMALION EFFECT ……………………………………………………………

Robert Merton, Columbia ……………………………………………………………
University, 1957. ……………………………………………………………
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Pygmalion: Your belief about ……………………………………………………………
somebody can be true. ……………………………………………………………
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Hannah Pham [email protected] 9

 ANIMALS’ SCHOOL ……………………………………………………………
Watch the video and answer the ……………………………………………………………
following questions: ……………………………………………………………
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1. How many subjects did the school
……………………………………………………………
have for the animals. What are ……………………………………………………………
they? ……………………………………………………………
2. What happened to the animals? ……………………………………………………………
3. What from the video impresses ……………………………………………………………
you the most? ……………………………………………………………
4. What lesson can you get from the ……………………………………………………………
……………………………………………………………
video?

9 Types of Intelligence ……………………………………………………………

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PYGMALION EFFECT ……………………………………………………………

1950 ……………………………………………………………
A fake treatment, an inactive ……………………………………………………………
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substance like sugar, distilled
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water, or saline solution. ……………………………………………………………
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Hannah Pham [email protected] 10

 Conscious and Subconscious mind ……………………………………………………………
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Facing The Giants ……………………………………………………………

Watch the video and answer the ……………………………………………………………
following questions: ……………………………………………………………
……………………………………………………………
1. What is the video about?
……………………………………………………………
2. Who is the happiest in the video? ……………………………………………………………
3. What lesson can you get from the ……………………………………………………………
video? ……………………………………………………………
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REVIEW ……………………………………………………………
……………………………………………………………
1. What have we learnt so far? ……………………………………………………………
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2. What impressed you the most? ……………………………………………………………
3. How will you apply it to your ……………………………………………………………
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teaching? ……………………………………………………………
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Hannah Pham [email protected] 11

 CHAPTER 2
LEARNING STYLE

Hannah Pham [email protected] 12

 3 questions to answer ……………………………………………………………
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1. Who are your students? ……………………………………………………………
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2. What do they need? ……………………………………………………………
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3. What are their learning styles? ……………………………………………………………
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WHO ARE YOUR STUDENTS? ……………………………………………………………

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1. Ages ……………………………………………………………
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2. Levels ……………………………………………………………
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3. Purposes ……………………………………………………………
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Who are your students? - Ages ……………………………………………………………

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single words, games, songs, simple sen (imitate, copy)
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1. Preschool children
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topic, activities, games, simple gram, songs
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2. Elementary children ……………………………………………………………
topics, grammartical rules, games, 4……………………………………………………………
skills
3. Teenagers ……………………………………………………………
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4. Adults ……………………………………………………………
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meet their needs (gram or communicative Eng)

Hannah Pham [email protected] 13

 Who are your students? - Levels ……………………………………………………………
……………………………………………………………
1. Beginner ……………………………………………………………
……………………………………………………………
- Have …………………………
no contact with
……………………………………………………………
English language ……………………………………………………………
- Start with …………………………….:
very simple things ……………………………………………………………
What’s your name? ……………………………………………………………
……………………………………………………………
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Who are your students? - Levels ……………………………………………………………

2. Elementary ……………………………………………………………
- Understand a little at ……………… ……………………………………………………………
a slow speaking pace
simple words ……………………………………………………………
- Can only speak ……………………………
……………………………………………………………
and …………………………
sentences with limited ……………………………………………………………
vocabulary ……………………………………………………………
- Trying to mastery of both the form ……………………………………………………………
and the use of simple tenses and ……………………………………………………………
everyday vocab items ……………………………………………………………
……………………………………………………………

Who are your students? - Levels ……………………………………………………………

3. Intermediate ……………………………………………………………
- Being able to communicate in English ……………………………………………………………
……………………………………………………………
but …………………………
may not be fluent
……………………………………………………………
- Having …………………………..…………….
difficulty in being understood ……………………………………………………………
because of their errors ……………………………………………………………
- You can show them the form of ……………………………………………………………
most ……………………
grammar at least once and ……………………………………………………………
they will sometimes use them ……………………………………………………………
accurately. ……………………………………………………………

Hannah Pham [email protected] 14

 Who are your students? - Levels ……………………………………………………………
……………………………………………………………
4. Upper intermediate ……………………………………………………………
……………………………………………………………
- They can …………………………
communicate in English
……………………………………………………………
but will often make ………………………..
some ninor accuracy mistakes
……………………………………………………………
……………………………. ……………………………………………………………
- Having mastery over the form of ……… ……………………………………………………………
…………………………
most gram point ……………………………………………………………
- Their choice of vocabulary and idioms ……………………………………………………………
may need …………………………
explaining ……………………………………………………………

Who are your students? - Levels ……………………………………………………………

……………………………………………………………
5. Advanced ……………………………………………………………
- reasonable ……………………………………………………………
Language can be used with ………………
……………………………………………………………
- ………………………..
fluency and specialization ……………………………………………………………
- Make only …………………………
a few errors
……………………………………………………………
- They can effectively use words that ……………………………………………………………
subtle meanings. (ý nghia ……………………………………………………………
convey more ………………………… tinh te)
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Who are your students? - Purposes ……………………………………………………………

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1. Grammar ……………………………………………………………
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2. Communicative English
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3. TOEIC, IELTS, TOEFL, … ……………………………………………………………
4. Business English (*) ……………………………………………………………
5. Tourism English ……………………………………………………………
6. Hospitality English ……………………………………………………………
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Hannah Pham [email protected] 15

 WHAT DO STUDENTS NEED? ……………………………………………………………
………………
Feedback to them is essential. ……………………………………………………………
1. …………………
Feedback from teacher is very ……………………………………………………………
……………………………………………………………
useful.
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2. They need to find out how their ……………………………………………………………
learning is actually going. ……………………………………………………………
3. Teachers can also facilitate learners ……………………………………………………………
getting feedback from each other. ……………………………………………………………
4. …………………
Feedback must be timely ……………………………………………………………
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Ask why you need to learn this aspects

WHAT DO STUDENTS NEED? ……………………………………………………………
They want to learn something ……………...
productive ……………………………………………………………
1. They need to know why something ……………………………………………………………
……………………………………………………………
Make them understand what they are learning, ehy and
will be useful to them.
……………………………………………………………
how rather than just letting them learn only by rote.
2. Even when they find it difficult, ……………………………………………………………
they are more likely to maintain ……………………………………………………………
their efforts until they have ……………………………………………………………
succeeded. ……………………………………………………………

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Hannah Pham [email protected] 16

 LEARNING STYLES ……………………………………………………………
1. Definition: A learning style is the ……………………………………………………………
way that different students learn. A ……………………………………………………………
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style of learning refers to an
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individual’s preferred way to ……………………………………………………………
absorb, process, comprehend and ……………………………………………………………
retain information. ……………………………………………………………
2. Why are learning styles ……………………………………………………………
important? ……………………………………………………………
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- learn how we learn. ……………………………………………………………
- recognize our strengths. ……………………………………………………………
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- know what we need to improve. ……………………………………………………………
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3 COMMON LEARNING STYLES ……………………………………………………………

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Visual learners prefer the
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use of ……………,
pictures ……………,
graphs
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and ………………………………,
illustrations to ……………………………………………………………
access and understand new ……………………………………………………………
information. ……………………………………………………………
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Hannah Pham [email protected] 17

 ……………………………………………………………

Auditory learners best ……………………………………………………………

understand new content ……………………………………………………………
through ………………... ……………………………………………………………
1-on-1 conversation
and ………………
videos in ……………………………………………………………
situations such as lectures ……………………………………………………………
and group discussions. ……………………………………………………………
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Aural learners use repetition as a study
……………………………………………………………
technique and benefit from the use
……………………………………………………………
mnemonic devices.

Students who are ……………………………………………………………

kinesthetic learners best ……………………………………………………………
understand information ……………………………………………………………
through tactile ……………………………………………………………
representations of ……………………………………………………………
information. These ……………………………………………………………
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students are ………………………. and learn
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best through figuring things out by hand
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(i.e. understanding how a clock works by ……………………………………………………………
putting one together) ……………………………………………………………
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Hannah Pham [email protected] 18

 ad: đúng là đúng, sai là sai, rõ ràng
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k: đúng sai cdc, mien ko thay áy náy
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a: control voice,
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K: give activi, games, interaction
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- intra-personal: huong noi
- spatial: không gian (gioi ve nho duog)
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- naturalist (ng thich dong vat, moi truong)
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LINGUISTIC LEARNERS ……………………………………………………………

Usually have an interest in ………….. ……………………………………………………………
and the origin of those words. They ……………………………………………………………
……………………………………………………………
also enjoy word puzzles like a
……………………………………………………………
crossword or word search. They always ……………………………………………………………
want to argue with teacher at any ……………………………………………………………
chance they get. ……………………………………………………………
- Round table discussions ……………………………………………………………
- Classroom debates ……………………………………………………………
- More sharing of ideas ……………………………………………………………
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- Presentations
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- Word puzzles ……………………………………………………………

Hannah Pham [email protected] 19

 INTERPERSONAL LEARNERS ……………………………………………………………
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Will enjoy …………………………………………. ……………………………………………………………
……………………………………………………………
……………………………………….. They do
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well in keeping a journal and easily ……………………………………………………………
reflect on their own learning. ……………………………………………………………
- Collaborative tasks ……………………………………………………………
- Group projects ……………………………………………………………
- Peer to peer ……………………………………………………………

INTRAPERSONAL LEARNERS ……………………………………………………………

Prefer an environment ……………………………………………………………
without …………………….. They want to ……………………………………………………………
……………………………………………………………
study quietly and be free of
……………………………………………………………
distractions ……………………………………………………………
- Let them set goals and tasks for ……………………………………………………………
themselves ……………………………………………………………
- Let them choose their own topics ……………………………………………………………

LOGICAL & MATHEMATICAL LEARNERS ……………………………………………………………

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Like to ………………………………………...and ……………………………………………………………
……………………………………………………………
they do well with the task-based
……………………………………………………………
approach. ……………………………………………………………
- The clearest explanation ……………………………………………………………
- Bullet points ……………………………………………………………
- To-do list ……………………………………………………………
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Hannah Pham [email protected] 20

 KINESTHETIC LEARNERS ……………………………………………………………
- Give them the opportunity ……………………………………………………………
to ………………………………….. ……………………………………………………………
……………………………………………………………
- Provide activities
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- Demonstrations ……………………………………………………………
- Projects ……………………………………………………………
- Use drawing and writing as memory ……………………………………………………………
aids ……………………………………………………………
……………………………………………………………
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VISUAL LEARNERS ……………………………………………………………

- Teacher’s face ……………………………………………………………
- Displays ……………………………………………………………
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- Images
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- Sight words ……………………………………………………………
- Listing thoughts ……………………………………………………………
- Flow charts ……………………………………………………………
- Diagrams ……………………………………………………………
- Mind mapping ……………………………………………………………
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AUDITORY LEARNERS ……………………………………………………………

- Verbal instructions ……………………………………………………………
- Dialogues ……………………………………………………………
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- Discussions
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- Rhythm (poems) ……………………………………………………………
- Pronunciation ……………………………………………………………
- Sound (songs, …) ……………………………………………………………
- Talking to them to solve their ……………………………………………………………
problems ……………………………………………………………
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 ……………………………………………………………
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LEFT-BRAIN TEACHERS ……………………………………………………………
Teachers with left-brain strengths ……………………………………………………………
generally prefer ……………………………………………………………
……………………………………………………………
to ………………………………
……………………………………………………………
……………………. They give problems to ……………………………………………………………
the students to solve independently. ……………………………………………………………
They assign more research and ……………………………………………………………
writing. A clean, quiet, structured ……………………………………………………………
classroom is preferred. ……………………………………………………………
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LEFT-BRAIN STUDENTS ……………………………………………………………

These students prefer to …………………… ……………………………………………………………
in a quiet classroom. They like to read ……………………………………………………………
……………………………………………………………
independently and incorporate
……………………………………………………………
research into their papers. ……………………………………………………………
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Hannah Pham [email protected] 22

 RIGHT-BRAIN TEACHERS ……………………………………………………………
Teachers with right-brain strengths ……………………………………………………………
prefer to …………………………………. They ……………………………………………………………
……………………………………………………………
incorporate art, visuals, and music into
……………………………………………………………
their lessons. They assign more group ……………………………………………………………
projects and prefer a busy active, noisy ……………………………………………………………
classroom environment. ……………………………………………………………
……………………………………………………………
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RIGHT-BRAIN STUDENTS ……………………………………………………………

These students prefer ……………………………………………………………
to ………………....... ……………………………………………………………
……………………………………………………………
with interaction and activity. These
……………………………………………………………
students like to do art projects and ……………………………………………………………
choose industrial art electives. ……………………………………………………………
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LEFT BRAIN DOMINATED ……………………………………………………………

 Give instructions and explanations ……………………………………………………………
verbally ……………………………………………………………
……………………………………………………………
 Clearly define new words
……………………………………………………………
 Simplify tasks by breaking them into ……………………………………………………………
chunks ……………………………………………………………
 Give a practical task after a step-by- ……………………………………………………………
step process ……………………………………………………………
Make use of controlled tasks like ……………………………………………………………
close activities (i.e. fill in the blanks) ……………………………………………………………
……………………………………………………………
to allow the students to find out
……………………………………………………………
what the right answer is. ……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 23

 RIGHT BRAIN DOMINATED ……………………………………………………………
 Write instructions and give them ……………………………………………………………
verbally as well. ……………………………………………………………
……………………………………………………………
 Make use of things like real life
……………………………………………………………
materials to allow for manipulation ……………………………………………………………
during learning. ……………………………………………………………
 Use a clear structure to guide your ……………………………………………………………
students through tasks. ……………………………………………………………
 Encourage students to give their ……………………………………………………………
response in drawing. ……………………………………………………………
……………………………………………………………
 Assign open-ended tasks with no
……………………………………………………………
correct answer. ……………………………………………………………
 Present an overview of the entire ……………………………………………………………
course of lesson. ……………………………………………………………
 Allow students to use mind-maps to ……………………………………………………………
record their thoughts. ……………………………………………………………
 Choose tasks that allow students to ……………………………………………………………
……………………………………………………………
improvise, such as role play
……………………………………………………………
activities. ……………………………………………………………

Hannah Pham [email protected] 24

 CHAPTER 3
TEACHING METHODOLOGY

Hannah Pham [email protected] 25

 What is teaching methodology ……………………………………………………………
• English teaching methodology is ……………………………………………………………
a set of methods used for study ……………………………………………………………
……………………………………………………………
or action in English teaching. It is
……………………………………………………………
the science to research the ……………………………………………………………
teaching rules or principles, ……………………………………………………………
which will guide out teaching to ……………………………………………………………
develop the students’ ……………………………………………………………
communicative competence. ……………………………………………………………
• There are many teaching ……………………………………………………………
……………………………………………………………
methods depending on what
……………………………………………………………
information or skill the teacher is ……………………………………………………………
trying to convey. ……………………………………………………………
• The teacher may be flexible and ……………………………………………………………
willing to adjust their style ……………………………………………………………
according to their students. ……………………………………………………………
• There is not any single 'best' way ……………………………………………………………
……………………………………………………………
of teaching a foreign language.
……………………………………………………………
• Effective teaching is the base in ……………………………………………………………
the success of a student. ……………………………………………………………
……………………………………………………………

METHOLOGY ……………………………………………………………
Methodology is combination of 3 ……………………………………………………………
things: ……………………………………………………………
……………………………………………………………
1. The approach(es)
……………………………………………………………
2. The method ……………………………………………………………
3. The technique(s) ……………………………………………………………
……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 26

 METHODOLOGY ……………………………………………………………
Approach ……………………………………………………………
The …………………..
theory of the best way of ……………………………………………………………
teaching the particular lesson ……………………………………………………………
Method ……………………………………………………………
A list of ……………………………..
teaching techniques that are ……………………………………………………………
employed in the lesson. ……………………………………………………………
Techniques ……………………………………………………………
Tasks or …………………..
activities the teacher uses ……………………………………………………………
to engage the students in practising ……………………………………………………………
the language in the lesson: i.e: ……………………………………………………………
• Flashcard games ……………………………………………………………
• Role-play ……………………………………………………………
• Discussion ……………………………………………………………
• Worksheets ……………………………………………………………
• Pair work ……………………………………………………………

Things to remember ……………………………………………………………

1. There is a number of different ways of ……………………………………………………………
distinguishing between ………………….. ……………………………………………………………
methods and approaches
….….., but the distinctions usually ……………………………………………………………
blur. ……………………………………………………………
2. Approaches which suit one person ……………………………………………………………
may not suit another. ……………………………………………………………
3. No single approach or method ……………………………………………………………
is ………………….
appropriate for all learning styles ……………………………………………………………
 learn to vary your techniques. ……………………………………………………………

……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 27

 COMMUNICATIVE APPROACH ……………………………………………………………
- Its principles are based on the theory ……………………………………………………………
that ………………………………
lis and spe skills are the ……………………………………………………………
fundamental practice that count in ……………………………………………………………
learning a language. ……………………………………………………………
- Through different techniques, students ……………………………………………………………
have opportunities to practice ……………………………………………………………
conversations in ……………………………….
sociolinguistic ……………………………………………………………
conditions (Introducing and meeting; ……………………………………………………………
Expressing an opinion; Discussing; ……………………………………………………………
Asking; Describing; Questioning, …) ……………………………………………………………
- The main focus would be to use ……………………………………………………………
techniques that ……………… utilize the ……………………………………………………………
speaking and listening skills but only ……………………………………………………………
incorporate the writing and reading ……………………………………………………………
skills where necessary. ……………………………………………………………

NATURAL APPROACH ……………………………………………………………

use Eng everyday to teach, not VNmese
- This acquisition-focused approach sees ……………………………………………………………
suit for sts 2-3 years old and they prac in daily life from a
child to be an adult.
communicative competence ……………………………………………………………
progressing through three stages: ……………………………………………………………
………………………………, ……………………………………………………………
(a) aural comprehension
(b) …………………….
early speech production ……………………………………………………………
………………………, and ……………………………………………………………
(c) ………………. ………………………, all ……………………………………………………………
speech activities
fostering "natural“ language ……………………………………………………………
acquisition, much as a child would ……………………………………………………………
learn his/her native tongue. ……………………………………………………………
- Language acquisition (an unconscious ……………………………………………………………
process developed through using ……………………………………………………………
language meaningfully) is different ……………………………………………………………
from language learning (consciously ……………………………………………………………
learning or discovering rules about a ……………………………………………………………
language). ……………………………………………………………
the target language……………………………………………………………
- The teacher speaks only …………………
……………… and class time is committed
to providing input for acquisition.

Hannah Pham [email protected] 28

 NATURAL APPROACH ……………………………………………………………
- Students may use either ……………………. ……………………………………………………………
- ……………………. or ……………………………….. ……………………………………………………………
Errors in speech are ……………………………………………………………
not …………………….; However, ……………………………………………………………
homework may include grammar ……………………………………………………………
exercises that will be corrected. ……………………………………………………………
- The essence of language is meaning. ……………………………………………………………
Vocabulary not grammar is …………… of ……………………………………………………………
language. ……………………………………………………………
- Roles of materials: The world of realia ……………………………………………………………
rather than text books. Visual aids are ……………………………………………………………
essential. ……………………………………………………………

NATURAL APPROACH ……………………………………………………………

Assessment: ……………………………………………………………
- Communicative effectiveness. ……………………………………………………………
- Fluency over accuracy. ……………………………………………………………
- Task based oriented. ……………………………………………………………
- No error correction unless errors ……………………………………………………………
interfere with communication ……………………………………………………………

TASK-BASED APPROACH creat projects from the begin of the course.

……………………………………………………………
present their presentation.
- This approach is based on the theory ……………………………………………………………
that for students to learn a second ……………………………………………………………
language effectively, they have ……………………………………………………………
to ……………………….in
perform tasks the said language. ……………………………………………………………
- Language teaching using this approach ……………………………………………………………
focuses more on the tasks. ……………………………………………………………
- Examples: ……………………………………………………………
- Ask Ss to plan a vacation they’re going ……………………………………………………………
to take together as a group and then ……………………………………………………………
do a short presentation about it to the ……………………………………………………………
class, or submit a written assignment ……………………………………………………………
or video explaining it. ……………………………………………………………
- Ask Ss to design a 3-course meal and ……………………………………………………………
then make a short presentation about ……………………………………………………………
it to the class. ……………………………………………………………

Hannah Pham [email protected] 29

 teach base on vocab, collocations
LEXICAL APPROACH ……………………………………………………………
- The theory supporting this approach ……………………………………………………………
states that the best way to learn a ……………………………………………………………
language is to ……………………… taught ……………………………………………………………
in word families, collocations. The ……………………………………………………………
teacher creates a lesson choosing a ……………………………………………………………
specific theme in which ……………………………………………………………
some …………………….….. will be taught. ……………………………………………………………
- This approach, at the lower levels, ……………………………………………………………
focuses on just learning new ……………………………………………………………
vocabulary. At higher levels, however, ……………………………………………………………
words are taught in ………… or ………….. ……………………………………………………………
of basic language commonly used in ……………………………………………………………
spoken language. The lesson focuses ……………………………………………………………
on the words used to make utterances ……………………………………………………………
and not the grammar. ……………………………………………………………

……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

base on sts interest, their demand

STUDENT CENTERED-APPROACH ……………………………………………………………
- In this approach, the …………………………
need ……………………………………………………………
of the students are the main focus. ……………………………………………………………
……………………………………………………………
- The teacher usually focuses on
……………………………………………………………
the ………………..
topic and …………………….
vocab that ……………………………………………………………
are relevant to the students. ……………………………………………………………
- More activities are delivered to get Ss ……………………………………………………………
involved in the lesson ……………………………………………………………

Hannah Pham [email protected] 30

 WHOLE LANGUAGE APPROACH ……………………………………………………………
use the materials by native people instead of
books
……………………………………………………………
- Use of authentic
……………………………… literature rather
than artificial, specially prepared texts ……………………………………………………………
……………………………………………………………
and exercises designed to practice
……………………………………………………………
individual reading skills ……………………………………………………………
- Focus on …………………….
real events rather ……………………………………………………………
than on specially written stories that ……………………………………………………………
do not relate to the students' ……………………………………………………………
experience ……………………………………………………………
- Reading of real texts of high interest, ……………………………………………………………
……………………………………………………………
particularly literature
……………………………………………………………
- Reading for the sake of ……………………………………………………………
comprehension and for a real purpose ……………………………………………………………
- Writing for a …………………….
real audienceand not ……………………………………………………………
simply to practice writing skills ……………………………………………………………
- Writing as a process through which ……………………………………………………………
learners explore and discover meaning ……………………………………………………………
……………………………………………………………

GRAMMAR TRANSLATION APPROACH ……………………………………………………………

- Students learn …………………………….
grammartical rules and ……………………………………………………………
then apply those rules ……………………………………………………………
……………………………………………………………
by ……………………
translating sentences between
……………………………………………………………
the target language and the native ……………………………………………………………
language. ……………………………………………………………
- Advanced students may be required to ……………………………………………………………
translate whole texts word-for-word. ……………………………………………………………
- The method has two main goals: ……………………………………………………………
enable
to ……………………. students to read and ……………………………………………………………
……………………………………………………………
translate literature written in the
……………………………………………………………
target language, and to …………………
further
……………………………………………………………
students’ general intellectual ……………………………………………………………
development.

Hannah Pham [email protected] 31

 GRAMMAR TRANSLATION APPROACH ……………………………………………………………
Characteristics: ……………………………………………………………
- Classes are taught in the …………………… ……………………………………………………………
- Much vocabulary is taught in the form ……………………………………………………………
of lists of ……………………. words. ……………………………………………………………
- Little or no attention is given to ……………………………………………………………
pronunciation. ……………………………………………………………
- Reading of difficult texts is begun ……………………………………………………………
early. ……………………………………………………………
- Long, elaborate explanations of the ……………………………………………………………
intricacies of grammar are given. ……………………………………………………………

TOTAL PHYSICAL RESPONSE (TPR) ……………………………………………………………

- Being built around the coordination ……………………………………………………………
of …………………….
speech and ……………………..
action ……………………………………………………………
- It attempts to teach language ……………………………………………………………
physical activity
through …………………….. ……………………………………………………………
- Focusing on hearing and ……………………………………………………………
understanding the language before ……………………………………………………………
speaking is required. ……………………………………………………………

TOTAL PHYSICAL RESPONSE (TPR) ……………………………………………………………

Steps to teach: ……………………………………………………………
- The teacher says the commands as he ……………………………………………………………
himself performs …………………….. ……………………………………………………………
- The teacher says the commands as ……………………………………………………………
both the teacher and students ……………………………………………………………
then …………………….. ……………………………………………………………
- The teacher says the commands but ……………………………………………………………
only students perform the action. ……………………………………………………………
- The teacher tells one student at a time ……………………………………………………………
to do commands. ……………………………………………………………
- The roles of teacher and students are ……………………………………………………………
reversed. Ss give commands to the ……………………………………………………………
teacher and to other students. ……………………………………………………………
- The T and the Ss allow for command ……………………………………………………………
expansion or produces new sentences ……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 32

 AUDIO-LINGUAL APPROACH ……………………………………………………………
- The Audio-lingual method is a method ……………………………………………………………
of foreign language teaching which ……………………………………………………………
emphasizes the teaching ……………………………………………………………
of ………………… and ……………………. ……………………………………………………………
before reading and writing. It uses ……………………………………………………………
dialogues as the main form of ……………………………………………………………
language presentation and drills as the ……………………………………………………………
main training ……………………………………………………………
techniques. ……………………….. is ……………………………………………………………
discouraged in the classroom.

AUDIO-LINGUAL APPROACH ……………………………………………………………

Techniques: ……………………………………………………………
- Dialogue memorization ……………………………………………………………
- Backward build-up (expansion) drill ……………………………………………………………
- Repetition ……………………………………………………………
- 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 ……………………………………………………………

ELECTIVE APPROACH ……………………………………………………………

borrowsand …………………
- It …………… adapts different ……………………………………………………………
teaching method. ……………………………………………………………
- It has to suit the requirement of the ……………………………………………………………
learners. ……………………………………………………………
- It breaks the monotony of the class ……………………………………………………………
and makes the lesson more interesting ……………………………………………………………
and flexible. ……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 33

 CHAPTER 4
LESSON PLANNING

Hannah Pham [email protected] 34

 Why is lesson planning important? ……………………………………………………………
 To structure and organize the lesson ……………………………………………………………
 To determine method of its delivery ……………………………………………………………
……………………………………………………………
 To assess students’ learning
……………………………………………………………
 To be clear on what you want to ……………………………………………………………
teach ……………………………………………………………
 To be ready to copy with whatever ……………………………………………………………
happens ……………………………………………………………
 To evaluate the application/ ……………………………………………………………
effectiveness of a lesson ……………………………………………………………
……………………………………………………………
 It’s a reminder for the teacher when
……………………………………………………………
she gets distracted ……………………………………………………………
 It suggests a level of professionalism ……………………………………………………………
and real commitment.

PPP Lesson structure ……………………………………………………………

……………………………………………………………
W…………………. ……………………………………………………………
P…………………. ……………………………………………………………
……………………………………………………………
P…………………. ……………………………………………………………
……………………………………………………………
P…………………. ……………………………………………………………
……………………………………………………………
W…………………. ……………………………………………………………

Warm up ……………………………………………………………
Purposes ……………………………………………………………
 ………………… your Ss’ interest ……………………………………………………………
……………………………………………………………
 To get them ………………… to learn
……………………………………………………………
Tips ……………………………………………………………
 Just introduce the topic ……………………………………………………………
 Don’t ……………… anything new yet ……………………………………………………………

Hannah Pham [email protected] 35

 ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

The name game lap lai nhung gi ng truoc noi + add infor)
……………………………………………………………
 Ss work in groups of 4 - 6 ……………………………………………………………
 Ss will say something (name, ……………………………………………………………
……………………………………………………………
occupation, hobbies,...) to their group
……………………………………………………………
while also trying to remember what ……………………………………………………………
everyone before them had said. ……………………………………………………………
 It’s a good game for the 1st or 2nd ……………………………………………………………
lesson of a course. ……………………………………………………………
 Follow-up: The T points to a certain S ……………………………………………………………
……………………………………………………………
and asks other Ss what they know
……………………………………………………………
about “him/her”. ……………………………………………………………

Hannah Pham [email protected] 36

 Find someone who? ……………………………………………………………
 The T hands out a list of questions ……………………………………………………………
to all of the Ss ……………………………………………………………
……………………………………………………………
 Ss will walk around and ask their
……………………………………………………………
classmates to find out who: ……………………………………………………………
o has three siblings ……………………………………………………………
o has a camera ……………………………………………………………
o has been to Bangkok ……………………………………………………………
o .... ……………………………………………………………
……………………………………………………………
 Follow-up: The T asks questions
……………………………………………………………
(who has a camera,..), Ss answer ……………………………………………………………

Snowball fight moi nguoi viet cau lien qua chu de, sau do nem to
……………………………………………………………
giay do di, sau do ng khac nhat lai to giay xong doan
 Ss write a true personal statement ……………………………………………………………
about themselves in a piece of paper. ……………………………………………………………
……………………………………………………………
 Ss roll up their papers into
……………………………………………………………
“snowballs”  then throw them at ……………………………………………………………
each other ……………………………………………………………
 Each S will find and pick up a random ……………………………………………………………
snowball ……………………………………………………………
 Have each S take turns reading aloud ……………………………………………………………
……………………………………………………………
the statements inside the snowballs
……………………………………………………………
 the entire class discuss who they ……………………………………………………………
think the snowball belongs to. ……………………………………………………………

Jumbled sentence ……………………………………………………………

arrange the sentence
 Hand out a sentence that has been ……………………………………………………………
cut up into multiple words and pieces ……………………………………………………………
……………………………………………………………
 Ss work in groups to put the sentence
……………………………………………………………
back in the correct order. ……………………………………………………………
 To use this activity as a Warm Up, ……………………………………………………………
choose a sentence related to your ……………………………………………………………
lesson's topic. ……………………………………………………………

Hannah Pham [email protected] 37

 20 questions ……………………………………………………………
 Put an object in a box (one of your ……………………………………………………………
students' vocab words, if possible), ……………………………………………………………
……………………………………………………………
 Students take turns guessing what's
……………………………………………………………
inside by asking yes/no questions ……………………………………………………………
about the object. ……………………………………………………………
 Tally the results on the board in two ……………………………………………………………
columns (Yes, No). ……………………………………………………………
 Example: Is it made of metal? / Does ……………………………………………………………
……………………………………………………………
it have wings? / Is it a children's toy?

Think about warm-up activities ……………………………………………………………

for each topic? ……………………………………………………………
hobbies ……………………………………………………………
jobs movies shopping ……………………………………………………………
food School objects ……………………………………………………………
……………………………………………………………

PRESENTATION STAGE ……………………………………………………………

Purposes ……………………………………………………………
- The teacher speaks up to 75% of the ……………………………………………………………
……………………………………………………………
time, as they are …………………. presenting
……………………………………………………………
information (new vocabulary, ……………………………………………………………
pronunciation, grammar points,...) ……………………………………………………………
- The T focuses on ………………….
accuracy when ……………………………………………………………
correcting students at this stage. ……………………………………………………………
- The T asks concept check questions to ……………………………………………………………
see if Ss have understood. ……………………………………………………………
……………………………………………………………
Tips
……………………………………………………………
- Use fun activities ……………………………………………………………
- Model the language (using realia, ……………………………………………………………
pictures, TPR, etc) ……………………………………………………………
- Keep your presentation short and ……………………………………………………………
simple ……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 38

 ACTIVITIES FOR PRESENTATION STAGE ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

Choral repetition ……………………………………………………………

 The teacher presents a vocabulary ……………………………………………………………
word or phrase to the class then say ……………………………………………………………
……………………………………………………………
“Repeat after me...”, and signal the
……………………………………………………………
class to repeat. ……………………………………………………………
 Repeat this process for each ……………………………………………………………
vocabulary word or phrase multiple ……………………………………………………………
times, using a lot of repetition. ……………………………………………………………
 Ss can practice their pronunciation ……………………………………………………………

What’s happening in this picture? ……………………………………………………………

 The T holds up a ……………………………………………………………
picture and has Ss ……………………………………………………………
……………………………………………………………
describe the picture in
……………………………………………………………
their own words. ……………………………………………………………
 Encourage Ss to use full sentences ……………………………………………………………
when appropriate. ……………………………………………………………
 For Ss at lower levels, write a few ……………………………………………………………
vocabulary words and fill-in-the-blank ……………………………………………………………
……………………………………………………………
sentence starters on the board, if
……………………………………………………………
needed. ……………………………………………………………
i.e: The monkey is smiling. ……………………………………………………………

Hannah Pham [email protected] 39

 Toss the ball ……………………………………………………………
 Round 1: Ss get in a circle, then toss a ……………………………………………………………
ball or other fun objects around the ……………………………………………………………
……………………………………………………………
circle. When a S gets the ball, he has
……………………………………………………………
to say a word/phrase or act out a ……………………………………………………………
vocab word. ……………………………………………………………
 Round 2: After a few minutes, start to ……………………………………………………………
encourage full sentences if possible. ……………………………………………………………
i.e: Round 1: Badminton ……………………………………………………………
……………………………………………………………
Round 2: I play badminton twice a
……………………………………………………………
week.
……………………………………………………………
……………………………………………………………
……………………………………………………………

Other activities ……………………………………………………………

1. Chants ……………………………………………………………
2. TPR actions ……………………………………………………………
……………………………………………………………
3. Puzzle worksheet
……………………………………………………………
4. Pronunciation practice ……………………………………………………………
5. Fill-in-the-blank exercises ……………………………………………………………
6. A quick exercise from a course ……………………………………………………………
book ……………………………………………………………

Think about presentation ……………………………………………………………

activities/games for each topic ……………………………………………………………
……………………………………………………………
hobbies ……………………………………………………………
jobs movies ……………………………………………………………
shopping ……………………………………………………………
food School objects ……………………………………………………………
……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 40

 PRACTICE STAGE ……………………………………………………………
Purposes ……………………………………………………………
 The T uses …………………..
activities to practice ……………………………………………………………
……………………………………………………………
the new language (what was
……………………………………………………………
presented) orally and in written ……………………………………………………………
format ……………………………………………………………
 The T …………………..
models and …………………..
corrects ……………………………………………………………
when mistakes occur. ……………………………………………………………
 The T encourages lots of pair work ……………………………………………………………
……………………………………………………………
and group work during this stage.
……………………………………………………………
Note ……………………………………………………………
The T doesn’t have to give a strict line ……………………………………………………………
separating 2 parts of presentation and ……………………………………………………………
practice. He can go like: Presentation 1 ……………………………………………………………
 Practice 1  Presentation 2  ……………………………………………………………
Practice 2

PRACTICE ……………………………………………………………
Tips ……………………………………………………………
- Use activities that are: ……………………………………………………………
……………………………………………………………
 fun
……………………………………………………………
 repetitive ……………………………………………………………
 creative ……………………………………………………………
 interactive ……………………………………………………………

ACTIVITIES FOR PRACTICE STAGE ……………………………………………………………

……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 41

 Guessing game: random a previous vocab and let sts
Taboo ……………………………………………………………
explain this word without using body language
 Have Ss work in groups of 5 – 7 ……………………………………………………………
 Have Ss pick a random vocabulary ……………………………………………………………
……………………………………………………………
word or phrase or picture from a cup
……………………………………………………………
and say something (like describing) ……………………………………………………………
about it. ……………………………………………………………
 The rest of the group try to guess the ……………………………………………………………
word, phrase or picture

Charades ……………………………………………………………
 Have students pick a random ……………………………………………………………
vocabulary word or phrase from a cup, ……………………………………………………………
……………………………………………………………
and then act it out without giving any
……………………………………………………………
other hints. ……………………………………………………………
 The rest of the class tries to guess the ……………………………………………………………
word or phrase. ……………………………………………………………
 Get into teams to add some friendly ……………………………………………………………
competition to this activity, or have ……………………………………………………………
……………………………………………………………
students go one at a time while the
……………………………………………………………
entire class guesses. ……………………………………………………………
 At the end of each turn, have a ……………………………………………………………
student use the word in a full ……………………………………………………………
sentence.

Dialogue ……………………………………………………………
 A dialogue is a written conversation, ……………………………………………………………
typically including several back-and- ……………………………………………………………
……………………………………………………………
forth exchanges between 2 characters.
……………………………………………………………
 Get your Ss ready for a role play ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 42

 What activities do you use for ……………………………………………………………
practice stage? ……………………………………………………………
……………………………………………………………
jobs hobbies ……………………………………………………………
movies shopping ……………………………………………………………
food School objects ……………………………………………………………
……………………………………………………………

PRODUCTION STAGE ……………………………………………………………

Purposes ……………………………………………………………
 Ss talk about themselves or their daily ……………………………………………………………
……………………………………………………………
lives or situations.
fluency ……………………………………………………………
 Focus is now on ………………….. and ……………………………………………………………
rather than accuracy. ……………………………………………………………
give some task (talk, write)
Tips ……………………………………………………………
 Start with whole-class activities ……………………………………………………………
 Mini-tasks for practice ……………………………………………………………
……………………………………………………………
 Real-life tasks and situations
……………………………………………………………
 The T monitors but does not ………………
correct the……………………………………………………………
mistakes
until the end. ……………………………………………………………

ACTIVITIES FOR PRODUCTION STAGE ……………………………………………………………

 Role play ……………………………………………………………
 Simulation ……………………………………………………………
……………………………………………………………
 Write-your-own-dialogue
……………………………………………………………
 Predict the end of the story ……………………………………………………………
 Open-ended questions ……………………………………………………………
 Discussion ……………………………………………………………
 Debate ……………………………………………………………
……………………………………………………………
 Oral presentation
……………………………………………………………
 Describe your picture ……………………………………………………………

Hannah Pham [email protected] 43

 What activities do you use for ……………………………………………………………
practice stage? ……………………………………………………………
……………………………………………………………
jobs hobbies ……………………………………………………………
movies shopping ……………………………………………………………
food School objects ……………………………………………………………
……………………………………………………………

WRAP UP ……………………………………………………………
- Get Ss to look back: summarize, ……………………………………………………………
review, take a quiz ……………………………………………………………
……………………………………………………………
- Let them do “think-pair-share”
……………………………………………………………
1. Think: they have to think to ……………………………………………………………
themselves what they learned in the ……………………………………………………………
lesson. ……………………………………………………………
2. Pair: Ss share in pairs ……………………………………………………………
3. Share: Pairs get into larger group, ……………………………………………………………
share about their partner with their ……………………………………………………………
……………………………………………………………
group (like my partner told me...)
……………………………………………………………

PPP ……………………………………………………………
4. Warm up: build Ss’ interest and get Ss ……………………………………………………………
ready for the lesson (5 – 10’) ……………………………………………………………
……………………………………………………………
5. Presentation (I): the T presents
……………………………………………………………
information (75% of the time) ……………………………………………………………
6. Practice (We): Ss practice what ……………………………………………………………
teacher presented and are controlled ……………………………………………………………
by the T (60-80% of the time) ……………………………………………………………
7. Production (You): developing fluency ……………………………………………………………
(STT – Student talk time) ……………………………………………………………
……………………………………………………………
8. Wrap up: review
……………………………………………………………

Hannah Pham [email protected] 44

 ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

……………………………………………………………
ls plan, vocab, gram, ……………………………………………………………
acti, game, teaching aid
goals ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
age, level ……………………………………………………………
……………………………………………………………
……………………………………………………………
check ss's understand
……………………………………………………………

Hannah Pham [email protected] 45

 Lesson-plan components ……………………………………………………………
1. Day/date ……………………………………………………………
2. Lesson name: What will you call the ……………………………………………………………
……………………………………………………………
lesson?
……………………………………………………………
3. Class/Level: Age, topic, skill level, ……………………………………………………………
class name ……………………………………………………………
4. Materials/Resources: List everything ……………………………………………………………
you need to teach the lesson ……………………………………………………………
(handouts, photos, real objects, ……………………………………………………………
course book, textbook…) to make ……………………………………………………………
……………………………………………………………
sure you won’t forget.
……………………………………………………………
5. Goal/Aim: What will your Ss be able ……………………………………………………………
to do? ……………………………………………………………
6. Vocabulary, grammar points: What ……………………………………………………………
will you present? ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

Key concepts ……………………………………………………………

1. Always know your Ss’ …………………. ……………………………………………………………
well. ……………………………………………………………
……………………………………………………………
2. Select topics ………………….. to a variety
……………………………………………………………
of ages, levels,... ……………………………………………………………
3. Focus on the target language ……………………………………………………………
(grammar, vocab) and ……………………………………………………………
contextualization ……………………………………………………………
4. All tasks must have a …………………. ……………………………………………………………
goal. ……………………………………………………………
……………………………………………………………
5. Always ………………….. about possible
……………………………………………………………
questions or extra material. ……………………………………………………………
6. ………………….. Ss closely and provide ……………………………………………………………
feedback. ……………………………………………………………

Hannah Pham [email protected] 46

 Lesson: Animals ……………………………………………………………
Duration: 45’ ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

Lesson-plan components ……………………………………………………………

1. Day/date ……………………………………………………………
2. Lesson name: Animals ……………………………………………………………
……………………………………………………………
3. Class/Level: Elementary
……………………………………………………………
4. Materials/Resources: Pictures, ……………………………………………………………
handouts ……………………………………………………………
5. Goal/Aim: Ss can call the names of ……………………………………………………………
animals; they can say what each ……………………………………………………………
animal can do. ……………………………………………………………
6. Vocabulary: bear, elephant, giraffe, ……………………………………………………………
……………………………………………………………
jump, walk, climb, swim, fly…
……………………………………………………………
7. Grammar point: Can + V-inf ……………………………………………………………

WARM UP (8’) ……………………………………………………………

 An animal toy in a box ……………………………………………………………
 Activities: 20 questions: The T asks Ss ……………………………………………………………
to guess what’s inside? Ss guess using ……………………………………………………………
questions “Is it…?”, “Does it have….?”) ……………………………………………………………
(some suggestions if needed) ……………………………………………………………
 The teacher writes answers in 2 ……………………………………………………………
columns like: ……………………………………………………………
Yes No ……………………………………………………………
Hairy Tail ……………………………………………………………
Four legs Trunk ……………………………………………………………
… … ……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 47

 PRESENTATION (25’) ……………………………………………………………
1. Presentation 1 ……………………………………………………………
- Present animal names using photos ……………………………………………………………
……………………………………………………………
- Activities: pronunciation, choral
……………………………………………………………
repetition, what’s missing game ……………………………………………………………
- Present verbs of action ……………………………………………………………
- Activities: TPR action; game: guessing ……………………………………………………………
what the T is doing ……………………………………………………………
2. Presentation 2 ……………………………………………………………
- Present grammar point: Can + V-inf (in ……………………………………………………………
……………………………………………………………
the inductive way)
……………………………………………………………
- Activities: Matching; The T gives info. – ……………………………………………………………
Ss correct; The T asks – Ss answer ……………………………………………………………

PRACTICE (10’) ……………………………………………………………

1. Practice 1 ……………………………………………………………
 Toss the ball: Names of animals and ……………………………………………………………
……………………………………………………………
verbs of action
……………………………………………………………
 Slap the board: 2 groups competing ……………………………………………………………
2. Practice 2 ……………………………………………………………
 Activity 1: Work in groups, look at the ……………………………………………………………
pictures and ask. ……………………………………………………………
 Activity 2: pair work ……………………………………………………………
……………………………………………………………
(substitution: ........
……………………………………………………………
can......; .....cannot.....; Can....?) ……………………………………………………………
 Follow-up: The teacher asks questions

Hannah Pham [email protected] 48

 ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
PRODUCTION (10’) ……………………………………………………………
Going to the zoo: work in groups of 5: ……………………………………………………………
What can you see? Name the animals ……………………………………………………………
……………………………………………………………
you see and tell your group what they
……………………………………………………………
can do using as many action words as ……………………………………………………………
possible ……………………………………………………………
……………………………………………………………
……………………………………………………………

WRAP UP (7’) ……………………………………………………………

1. The T helps them look back on what ……………………………………………………………
they learned. ……………………………………………………………
……………………………………………………………
2. Think, pair, share
……………………………………………………………
- Ss think quietly about 2/3 things they ……………………………………………………………
learned ……………………………………………………………
- Share with their partner ……………………………………………………………
- Share with their group ……………………………………………………………
……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 49

 ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

LESSON PLANNING ……………………………………………………………

Plan a complete lesson of 60 minutes. ……………………………………………………………
Include in your plan: ……………………………………………………………
……………………………………………………………
• Class size, level, …
……………………………………………………………
• The aims of the lesson ……………………………………………………………
• The main stages of activity ……………………………………………………………
• Detailed notes for each stage. ……………………………………………………………
• ….. ……………………………………………………………
……………………………………………………………

TIPS FOR LESSON PLANNING ……………………………………………………………

Think about your lesson plan and answer ……………………………………………………………
these questions: ……………………………………………………………
……………………………………………………………
 Structural clarity
……………………………………………………………
o Is the structure of the lesson plan ……………………………………………………………
clear? ……………………………………………………………
 Appropriateness of materials ……………………………………………………………
o Will Ss find the lesson very easy? ……………………………………………………………
o Will Ss have difficulty ……………………………………………………………
……………………………………………………………
understanding the lesson?
……………………………………………………………
 Instructional clarity ……………………………………………………………
o Will they find the teacher’s ……………………………………………………………
instructions easy to understand? ……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 50

 Usefulness ……………………………………………………………
o Which teaching aids will I use in ……………………………………………………………
my class? How useful are they? ……………………………………………………………
……………………………………………………………
o What activities/games will I use to
……………………………………………………………
help my Ss master the lesson? ……………………………………………………………
 Assessment ……………………………………………………………
o How can I make sure my Ss ……………………………………………………………
understood what I taught them?

Hannah Pham [email protected] 51

 CHAPTER 5
TEACHING THE VOCABULARY

Hannah Pham [email protected] 52

 TYPES OF VOCABULARY ITEMS ……………………………………………………………
Concrete vs. abstract vocabulary ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

TYPES OF VOCABULARY ITEMS ……………………………………………………………

Active vs. passive vocabulary ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 53

 ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

TYPES OF VOCABULARY ITEMS ……………………………………………………………

Active vs. passive vocabulary - Examples ……………………………………………………………
Rich – ……………………………………………………………
……………………………………………………………
Very big –
……………………………………………………………
Drink – ……………………………………………………………
Husband and wife – ……………………………………………………………
Clothes – ……………………………………………………………
……………………………………………………………
……………………………………………………………

TYPES OF VOCABULARY ITEMS ……………………………………………………………

Active vs. passive vocabulary - Examples ……………………………………………………………
……………………………………………………………
……………………………………………………………
spend time to ……………………………………………………………
giving ex ……………………………………………………………
ask ques
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 54

 TYPES OF VOCABULARY ITEMS ……………………………………………………………
Active vs. passive vocabulary - Examples ……………………………………………………………
Note ……………………………………………………………
……………………………………………………………
- All the words learnt at the
……………………………………………………………
elementary level are ……………………….
active vocab ……………………………………………………………
……………………………………………………………
- Most of the words at intermediate ……………………………………………………………
passive vocab ……………………………………………………………
and advanced levels are …………………..
……………………………………………………………
……………………………………………………………
……………………………………………………………

Why do we need to know types of ……………………………………………………………

vocabulary items? ……………………………………………………………
Different types of ……………………………………………………………
vocabulary items, ……………………………………………………………
different ways of ……………………………………………………………
teaching ……………………………………………………………
Different types of ……………………………………………………………
vocabulary items, ……………………………………………………………
different levels of teaching. ……………………………………………………………
……………………………………………………………

CHOOSING VOCABULARY TO TEACH ……………………………………………………………

1. …………………: ……………………………………………………………
How often you ……………………………………………………………
see the word ……………………………………………………………
2. ……………….: ……………………………………………………………
Different ……………………………………………………………
fields, different needs ……………………………………………………………
3. ……………….: Are the vocabulary ……………………………………………………………
items you are teaching to your SS ……………………………………………………………
useful? ……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 55

WHAT ASPECTS OF A WORD SHOULD BE ……………………………………………………………
TAUGHT? ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

WHAT TO TEACH AT LOW LEVELS? ……………………………………………………………

1. ………………………………………….
pronunciation ……………………………………………………………
2. ………………….
spelling ……………………………………………………………
……………………………………………………………
3. ………………….:
meaning Denotative meaning
……………………………………………………………
(literal meaning) ……………………………………………………………
(i.e: a dog = a kind of animal; an apple = a ……………………………………………………………
kind of fruit) ……………………………………………………………
4. …………………..:
grammar past form (ir.V), ……………………………………………………………
(in)transitive V, singular/plural form ……………………………………………………………
(ir.N), following V.form (enjoy-ing), V + ……………………………………………………………
……………………………………………………………
prep. (keen on),…
……………………………………………………………
5. ……………………:
collocation words that go ……………………………………………………………
together ……………………………………………………………
i.e: ……………….. decision; …………… ……………………………………………………………
conclusion, ……………. ball, ………………….. ……………………………………………………………
coin; ………………………. party ……………………………………………………………
……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 56

 WHAT TO TEACH AT HIGHER LEVELS? ……………………………………………………………
1. ……………………………………………………… ……………………………………………………………
pronun & stress, spelling, gram, meaning, collocation
……………………………………………………… ……………………………………………………………
2. ……………….……:
connotation the emotional or ……………………………………………………………
feeling behind a word ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
3. ……………………:
synonym Items that are the ……………………………………………………………
same or ……………………………………………………………
nearly the ……………………………………………………………
same ……………………………………………………………
antonym
4. ……………………: ……………………………………………………………
Items that ……………………………………………………………
mean the ……………………………………………………………
opposite of a ……………………………………………………………
word ……………………………………………………………
……………………………………………………………
5. ……………………:
hyponym words which can be ……………………………………………………………
grouped together under the same ……………………………………………………………
superordinate concept ……………………………………………………………
6. ……………………:
co-hyponym items that are the ……………………………………………………………
same kind of things ……………………………………………………………
7. ……………………:
superordinate general concepts that ……………………………………………………………
cover specific items ……………………………………………………………
i.e: body ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
8. ……………………: L1
translation ……………………………………………………………
9. ……………………….:
word formation prefixes and ……………………………………………………………
suffixes ……………………………………………………………
i.e: success? ……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 57

 ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
10. ……………………:
appropriateness polite/taboo ……………………………………………………………
language, formal/informal ……………………………………………………………
i.e: ……………………………………………………………
dollar vs. ……………………………………………………………
vs. cry ……………………………………………………………
vs. want ……………………………………………………………
- Thank you very much (formal) ……………………………………………………………
Informal: ……………………………………………………………

Do I need to teach all those 10 aspects ……………………………………………………………

for a word? ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 58

 A comparison between 2 teachers ……………………………………………………………
Which approach is more effective? Why? ……………………………………………………………
……………………………………………………………
Teacher A ……………………………………………………………
……………………………………………………………
a. Wrote “grumble” on the blackboard ……………………………………………………………
b. Said “grumble means to complain ……………………………………………………………
about someone or something in an ……………………………………………………………
annoyed way” ……………………………………………………………
c. Translated the word into the students’ ……………………………………………………………
native language ……………………………………………………………
d. Gave more examples (sentences) for ……………………………………………………………
the students to translate into their ……………………………………………………………
native language. ……………………………………………………………
Ex: She spent the whole night ……………………………………………………………
grumbling to me about her job. ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

A comparison between 2 teachers ……………………………………………………………

Which approach is more effective? Why? ……………………………………………………………
……………………………………………………………
Teacher B ……………………………………………………………
……………………………………………………………
 Said “some people grumble about ……………………………………………………………
everything. For example, they ……………………………………………………………
grumble about the weather. If it is ……………………………………………………………
sunny, they say it’s too hot. If it’s ……………………………………………………………
cool, they say it’s too cold. They ……………………………………………………………
always grumble about the weather.” ……………………………………………………………
 Then set out to check the students’ ……………………………………………………………
understanding by asking “So what ……………………………………………………………
does “grumble” mean?” ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 59

 b-d-a-c-e
THE EFFECTIVE APPROACH ……………………………………………………………
Put the steps in their correct order: ……………………………………………………………
a) How to use the word: provide ……………………………………………………………
grammar information ……………………………………………………………
b) Form of the word: spelling + ……………………………………………………………
pronunciation + stress ……………………………………………………………
c) Checking understanding: check that ……………………………………………………………
students understand the meaning of ……………………………………………………………
the word by asking a concept ……………………………………………………………
question. ……………………………………………………………
d) Meaning: present meaning using a ……………………………………………………………
picture or an oral definition. ……………………………………………………………
e) Vocab expansion: super-ordinates, ……………………………………………………………
hyponyms, co-hyponyms, word family ……………………………………………………………
(higher levels) ……………………………………………………………

STEP 1. WORD FORM ……………………………………………………………

1. spelling ……………………………………………………………
2. pronun ……………………………………………………………
3. stress ……………………………………………………………
……………………………………………………………
Questions: ……………………………………………………………
- Should we write the word on the ……………………………………………………………
board before we teach them how to ……………………………………………………………
pronounce it? ……………………………………………………………
- List some methods used to teach ……………………………………………………………
pronunciation and stress ……………………………………………………………
……………………………………………………………

……………………………………………………………
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Hannah Pham [email protected] 60

 ……………………………………………………………
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STEP 2. PRESENTING MEANING ……………………………………………………………

How can you show the meanings of ……………………………………………………………
these words? ……………………………………………………………
• A car - ……………………………………………………………
• A supermarket - ……………………………………………………………
• Happy - ……………………………………………………………
• Dance - ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
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Hannah Pham [email protected] 61

 WAYS OF PRESENTING MEANINGS ……………………………………………………………
……………………………………………………………
1. Presenting ……………………………………………………………
meaning ………………
visually ……………………………………………………………
What are the
…. ……………………………………………………………
advantages
a. ILLUSTRATION ……………………………………………………………
and
• Real objects (realia) ……………………………………………………………
disadvantages
(in classroom, ……………………………………………………………
of presenting
brought from home) ……………………………………………………………
meaning
• Pictures ……………………………………………………………
visually?
• Drawings ……………………………………………………………
• Flashcards ……………………………………………………………
• Google images ……………………………………………………………
b. PHYSICAL DEMONSTRATION (TPR) ……………………………………………………………
• Miming ……………………………………………………………
• Facial expressions ……………………………………………………………
• Gestures ……………………………………………………………

Hannah Pham [email protected] 62

 WAYS OF PRESENTING MEANINGS ……………………………………………………………
2. Providing a …………………………..
verbal contest to ……………………………………………………………
demonstrate meaning ……………………………………………………………
• Examples ……………………………………………………………
• Situations ……………………………………………………………
• Concise definitions ……………………………………………………………
Comment: ……………………………………………………………
• It is not ………………. to give ……………………………………………………………
complicated explanations; the ……………………………………………………………
meaning can be shown in ……………… ……………………………………………………………
sentences. ……………………………………………………………
• A good example should ……………….. ……………………………………………………………
show the meaning of the word to ……………………………………………………………
someone who does not know it ……………………………………………………………
already. ……………………………………………………………
• Examples are specially ………….……….. ……………………………………………………………
to show the meaning ……………………………………………………………
of ……………………… words, i.e. love, ……………………………………………………………
happiness, impossible. ……………………………………………………………
……………………………………………………………
Which way is better? Why? ……………………………………………………………
Building ……………………………………………………………
It is the general term applied to a fixed ……………………………………………………………
structure in which people dwell, work, ……………………………………………………………
etc. ……………………………………………………………
Building ……………………………………………………………
Houses are building. ……………………………………………………………
This school is also a building. In big ……………………………………………………………
cities, there are many large buildings – ……………………………………………………………
there are hotels, offices and hospitals. ……………………………………………………………

Hannah Pham [email protected] 63

 Which way is better? Why? ……………………………………………………………
……………………………………………………………
Lazy ……………………………………………………………
My brother is lazy. ……………………………………………………………
……………………………………………………………
Lazy
……………………………………………………………
My brother is lazy. He gets up late and
……………………………………………………………
then he does nothing all day. ɪ say to
……………………………………………………………
him “don’t be so lazy! Do some work.”
……………………………………………………………

Some examples ……………………………………………………………

Are the examples below enough to make ……………………………………………………………
the meaning of the words clear? ……………………………………………………………
1. Market: You can buy food at the ……………………………………………………………
market. ……………………………………………………………
2. Clothes: In the morning we put on our ……………………………………………………………
clothes. ……………………………………………………………
3. Noisy: Students are often very noisy. ……………………………………………………………
4. Look for: I’m looking for my pen. ……………………………………………………………
5. Visit: Last weekend I visited my uncle. ……………………………………………………………
6. Happiness: He was full of happiness. ……………………………………………………………
7. Impossible: Your plan is quite ……………………………………………………………
impossible. ……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 64

 WAYS OF PRESENTING MEANINGS ……………………………………………………………
3. Concise ……………………………………………………………
MASK ……………………………………………………………
……………………………………………………………
DEFINITIONS ……………………………………………………………
1. Advanced: A ……………………………………………………………
covering for part or ……………………………………………………………
all of your face worn to hide or ……………………………………………………………
protect it ……………………………………………………………
2. Elementary and Pre-intermediate: ……………………………………………………………
……………………………………………………………….. ……………………………………………………………
……………………………………………………………….. ……………………………………………………………
……………………………………………………………….. ……………………………………………………………
……………………………………………………………….. ……………………………………………………………
………………………………………………………………..
………………………………………………………………..

3. Concise definitions POCKET MONEY ……………………………………………………………

1. Advanced: ……………………………………………………………
2. A small amount ……………………………………………………………
of money one ……………………………………………………………
carries to spend ……………………………………………………………
on nonessential ……………………………………………………………
things. ……………………………………………………………
3. a small amount of money suitable for ……………………………………………………………
minor expenses. ……………………………………………………………
2. Elementary and Pre-intermediate: ……………………………………………………………
………………………………………………………………. ……………………………………………………………
………………………………………………………………. ……………………………………………………………
………………………………………………………………. ……………………………………………………………
……………………………………………………………….. ……………………………………………………………
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Hannah Pham [email protected] 65

 WAYS OF PRESENTING MEANINGS ……………………………………………………………
3. …………………. the meaning from ……………………………………………………………
CONTEXT ……………………………………………………………
 You certainly ………………………. your ……………………………………………………………
students to use the context as a key to ……………………………………………………………
determine the word meaning. ……………………………………………………………
 Asking the students to guess the ……………………………………………………………
meaning of new words helps ……………………………………………………………
to ……………………………on them, and ……………………………………………………………
makes them want to know what the ……………………………………………………………
words mean. ……………………………………………………………
……………………………………………………………
Comment:
……………………………………………………………
• It sometimes lacks enough clues,
……………………………………………………………
and so it turns out to be unhelpful.
……………………………………………………………
• It is a little bit hard for our students
……………………………………………………………
but they may say the synonyms or
……………………………………………………………
the antonyms.
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

WAYS OF PRESENTING MEANINGS ……………………………………………………………

4. Guessing the meaning from CONTEXT ……………………………………………………………
Try to guess the meaning of the ……………………………………………………………
underlined words: ……………………………………………………………
a. It had been raining hard through the ……………………………………………………………
night so the ground was saturated. ……………………………………………………………
……………………………………………………………
b. The Fire kept me dry and warm ……………………………………………………………
because I was soaked. ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 66

 WAYS OF PRESENTING MEANINGS ……………………………………………………………
5. Using SYNOMYMS and ANTONYMS ……………………………………………………………
……………………………………………………………
SYNONYMS ……………………………………………………………
panicked ……………………………………………………………
furious ……………………………………………………………
murder ……………………………………………………………
abnormal ……………………………………………………………
sorrowful ……………………………………………………………
……………………………………………………………
……………………………………………………………

WAYS OF PRESENTING MEANINGS ……………………………………………………………

5. Using SYNOMYMS and ANTONYMS ……………………………………………………………
ANTONYMS ……………………………………………………………
accept ……………………………………………………………
absence ……………………………………………………………
frequent ……………………………………………………………
optimist ……………………………………………………………
permanent ……………………………………………………………
6. Translation: L1: What does that ……………………………………………………………
mean in Vietnamese? ……………………………………………………………
……………………………………………………………

……………………………………………………………
……………………………………………………………
……………………………………………………………
How do you teach the word: ……………………………………………………………
……………………………………………………………

FURNITURE
……………………………………………………………
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Hannah Pham [email protected] 67

 WAYS OF PRESENTING MEANINGS ……………………………………………………………
7. ELICITING ……………………………………………………………
getting ÿinfor
a. What is eliciting? ……………………..…… ……………………………………………………………
from people as opposed to giving it to ……………………………………………………………
them ……………………………………………………………
b. Why elicit? ……………………………………………………………
- focuses
………………. students’ attention and ……………………………………………………………
make them think ……………………………………………………………
- Give the teacher the …………………….
opportunity to ……………………………………………………………
see what students know and don’t ……………………………………………………………
know ……………………………………………………………

Eliciting from pictures ……………………………………………………………

1. Showing pictures: the pictures should ……………………………………………………………
contain ……………………….…….. context or ……………………………………………………………
information ……………………………………………………………
2. Questioning: ……………………………………………………………
• The teacher uses varied, simple and ……………………………………………………………
general questions based on the pictures ……………………………………………………………
to ask Ss what they know (don’t need to ……………………………………………………………
write them on the board). ……………………………………………………………
• Try to get them involved and get ……………………………………………………………
them ……………………………………………………. ……………………………………………………………
.…… ……………………………………………………………
 direct them to “the word” ……………………………………………………………

……………………………………………………………
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Hannah Pham [email protected] 68

 COMBINING DIFFERENT TECHNIQUES ……………………………………………………………
……………………………………………………………
Look at the way that the teacher presents ……………………………………………………………
the word “smile”, what are the different ……………………………………………………………
techniques used to explain the word? ……………………………………………………………
……………………………………………………………
Smile ……………………………………………………………
Look – He is smiling. Now ……………………………………………………………
look at me. I’m smiling. We ……………………………………………………………
smile when we are happy. ……………………………………………………………
What does it mean? ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

PROCEDURES FOR TEACHING ……………………………………………………………

VOCABULARY ……………………………………………………………
……………………………………………………………
Reorder the steps: ……………………………………………………………
a. Get the class to repeat in chorus ……………………………………………………………
(choral drill) ……………………………………………………………
b. Ask Ss to translate the word ……………………………………………………………
c. Say the word clearly and write it on ……………………………………………………………
board ……………………………………………………………
d. Ask questions using the new word ……………………………………………………………
(check understanding) ……………………………………………………………
e. Give an example to show how the ……………………………………………………………
word is used + teaching related things ……………………………………………………………
(provide the word) ……………………………………………………………
f. Use ways of presenting meanings to ……………………………………………………………
show what the word means (convey ……………………………………………………………
meaning) ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 69

 WAYS OF PRESENTING MEANINGS ……………………………………………………………
Choose the best method to convey the ……………………………………………………………
meaning of a word: ……………………………………………………………
Words Method ……………………………………………………………
1. hop (v) a. Showing students a ……………………………………………………………
physical object of some ……………………………………………………………
kind – sometimes called ……………………………………………………………
‘realia’. ……………………………………………………………
2. exhausted b. Doing a mime or an ……………………………………………………………
(adj) action. ……………………………………………………………
3. kiwifruit c. Explaining the ……………………………………………………………
(n) meaning by giving an ……………………………………………………………
oral definition of the ……………………………………………………………
word. ……………………………………………………………
4. bitter (adj) d. Asking students to ……………………………………………………………
think about the opposite ……………………………………………………………
meaning of a word they ……………………………………………………………
already know. ……………………………………………………………
5. imitate (v) e. Using a cline or ……………………………………………………………
diagram. ……………………………………………………………
6. skyscraper f. Using a picture of ……………………………………………………………
(n) something. ……………………………………………………………
7. rarely g. Telling a short, ……………………………………………………………
(adv) personal story to give an ……………………………………………………………
example of the meaning.

Hannah Pham [email protected] 70

 Emily’s lesson/students’ feedback ……………………………………………………………
 Emily prepared her vocabulary lesson ……………………………………………………………
thoroughly. She taught 12 new words ……………………………………………………………
associated with the topic ECOLOGY ……………………………………………………………
and prepared good questions to elicit ……………………………………………………………
words and check their meaning. ……………………………………………………………
 During the lesson, she felt things ……………………………………………………………
dragged a little bit. After the lesson, ……………………………………………………………
one of the Ss told her in the nicest ……………………………………………………………
possible way that it seemed to take a ……………………………………………………………
long time to learn the new word. ……………………………………………………………
 Question: How could Emily have made ……………………………………………………………
the vocabulary lesson more interesting ……………………………………………………………
for her Ss and improved the pace? ……………………………………………………………
How could you present these words? ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
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……………………………………………………………

COMBINING DIFFERENT TECHNIQUES ……………………………………………………………

Cold {…………………………………………………. ……………………………………………………………
……………………………………………………………
…………………………………………………………..} ……………………………………………………………
- ……………………………………………………………
- ……………………………………………………………
- ……………………………………………………………
- ……………………………………………………………
- ……………………………………………………………
- ……………………………………………………………
- ……………………………………………………………
- ……………………………………………………………

Hannah Pham [email protected] 71

 COMBINING DIFFERENT TECHNIQUES ……………………………………………………………
Boring {……………………………………….………. ……………………………………………………………
……………………………………….…………………..} ……………………………………………………………
……………………………………………………………
-
……………………………………………………………
-
……………………………………………………………
-
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-
……………………………………………………………
-
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-
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-
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-
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Hannah Pham [email protected] 72

 STEP 3. HOW TO USE THE WORD
……………………………………………………………
1. Grammar ……………………………………………………………
2. Collocation ……………………………………………………………
HOLIDAY ……………………………………………………………
…………………………………………………………………. ……………………………………………………………
…………………………………………………………………. ……………………………………………………………
…………………………………………………………………. ……………………………………………………………
……………………………………………………………
KEEP ……………………………………………………………
…………………………………………………………………. ……………………………………………………………
…………………………………………………………………. ……………………………………………………………
…………………………………………………………………. ……………………………………………………………

Step 4. Check understanding ……………………………………………………………

A teacher has just presented the word ……………………………………………………………
“mosque”. Now he is asking questions ……………………………………………………………
using the new word. What is the purpose ……………………………………………………………
of this? ……………………………………………………………
 Does your father go to the mosque? ……………………………………………………………
 When does your father go there? ……………………………………………………………
 What does he do there? ……………………………………………………………
 Do you live near a mosque? ……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 73

Choose one of the concept questions that ……………………………………………………………
is not really relevant or necessary to ……………………………………………………………
checking the meaning of the word. ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
a. If something fades, does it become ……………………………………………………………
more or less clear? ……………………………………………………………
b. Does this usually happen quickly or ……………………………………………………………
slowly? ……………………………………………………………
c. Can colors in clothes fade? ……………………………………………………………
d. Do clothes designers like colors that ……………………………………………………………
fade? ……………………………………………………………
……………………………………………………………

Choose one of the concept questions that ……………………………………………………………

is not really relevant or necessary to ……………………………………………………………
checking the meaning of the word. ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
a. Is this a way of walking? ……………………………………………………………
b. Do you wear special shoes when you ……………………………………………………………
shuffle? ……………………………………………………………
c. Do you walk quickly or slowly? ……………………………………………………………
d. Do you lift your feet when you shuffle? ……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 74

 Step 4. Check understanding ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
i.e. 1:
……………………………………………………………
Qs to check Is it hot or cold in the
……………………………………………………………
comprehension summer?
……………………………………………………………
- It’s hot
……………………………………………………………
i.e. 2: ……………………………………………………………
What do you often ……………………………………………………………
do in the summer? ……………………………………………………………
Qs using the - In the summer, I ……………………………………………………………
new word often go ……………………………………………………………
swimming. ……………………………………………………………
he summer? ……………………………………………………………
- In the summer, I ……………………………………………………………
often go ……………………………………………………………
swimming. ……………………………………………………………
……………………………………………………………

Step 4. Check understanding ……………………………………………………………

……………………………………………………………
Think of two or three questions you could
……………………………………………………………
ask the class, using the words:
……………………………………………………………
……………………………………………………………
magazine lion
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
holiday sunny
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 75

 ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

Look at these sets of words. How are the ……………………………………………………………

words in each box related to “cook”? ……………………………………………………………
(B) ……………………………………………………………
(A)
……………………………………………………………
Cook Cook ……………………………………………………………
……………………………………………………………
bake fry stove stir ……………………………………………………………
……………………………………………………………
boil grill pot spoon ……………………………………………………………
……………………………………………………………
……………………………………………………………

ACTIVITIES FOR EXPANDING VOCAB ……………………………………………………………

Brainstorming round an idea ……………………………………………………………
How: ……………………………………………………………
- The T writes a single word on the ……………………………………………………………
center of the BB ……………………………………………………………
- Ss brainstorm all the words they can ……………………………………………………………
think of that are connected with it and ……………………………………………………………
write them on the BB ……………………………………………………………
(there are lines connecting the new ……………………………………………………………
words to the original word.) ……………………………………………………………
Aims: to revise words Ss already know; to ……………………………………………………………
introduce new words ……………………………………………………………
Focus: the meaning of isolated items ……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 76

 ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

Vocabulary expansion ……………………………………………………………

Imagine you are teaching the words ……………………………………………………………
below. Think of 4 or 5 other related ……………………………………………………………
words that you could teach at the same ……………………………………………………………
time. living marry ……………………………………………………………
room ……………………………………………………………
……………………………………………………………
……………………………………………………………
job subject ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

THINGS TO REMEMBER ……………………………………………………………

1. A lexical item can be more than one ……………………………………………………………
word ……………………………………………………………
2. There is a difference ……………………………………………………………
between ……………… and ……………… ……………………………………………………………
vocabulary. ……………………………………………………………
3. Words are often best taught in ………… ……………………………………………………………
4. VARY the way you explain ……………………………………………………………
5. Help Ss learn vocabulary in ……………… ……………………………………………………………
6. ……………… the role of bilingual ……………………………………………………………
dictionaries ……………………………………………………………

Hannah Pham [email protected] 77

7. Use ……………………………..

GAMES AND ACTIVITIES ……………………………………………………………

……………………………………………………………
• Multiple choice  Bingo ……………………………………………………………
• Odd one out  Listing/word ……………………………………………………………
• Puzzles / series ……………………………………………………………
crossword  Grouping ……………………………………………………………
• Gap-filling  Word network ……………………………………………………………
• Word search  Games: clap the ……………………………………………………………
• Matching / BB, remember, ……………………………………………………………
association jumbled words, ……………………………………………………………
• Word train etc ……………………………………………………………

Match the word to the correct meaning ……………………………………………………………

……………………………………………………………
diversity a degree qualification ……………………………………………………………
given by a university ……………………………………………………………
equality being devoted or ……………………………………………………………
committed to a task or ……………………………………………………………
project ……………………………………………………………
doctorate treating people the in ……………………………………………………………
an equal and fair way ……………………………………………………………
dedicated leading or being a ……………………………………………………………
leader of something ……………………………………………………………
spearheaded recognizing difference ……………………………………………………………
and variety in people ……………………………………………………………

Hannah Pham [email protected] 78

 Match words to the correct meaning ……………………………………………………………
……………………………………………………………
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Using word series. E.g. ……………………………………………………………
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Example: Cutlery: knife, fork, spoon ……………………………………………………………
Transport: ______, ______,_____, ……………………………………………………………
Vehicles: ______, ______,______, ……………………………………………………………
Furniture: ________, ________,_______, ……………………………………………………………
Building: ________, ________,________, ……………………………………………………………
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GROUPING WORDS ……………………………………………………………

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Hannah Pham [email protected] 81

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WHAT HAVE YOU LEARNT SO FAR? ……………………………………………………………

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Hannah Pham [email protected] 82

 CHAPTER 6
TEACHING PRONUNCIATION

Hannah Pham [email protected] 83

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HOW TO CORRECT ……………………………………………………………

PRONUNCIATION MISTAKES? ……………………………………………………………
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Hannah Pham [email protected] 85

 STEPS TO TEACH BASIC PRONUNCIATION ……………………………………………………………
Usually, we teach sounds in pairs ……………………………………………………………
1. Introduce sounds ……………………………………………………………
- Fun stories, videos, examples, listening ……………………………………………………………
and dictating ……………………………………………………………
- The T asks what’s the problem then ……………………………………………………………
introduce the sounds to learn. ……………………………………………………………
2. Teach the sounds ……………………………………………………………
- What kind of sounds are they? What ……………………………………………………………
are the differences? ……………………………………………………………
- How to pronounce each sound? ……………………………………………………………
- The teacher say the sounds, Ss repeat ……………………………………………………………
 help them correct mistakes ……………………………………………………………
- Put the sounds in words (and ……………………………………………………………
sentences)  Choral drill ……………………………………………………………
3. Practice ……………………………………………………………
- Activities: practice in groups (The T ……………………………………………………………
goes around and check), listening, … ……………………………………………………………
4. Follow-up ……………………………………………………………
- Games/Activities to check Ss’ ……………………………………………………………
understanding ……………………………………………………………

STEPS TO TEACH BASIC PRONUNCIATION ……………………………………………………………

/i:/ and /ɪ/ sounds ……………………………………………………………
1. Introduce sounds ……………………………………………………………
- Fun stories, videos, examples, ……………………………………………………………
listening and dictating ……………………………………………………………
- The T asks what’s the problem then ……………………………………………………………
introduce the sounds to learn. ……………………………………………………………
- ……………………………………………………………
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Hannah Pham [email protected] 86

 STEPS TO TEACH BASIC PRONUNCIATION ……………………………………………………………
/i:/ and /ɪ/ sounds ……………………………………………………………
2. Teach the sounds ……………………………………………………………
- What kind of sounds are they? What are ……………………………………………………………
the differences? ……………………………………………………………
- How to pronounce each sound? ……………………………………………………………
- The teacher say the sounds, Ss repeat ……………………………………………………………
- Put the sounds in words (and sentences) ……………………………………………………………
 Choral drill ……………………………………………………………
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STEPS TO TEACH BASIC PRONUNCIATION ……………………………………………………………

/i:/ and /ɪ/ sounds ……………………………………………………………
3. Practice ……………………………………………………………
- Activities: practice in groups (T goes ……………………………………………………………
around and check), listening, … ……………………………………………………………
Track 1: Listen and repeat. Circle the ……………………………………………………………
word in each group that does not contain ……………………………………………………………
the vowel /i:/ ……………………………………………………………
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Hannah Pham [email protected] 87

 ADVANCED PRONUNCIATION ……………………………………………………………
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ENDING SOUNDS ……………………………………………………………

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Word endings ……………………………………………………………

I want to try your …… ……………………………………………………………
a. wife ……………………………………………………………
b. wine ……………………………………………………………
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Are there any words else that have the ……………………………………………………………
same /waɪ/ sound but different endings? ……………………………………………………………
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Hannah Pham [email protected] 88

 GROUP WORDS ……………………………………………………………
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Hannah Pham [email protected] 89

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LINKING SOUNDS ……………………………………………………………

1. Consonant + vowel ……………………………………………………………
Look up /lʊ kʌp/ ……………………………………………………………
Travel on /trævə lɒn/ ……………………………………………………………
2. Consonant + consonant ……………………………………………………………
Group 1: B/P, V/F, M ……………………………………………………………
Deep music, warm milk ……………………………………………………………
Group 2: D, J, L, N, S, T, X, Z, SH, CH, GE, ……………………………………………………………
CE ……………………………………………………………
Not simple ……………………………………………………………
Group 3: G, H, K (C+Q), NG ……………………………………………………………
Sing clearly

Hannah Pham [email protected] 90

 LINKING SOUNDS ……………………………………………………………
3. Vowel + vowel ……………………………………………………………
• Rounded sounds : ……………………………………………………………
add /w/ ……………………………………………………………
Do it /Du: wɪt/ ……………………………………………………………
USA /ju: we seɪ/ ……………………………………………………………
• Unrounded sounds : add /j/ ……………………………………………………………
I am /aɪ jem/ ……………………………………………………………
VOA /vi jou wei/ ……………………………………………………………
4. /t/ + /j/ = /tʃ/ ……………………………………………………………
/d/ + /j/ = /dʒ/ ……………………………………………………………
/s/ + /j/ = /ʃ/ ……………………………………………………………
/z/ + /j/ = /ʒ/ ……………………………………………………………
• Wrote you ……………………………………………………………
/rəʊ tʃju:/ ……………………………………………………………
• Did you /dɪ dʒju:/ ……………………………………………………………
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REDUCED SOUNDS ……………………………………………………………

• Occur in a native English speaker’s ……………………………………………………………
speech when they reduce or eliminate ……………………………………………………………
certain sounds. ……………………………………………………………
• Important: if you ……………………………………………………………
want to speak like ……………………………………………………………
a native English ……………………………………………………………
speaker, and ……………………………………………………………
understand what ……………………………………………………………
the native English ……………………………………………………………
speakers say. ……………………………………………………………
• Included: word reductions & phrase ……………………………………………………………
reductions ……………………………………………………………
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Hannah Pham [email protected] 91

 ……………………………………………………………
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Weak ……………………………………………………………
Strong form ……………………………………………………………
Word form
(stressed)
(reduced) ……………………………………………………………
/tə/ /t’/ ……………………………………………………………
To /tuː/
/də/ /d’/ ……………………………………………………………
At
/ət/ /’t/ ……………………………………………………………
/æt/ /əd/ /’d/ ……………………………………………………………
/ɪt/ /ət/ ……………………………………………………………
It /ɪt/
/’t/
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For /fɔːr/ /fər/ ……………………………………………………………
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From /frɑːm/ /frəm/
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In /ɪn/ /ɪn/ ……………………………………………………………
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An /æn/ /ən/ ……………………………………………………………
/ənd/ ……………………………………………………………
And /ænd/ ……………………………………………………………
/ən/
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Or /ɔːr/ /ər/
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Are /ɑːr/ /ər/ ……………………………………………………………
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Your –
/jɔːr/ /jər/ ……………………………………………………………
You’re
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Of /ɑːv/ /əv/ ……………………………………………………………
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Can /kæn/ /kən/
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/həd/, ……………………………………………………………
Had /hæd /
/əd/
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/wəd/,
Would /wʊd/ ……………………………………………………………
/əd/
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Was /wɑːz/ /wəz/ ……………………………………………………………
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What /wɑːt/ / wət/
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Some /sʌm/ /səm/ ……………………………………………………………
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Hannah Pham [email protected] 92

 WORD REDUCTIONS ……………………………………………………………
TO ……………………………………………………………
• to work ……………………………………………………………
• He went to work. ……………………………………………………………
AT ……………………………………………………………
• at lunch. ……………………………………………………………
• I'll see you at eleven. ……………………………………………………………
FOR ……………………………………………………………
• This is for you. ……………………………………………………………
• A table for four, please. ……………………………………………………………

PHRASE REDUCTIONS ……………………………………………………………

• Going to = Gonna ……………………………………………………………
I’m gonna try to finish this book. ……………………………………………………………
• Want to eat = Wanna eat ……………………………………………………………
Do you wanna eat at 7 o’clock? ……………………………………………………………
• Have to start = Hafta start ……………………………………………………………
I really hafta start studying for that test. ……………………………………………………………
• Has to try = Hasta try ……………………………………………………………
He hasta try harder. ……………………………………………………………
• Got to leave = Gotta leave ……………………………………………………………
I really gotta leave in 15 minutes. ……………………………………………………………

PHRASE REDUCTIONS ……………………………………………………………

• Ought to believe = Oughta believe ……………………………………………………………
She really oughta believe what he’s ……………………………………………………………
saying. ……………………………………………………………
• Out of bed = Outta bed ……………………………………………………………
I got outta bed when I heard the alarm ……………………………………………………………
clock. ……………………………………………………………
• Did you go = Didja go ……………………………………………………………
Didja go to the store? ……………………………………………………………
• Would he = Wouldy ……………………………………………………………
Wouldy help me move the furniture? ……………………………………………………………
• Won’t you = Woncha ……………………………………………………………
Woncha play one more song on the
piano?

Hannah Pham [email protected] 93

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How many syllables does each word ……………………………………………………………

have? ……………………………………………………………
• Favorite • ……………………………………………………………
• Interested • ……………………………………………………………
• Marriage • ……………………………………………………………
• Medicine • ……………………………………………………………
• Millionaire • ……………………………………………………………
• Miserable • ……………………………………………………………
• Restaurant • ……………………………………………………………
• Several •
• Temperature •

STRESS PATTERNS – 2 SYLLABLES ……………………………………………………………

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• Dúh dùh ……………………………………………………………
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• Dùh duh ……………………………………………………………

STRESS PATTERNS – 2 SYLLABLES ……………………………………………………………

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• Dúh dùh dùh ……………………………………………………………
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• Dùh dúh dùh ……………………………………………………………
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• Dùh dùh duh ……………………………………………………………
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Hannah Pham [email protected] 94

 STRESS PATTERNS – 2 SYLLABLES ……………………………………………………………
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Dúh dùh dùh dùh ……………………………………………………………
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• Dùh dúh dùh dùh ……………………………………………………………
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• Dùh dùh duh dùh ……………………………………………………………
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INTONATION ……………………………………………………………
INTONATION in ENGLISH ……………………………………………………………
(music or melody of spee ch) ……………………………………………………………
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1. Statements - ………..
fall ……………………………………………………………
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Betty lives in London. ……………………………………………………………
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Victor works in a bank. ……………………………………………………………
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I haven’t read this book. ……………………………………………………………
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Hannah Pham [email protected] 95

 2. Wh – questions - ………..
fall ……………………………………………………………
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What is his name? ……………………………………………………………
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Where does he live? ……………………………………………………………
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When did you call him? ……………………………………………………………

3. Yes/ No – questions - ………..

rise ……………………………………………………………
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Did you visit them often? ……………………………………………………………
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Have you seen my keys? ……………………………………………………………
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Are you ready to start? ……………………………………………………………

4. Alternative questions – ……………………………………………………………

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rise fall
Do you want coffee or tea? ……………………………………………………………
Does he speak English or German? ……………………………………………………………
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5. Tag questions ……………………………………………………………

fall
……….. ……………………………………………………………
It’s a beautiful town, isn’t it? ……………………………………………………………
The speaker is sure and expects the ……………………………………………………………
answer “yes” ……………………………………………………………
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rise
……….. ……………………………………………………………
She knows him, doesn’t she? ……………………………………………………………
The speaker isn’t sure and ask for ……………………………………………………………
confirmation

Hannah Pham [email protected] 96

 6. Commands – ………..
fall ……………………………………………………………
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Stop it. ……………………………………………………………
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Sit down. ……………………………………………………………
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Close your books. ……………………………………………………………

7. Exclamatory sentences - ………..

fall ……………………………………………………………
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What a beautiful present! ……………………………………………………………
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How nice of you! ……………………………………………………………
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8. Intonation in lists ……….. ……………………………………………………………

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fall ……………………………………………………………
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One, two, three, four, five. ……………………………………………………………
She bought bread, cheese, oranges and ……………………………………………………………
apples. ……………………………………………………………
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9. Echo – questions - ………..

rise ……………………………………………………………
Do you have a boyfriend? ……………………………………………………………
- Boyfriend? Ah I have. ……………………………………………………………
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I want to buy some apples ……………………………………………………………
- Apples? ……………………………………………………………
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Hannah Pham [email protected] 97

 10. Pronouns ……………………………………………………………
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Dogs eat bones. - Nouns ……………………………………………………………
They eat them. – Verbs ……………………………………………………………

INTONATION ……………………………………………………………
1. I didn’t say he stole the money. ……………………………………………………………
2. I didn’t say he stole the money. ……………………………………………………………
3. I didn’t say he stole the money. ……………………………………………………………
4. I didn’t say he stole the money. ……………………………………………………………
5. I didn’t say he stole the money. ……………………………………………………………
6. I didn’t say he stole the money. ……………………………………………………………
7. I didn’t say he stole the money. ……………………………………………………………
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STEPS TO TEACH ADVANCED ……………………………………………………………

PRONUNCIATION ……………………………………………………………
1. Introduce the pronunciation point ……………………………………………………………
• Fun stories, videos, examples, ……………………………………………………………
• The T asks what’s the problem then ……………………………………………………………
ask Ss guess what they will learn. ……………………………………………………………
2. Teach ……………………………………………………………
• The importance of the pronunciation ……………………………………………………………
point ……………………………………………………………
• Teaching – choral/individual drill  ……………………………………………………………
correcting ……………………………………………………………
3. Practice ……………………………………………………………
• Activities: practice in groups (T goes
around and check)
4. Follow-up
• Games to check Ss’ understanding
• Role-play

Hannah Pham [email protected] 98

 CHAPTER 7
TEACHING GRAMMAR

Hannah Pham [email protected] 99

 how to teach past simple:
- ask how to remember the pre.simple and make
sen
- make the sentences, change the verbor auxilary.
- let ss compare.
WHAT IS GRAMMAR? ……………………………………………………………
- introduce
Grammar is a system of .....................
organizing in - structure
……………………………………………………………
complete sentences. It recognizes how - sign ……………………………………………………………
words and phrases fit together to make ……………………………………………………………
sense and create meaning. ……………………………………………………………

4 MAIN APPROACHES ……………………………………………………………

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1…deductive teaching: dien giai ……………………………………………………………
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2…inductive teaching ……………………………………………………………
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functional teaching
3… ……………………………………………………………
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4…teaching through texts, stories, songs ……………………………………………………………
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FUNCTIONAL APPROACH day giaotiep ……………………………………………………………

de di dinh cu
• A functional approach gives students ……………………………………………………………
tools to communicate. The functional ……………………………………………………………
approach focuses on teaching .....................so
gram ……………………………………………………………
that the students can function in their ……………………………………………………………
everyday lives. For example, what will ……………………………………………………………
they need to know so that they can go ……………………………………………………………
grocery shopping? How will they greet ……………………………………………………………
someone? Beginning students can learn ……………………………………………………………
complex concepts and use them in ……………………………………………………………
conversation. ……………………………………………………………
• In this approach, it can be difficult to ……………………………………………………………
determine what
...................to
aspect focus on first. ……………………………………………………………

Hannah Pham [email protected] 100

 TEXTS, STORIES AND SONGS ……………………………………………………………
Use examples of literature and popular ……………………………………………………………
writing to illustrate how grammar is used. ……………………………………………………………
This can be an ............... way to teach ……………………………………………………………
grammar. Students can choose their own ……………………………………………………………
texts or stories that they’d like to use. ……………………………………………………………
This will make the lesson more interesting ……………………………………………………………
for the students. Students will also ……………………………………………………………
benefit from increased vocabulary. ……………………………………………………………
The texts can be difficult if they are too ……………………………………………………………
advanced for the student’s language ……………………………………………………………
level. ……………………………………………………………
……………………………………………………………
……………………………………………………………

DEDUCTIVE/EXPLICIT APPROACH ……………………………………………………………

- Deductive approach ……………………………………………………………
is .............................. in which the ……………………………………………………………
teacher presents the grammar rule ……………………………………………………………
then gives students exercises in which ……………………………………………………………
they apply the rule ……………………………………………………………
- The principles of this approach are ……………………………………………………………
generally used in the classes where the ……………………………………………………………
main target is to teach grammar ……………………………………………………………
structures. For instance, these ……………………………………………………………
principles are convenient for the classes ……………………………………………………………
that grammar translation method is ……………………………………………………………
applied. ……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 101

 DEDUCTIVE APPROACH – EXAMPLE 1 ……………………………………………………………
- Step ……………………………………………………………
1: ........................................................... ……………………………………………………………
.. ……………………………………………………………
- Step 2: ......... ……………………………………………………………
……………………………………………………………
- Step 3: .......... ……………………………………………………………
……………………………………………………………
- Step ……………………………………………………………
4: ..................
...

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INDUCTIVE/IMPLICIT APPROACH ……………………………………………………………

• Inductive approach is ..................where ……………………………………………………………
learners ............ the grammar rules ……………………………………………………………
themselves by examining the examples. ……………………………………………………………
• The rules will become evident if the ……………………………………………………………
students are given enough appropriate ……………………………………………………………
examples. ……………………………………………………………
• In an inductive approach, learners are ……………………………………………………………
provided with samples which include ……………………………………………………………
the target grammar that they will learn. ……………………………………………………………
Then learners work on the examples ……………………………………………………………
and try to discover the rules ……………………………………………………………
themselves. When students obtain the ……………………………………………………………

Hannah Pham [email protected] 102

 grammar rules and they practice the ……………………………………………………………
language by creating their own ……………………………………………………………
examples.

INDUCTIVE APPROACH – EXAMPLE 1 ……………………………………………………………

Comparative with short adjective ……………………………………………………………
Step 1: The teacher shows the pictures of ……………………………………………………………
boys and then apples and says: “This is ……………………………………………………………
Jim. He’s talk. This is Jack. He’s short. Jim ……………………………………………………………
is taller than Jack. Jack is shorter than ……………………………………………………………
Jim, …” (the T can provide more examples ……………………………………………………………
using students and items from the ……………………………………………………………
classroom, …) ……………………………………………………………

INDUCTIVE APPROACH – EXAMPLE 1 ……………………………………………………………

Comparative with short adjective ……………………………………………………………
Step 2: The T asks Ss to repeat after him ……………………………………………………………
(Jim is taller than Jack, …) at the same ……………………………………………………………
time he writes those sentences on the ……………………………………………………………
board and then helps Ss analyze the ……………………………………………………………
examples and create the rule ……………………………………………………………
- Jim is taller than Jack. ……………………………………………………………
to be adj+er than ……………………………………………………………
- The green apple is bigger than the ……………………………………………………………
red one.
to be adj+er than

Hannah Pham [email protected] 103

 INDUCTIVE APPROACH – EXAMPLE 1 ……………………………………………………………
Comparative with short adjective ……………………………………………………………
Step 3: The teacher asks Ss to give more ……………………………………………………………
examples using the rule ……………………………………………………………
Step 4: The teacher can help Ss with the ……………………………………………………………
rules of adding _er to the end of a short ……………………………………………………………
adjective. ……………………………………………………………
Step 5: ……………………………………………………………
- Writing activities: Exercises ……………………………………………………………
- Speaking activities: work in groups and ……………………………………………………………
make comparison between things or ……………………………………………………………
people in the class. ……………………………………………………………
INDUCTIVE APPROACH – EXAMPLE 2 ……………………………………………………………
The simple past tense ……………………………………………………………
Step 1: Conversation with a student. The ……………………………………………………………
teacher asks a student to tell his last ……………………………………………………………
summer holiday. ……………………………………………………………
Step 2: Student answers by using simple ……………………………………………………………
present tense as he has no information ……………………………………………………………
about past tense. ……………………………………………………………
Step 3: Later, teacher corrects him by ……………………………………………………………
using past tense. ……………………………………………………………
Step 4: Then, student repeats the correct ……………………………………………………………
sentence. ……………………………………………………………
Step 5: After that teacher writes the past ……………………………………………………………
forms of some verbs on the board to ……………………………………………………………
make learners practice.  sentences ……………………………………………………………
Step 6: Form + meaning ……………………………………………………………
Step 7: Ss give examples ……………………………………………………………
Step 8: Do tasks, exercises ……………………………………………………………

Hannah Pham [email protected] 104

 When grammar is taught deductively... ……………………………………………………………
• Rules go first: The teacher explains the ……………………………………………………………
rule to learners. ……………………………………………………………
• Instruction goes from general to ……………………………………………………………
particular. ……………………………………………………………
• There are explicit explanations. ……………………………………………………………
• The T provides NO CONTEXT or ……………………………………………………………
COMMUNICATIVE PURPOSE for the ……………………………………………………………
grammar. ……………………………………………………………
• The T focuses on form first and then ……………………………………………………………
meaning. ……………………………………………………………
• There is an immediate application of ……………………………………………………………
rules: Drills for the students to learn ……………………………………………………………
the rule mechanically. ……………………………………………………………
• Classes are teacher-centered: ……………………………………………………………
Dependent on the teacher ……………………………………………………………
• It is rule-driven learning. ……………………………………………………………
• It is conscious. ……………………………………………………………
• It requires passive reception. ……………………………………………………………
……………………………………………………………
When grammar is taught inductively... ……………………………………………………………
• Instruction goes from particular to ……………………………………………………………
general. There are no explanations, ……………………………………………………………
everything is implicit. ……………………………………………………………
• There is exposure to language first. ……………………………………………………………
• There is rule-discovery learning: Allows ……………………………………………………………
the learner to formulate and discover ……………………………………………………………
the rule ("to induct"). ……………………………………………………………
• Teacher provides a CONTEXT and ……………………………………………………………
PURPOSE for use. ……………………………………………………………
• Teacher focuses on meaning first and ……………………………………………………………
form second. ……………………………………………………………
• Teacher helps learners discover the rule ……………………………………………………………
through meaningful communication. ……………………………………………………………
Classes are learner-centered. ……………………………………………………………
• Students become autonomous. ……………………………………………………………
• It is subconscious. ……………………………………………………………
• It is associative. ……………………………………………………………
• There is active participation which ……………………………………………………………
empowers the students to problem ……………………………………………………………

Hannah Pham [email protected] 105

 solve and learn how to learn a language ……………………………………………………………
……………………………………………………………

ADVANTAGES AND DISADVANTAGES ……………………………………………………………

……………………………………………………………
Deductive Inductive teaching ……………………………………………………………
teaching ……………………………………………………………
- Less time to - Demanding for T ……………………………………………………………
prepare & teach and Ss ……………………………………………………………
- Ss feel more - Interesting ……………………………………………………………
relaxed ……………………………………………………………
- Suitable even for - Ss remember ……………………………………………………………
weak learners longer ……………………………………………………………
……………………………………………………………
……………………………………………………………

WHICH APPROACH IS BETTER? ……………………………………………………………

Questions: Which approach should I use ……………………………………………………………
to teach my Ss? ……………………………………………………………
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Hannah Pham [email protected] 106

 WHICH APPROACH IS BETTER? ……………………………………………………………
• All learners are different and they learn ……………………………………………………………
in different ways: needs, ages, ……………………………………………………………
backgrounds and levels are the factors ……………………………………………………………
that are taken into consideration by the ……………………………………………………………
teacher for choosing suitable teaching ……………………………………………………………
strategy. ……………………………………………………………
• Adult learners tend to deal with the ……………………………………………………………
rules when they use target language ……………………………………………………………
since their mentality is able to think ……………………………………………………………
abstract items.  deductive teaching is ……………………………………………………………
more appropriate for adult learners ……………………………………………………………
and meet their expectations. ……………………………………………………………
• On the other hand, young learners are ……………………………………………………………
successful in exploring grammar ……………………………………………………………
structures from the examples rather ……………………………………………………………
than learning them deductively since ……………………………………………………………
they are more likely to learn by doing ……………………………………………………………
because grammar rules are complex ……………………………………………………………
and abstract for them. ……………………………………………………………
……………………………………………………………

3 TYPES OF PRACTICE ……………………………………………………………

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Hannah Pham [email protected] 107

 MECHANICAL PRACTICE ……………………………………………………………
Mechanical practice refers to a controlled ……………………………………………………………
practice activity which students can ……………………………………………………………
successfully carry out without necessarily ……………………………………………………………
understanding the language they are ……………………………………………………………
using  aims at achieving accuracy. ……………………………………………………………
Examples of this kind of activity would be ……………………………………………………………
repetition drills and substitution drills ……………………………………………………………
designed to practice use of particular ……………………………………………………………
grammatical or other items. ……………………………………………………………

MEANINGFUL PRACTICE ……………………………………………………………

• Meaningful practice refers to an activity ……………………………………………………………
where language control is still provided ……………………………………………………………
but where students are required to make ……………………………………………………………
meaningful choices when carrying out ……………………………………………………………
practice. ……………………………………………………………
• For example, in order to practice the use ……………………………………………………………
of prepositions to describe locations of ……………………………………………………………
places, students might be given a street ……………………………………………………………
map with various buildings identified in ……………………………………………………………
different locations. ……………………………………………………………
• They are also given a list of prepositions ……………………………………………………………
such as across from, on the corner of, ……………………………………………………………
near, on, next to. They then have to ……………………………………………………………
answer questions such as “Where is the ……………………………………………………………
book shop? Where is the cáfe? etc.” ……………………………………………………………
• The practice is now meaningful because ……………………………………………………………
they have to respond according to the ……………………………………………………………
location of places on the map. ……………………………………………………………
COMMUNICATIVE PRACTICE ……………………………………………………………
Grammar is a system of ..................... in ……………………………………………………………
complete sentences. It recognizes how ……………………………………………………………
words and phrases fit together to make ……………………………………………………………
sense and create meaning. ……………………………………………………………
Grammar helps you to represent the ……………………………………………………………
world and interact with other people ……………………………………………………………
through language and it must make ……………………………………………………………
sense. It allows you to express yourself ……………………………………………………………
clearly and to fine-tune what you mean ……………………………………………………………

Hannah Pham [email protected] 108

to say.

……………………………………………………………
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……………………………………………………………
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……………………………………………………………
……………………………………………………………

mechanical (BT 1dap an)

Substitution ……………………………………………………………
Substitute the underlined, part with the ……………………………………………………………
proper forms of the given words: ……………………………………………………………
……………………………………………………………
green lawn clean house ……………………………………………………………
pretty garden nice flower ……………………………………………………………
……………………………………………………………
Mrs. Green has the largest house in town ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 109

 mechamical
Transformation ……………………………………………………………
Change the following sentences into the ……………………………………………………………
past tense. Use the adverbs given in the ……………………………………………………………
brackets: ……………………………………………………………
• Now he lives in London. (last year, Paris) ……………………………………………………………
• We have English and math today. ……………………………………………………………
(yesterday, music and P.E) ……………………………………………………………

Pair work ……………………………………………………………

meaningful
Look at the table below. Rank the items on ……………………………………………………………
the left column according to criteria listed on ……………………………………………………………
the top. ……………………………………………………………
cheap healthy important ……………………………………………………………
Water √ √ √ ……………………………………………………………
Fruit x x x ……………………………………………………………
Cigarettes ……………………………………………………………
Alcohol ……………………………………………………………
Milk ……………………………………………………………
Students may come up with: ……………………………………………………………
• I think water is healthier than fruit. ……………………………………………………………
No, no, I think fruit is healthier than water. ……………………………………………………………

communicative
Using chain of events ……………………………………………………………
Teacher: Now let’s play a game. The first ……………………………………………………………
student starts a sentence with a second ……………………………………………………………
conditional clause. The next student takes ……………………………………………………………
the result of the sentence, reforms it into ……………………………………………………………
another condition and suggest a further ……………………………………………………………
result. For example: ……………………………………………………………
The first student says “If I had a million ……………………………………………………………
dollars, I would buy a yacht”. The second ……………………………………………………………
student says “If I bought a yacht, I would go ……………………………………………………………
for a sail”  The 3rd S: “If I went for a sail, ……………………………………………………………
there might be a storm”,… ……………………………………………………………

Hannah Pham [email protected] 110

 Using prompts ……………………………………………………………
meaningful
Practice based on prompts is usually ……………………………………………………………
meaningful practice ……………………………………………………………
• Using picture prompts ……………………………………………………………
• Using mime or gestures as prompts ……………………………………………………………
• Using information sheet as prompts ……………………………………………………………
• Using key phrase or key words as prompts ……………………………………………………………
• Using chained phrases for story telling ……………………………………………………………
• Using created situations ……………………………………………………………
……………………………………………………………

Using information sheet as prompts ……………………………………………………………

……………………………………………………………
Names Favorite Favorite Favorite Hobbies ……………………………………………………………
subjects sports food
……………………………………………………………
Lily Math Basketball Pork Music
Susan Chinese Ping-pong Eggs Reading
……………………………………………………………
David English Football Ice- Collecting ……………………………………………………………
cream stamps ……………………………………………………………
……………………………………………………………
Teacher: What about you? Tell your ……………………………………………………………
neighbor

STEPS TO TEACH A GRAMMAR ITEM ……………………………………………………………

INDUCTIVELY ……………………………………………………………
……………………………………………………………
Step 1. Presentation ……………………………………………………………
- Presenting the context in which the ……………………………………………………………
grammatical structure appears ……………………………………………………………
- Aim: To get the Ss see the structure – its ……………………………………………………………
form and meaning in context. ……………………………………………………………
……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 111

 STEPS TO TEACH A GRAMMAR ITEM ……………………………………………………………
INDUCTIVELY ……………………………………………………………
Step 2. Isolation ……………………………………………………………
The focus is temporarily on the grammar ……………………………………………………………
item itself ……………………………………………………………
Aim: to get the Ss perceive and recognize the ……………………………………………………………
grammatical item what it looks like. ……………………………………………………………
Step 3. Analysis ……………………………………………………………
Here you will try to make Ss analyze the ……………………………………………………………
isolated items. ……………………………………………………………
Aim: To get Ss perceive how they are ……………………………………………………………
formed, how they function and what they ……………………………………………………………
mean, in short what rules govern them. The ……………………………………………………………
objective is that Ss should understand the ……………………………………………………………
various aspects of the structure ……………………………………………………………

STEPS TO TEACH A GRAMMAR ITEM ……………………………………………………………

INDUCTIVELY ……………………………………………………………
Step 4: Stating rule ……………………………………………………………
The T helps Ss formulate the grammar rule ……………………………………………………………
The T helps Ss to modify an add to the rules ……………………………………………………………
as necessary ……………………………………………………………
Step 5: Practice: Students apply rules to ……………………………………………………………
their own writing and speaking samples ……………………………………………………………

TEACHING “CAN, CANNOT” ……………………………………………………………

Step 1: Presentation ……………………………………………………………
The teacher tells Ss to ask him the question ……………………………………………………………
“what can you do?” then uses his body ……………………………………………………………
language to say some things he can do and ……………………………………………………………
cannot do then elicits their questions and ……………………………………………………………
answers. ……………………………………………………………
Step 2: Isolation ……………………………………………………………
The Teacher asks Ss to give all the sentences ……………………………………………………………
in the video that contain “can” and “can’t” ……………………………………………………………
 the teacher write on the board and read ……………………………………………………………
out the sentences at the time. ……………………………………………………………
Step 3: Analysis: The teacher helps Ss to
analyze the sentences.

Hannah Pham [email protected] 112

 TEACHING “CAN, CANNOT” ……………………………………………………………
Step 3 (cont’) ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

TEACHING “CAN, CANNOT” ……………………………………………………………

Step 4: Stating rule: Expressing ability and ……………………………………………………………
inability ……………………………………………………………
a. “can” is a modal verb to express present ……………………………………………………………
ability. Ex: I can speak English ……………………………………………………………
b. “can’t = cannot” is a model verb to ……………………………………………………………
express present inability. Ex: ɪ cannot play ……………………………………………………………
boxing. ……………………………………………………………
c. “cannot” is one word. ……………………………………………………………
d. The sentence is: subject + modal verb ……………………………………………………………
(can/cannot) + V_inf + O

TEACHING “CAN, CANNOT” ……………………………………………………………

Step 5: Practice ……………………………………………………………
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Hannah Pham [email protected] 113

 TEACHING GRAMMAR TIPS ……………………………………………………………
1. Use examples to teach grammar. ……………………………………………………………
2. Build upon concepts that are familiar ……………………………………………………………
to the student. ……………………………………………………………
3. Give students plenty of time to ……………………………………………………………
practice. ……………………………………………………………
4. Make the instruction appropriate for ……………………………………………………………
your students. ……………………………………………………………
5. Plan games and interesting activities. ……………………………………………………………
6. Correct students in a positive way. ……………………………………………………………
Your student says, “I catched the ball.” ……………………………………………………………
T1: No, you don’t say I catched the ball. ……………………………………………………………
You say I caught the ball. ……………………………………………………………
T2: You caught the ball? Did you score a ……………………………………………………………
point? ……………………………………………………………
T3: You mean you caught the ball? ……………………………………………………………
T4: You…? ……………………………………………………………

Hannah Pham [email protected] 114

 CHAPTER 8
TEACHING SPEAKING

Hannah Pham [email protected] 115

SS’ PROBLEMS IN SPEAKING – HOW TO ……………………………………………………………
SOLVE? ……………………………………………………………
• Lack of • Create a ……………………………………………………………
confidence motivated & ……………………………………………………………
• Shyness in friendly ……………………………………………………………
speaking environment ……………………………………………………………
• Fear of making • Change Ss’ ……………………………………………………………
mistakes mindset ……………………………………………………………
• Fear of being • Provide input ……………………………………………………………
judged • Give clear ……………………………………………………………
• Lack of instruction ……………………………………………………………
motivation • Use pair ……………………………………………………………
• Lack of vocab, work/group work ……………………………………………………………
grammar • Assign group ……………………………………………………………
• Nothing to say leader ……………………………………………………………
• Low/uneven • Monitor + keep Ss ……………………………………………………………
participation speaking E ……………………………………………………………
• Use of L1 • Let the intrinsic & ……………………………………………………………
extrinsic work ……………………………………………………………
together ……………………………………………………………

2 TYPES OF SPEAKING ACTIVITIES ……………………………………………………………

1. Controlled speaking activities ……………………………………………………………
 Focus on accuracy ……………………………………………………………
 Ss only use language that has been ……………………………………………………………
taught ……………………………………………………………
 Limited kind of speaking ……………………………………………………………
2. Communicative speaking activities ……………………………………………………………
 Unplanned, unexpected exchanges ……………………………………………………………
 Free speaking included ……………………………………………………………

Hannah Pham [email protected] 116

 ……………………………………………………………
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ROLE PLAY ……………………………………………………………

• 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. ……………………………………………………………
……………………………………………………………
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Hannah Pham [email protected] 117

 ……………………………………………………………
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SIMULATIONS ……………………………………………………………
• Simulations are very similar to role- ……………………………………………………………
plays but what makes simulations ……………………………………………………………
different from role plays is that they are ……………………………………………………………
more elaborate. ……………………………………………………………
• In simulations, students can bring items ……………………………………………………………
to the class to create a realistic ……………………………………………………………
environment. For instance, if a student ……………………………………………………………
is acting as a singer, she brings a ……………………………………………………………
microphone to sing and so on. ……………………………………………………………
……………………………………………………………

……………………………………………………………
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Hannah Pham [email protected] 118

 INFORMATION GAP ……………………………………………………………
• In this activity, students are supposed ……………………………………………………………
to be working in pairs. One student will ……………………………………………………………
have the information that other partner ……………………………………………………………
does not have and the partners will ……………………………………………………………
share their information. ……………………………………………………………
• Information gap activities serve many ……………………………………………………………
purposes such as solving a problem or ……………………………………………………………
collecting information. ……………………………………………………………
……………………………………………………………

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Hannah Pham [email protected] 119

 BRAINSTORMING ……………………………………………………………
• On a given topic, students can produce ……………………………………………………………
ideas in a limited time. Depending on ……………………………………………………………
the context, either individual or group ……………………………………………………………
brainstorming is effective and learners ……………………………………………………………
generate ideas quickly and freely. ……………………………………………………………
• The good characteristics of ……………………………………………………………
brainstorming is that the students are ……………………………………………………………
not criticized for their ideas so students ……………………………………………………………
will be open to share new ideas. ……………………………………………………………

……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

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. ……………………………………………………………
• Storytelling fosters creative thinking. It ……………………………………………………………
also helps students express ideas in the ……………………………………………………………
format of beginning, development, and ……………………………………………………………
ending, including the characters and ……………………………………………………………
setting a story has to have. ……………………………………………………………

Hannah Pham [email protected] 120

 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. ……………………………………………………………
……………………………………………………………

……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
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Hannah Pham [email protected] 121

 REPORTING ……………………………………………………………
• Before coming to class, students are ……………………………………………………………
asked to read a newspaper or magazine ……………………………………………………………
and, in class, they report to their friends ……………………………………………………………
what they find as the most interesting ……………………………………………………………
news. ……………………………………………………………
• Teacher can also ask their Ss to watch a ……………………………………………………………
specific program on a specific channel. ……………………………………………………………
Time of the program should be given ……………………………………………………………
well-in-advance. ……………………………………………………………
• Then the students could be asked to ……………………………………………………………
report back what they have seen and ……………………………………………………………
express their views concerning what ……………………………………………………………
was presented in the program or ……………………………………………………………
cartoon film. ……………………………………………………………
……………………………………………………………

SPEAKING CARDS ……………………………………………………………

• Students should form groups of four ……………………………………………………………
• Each student in a group will choose a ……………………………………………………………
card and ask the other people in the ……………………………………………………………
group questions in the card. ……………………………………………………………
• Ss can also ask other questions related ……………………………………………………………
to the topic. ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 122

 PICTURE NARRATING ……………………………………………………………
• This activity is based on several ……………………………………………………………
sequential pictures. ……………………………………………………………
• Students are asked to tell the story ……………………………………………………………
taking place in the sequential pictures ……………………………………………………………
by paying attention to the criteria ……………………………………………………………
provided by the teacher (the vocabulary ……………………………………………………………
or structures they need to use while ……………………………………………………………
narrating) ……………………………………………………………

PICTURE DESCRIBING ……………………………………………………………

Another way to make use of pictures in a ……………………………………………………………
speaking activity is to give students just ……………………………………………………………
one picture and having them describe ……………………………………………………………
what it is in the picture. For this activity ……………………………………………………………
students can form groups and each group ……………………………………………………………
is given a different picture. Students ……………………………………………………………
discuss the picture with their groups, ……………………………………………………………
then a spokesperson for each group ……………………………………………………………
describes the picture to the whole class. ……………………………………………………………
This activity fosters the creativity and ……………………………………………………………
imagination of the learners as well as ……………………………………………………………
their public speaking skills.

FIND THE DIFFERENCE ……………………………………………………………

For this activity students can work in ……………………………………………………………
pairs and each couple is given two ……………………………………………………………
different pictures, for example, picture of ……………………………………………………………
boys playing football and another picture ……………………………………………………………
of girls playing tennis. Students in pairs ……………………………………………………………
discuss the similarities and/or differences ……………………………………………………………
in the pictures. ……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 123

 STEPS FOR SPEAKING ACTIVITIES ……………………………………………………………
……………………………………………………………
……………………………………………………………
Pre-speaking → While-speaking ……………………………………………………………
→ Post-speaking ……………………………………………………………
……………………………………………………………
……………………………………………………………

PRE-SPEAKING ……………………………………………………………
……………………………………………………………
• Introduce the activity ……………………………………………………………
• Provide language input (vocabulary, ……………………………………………………………
structures) ……………………………………………………………
• Model the activity ……………………………………………………………
• Give clear instruction ……………………………………………………………
• Form pairs/groups ……………………………………………………………
• Check for clarification ……………………………………………………………
• Set the task on motion ……………………………………………………………
……………………………………………………………

WHILE-SPEAKING ……………………………………………………………
……………………………………………………………
• Ss work in pairs/groups ……………………………………………………………
• T walks around, monitors, prevents use ……………………………………………………………
of L1, helps and take notes ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 124

 POST-SPEAKING ……………………………………………………………
……………………………………………………………
• Ss report back (closed pairs/open ……………………………………………………………
pairs/representatives) ……………………………………………………………
• T records mistakes, gives feedback and ……………………………………………………………
sums up focused points ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

GENERAL APPLICATIONS FOR TEACHING ……………………………………………………………

SPEAKING ……………………………………………………………
……………………………………………………………
• Give precise and clear instructions ……………………………………………………………
• Reduce teacher speaking time in class ……………………………………………………………
while increasing student speaking ……………………………………………………………
time. Step back and observe students. ……………………………………………………………
Always remember the 80:20 rule. ……………………………………………………………
• Keep most speaking activities short ……………………………………………………………
and maintain momentum. ……………………………………………………………
• If an activity is starting to die, stop the ……………………………………………………………
activity ……………………………………………………………
• Ask eliciting questions such as "What ……………………………………………………………
do you mean? How did you reach that ……………………………………………………………
conclusion?" in order to prompt ……………………………………………………………
students to speak more. ……………………………………………………………
• Try to involve each student in every ……………………………………………………………
speaking activity; for this aim, practice ……………………………………………………………
different ways of student participation. ……………………………………………………………
• Indicate positive signs when ……………………………………………………………
commenting on a student's response. ……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 125

GENERAL APPLICATIONS FOR TEACHING ……………………………………………………………
SPEAKING ……………………………………………………………
……………………………………………………………
• Provide written feedback like "Your ……………………………………………………………
presentation was really great. It was a ……………………………………………………………
good job. I really appreciated your ……………………………………………………………
efforts in preparing the materials and ……………………………………………………………
efficient use of your voice…“ ……………………………………………………………
• Do not correct students' pronunciation ……………………………………………………………
mistakes very often while they are ……………………………………………………………
speaking. Correction should not distract ……………………………………………………………
student from his or her speech. ……………………………………………………………
• Circulate around classroom to ensure ……………………………………………………………
that students are on the right track and ……………………………………………………………
see whether they need your help while ……………………………………………………………
they work in groups or pairs. ……………………………………………………………
• Equip Ss with everything they need ……………………………………………………………
(vocabulary, grammar) in speaking ……………………………………………………………
activities beforehand. ……………………………………………………………
• Diagnose problems faced by students ……………………………………………………………
who have difficulty in expressing ……………………………………………………………
themselves in the target language and ……………………………………………………………
provide more opportunities to practice ……………………………………………………………
the spoken language. ……………………………………………………………

Hannah Pham [email protected] 126

 CHAPTER 9
TEACHING WRITING

Hannah Pham [email protected] 127

 3 TYPES OF WRITING ……………………………………………………………
……………………………………………………………
1. Controlled writing ……………………………………………………………
……………………………………………………………
2. Guided writing ……………………………………………………………
……………………………………………………………
3. Free writing ……………………………………………………………
……………………………………………………………

CONTROLLED WRITING ……………………………

• To teach Ss the mechanics of writing accuracy and readiness for further writing ……………………………
activities. ……………………………
• This kind of writing reduces Ss’ chances of making mistakes ……………………………
• Controlled completely by teacher. ……………………………
1. Copying ……………………………
• To draw Ss’ attention to words and patterns and punctuation marks. ……………………………
• i.e: Copy these sentences into your notebook. ……………………………
2. Re-ordering words ……………………………
• i.e: Put these words in the correct order. ……………………………
• table/ chairs/ is/ a/ room/ there/ the/ in/ 3/ and ……………………………
3. Sentence completion ……………………………
• i.e: Complete these sentences: ……………………………
• If I had money, ………………. ……………………………
4. Substitution ……………………………
i.e: Write similar sentences about yourself. ……………………………
“Every day Kate wakes up at 6. She prepares breakfast for the whole family ……………………………
before preparing herself to go to work.” ……………………………
You: Every day ……………………………
I ………………………………………………I ………………………………………………………………………... ……………………………
5. Sentence building ……………………………
i.e: Write complete sentences using these prompts: ……………………………
a. John/write/letter/moment. ……………………………
b. you/waiting/somebody? ……………………………
6. Write a summary based on prompts ……………………………
i.e: Write the summary of the text using these cues: ……………………………
One day – Annai – home – way – saw – old man – lying – side – ……………………………
street – ill – took – hospital. ……………………………
7. Sentence transformation ……………………………

Hannah Pham [email protected] 128

 i.e: Rewrite the following sentence. Keep the meaning unchanged. ……………………………
a. This café belongs to Mr. Smith. ……………………………
→ Mr. Smith………………………………. ……………………………
8. Correct the fact ……………………………
i.e: Rewrite the sentences so that they match the picture. ……………………………
At the market, ɪ saw an old woman sitting in a chair. She was ……………………………
selling eggs. It was raining. ……………………………
9. Spelling and punctuation ……………………………
i.e: Circle 5 spelling mistakes and underline 5 mistakes with capital letters in ……………………………
description. ……………………………
My name’s Robert dawson and I’m Australian. I have a degree in ……………………………
Business Studys from Sydney Univercity, and I have experience ……………………………
working for a computer company. my intrests is Soccer. ……………………………
……………………………
……………………………
……………………………
……………………………
……………………………
……………………………
……………………………
……………………………
……………………………
……………………………
……………………………
……………………………
……………………………
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……………………………

Hannah Pham [email protected] 129

 Stages of controlled writing task ……………………………………………………………
……………………………………………………………
Short writing tasks are usually controlled ……………………………………………………………
writing activities and done after a ……………………………………………………………
grammatical structure has been taught ……………………………………………………………
or writing sentences following oral ……………………………………………………………
practice. ……………………………………………………………
1. Pre-task ……………………………………………………………
- T introduce the task and give clear ……………………………………………………………
instructions. ……………………………………………………………
- T presents language input ……………………………………………………………
(vocab/structures) ……………………………………………………………
2. While-task ……………………………………………………………
- Ss write in groups or individually in ……………………………………………………………
class. ……………………………………………………………
3. Post-task ……………………………………………………………
- T gives feedback (orally or by writing ……………………………………………………………
key on the board)

GUIDED WRITING ……………………………………………………………

……………………………………………………………
• It’s less controlled than the controlled ……………………………………………………………
writing – provides only some of the ……………………………………………………………
content and form of the sentences Ss ……………………………………………………………
will use. ……………………………………………………………
• Finished products will be similar but not ……………………………………………………………
exactly alike. ……………………………………………………………
• T helps Ss with ideas by brainstorming; ……………………………………………………………
language (vocabulary and structures) ……………………………………………………………
and organization. ……………………………………………………………
• Ss can discuss, make note, share ……………………………………………………………
findings and plan strategies before they ……………………………………………………………
begin to write. ……………………………………………………………

Hannah Pham [email protected] 130

 GUIDED WRITING ……………………………………………………………
2 ways to guide Ss’ writing: ……………………………………………………………
1. Giving a model text ……………………………………………………………
• Ss read a short text and study some ……………………………………………………………
features of it  T asks questions to ……………………………………………………………
help Ss. ……………………………………………………………
• Ss base on the text to write similar ……………………………………………………………
paragraphs/essays. ……………………………………………………………
2. Doing oral preparation ……………………………………………………………
• Elicitation & brainstorming: T asks Ss ……………………………………………………………
questions to help them with ideas and ……………………………………………………………
language input. ……………………………………………………………
• On the blackboard, T builds a list of key ……………………………………………………………
ideas/vocabulary/structures that Ss ……………………………………………………………
need to use. ……………………………………………………………

GUIDED WRITING ……………………………………………………………

Example 1 ……………………………………………………………
Jopley is a small town in the north of ……………………………………………………………
England. It is on the River Ouse, not far ……………………………………………………………
from Leeds. The town has a wide main ……………………………………………………………
street, with a stone church, the town hall ……………………………………………………………
and a cinema. There is a large ……………………………………………………………
supermarket In the town centre, and ……………………………………………………………
many smaller shops and cafés. Most ……………………………………………………………
people in Jopley work in the local factory, ……………………………………………………………
which produces farm machinery. ……………………………………………………………
1. Write a similar paragraph about ……………………………………………………………
Bexham. Use these notes: ……………………………………………………………
Bexham — small village — south coast. ……………………………………………………………
Harrow street — two shops — church. ……………………………………………………………
Most people - farmers. Grow vegetables, ……………………………………………………………
wheat. ……………………………………………………………
2. Now write about your own town or ……………………………………………………………
village. ……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 131

 GUIDED WRITING ……………………………………………………………
Example 2 ……………………………………………………………
• The details below show how a blind ……………………………………………………………
old man was helped by a kind girl. ……………………………………………………………
• Write out a story. ……………………………………………………………
Use the pictures and notes given to ……………………………………………………………
write the story ……………………………………………………………
……………………………………………………………

GUIDED WRITING ……………………………………………………………

1st paragraph – Introduction ……………………………………………………………
1. Whom can you see in the picture? ……………………………………………………………
2. Is the man old and blind? ……………………………………………………………
3. What was special about this man? ……………………………………………………………
4. Where did he often play the violin? ……………………………………………………………
5. What did people do to help him? ……………………………………………………………
2nd paragraph – Body ……………………………………………………………
1. Who used to pass this shopping ……………………………………………………………
complex? ……………………………………………………………
2. What did she always do? ……………………………………………………………
……………………………………………………………
Man – old and blind ……………………………………………………………
– played violin – ……………………………………………………………
collected money
……………………………………………………………
……………………………………………………………

GUIDED WRITING ……………………………………………………………

3rd
paragraph – Body ……………………………………………………………
1. What had happened one day? ……………………………………………………………
2. What did she think about? ……………………………………………………………
3. What did she do then? ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
missing – girl concerned went – his house ……………………………………………………………

Hannah Pham [email protected] 132

 GUIDED WRITING ……………………………………………………………
4 paragraph – Body
th
……………………………………………………………
1. What did she find at his house? ……………………………………………………………
2. What had happened to the old man? ……………………………………………………………
3. What did she do then? ……………………………………………………………
4. Where did she bring the old man to? ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
found – old man - taxi – sent - ……………………………………………………………
unwell hospital ……………………………………………………………

GUIDED WRITING ……………………………………………………………

5 paragraph – Body
th
……………………………………………………………
1. How did the old man feel? ……………………………………………………………
2. What did he do? ……………………………………………………………
3. What do you think he will say to her? ……………………………………………………………
6th paragraph – Ending ……………………………………………………………
1. What do you think the doctor and the ……………………………………………………………
nurses will do/say to the girl? ……………………………………………………………
……………………………………………………………
old man – ……………………………………………………………
grateful ……………………………………………………………
……………………………………………………………
……………………………………………………………

……………………………………………………………
……………………………………………………………
……………………………………………………………
What do you think is the best title ……………………………………………………………
for your story? ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 133

 A kind girl ……………………………………………………………
David was old and blind. He always sat in ……………………………………………………………
front of a shopping complex playing his ……………………………………………………………
violin to collect money. He was a very ……………………………………………………………
talented violinist, despite being blind. ……………………………………………………………
Passerby would drop money into his ……………………………………………………………
collection bowl. ……………………………………………………………
Jane used to pass his shopping complex ……………………………………………………………
on her way to the tuition center. She ……………………………………………………………
often stopped to chat with him. She ……………………………………………………………
usually gave him a packet drink or some ……………………………………………………………
snacks. ……………………………………………………………
One day, Jane was surprised to find David ……………………………………………………………
missing. Suspecting that something was ……………………………………………………………
wrong, she immediately went to his ……………………………………………………………
house. ……………………………………………………………
There, she found the old man unwell and ……………………………………………………………
shivering on the floor. She called a taxi ……………………………………………………………
using her handphone and took him to the ……………………………………………………………
hospital. ……………………………………………………………
David was very grateful to Jane. Holding ……………………………………………………………
her hands he said with a faint voice, “I’ll ……………………………………………………………
always remember you for your kindness.” ……………………………………………………………
The doctor and the nurses praised Jane ……………………………………………………………
for her thoughtfulness.

Stages of guided writing task ……………………………………………………………

1. Pre-writing ……………………………………………………………
- T leads into the lesson. ……………………………………………………………
- T introduces the topic and gives clear ……………………………………………………………
instructions. ……………………………………………………………
- T presents language input ……………………………………………………………
(vocab/structures/ideas). ……………………………………………………………
2. While-writing ……………………………………………………………
- Ss write in groups in class or individually ……………………………………………………………
at home. ……………………………………………………………
3. Post-writing ……………………………………………………………
- T marks Ss’ papers and gives comments ……………………………………………………………
- T gives feedback ……………………………………………………………

Hannah Pham [email protected] 134

 CHAPTER 10
TEACHING LISTENING

Hannah Pham [email protected] 135

 WHAT MAKES LISTENING SO DIFFICULT ……………………………………………………………
TO STUDENTS? ……………………………………………………………
- Quickly forget what is heard. ……………………………………………………………
- Do not recognize words they know ……………………………………………………………
- Don’t know the important words ……………………………………………………………
- Be trying to understand every word ……………………………………………………………
- Understand the words but not intended ……………………………………………………………
message ……………………………………………………………
- Neglect the next part when thinking ……………………………………………………………
about meaning ……………………………………………………………
- Come across colloquial language ……………………………………………………………
- Cannot cope with the rate of delivery ……………………………………………………………
- Have problems with different accents ……………………………………………………………
- Be distracted ……………………………………………………………
……………………………………………………………

THE PURPOSES OF LISTENING ……………………………………………………………

- Listening for GIST ……………………………………………………………
oThis refers to the general idea of what ……………………………………………………………
is being said, as well as who is ……………………………………………………………
speaking to whom and why, and how ……………………………………………………………
successful they are in communicating ……………………………………………………………
their point. ……………………………………………………………
- Listening for SPRCIFIC INFORMATION ……………………………………………………………
oWhen we don’t need to understand ……………………………………………………………
everything, but only very specific part. ……………………………………………………………
- Listening in DETAIL ……………………………………………………………
o When we cannot afford to ignore ……………………………………………………………
anything because we don’t know what ……………………………………………………………
kind of information we need. ……………………………………………………………
- INFERENTIAL listening ……………………………………………………………
o The type of listening we do when we ……………………………………………………………
wish to know what the speaker feels. ……………………………………………………………
It may involve inferring. ……………………………………………………………

Hannah Pham [email protected] 136

 THE PURPOSES OF LISTENING ……………………………………………………………
1. Listening for gist ……………………………………………………………
- A man speaking to a girl by phone. ……………………………………………………………
- He is asking her for suggestions about ……………………………………………………………
movies. ……………………………………………………………
2. Listening for specific information ……………………………………………………………
Which are the types of movies she likes: ……………………………………………………………
- Comedy ……………………………………………………………
- Love stories ……………………………………………………………
- Foreign films ……………………………………………………………
……………………………………………………………

THE PURPOSES OF LISTENING ……………………………………………………………

3. Listening in detail ……………………………………………………………
- A man called Katie. ……………………………………………………………
- Asked her favorite kind of movies ……………………………………………………………
- He is making a party tonight ……………………………………………………………
- Katie doesn’t like action movies because ……………………………………………………………
of the violence ……………………………………………………………
- She enjoys comedies ……………………………………………………………
- She is not crazy about horror movies ……………………………………………………………
- Love stories are fun to watch ……………………………………………………………
- She likes foreign films ……………………………………………………………

THE PURPOSES OF LISTENING ……………………………………………………………

4. Inferential listening ……………………………………………………………
- Man: Fine. Well, what do you think of ……………………………………………………………
horror movies or love stories? ……………………………………………………………
- Woman: Uh… I’m not really crazy about ……………………………………………………………
horror movies, but love stories are ……………………………………………………………
often fun to watch. Oh, and I really like ……………………………………………………………
foreign films, too. ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 137

 APPROACHES TO LISTENING ……………………………………………………………
1. Bottom-up approach: ……………………………………………………………
- The bottom-up model emphasizes the ……………………………………………………………
decoding of the smallest units – ……………………………………………………………
phonemes and syllables – to lead us ……………………………………………………………
towards meaning ……………………………………………………………
- It means we work at the level of words ……………………………………………………………
and sentences then we extract the ……………………………………………………………
meaning from it. ……………………………………………………………
2. Top-down approach: ……………………………………………………………
- The top-down model emphasizes the ……………………………………………………………
use of background knowledge to predict ……………………………………………………………
content ……………………………………………………………
- It means we bring to comprehension ……………………………………………………………
background knowledge, ideas, ……………………………………………………………
information, expectation) ……………………………………………………………
……………………………………………………………

Bottom-up approach - Example ……………………………………………………………

Listening ……………………………………………………………
- The guy I sat next to on the bus this ……………………………………………………………
morning on the way to work was telling ……………………………………………………………
me he runs a Thai restaurant in ……………………………………………………………
Chinatown. Apparently, it’s very popular ……………………………………………………………
at the moment. ……………………………………………………………
1. Decoding ……………………………………………………………
- The guy ……………………………………………………………
- I sat next to on the bus ……………………………………………………………
- This morning ……………………………………………………………
- Was telling me ……………………………………………………………
- He runs a Thai restaurant in Chinatown ……………………………………………………………
- Apparently, it’s very popular ……………………………………………………………
- At the moment ……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 138

 Bottom-up approach - Example ……………………………………………………………
Listening ……………………………………………………………
- The guy I sat next to on the bus this ……………………………………………………………
morning on the way to work was ……………………………………………………………
telling me he runs a Thai restaurant in ……………………………………………………………
Chinatown. Apparently, it’s very ……………………………………………………………
popular at the moment. ……………………………………………………………
2. Extracting ……………………………………………………………
- I was on the bus ……………………………………………………………
- There was a guy next to me ……………………………………………………………
- We talked ……………………………………………………………
- He says he runs a Thai restaurant ……………………………………………………………
- It’s in Chinatown
- It’s very popular

Top-down approach - Example ……………………………………………………………

Listening ……………………………………………………………
“I heard on the news there was a big ……………………………………………………………
earthquake in China…..” ……………………………………………………………
Background: ……………………………………………………………
- Where was the earthquake? ……………………………………………………………
- How big was it? ……………………………………………………………
- Did it cause a lot of damage? ……………………………………………………………
……………………………………………………………
……………………………………………………………

3 STAGES OF TEACHING LISTENING ……………………………………………………………

……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 139

 PRE-LISTENING ACTIVITIES ……………………………………………………………
……………………………………………………………
• Activating language/predicting ……………………………………………………………
• Establish reasons for listening ……………………………………………………………
• Generating questions ……………………………………………………………
• Pre-teaching vocabulary ……………………………………………………………
……………………………………………………………

……………………………………………………………
……………………………………………………………
Activating language/predicting
……………………………………………………………
1. Brainstorming ……………………………………………………………
……………………………………………………………
2. Visuals ……………………………………………………………
3. Texts and words ……………………………………………………………
……………………………………………………………
4. Opinions, ideas and facts ……………………………………………………………
……………………………………………………………
……………………………………………………………

Brainstorming ……………………………………………………………
Goal: To generate large numbers of ideas ……………………………………………………………
based on a topic or a problem ……………………………………………………………
• All ……………………………………………………………
contributions ……………………………………………………………
are accepted ……………………………………………………………
without ……………………………………………………………
criticism. ……………………………………………………………
• whittling the ……………………………………………………………
ideas down to ……………………………………………………………
do before ……………………………………………………………
listening to factual passages with one ……………………………………………………………
main topic. ……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 140

 Brainstorming activities ……………………………………………………………
……………………………………………………………
1. From one to many: Ss work alone,
……………………………………………………………
making notes on paper before sharing
……………………………………………………………
the ideas with the group
……………………………………………………………
2. Poster display: Ss in groups make a
……………………………………………………………
poster based on a given topic. A time
……………………………………………………………
limit on this activity tends to keep the Ss
……………………………………………………………
focused
……………………………………………………………

Visuals ……………………………………………………………
Advantages: ……………………………………………………………
• They are immediate and ……………………………………………………………
evocative. ……………………………………………………………
• Ss learn better when seeing ……………………………………………………………
images. ……………………………………………………………
……………………………………………………………
1. Pictures: They can be ……………………………………………………………
used to help Ss ……………………………………………………………
recognize the lesson ……………………………………………………………
theme. ……………………………………………………………
2. Picture story: Ss are given a story told ……………………………………………………………
in pictures. Their task is to tell the story ……………………………………………………………
in groups. ……………………………………………………………
3. Realia ……………………………………………………………
 Guess what’s happening: Ss make ……………………………………………………………
guesses in groups about what’s ……………………………………………………………
going on. ……………………………………………………………
……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 141

 Texts and words ……………………………………………………………
……………………………………………………………
Key words: The teacher provides a list of ……………………………………………………………
key words from the passage. The Ss use ……………………………………………………………
these words to predict what will happen ……………………………………………………………
in the text. ……………………………………………………………
Example: You are going to listen to a ……………………………………………………………
short story by the American humorist ……………………………………………………………
James Thurber called The Unicorn in the ……………………………………………………………
Garden. These are the main characters, ……………………………………………………………
objects and places in the story. ……………………………………………………………
a man his wife ……………………………………………………………
a policeman a straitjacket ……………………………………………………………
a psychiatrist the booby-hatch ……………………………………………………………
a unicorn a golden horn ……………………………………………………………
From the key words, do you expect the ……………………………………………………………
story to be: ……………………………………………………………
 tragic? clever? ……………………………………………………………
 amusing? dark? ……………………………………………………………
 magical? childish? ……………………………………………………………
……………………………………………………………

Opinions, ideas and facts ……………………………………………………………

……………………………………………………………
Quotations: ……………………………………………………………
• With slightly higher-level learners ……………………………………………………………
• List of quotations to be discussed ……………………………………………………………
• Ss will relate the quotations to the ……………………………………………………………
content of the listening ……………………………………………………………
Example: ……………………………………………………………
• “If you think education is expensive, try ……………………………………………………………
ignorance” ……………………………………………………………
• “The goal of education is to replace an ……………………………………………………………
empty mind with an open mind” ……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 142

 Establishing reasons for listening ……………………………………………………………
1. Make the purpose realistic ……………………………………………………………
2. Make the goal achievable ……………………………………………………………
3. Get the students involved ……………………………………………………………
i.e: Predicting: People’s appearance ……………………………………………………………
 In this lesson, we’re going to listen to ……………………………………………………………
people describing someone’s ……………………………………………………………
appearance. ……………………………………………………………
……………………………………………………………

Generating questions ……………………………………………………………

1. Higher-order questions ……………………………………………………………
What do you talk about when ……………………………………………………………
describing someone’s appearance? ……………………………………………………………
2. Lower-order questions ……………………………………………………………
 What does he/she look like? ……………………………………………………………
 What color is her/his hair? ……………………………………………………………
3. Display questions ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

Pre-teaching vocabulary ……………………………………………………………

1. Pre-teach words that are essential to ……………………………………………………………
the meaning of the passage or to the ……………………………………………………………
completion of the set task. ……………………………………………………………
2. Pre-teaching words may also give ……………………………………………………………
students confidence as well as ……………………………………………………………
potentially useful information about ……………………………………………………………
the topic. ……………………………………………………………
……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 143

 WHILE-LISTENING ……………………………………………………………
1. Listening for GIST ……………………………………………………………
2. Listening for DETAIL ……………………………………………………………
3. Inferring ……………………………………………………………
4. Participating actively ……………………………………………………………
5. Note-taking ……………………………………………………………
6. Dictation ……………………………………………………………
7. Listen and do ……………………………………………………………
……………………………………………………………
……………………………………………………………

WHILE-LISTENING ……………………………………………………………
While-listening activities ……………………………………………………………
1. Marking/checking items in pictures ……………………………………………………………
2. Putting pictures in order ……………………………………………………………
3. Completing grids ……………………………………………………………
4. form/chart completion ……………………………………………………………
5. True/false ……………………………………………………………
6. Text completion or gap-filling ……………………………………………………………
7. Etc, ……………………………………………………………
……………………………………………………………

POST-LISTENING ……………………………………………………………
……………………………………………………………
- Teacher directs text-related tasks
……………………………………………………………
- While-listening activities
……………………………………………………………
1. Do focused exercises on grammar or
……………………………………………………………
vocab
……………………………………………………………
 model another conversation on one
……………………………………………………………
just heard
……………………………………………………………
2. Discussion
……………………………………………………………
3. Role-play
……………………………………………………………
4. Paraphrasing
……………………………………………………………
5. Write a summary of the whole

Hannah Pham [email protected] 144

 Example ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

Example ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

Example ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 145

 EXAMPLE - PRE-LISTENING ……………………………………………………………
……………………………………………………………
1. T shows a picture of food and drinks 
……………………………………………………………
Ss guess the topic
……………………………………………………………
2. T asks Ss to list all the words related to
……………………………………………………………
the topic that they know. What drinks
……………………………………………………………
do they know?
……………………………………………………………
3. T provide vocabulary and have them
……………………………………………………………
practice saying. Words like ‘coffee’,
……………………………………………………………
‘tea’, ‘breakfast’, etc.
……………………………………………………………
4. T give a quick question-and-answer
……………………………………………………………
drill with “What do you have for
……………………………………………………………
breakfast?”.

EXAMPLE - PRE-LISTENING ……………………………………………………………

5. They now look at three photographs ……………………………………………………………
• a woman at the counter of a café giving ……………………………………………………………
her order ……………………………………………………………
• a woman in an office holding a coffee ……………………………………………………………
pot and (apparently) offering coffee to a ……………………………………………………………
man ……………………………………………………………
• and a woman at a restaurant table being ……………………………………………………………
attended to by a waiter. ……………………………………………………………
• The students look at the three pictures ……………………………………………………………
and say what they are (a café, an office ……………………………………………………………
and a restaurant).

EXAMPLE - WHILE-LISTENING ……………………………………………………………

……………………………………………………………
1. Task 1. They are then asked to listen to
……………………………………………………………
three conversations. All they have to do is
……………………………………………………………
to match the conversations to the pictures
……………………………………………………………
(e.g. ‘Conversation 1 is in …’). When the
……………………………………………………………
teacher has made sure they understand
……………………………………………………………
the task, she plays them these tapes.
……………………………………………………………
Conversation 1
……………………………………………………………
WAITER: Good morning, madam.
……………………………………………………………
WOMAN: Good morning. An English
……………………………………………………………
breakfast, please.
……………………………………………………………

Hannah Pham [email protected] 146

WAITER: Tea or coffee? ……………………………………………………………
WOMAN: Tea, please.

EXAMPLE - WHILE-LISTENING ……………………………………………………………

Conversation 2 ……………………………………………………………
• WOMAN: Cup of coffee? ……………………………………………………………
• CLIENT: Oh yes, please. That’d be ……………………………………………………………
lovely. ……………………………………………………………
• WOMAN: Sugar? ……………………………………………………………
• CLIENT: Just one, please. ……………………………………………………………
Conversation 3 ……………………………………………………………
• CUSTOMER: A tea, 2 black coffees and ……………………………………………………………
an orange juice, please. ……………………………………………………………
• WAITER: Anything else? ……………………………………………………………
• CUSTOMER: No, thank you. ……………………………………………………………
• The first task has allowed students to ……………………………………………………………
listen to the tapes with only a very ……………………………………………………………
general (and fairly straightforward) task ……………………………………………………………
to perform. Now they are going to listen ……………………………………………………………
in more detail.

EXAMPLE - WHILE-LISTENING ……………………………………………………………

……………………………………………………………
2. Task 2. Listen again. Tick (√) the drinks
……………………………………………………………
they have.
……………………………………………………………
Conversation 1 2 3 ……………………………………………………………
Coffee ……………………………………………………………
Tea ……………………………………………………………
Hot chocolate √ ……………………………………………………………
Orange juice …………………………………………………………..

EXAMPLE - POST-LISTENING ……………………………………………………………

• A further listening asks the students to ……………………………………………………………
say how many drinks the people had. ……………………………………………………………
• The students are now in a position to ……………………………………………………………
role-play offering and accepting various ……………………………………………………………
kinds of drink. The role-play is a good ……………………………………………………………
follow-up to the listeners’ task. ……………………………………………………………

Hannah Pham [email protected] 147

 CHAPTER 11
TEACHING READING

Hannah Pham [email protected] 148

 WHAT DO WE OFTEN READ? ……………………………………………………………
 Newspaper articles ……………………………………………………………
 Emails ……………………………………………………………
 Letters ……………………………………………………………
 Text message ……………………………………………………………
 Labels on bottles ……………………………………………………………
 Books ……………………………………………………………
 Online materials ……………………………………………………………
 Leaflets ……………………………………………………………
 Fliers ……………………………………………………………
……………………………………………………………
 Maps
……………………………………………………………
 …
……………………………………………………………

PURPOSES OF READING ……………………………………………………………

……………………………………………………………
WE READ
……………………………………………………………
• To get general information
……………………………………………………………
• To get specific information
……………………………………………………………
• For pleasure
……………………………………………………………
……………………………………………………………
……………………………………………………………

TYPES OF READING ……………………………………………………………

1. Intensive ……………………………………………………………
- Reading in detail with specific learning ……………………………………………………………
aims and tasks ……………………………………………………………
- This is what we do in class ……………………………………………………………
- Ss can: meet some new vocab, practice ……………………………………………………………
some grammar, learn something about ……………………………………………………………
the topic of the text ……………………………………………………………
2. Extensive ……………………………………………………………
- Reading longer texts (i.e. books) for ……………………………………………………………
pleasure and to develop general reading ……………………………………………………………
skills.- You will do this by yourself outside ……………………………………………………………
of class ……………………………………………………………

Hannah Pham [email protected] 149

 APPROACHES TO READING ……………………………………………………………
1. Bottom-up approach: ……………………………………………………………
- Reading starts from the smallest unit, ……………………………………………………………
that is, the letter and goes to the ……………………………………………………………
largest, that is the text. ……………………………………………………………
- The reader puts the letters together to ……………………………………………………………
make words and words to make ……………………………………………………………
phrases and phrases to make sentence ……………………………………………………………
to make the whole text ……………………………………………………………
2. Top-down approach: ……………………………………………………………
The reader has expectations about the ……………………………………………………………
text. He makes predictions using his ……………………………………………………………
background knowledge about the text. He ……………………………………………………………
makes guesses about what the author will ……………………………………………………………
say next. Reader’s background knowledge, ……………………………………………………………
world knowledge takes active role in the ……………………………………………………………
reading process

APPROACHES TO READING ……………………………………………………………

3. Interactive approach: ……………………………………………………………
The reader uses both bottom-up and top- ……………………………………………………………
down strategies. The message goes, ……………………………………………………………
letter by letter, into the reader’s brain ……………………………………………………………
then the message is matched with the ……………………………………………………………
existing knowledge in the brain in order ……………………………………………………………
to facilitate the further processing of new ……………………………………………………………
information. ……………………………………………………………

READING STRATEGIES ……………………………………………………………

1. Previewing ……………………………………………………………
2. Predicting ……………………………………………………………
3. Skimming and scanning ……………………………………………………………
4. Guessing from context ……………………………………………………………
5. Paraphrasing ……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 150

 Previewing ……………………………………………………………
Reviewing titles, section ……………………………………………………………
headings and photo ……………………………………………………………
captions to get a sense of ……………………………………………………………
the structure and content of ……………………………………………………………
a reading selection. ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

Predicting ……………………………………………………………
- Using knowledge of the subject matter ……………………………………………………………
to make predictions about content and ……………………………………………………………
vocabulary and check comprehension. ……………………………………………………………
- Using knowledge of the text type and ……………………………………………………………
purpose to make predictions about ……………………………………………………………
discourse structure. ……………………………………………………………
- Using knowledge about author to make ……………………………………………………………
predictions about writing style, ……………………………………………………………
vocabulary and content. ……………………………………………………………

Skimming and scanning ……………………………………………………………

• Skimming: Reading a text only for the ……………………………………………………………
general or main ideas ……………………………………………………………
• Scanning: Reading a text only for a ……………………………………………………………
specific fact or piece of information ……………………………………………………………
without reading everything ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 151

 Guessing meaning from context ……………………………………………………………
Using prior knowledge and the ideas in ……………………………………………………………
the text as clues to the meanings of ……………………………………………………………
unknown words, instead of stopping to ……………………………………………………………
look them up. ……………………………………………………………
……………………………………………………………

Paraphrasing ……………………………………………………………
……………………………………………………………
Stopping at the end of a section to check ……………………………………………………………
comprehension by restating the ……………………………………………………………
information and ideas in the text. ……………………………………………………………
……………………………………………………………

HOW TO TEACH READING – 3 STAGES ……………………………………………………………

……………………………………………………………
Pre-reading → While-reading
……………………………………………………………
→ Post-reading
……………………………………………………………
……………………………………………………………

Pre-reading – purposes ……………………………………………………………

1. In pre-reading phase, Ss are motivated ……………………………………………………………
and a relation is set between their real ……………………………………………………………
lives and the topic of the reading text. ……………………………………………………………
2. Ss’ background knowledge (what they ……………………………………………………………
already know about the topic) is ……………………………………………………………
activated. (This is necessary for them to ……………………………………………………………
do top-down). ……………………………………………………………
3. There may be some grammar or ……………………………………………………………
vocabulary problems that may hinder ……………………………………………………………
Ss’ comprehension of the text. These ……………………………………………………………
problems should be solved before the ……………………………………………………………
Ss start to read the text. ……………………………………………………………

Hannah Pham [email protected] 152

 Pre-reading - activities ……………………………………………………………
1. Brainstorming (the T asks what ……………………………………………………………
vocabulary or ideas they remember ……………………………………………………………
about the topic) ……………………………………………………………
2. Personalization (the teacher asks Ss ……………………………………………………………
real life experiences about the topic of ……………………………………………………………
the text) ……………………………………………………………
3. Introducing the topic by using visual ……………………………………………………………
aids (pics, videos, graphs, …) ……………………………………………………………
4. Class discussion (the T and the whole ……………………………………………………………
class discuss the topic) ……………………………………………………………
5. Groups or pair discussion ……………………………………………………………
6. Listening to an audio recording related ……………………………………………………………
to the topic of the text. ……………………………………………………………
7. Make predictions ……………………………………………………………
8. Preview the text (title, section ……………………………………………………………
heading, pictures, etc.) ……………………………………………………………

While-reading – purposes ……………………………………………………………

1. Ss read and comprehend the text. ……………………………………………………………
2. Ss improve their reading sub-skills ……………………………………………………………
during this phase by the help of ……………………………………………………………
questions or other types of exercises. ……………………………………………………………
3. We give a purpose to Ss for reading ……………………………………………………………
with while reading tasks. ……………………………………………………………

While-reading - exercises ……………………………………………………………

1. T/F/Not given exercise ……………………………………………………………
2. Gap-fill exercise ……………………………………………………………
3. Completing a table/sentences ……………………………………………………………
4. Matching ……………………………………………………………
5. Rearranging ……………………………………………………………
6. Question-Answer ……………………………………………………………
7. …. ……………………………………………………………

Hannah Pham [email protected] 153

 Post-reading ……………………………………………………………
1. Purposes ……………………………………………………………
• Check Ss’ comprehension ……………………………………………………………
• Lead them to a deeper analysis of the ……………………………………………………………
text ……………………………………………………………
2. Activities ……………………………………………………………
• Discuss with others (share ideas, ……………………………………………………………
express opinions) ……………………………………………………………
• Address any confusion or questions ……………………………………………………………
about the text ……………………………………………………………
• Review vocabulary and expressions ……………………………………………………………
• Summarize, paraphrase, retell or order ……………………………………………………………
(scramble) ……………………………………………………………
• Reflect on strategies that help the most ……………………………………………………………
and least a why ……………………………………………………………

AN EXAMPLE ……………………………………………………………
……………………………………………………………
Mini green houses ……………………………………………………………
Do you ever get bored at home? Would ……………………………………………………………
you like to have some fun? Start your own ……………………………………………………………
MINI GREEN HOUSE. You will need a ……………………………………………………………
plastic bottle, some soil and seeds of your ……………………………………………………………
choice (tomatoes, corn, lentils, beans ……………………………………………………………
etc.). Take the bottle. Remove the label ……………………………………………………………
and cap. Pinch a few holes around the top ……………………………………………………………
to keep the inside cool. Place some soil at ……………………………………………………………
the bottom of the bottle. Throw the seeds ……………………………………………………………
and sprinkle them with water. In a few ……………………………………………………………
days the seeds will start to vine. Water ……………………………………………………………
regularly. When your plants reach the top, ……………………………………………………………
cut the bottom of the bottle and transfer ……………………………………………………………
them into a pot or to the garden. ……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 154

 CHAPTER 12 CLASSROOM
MANAGEMENT

Hannah Pham [email protected] 155

 CLASS PROBLEMS ……………………………………………………………
1. Students are not ready to start the ……………………………………………………………
class ……………………………………………………………
2. Ss speak first language (L1) in class ……………………………………………………………
3. Students don’t get on with each other ……………………………………………………………
4. Students don’t know what to do ……………………………………………………………
5. A S refuses to participate/ do the task ……………………………………………………………
6. Students ask for repeated restroom/ ……………………………………………………………
water breaks ……………………………………………………………
7. Students are not listening/ talking

WHAT IS CLASSROOM MANAGEMENT? ……………………………………………………………

• It’s a collection of teaching strategies ……………………………………………………………
that promote the self-regulation of ……………………………………………………………
behavior by students, in order to ……………………………………………………………
enable them to take maximum ……………………………………………………………
advantage of the available learning ……………………………………………………………
time. ……………………………………………………………
• Ultimate goal: is to encourage and ……………………………………………………………
motivate each student to be fully ……………………………………………………………
engaged in the learning task, not to ……………………………………………………………
focus on misbehavior. ……………………………………………………………
• As appropriate behaviors increase, ……………………………………………………………
problem behaviors decrease ……………………………………………………………
• The self-regulation: An ideal teacher ……………………………………………………………
shouldn’t spend their time telling Ss ……………………………………………………………
what they should be doing but rather ……………………………………………………………
Ss recognize teacher’s expectation so ……………………………………………………………
they can be independent learners

Hannah Pham [email protected] 156

 WHY IS CLASSROOM MANGEMENT ……………………………………………………………
IMPORTANT? ……………………………………………………………
1. Classroom are complex environments. ……………………………………………………………
2. When Ss enter a new classroom, they ……………………………………………………………
bring with them varied previous school ……………………………………………………………
experience and home histories. ……………………………………………………………
3. Even the most skilled teachers struggle ……………………………………………………………
sometimes with classroom ……………………………………………………………
management. ……………………………………………………………
GOAL OF THE LESSON ……………………………………………………………
• To identify effective classroom ……………………………………………………………
management strategies that we can ……………………………………………………………
use in the classroom. ……………………………………………………………
• That classroom management is more ……………………………………………………………
than managing behavior. ……………………………………………………………
• That we believe about teaching and ……………………………………………………………
learning is closely linked to how we ……………………………………………………………
manage a class. ……………………………………………………………
……………………………………………………………
……………………………………………………………

CREATING A POSITIVE ……………………………………………………………

AND EFFECTIVE LEANING CLIMATE ……………………………………………………………
……………………………………………………………
1. Classroom physical arrangements ……………………………………………………………
2. Characteristics of instruction ……………………………………………………………
3. Student interaction with curriculum ……………………………………………………………
4. Teaching the social curriculum ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 157

CLASSROOM PHYSICAL ARRANGEMENTS ……………………………………………………………
……………………………………………………………
1. Inappropriate behaviors could be ……………………………………………………………
generated as Ss wander around in ……………………………………………………………
confusion or bump into each other. ……………………………………………………………
2. Simply restructuring the room can be ……………………………………………………………
very beneficial ……………………………………………………………
3. The seating arrangement ……………………………………………………………
4. Things placed on the walls of the ……………………………………………………………
classroom (materials, rules? ……………………………………………………………
……………………………………………………………
……………………………………………………………

……………………………………………………………
1. Tra: Adv: sts focus on T, # Dis: difficult in spliting Ss into groups,
moving
……………………………………………………………
……………………………………………………………
2. D.H: easy to make dicussion # difficult to move around, doesn't
have any space for playing games.
……………………………………………………………
……………………………………………………………
3. P.P: work in pair easily, focus on T well # talkative, difficult to
work in another pairs or groups.
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

CLASSROOM PHYSICAL ARRANGEMENTS ……………………………………………………………

……………………………………………………………
What is the most functional layout? ……………………………………………………………
It is up to the teacher to determine the ……………………………………………………………
most productive classroom design based ……………………………………………………………
on his or her individual teaching style and ……………………………………………………………
instructional activities. ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 158

 ……………………………………………………………
……………………………………………………………
Imagine looking out at your class and
……………………………………………………………
seeing nothing but glazed over eyes, blank ……………………………………………………………
stares out the window or fidgety ……………………………………………………………
movements in chairs ……………………………………………………………
……………………………………………………………
What’s the problem? How to engage your
……………………………………………………………
students?
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
INSTRUCTIONAL CHARACTERISTICS ……………………………………………………………
1. How are lessons introduced? Are ……………………………………………………………
students given a preview of what they ……………………………………………………………
will be learning (learning goals/success ……………………………………………………………
criteria)? ……………………………………………………………
2. Did the teacher draw and keep student ……………………………………………………………
attention with humor and enthusiasm? ……………………………………………………………
3. Does the pace of the lesson provide ……………………………………………………………
appropriate challenge for all Ss? ……………………………………………………………
4. How were the students motivated to ……………………………………………………………
become engaged in the lesson? ……………………………………………………………
5. Were activities authentic and related to ……………………………………………………………
student interest? ……………………………………………………………
6. Are there smooth transitions between ……………………………………………………………
activities? ……………………………………………………………

INSTRUCTIONAL CHARACTERISTICS ……………………………………………………………

The teacher that best keeps their Ss on ……………………………………………………………
track: ……………………………………………………………
• Clearly tells Ss what he is about to cover. ……………………………………………………………
• Works to capture and keep student ……………………………………………………………
attention through enthusiasm, the use of ……………………………………………………………
humor, and well-paced lesson. ……………………………………………………………
• The more students are actively engaged ……………………………………………………………
in a lesson – through the pacing of ……………………………………………………………
questions and answers or through ……………………………………………………………
hands-on-learning, the more they ……………………………………………………………
actually learn from the lesson. ……………………………………………………………

Hannah Pham [email protected] 159

 INSTRUCTIONAL CHARACTERISTICS ……………………………………………………………
• Studies have shown that more than 30 ……………………………………………………………
transitions can occur in classroom each ……………………………………………………………
day, accounting for approximately 15% ……………………………………………………………
of classroom time. ……………………………………………………………
• Making transitions planned and ……………………………………………………………
organized can be an inportant aspect to ……………………………………………………………
creating a smoothly functioning learning ……………………………………………………………
environment. ……………………………………………………………

……………………………………………………………
Keep student attention through humor ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 160

 ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

CLASSROOM TRANSITION STRATEGIES ……………………………………………………………

……………………………………………………………
1. You want to stop Ss from practising ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
2. You want to stop Ss from discussing ……………………………………………………………
to move on the the next part ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
3. Ss are talking or distracted while ……………………………………………………………
you’re presenting information. ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
4. You want Ss to hand in their papers ……………………………………………………………
give for the leaders, and they will bring handouts for their
or deliver your prepared handouts. ……………………………………………………………
partner
……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 161

 ……………………………………………………………
5. The break time is over and you want ……………………………………………………………
Ss to be back to the lesson ……………………………………………………………
ring the bell / count down / ……………………………………………………………
……………………………………………………………
……………………………………………………………
6. You want Ss to stand up to pratice ……………………………………………………………
what you have just presented. ……………………………………………………………
give their motivation, use body lang, ……………………………………………………………
……………………………………………………………
……………………………………………………………
7. You want Ss to work in group of 5 to ……………………………………………………………
discuss or do worksheets together ……………………………………………………………
divide gr, leader, ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

STUDENT INTERACTION WITH ……………………………………………………………

CURRICULUM ……………………………………………………………
• Children are by nature active and ……………………………………………………………
energetic ……………………………………………………………
• If they cannot understand the academic ……………………………………………………………
material put in front of them, a natural ……………………………………………………………
response will be to put their energy and ……………………………………………………………
attention elsewhere. ……………………………………………………………

Hannah Pham [email protected] 162

 STUDENT INTERACTION WITH ……………………………………………………………
CURRICULUM ……………………………………………………………
It’s important to find out if the material ……………………………………………………………
being presented is at a level that students ……………………………………………………………
can understand. ……………………………………………………………
• It’s important to find out if the material ……………………………………………………………
being presented is at a level that ……………………………………………………………
students can understand. ……………………………………………………………
• Are assignments able to be understood? ……………………………………………………………
Did the teacher check for ……………………………………………………………
understanding? ……………………………………………………………
• What are the rules that the teacher ……………………………………………………………
wants you to follow? ……………………………………………………………
• If working in groups, what is each ……………………………………………………………
person’s role? ……………………………………………………………
• What are you supposed to do after you ……………………………………………………………
finish this assignment? ……………………………………………………………
• Do you think this work is something you ……………………………………………………………
can do? Is it too hard? Easy? ……………………………………………………………
• If you can’t do it, what kind of help do ……………………………………………………………
you need? ……………………………………………………………

STUDENT INTERACTION WITH ……………………………………………………………

CURRICULUM ……………………………………………………………
Students learn best when work is ……………………………………………………………
appropriately challenging ……………………………………………………………
Asking students: ……………………………………………………………
• How well they understand what their ……………………………………………………………
assignment was, what materials they ……………………………………………………………
need to complete it, can provide insights ……………………………………………………………
into any breakdowns in their learning. ……………………………………………………………
• Asking specific questions provides an ……………………………………………………………
opportunity to access their ……………………………………………………………
comprehension of classroom processes. ……………………………………………………………

Hannah Pham [email protected] 163

 STUDENT INTERACTION WITH ……………………………………………………………
CURRICULUM ……………………………………………………………
There is a strong relationship between ……………………………………………………………
academic failure and misbehavior. ……………………………………………………………
Constantly monitoring the extent to ……………………………………………………………
which assignments and instruction are ……………………………………………………………
understood is important method of ……………………………………………………………
preventing classroom disruption ……………………………………………………………
……………………………………………………………

STUDENT INTERACTION WITH ……………………………………………………………

CURRICULUM ……………………………………………………………
In order for a student to be able to ……………………………………………………………
benefit from your instruction, three ……………………………………………………………
things have to occur: ……………………………………………………………
1. The student must have the prerequisite ……………………………………………………………
skills and knowledge to complete the ……………………………………………………………
lesson. ……………………………………………………………
2. The student must be motivated. ……………………………………………………………
3. There must be adequate time allocated ……………………………………………………………
for the student to successfully engage in ……………………………………………………………
the task. ……………………………………………………………

SOCIAL CURRICULUM ……………………………………………………………

What is “social curriculum” ……………………………………………………………
Social curriculum is a means to teach ……………………………………………………………
students how to interact and empathize ……………………………………………………………
with one another. It is how to ensure ……………………………………………………………
students feel good about themselves and ……………………………………………………………
their relationships. When students learn ……………………………………………………………
a social curriculum, they are socially ……………………………………………………………
aware and emotionally intelligent. They ……………………………………………………………
understand their emotions as well as the ……………………………………………………………
emotions of others. Components: ……………………………………………………………
• Expectations ……………………………………………………………
• Rules ……………………………………………………………
• Procedures ……………………………………………………………

Hannah Pham [email protected] 164

 SOCIAL CURRICULUM ……………………………………………………………
How do you introduce your social ……………………………………………………………
curriculum to your new Ss? ……………………………………………………………
• Thoroughly explain your rules and ……………………………………………………………
expectations is very important for Ss ……………………………………………………………
and it is beneficial to the classroom to ……………………………………………………………
spend a lot of time on it at the ……………………………………………………………
beginning of the year/course. ……………………………………………………………
• Classroom and school rules functions as ……………………………………………………………
an outline for Ss of classroom ……………………………………………………………
expectation. ……………………………………………………………
• Ss also learn about teacher expectations ……………………………………………………………
on a daily basis through the response ……………………………………………………………
they receive for positive and ……………………………………………………………
inappropriate behavior. ……………………………………………………………
……………………………………………………………
……………………………………………………………

SOCIAL CURRICULUM ……………………………………………………………

Keep in mind: ……………………………………………………………
• Inconsistency among expectations, ……………………………………………………………
rules, and consequences makes learning ……………………………………………………………
the social curriculum more difficult. ……………………………………………………………
• Disciplinary responses that are ……………………………………………………………
inconsistent with written rules or unfair ……………………………………………………………
to certain students may give students ……………………………………………………………
the message that they do not need to ……………………………………………………………
pay attention to posted rules. ……………………………………………………………

Hannah Pham [email protected] 165

 SOCIAL CURRICULUM ……………………………………………………………
The importance of setting expectations ……………………………………………………………
early: ……………………………………………………………
• First week of class is essential to ……………………………………………………………
molding the group of individuals who ……………………………………………………………
make up a class into a cohesive ……………………………………………………………
learning community. ……………………………………………………………
• Establishing a set of rules is a critical ……………………………………………………………
step. ……………………………………………………………
• During the first days and weeks of a ……………………………………………………………
class the students do a great deal of ……………………………………………………………
observational learning. ……………………………………………………………
• Based on their observations they make ……………………………………………………………
judgments about how they will behave. ……………………………………………………………

Number and form of Rules ……………………………………………………………

• Three to six general rules ……………………………………………………………
• The rules should be early and positively ……………………………………………………………
stated ……………………………………………………………
• To younger learners, the rules should ……………………………………………………………
be clear, short, simple and actionable ……………………………………………………………
• All students regardless of education ……………………………………………………………
level will benefit from clearly stated ……………………………………………………………
and posted positive rules ……………………………………………………………

The importance of classroom rules ……………………………………………………………

• All Ss have different experiences and ……………………………………………………………
histories ……………………………………………………………
• Ss need to know expectations and how ……………………………………………………………
to behave ……………………………………………………………
• It is the teacher’s responsibility to ……………………………………………………………
make sure the Ss understand the rules. ……………………………………………………………
It means repeating the rules, working ……………………………………………………………
with Ss to clarify their understanding. ……………………………………………………………

Hannah Pham [email protected] 166

 How to establish rules ……………………………………………………………
• There are different schools of thought ……………………………………………………………
regarding how one should go about ……………………………………………………………
establishing classroom rules ……………………………………………………………
• It’s believed that student-teacher and ……………………………………………………………
student-student interactions should ……………………………………………………………
promote internal self-discipline, not ……………………………………………………………
just compliance ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

Why are procedures important? ……………………………………………………………

• Procedures allow many different ……………………………………………………………
activities to take place efficiently ……………………………………………………………
during the school day, with a minimum ……………………………………………………………
of wasted time and confusion. ……………………………………………………………
• Procedures increase on-task and ……………………………………………………………
greatly reduce classroom disruptions ……………………………………………………………
• Procedures tell a student how things ……………………………………………………………
operate in a classroom, thus reducing ……………………………………………………………
discipline problems. ……………………………………………………………
……………………………………………………………
……………………………………………………………

……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 167

 PREVENTING CLASSROOM BEHAVIOR ……………………………………………………………
PROBLEMS ……………………………………………………………
• Prevention is the key to developing ……………………………………………………………
classroom management systems that ……………………………………………………………
maximize student engagement and ……………………………………………………………
minimize student misbehavior. ……………………………………………………………
• The more we can prevent misbehavior ……………………………………………………………
from occurring, the fewer encounters ……………………………………………………………
with inappropriate or disruptive ……………………………………………………………
behavior we will have to react to. ……………………………………………………………
……………………………………………………………

PRIMARY PREVENTION MODEL ……………………………………………………………

• The primary prevention model has ……………………………………………………………
been widely accepted as a means of ……………………………………………………………
organizing interventions ……………………………………………………………
• Deals with a range of problems and ……………………………………………………………
attends to them at three levels ……………………………………………………………
simultaneously: universal, selected, ……………………………………………………………
intensive levels ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

3 PRIMARY PREVENTION MODEL ……………………………………………………………

1. Intensive: Ss are already engaged in ……………………………………………………………
disruptive or violent behavior. ……………………………………………………………
2. Selected: We attempt to identify ……………………………………………………………
students who may be at-risk for ……………………………………………………………
emotional or behavioral problems re- ……………………………………………………………
engage them in the lesson. ……………………………………………………………
3. Universal: Interventions are targeted at ……………………………………………………………
all Ss. ……………………………………………………………

Hannah Pham [email protected] 168

 UNIVERSAL PREVENTION STRATEGIES ……………………………………………………………
• Establishing appropriate expectations ……………………………………………………………
and consistent routines is a universal ……………………………………………………………
prevention strategy ……………………………………………………………
• The effort is directed at all of the class ……………………………………………………………
members, making the prevention ……………………………………………………………
universal ……………………………………………………………
• All Ss benefit ……………………………………………………………

SELECTED PREVENTION STRATEGIES ……………………………………………………………

• Ss who are at risk of behavior problems ……………………………………………………………
are identified individually so that they ……………………………………………………………
can be administered assistance before ……………………………………………………………
a problem occurs. ……………………………………………………………
• Providing curricular materials that are ……………………………………………………………
neither too easy nor too difficult ……………………………………………………………
clearly contributes to a classroom in ……………………………………………………………
which Ss are engaged in learning. ……………………………………………………………
• “Withitness”: these teachers are ……………………………………………………………
constantly monitoring the behavior of ……………………………………………………………
all their Ss ……………………………………………………………
• “Overlapping”: Teachers are able to ……………………………………………………………
continue whole-class instruction while ……………………………………………………………
simultaneously noticing when and ……………………………………………………………
where the Ss are beginning to show ……………………………………………………………
signs of struggle. ……………………………………………………………

INTENSIVE PREVENTION STRATEGIES ……………………………………………………………

• There will always be some Ss who will ……………………………………………………………
engage in inappropriate or disruptive ……………………………………………………………
classroom behavior. ……………………………………………………………
• It’s important to have a set of tertiary ……………………………………………………………
or intensive intervention strategies ……………………………………………………………
available for coping with classroom ……………………………………………………………
disruptions that may arise ……………………………………………………………
unexpectedly. ……………………………………………………………

Hannah Pham [email protected] 169

 Intervention techniques ……………………………………………………………
What happens when the misbehavior ……………………………………………………………
does not go away? What can you do? ……………………………………………………………
Classroom behavior management ……………………………………………………………
involves being prepared to deal with any ……………………………………………………………
disruption and misbehavior at the ……………………………………………………………
classroom level and to promote self- ……………………………………………………………
regulation for each student. ……………………………………………………………

What does not work ……………………………………………………………

for improving classroom behavior? ……………………………………………………………
Extinction: Attempting to completely ……………………………………………………………
ignore inappropriate classroom behavior. ……………………………………………………………
Just as you notice your Ss’ behavior, they ……………………………………………………………
will notice yours. ……………………………………………………………
“Getting tough” approach: ……………………………………………………………
• zero tolerance strategies. Using harsh ……………………………………………………………
application of suspension and ……………………………………………………………
expulsion is just to send a message that ……………………………………………………………
misbehavior will not be tolerated. ……………………………………………………………
These tactics may appear to work in ……………………………………………………………
short term, in the long term they can ……………………………………………………………
backfire. Harsh interpersonal tactics ……………………………………………………………
may lead Ss to lose respect for the ……………………………………………………………
teacher and discourage cooperation. ……………………………………………………………
• Overuse of office referral shifts the ……………………………………………………………
responsibility for managing the ……………………………………………………………
classroom to the office, ultimately ……………………………………………………………
sending the message to Ss that the T is ……………………………………………………………
not in control of the classroom. ……………………………………………………………

Hannah Pham [email protected] 170

 What DOES work ……………………………………………………………
for improving classroom behavior? ……………………………………………………………
• It is important to react calmly and remain ……………………………………………………………
collected ……………………………………………………………
• Directions and corrections to Ss should ……………………………………………………………
be delivered in as brief, unemotional, ……………………………………………………………
and consistent a manner as possible ……………………………………………………………
• In the long term, depersonalizing ……………………………………………………………
behavior management interactions ……………………………………………………………
directs Ss away from a personal power ……………………………………………………………
struggle with the teacher and focuses ……………………………………………………………
their attention on learning the posted ……………………………………………………………
expectations, rules, and procedures. ……………………………………………………………

The importance of ……………………………………………………………

positive teacher attention ……………………………………………………………
• Ss may well attempt to get teacher ……………………………………………………………
attention through negative behaviors ……………………………………………………………
 As a teacher, should you give that ……………………………………………………………
student your attention? ……………………………………………………………
• It is not uncommon (and is perhaps ……………………………………………………………
“natural”) to pay increased attention to ……………………………………………………………
Ss who are misbehaving, in an attempt to ……………………………………………………………
get them to stop. ……………………………………………………………
• Ss may be reinforced by such attention, ……………………………………………………………
learning that they can get their teachers’ ……………………………………………………………
attention through negative behavior. ……………………………………………………………
• Over time, paying attention only to ……………………………………………………………
misbehavior and disruption can spiral ……………………………………………………………
into chaos, as a teacher spends a greater ……………………………………………………………
and greater percentage of time “putting ……………………………………………………………
out fires” ……………………………………………………………

How can you break that cycle ……………………………………………………………

• Shift the focus to noticing or rewarding ……………………………………………………………
those Ss who are doing the task they ……………………………………………………………
were assigned. ……………………………………………………………
• “Praise and ignore” or differential ……………………………………………………………
reinforcement can be extremely effective ……………………………………………………………
in general classroom settings. ……………………………………………………………

Hannah Pham [email protected] 171

 A continuum of strategies ……………………………………………………………
for preventing behavioral escalation ……………………………………………………………
Prevention through effective instruction ……………………………………………………………
• Develop engaging instructional ……………………………………………………………
activities ……………………………………………………………
• Make rules and procedures clear ……………………………………………………………
• Generate meaningful tasks geared to ……………………………………………………………
Ss’ instructional level ……………………………………………………………
• Use humor and enthusiasm ……………………………………………………………
Nonverbal Cues and teacher awareness ……………………………………………………………
• Clear one’s throat immediately ……………………………………………………………
following the misbehavior, without ……………………………………………………………
looking at the offending student. ……………………………………………………………
• Change tone, inflection, and volume of ……………………………………………………………
the “teacher” voice slightly ……………………………………………………………
• Make eye contact ……………………………………………………………
• Teacher withitness and overlapping ……………………………………………………………
• Proximity (moving close to a student) ……………………………………………………………
Place light hand on shoulder of student ……………………………………………………………
misbehaving ……………………………………………………………
Praising correct behavior incompatible ……………………………………………………………
with misbehavior ……………………………………………………………
• Catching them being good ……………………………………………………………
Praising other students ……………………………………………………………
• Ignoring misbehavior and praise ……………………………………………………………
appropriate behavior ……………………………………………………………
• Praising the behavior you’re hoping for ……………………………………………………………
• Praising others whose behavior ……………………………………………………………
changes toward the positive ……………………………………………………………
Verbal reminders ……………………………………………………………
• Saying the student’s name while ……………………………………………………………
continuing with instruction ……………………………………………………………
• Giving reminders about appropriate ……………………………………………………………
behavior immediately after ……………………………………………………………
misbehavior ……………………………………………………………
• Stating what Ss should do ……………………………………………………………
• Focusing on the behavior rather than
on the student

Hannah Pham [email protected] 172

 A continuum of strategies ……………………………………………………………
for preventing behavioral escalation ……………………………………………………………
Repeated reminders ……………………………………………………………
• Broken record strategy ……………………………………………………………
• Avoid argument ……………………………………………………………
Applying consequences ……………………………………………………………
• Removing misbehaving student from ……………………………………………………………
activity he or she likes, lose privilege. ……………………………………………………………

The ultimate goal of classroom ……………………………………………………………

management ……………………………………………………………
……………………………………………………………
What is the ultimate goal of classroom ……………………………………………………………
management? ……………………………………………………………
It is to encourage and motivate each ……………………………………………………………
student to be fully engaged in the ……………………………………………………………
learning task, not to focus on ……………………………………………………………
misbehavior. ……………………………………………………………
……………………………………………………………
How to motivate your students? ……………………………………………………………
1. Motivate yourself ……………………………………………………………
2. Your humor and enthusiasm ……………………………………………………………
3. Your belief in your Ss ……………………………………………………………
4. Praise and rewards ……………………………………………………………
5. Making them desire to achieve their ……………………………………………………………
goals ……………………………………………………………
6. Lively classroom (realia, activities, ……………………………………………………………
games…) ……………………………………………………………

……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

Hannah Pham [email protected] 173

 ……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………
……………………………………………………………

Advantages of Teaching Large Classes ……………………………………………………………

• High Energy: Classes with many ……………………………………………………………
students may be noisy, but they are ……………………………………………………………
also fun and exciting. ……………………………………………………………
• Timing: Classes go by quickly in a large ……………………………………………………………
class, and you will rarely catch yourself ……………………………………………………………
looking at the clock. You will regularly ……………………………………………………………
find yourself with extra activities that ……………………………………………………………
you did not complete that you can save ……………………………………………………………
and use in your next class. ……………………………………………………………
• Participation: There is always someone ……………………………………………………………
who is willing to answer questions ……………………………………………………………
even if they are just guessing. Make ……………………………………………………………
sure to take answers from a variety of ……………………………………………………………
students. ……………………………………………………………
• Fillers: Teachers have less need for ……………………………………………………………
fillers since core activities and lessons
take longer to complete.

Hannah Pham [email protected] 174

 Challenges of Teaching Large Classes ……………………………………………………………
• Intimacy: Remembering student's names ……………………………………………………………
can take a while. Teachers may feel that ……………………………………………………………
they do not get to know their students ……………………………………………………………
as well as they would like to. ……………………………………………………………
• Anxiety: Some teachers feel anxious ……………………………………………………………
being so outnumbered by the students. ……………………………………………………………
In addition, some students are afraid to ……………………………………………………………
ask questions or participate in a large ……………………………………………………………
class. ……………………………………………………………
• Student needs: Meeting individual needs ……………………………………………………………
can be difficult or impossible when class ……………………………………………………………
size is very large. ……………………………………………………………
• Marking: Grading assignments and tests ……………………………………………………………
can be very time consuming, and your ……………………………………………………………
pay will generally be the same for a ……………………………………………………………
smaller class. ……………………………………………………………
• Distractions: There are more distractions ……………………………………………………………
for teachers in large classes, such as ……………………………………………………………
latecomers and people chatting while ……………………………………………………………
you are teaching. ……………………………………………………………
• Space: There is limited space in a ……………………………………………………………
classroom for energetic activities such as ……………………………………………………………
role-playing. ……………………………………………………………
• Preparation: Making photocopies for a ……………………………………………………………
large class can be very time-consuming. ……………………………………………………………
Other teachers may be bothered by how ……………………………………………………………
much time you spend using the ……………………………………………………………
photocopier. ……………………………………………………………
• Noise level: Large classes can become ……………………………………………………………
out of hand when students are working ……………………………………………………………
in pairs or groups. At times you may feel ……………………………………………………………
more like a disciplinarian than a teacher. ……………………………………………………………
• Monitoring students: Teachers may find ……………………………………………………………
it difficult to keep students on task as ……………………………………………………………
they monitor pair and group work. ……………………………………………………………
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Hannah Pham [email protected] 175

 Strategies for Coping with Large Classes ……………………………………………………………
• Use a teacher's notebook: Take notes ……………………………………………………………
while you are monitoring pair or group ……………………………………………………………
learning. Review common errors as a ……………………………………………………………
whole group after an activity is ……………………………………………………………
complete. ……………………………………………………………
• Spread out: Find another space that ……………………………………………………………
your class can use for energetic whole ……………………………………………………………
group activities. Find a lobby or spare ……………………………………………………………
classroom in the building that your ……………………………………………………………
students can spread out into when they ……………………………………………………………
are preparing a project or performance. ……………………………………………………………
Take students outside if there is no ……………………………………………………………
indoor space available. ……………………………………………………………
• Create a participation grade: Make ……………………………………………………………
homework and attendance count by ……………………………………………………………
doing regular checks and making it part ……………………………………………………………
of their final grade. Giving a daily exam ……………………………………………………………
tip also encourages attendance. ……………………………………………………………
• Encourage competition: Establish a fun ……………………………………………………………
and competitive atmosphere within the ……………………………………………………………
class, by dividing the class into teams. ……………………………………………………………
You may change the teams once in a ……………………………………………………………
while or leave them the same ……………………………………………………………
throughout a semester. Teams can win ……………………………………………………………
points for certain accomplishments (If ……………………………………………………………
noise and behavior is a problem, ……………………………………………………………
students can lose points too.). ……………………………………………………………
• Relax: Find ways to relax before class so ……………………………………………………………
that you don't feel anxious. Never ……………………………………………………………
attempt to prepare a lesson in the ……………………………………………………………
morning, right before class. Always have ……………………………………………………………
a water bottle handy. Always have an ……………………………………………………………
extra activity on hand in case something ……………………………………………………………
doesn't go as you expect it to.

Hannah Pham [email protected] 176

 Strategies for Coping with Large Classes ……………………………………………………………
• Establish trust: Learn unique ways to ……………………………………………………………
remember names and do your best to ……………………………………………………………
get to know something about each of ……………………………………………………………
your students. Create a seating chart on ……………………………………………………………
the first day and ask students to stick ……………………………………………………………
with it for a while. Tell your students at ……………………………………………………………
least one or two things about yourself ……………………………………………………………
beyond your role of teaching. ……………………………………………………………
• Reduce marking and preparation time: ……………………………………………………………
Design quizzes and tests in a way so that ……………………………………………………………
you can reduce the amount of marking. ……………………………………………………………
Use peer evaluations when possible. If ……………………………………………………………
students submit journals, just read them ……………………………………………………………
and leave a short comment and/or ……………………………………………………………
suggestion, rather than fixing every ……………………………………………………………
grammar mistake. Designate a specific ……………………………………………………………
time when the teacher's room is slow to ……………………………………………………………
do most of your photocopying for the ……………………………………………………………
week. This will save you from feeling ……………………………………………………………
guilty for taking up the photocopier ……………………………………………………………
• Manage the noise: Establish a signal that ……………………………………………………………
you want your class to stop what they ……………………………………………………………
are doing and listen. This should be done ……………………………………………………………
from the first day, so that students ……………………………………………………………
become accustomed to it right away. Be ……………………………………………………………
careful not to use gestures or sounds ……………………………………………………………
that would offend anyone. ……………………………………………………………
• Enforce a late policy: Notify students of ……………………………………………………………
your late policy on the first day and stick ……………………………………………………………
to it. For example, don't let students ……………………………………………………………
enter your classroom after a warm-up ……………………………………………………………
has ended. If students miss class, make it ……………………………………………………………
their responsibility to catch up, not ……………………………………………………………
yours.

Hannah Pham [email protected] 177

 Strategies for Coping with Large Classes ……………………………………………………………
 Share your e-mail address: In a large ……………………………………………………………
class, you will find yourself feeling ……………………………………………………………
drained before and after class if you let ……………………………………………………………
students come early or stay late to ask ……………………………………………………………
questions every day. This alone can make ……………………………………………………………
you hate your job, especially if you are ……………………………………………………………
not paid for hours when you are not ……………………………………………………………
teaching. Encourage students to e-mail ……………………………………………………………
you with questions, and answer them on ……………………………………………………………
your own time. If you don't like the e- ……………………………………………………………
mail suggestion, try finishing your class ……………………………………………………………
ten minutes early once in a while and ……………………………………………………………
allow your students free conversation ……………………………………………………………
time. Take questions on a first come ……………………………………………………………
basis during this time. ……………………………………………………………

Hannah Pham [email protected] 178

 CHAPTER 13 TEACHING SKILLS

Hannah Pham [email protected] 179

 What are teaching skills? ……………………………………………………………
Teaching skills are defined as a group of ……………………………………………………………
teaching acts or behaviors intended to ……………………………………………………………
facilitate students learning directly or ……………………………………………………………
indirectly. ……………………………………………………………
Why do we need to have skills in ……………………………………………………………
teaching? ……………………………………………………………
• To ensure competency in teaching ……………………………………………………………
• To make the class interesting ……………………………………………………………
• To enable the teacher to develop ……………………………………………………………
confidence in teaching ……………………………………………………………
• To avoid confusion ……………………………………………………………
• To enable the teacher to understand ……………………………………………………………
individual difference in learning ……………………………………………………………

LIST OF CORE TEACHING SKILLS? ……………………………………………………………

1. Communication skills ……………………………………………………………
2. Board writing skills ……………………………………………………………
3. Problem solving skills ……………………………………………………………
4. Reinforcement skills ……………………………………………………………
5. Error correction skills ……………………………………………………………
6. Skill of explanation ……………………………………………………………
7. Skill of introducing a lesson ……………………………………………………………
8. Skill of illustrating with examples ……………………………………………………………
9. Skill of questioning ……………………………………………………………
10.Skill of time management ……………………………………………………………
11. Skill of controlling your emotions ……………………………………………………………

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Hannah Pham [email protected] 180

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4 TYPES OF COMMUNICATION ……………………………………………………………

1. Passive communicators: Allow things ……………………………………………………………
to happen or things to be said to them ……………………………………………………………
that make them feel uncomfortable or ……………………………………………………………
unsafe but they don’t speak up for fear ……………………………………………………………
of being disliked, made fun of. ……………………………………………………………
2. Aggressive communicators: Stand up ……………………………………………………………
for themselves and don’t respect the ……………………………………………………………
other person. ……………………………………………………………
3. Passive aggressive communicators: ……………………………………………………………
Show sarcasm or talk behind ……………………………………………………………
someone’s back. ……………………………………………………………
4. Assertive communicators: Stand up for ……………………………………………………………
themselves and respect the other ……………………………………………………………
person

Hannah Pham [email protected] 181

 VERBAL COMMUNICATION TIPS ……………………………………………………………
1. Always use active listening: Build trust ……………………………………………………………
and esteem ……………………………………………………………
2. Remember “listening – processing – ……………………………………………………………
thinking – responding model” ……………………………………………………………
3. Pause and take a breath before ……………………………………………………………
responding ……………………………………………………………
4. Never interrupt ……………………………………………………………
5. Use clarification language ……………………………………………………………
6. Always be mindful of your body ……………………………………………………………
language ……………………………………………………………
7. Take charge of your emotion ……………………………………………………………
8. Encourage the person you are talking ……………………………………………………………
with ……………………………………………………………
9. Use verbal cues: oh, I understand, ……………………………………………………………
that’s great! ……………………………………………………………
10. Have something worth saying ……………………………………………………………
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Hannah Pham [email protected] 182

Non-verbal communication ……………………………………………………………
- Appearance ……………………………………………………………
 Clothing ……………………………………………………………
 Hairstyle ……………………………………………………………
 Choice of colors ……………………………………………………………
- Para-linguistics <sound> ……………………………………………………………
 Tone of voice ……………………………………………………………
 Pitch ……………………………………………………………
 Loudness ……………………………………………………………
- Body language ……………………………………………………………
 Posture ……………………………………………………………
 Body movements ……………………………………………………………
 Arm crossing ……………………………………………………………
 Leg crossing ……………………………………………………………
 Seating positions ……………………………………………………………
 Gestures ……………………………………………………………
 Hand movements ……………………………………………………………
 Winking ……………………………………………………………
 Nodding ……………………………………………………………
 Facial expressions ……………………………………………………………
 Smile ……………………………………………………………
 Frown ……………………………………………………………
……………………………………………………………
 Eye contact
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 Movement of eyes
……………………………………………………………
 Blinking
……………………………………………………………

Hannah Pham [email protected] 183

 NONVERBAL COMMUNICATION ……………………………………………………………
STRATEGIES ……………………………………………………………
……………………………………………………………
1. Stand up straight ……………………………………………………………
2. Avoid folding your arms, standing ……………………………………………………………
behind a desk, and using barriers ……………………………………………………………
3. Use the whole classroom ……………………………………………………………
4. Adopt different poses when you want ……………………………………………………………
your students to response in a ……………………………………………………………
particular way. ……………………………………………………………
• Your hand on your chin: encourages Ss ……………………………………………………………
to think about the answer and you’re ……………………………………………………………
waiting for their answer. ……………………………………………………………
• Hands out and palms up: shows that ……………………………………………………………
you’re open to questions and ……………………………………………………………
answering ……………………………………………………………
5. Stand next to misbehaving students ……………………………………………………………
6. Stoop to their level ……………………………………………………………
7. Move slower ……………………………………………………………
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Hannah Pham [email protected] 184

 BLACKBOARD WRITING SKILL ……………………………………………………………
……………………………………………………………
1. Legibility ……………………………………………………………
2. Size and alignment ……………………………………………………………
3. Highlighting the main points ……………………………………………………………
4. Utilization (notice Ss’ seats) ……………………………………………………………
5. Correctness ……………………………………………………………
6. The position of the teacher ……………………………………………………………
7. Eye contact with the students ……………………………………………………………
8. Cleaning of blackboard (always ask Ss ……………………………………………………………
1st) ……………………………………………………………
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Hannah Pham [email protected] 185

 PROBLEM SOLVING SKILL ……………………………………………………………
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Hannah Pham [email protected] 186

 ……………………………………………………………
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Teaching is very much about practice, so ……………………………………………………………
when you learn a skill, you have to ……………………………………………………………
practice it ……………………………………………………………
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Hannah Pham [email protected] 187

 FOLLOW-UP ……………………………………………………………
Look at these statements. Each one ……………………………………………………………
describes a teacher’s behavior in class. ……………………………………………………………
Which of them would have a good effect ……………………………………………………………
on the classroom climate? Which would ……………………………………………………………
have a bad effect? ……………………………………………………………
1. The teacher corrects every error. ……………………………………………………………
2. The teacher hardly ever corrects ……………………………………………………………
errors. ……………………………………………………………
3. The teacher praises students who ……………………………………………………………
answer correctly. ……………………………………………………………
4. The teacher criticizes students who ……………………………………………………………
repeatedly make mistakes. ……………………………………………………………
5. The teacher punishes students who ……………………………………………………………
behave badly. ……………………………………………………………
6. The teacher usually chooses good ……………………………………………………………
students to answer. ……………………………………………………………
7. The teacher often chooses weaker ……………………………………………………………
students to answer. ……………………………………………………………
8. The teacher uses only English in the ……………………………………………………………
lesson. ……………………………………………………………
9. The teacher mostly uses English in the ……………………………………………………………
lesson. ……………………………………………………………
10. The teacher translates everything into ……………………………………………………………
the students’ own language. ……………………………………………………………

LESSON PLANNING ……………………………………………………………

Plan a complete lesson of 60 minutes. ……………………………………………………………
Try to include a variety of activities, and ……………………………………………………………
to use some of the techniques ……………………………………………………………
introduced in this training course. ……………………………………………………………
Include in your plan: ……………………………………………………………
• Class size, level, … ……………………………………………………………
• The aims of the lesson ……………………………………………………………
• The main stages of activity ……………………………………………………………
• Detailed notes for each stage. ……………………………………………………………
• ….. ……………………………………………………………

Hannah Pham [email protected] 188

 TIPS FOR LESSON PLANNING ……………………………………………………………
Think about your lesson plan and answer ……………………………………………………………
these questions: ……………………………………………………………
……………………………………………………………
 Structural clarity
……………………………………………………………
o Is the structure of the lesson plan ……………………………………………………………
clear? ……………………………………………………………
 Appropriateness of materials ……………………………………………………………
o Will Ss find the lesson very easy? ……………………………………………………………
o Will Ss have difficulty ……………………………………………………………
……………………………………………………………
understanding the lesson?
……………………………………………………………
 Instructional clarity ……………………………………………………………
o Will they find the teacher’s ……………………………………………………………
instructions easy to understand? ……………………………………………………………
 Usefulness ……………………………………………………………
o Which teaching aids will I use in ……………………………………………………………
……………………………………………………………
my class? How useful are they?
……………………………………………………………
o What activities/games will I use to
……………………………………………………………
help my Ss master the lesson? ……………………………………………………………
 Assessment ……………………………………………………………
o How can I make sure my Ss ……………………………………………………………
understood what I taught them? ……………………………………………………………

EVALUATION SHEET ……………………………………………………………

A demonstration of 20 minutes ……………………………………………………………
1. Is the aim of the lesson clear? ……………………………………………………………
2. Does the teacher write clearly on the ……………………………………………………………
board? (slide) ……………………………………………………………
3. Do Ss participate actively in the ……………………………………………………………
lesson? (involvement/interaction) ……………………………………………………………
4. Does the teacher encourage Ss to ask ……………………………………………………………
questions? ……………………………………………………………
5. Does the teacher encourage real use ……………………………………………………………
of language? ……………………………………………………………
6. Does the teacher do a variety of ……………………………………………………………
activities? ……………………………………………………………

Hannah Pham [email protected] 189

7. Are the stages of the lesson clear? ……………………………………………………………
8. Does the T have clear pronunciation? ……………………………………………………………
9. Does the teacher speak naturally ……………………………………………………………
(fluency)? ……………………………………………………………
10.Does the teacher smile often/use eye- ……………………………………………………………
contact? ……………………………………………………………
11.Does the teacher use visual aids ……………………………………………………………
appropriately? ……………………………………………………………
12. Does the teacher seem interested in ……………………………………………………………
the lesson (attitude)? ……………………………………………………………
……………………………………………………………
Criteria: ……………………………………………………………
1. Slides ……………………………………………………………
2. Ss’ interaction / involvement ……………………………………………………………
3. Grammar ……………………………………………………………
4. Pronunciation ……………………………………………………………
5. Fluency ……………………………………………………………
6. Attitude
……………………………………………………………
7. Presentation competencies

Hannah Pham [email protected] 190