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Task 2 - Idenifying Teaching Methods

The document describes four different lesson plans, each illustrating various teaching methodologies. Lesson 1 employs the Audio Lingual Method with repetition and drills, Lesson 2 utilizes Task-based Language Teaching through communicative activities, Lesson 3 follows the Grammar-Translation Method focusing on reading and translation, and Lesson 4 incorporates elements of Communicative Language Teaching with project-based learning. Each lesson emphasizes different approaches to language instruction and student engagement.

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16 views4 pages

Task 2 - Idenifying Teaching Methods

The document describes four different lesson plans, each illustrating various teaching methodologies. Lesson 1 employs the Audio Lingual Method with repetition and drills, Lesson 2 utilizes Task-based Language Teaching through communicative activities, Lesson 3 follows the Grammar-Translation Method focusing on reading and translation, and Lesson 4 incorporates elements of Communicative Language Teaching with project-based learning. Each lesson emphasizes different approaches to language instruction and student engagement.

Uploaded by

Thiện Hữu
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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TASK 2 INDENTIFYING TEACHING METHODOLOGY

Label each description of the lesson below with one of these methods:
a) Audio Lingual Method
b) Grammar -Translation Method
c) Task-based Language Teaching
d) Communicative Language Teaching
e) Direct Method

LESSON 1

The teacher:
- presents a new dialogue (writes it on the board and reads it aloud); students listen
- the whole class repeats the dialogue (repetition drill) several times, after the teacher’s model.
Sometimes the teacher uses back chaining.
- To practise the dialogue, students take on one role while the teacher takes on the other role.
Then two halves of the class practise the dialogue. Finally, two students are invited to perform
the dialogue before the class.
- The teacher conducts single-slot substitution drill in which the students repeat a sentence from
a dialogue and replace a word or phrase in the sentence with a word or phrase the teacher gives
them. This word or phrase is called the cue.
T: I am going to the post office
T: (cue) she
Ss: She is going to the post office
T: Good. (cue) we
Ss: We are going to the post office
T: Very good.
- Next, the teacher conducts a transformation drill; in which students transform an affirmative
sentence into a negative or interrogative sentence. Correct answers often receive praises
(Good! excellent! well done!…).
T: She’s going to the station
Ss: She isn’t going to the station
T: Well done!
- The teacher returns to the previous dialogue, repeats it once, and has two halves of the class
perform the dialogue again.

1
LESSON 2

The teacher sets up a situation creating a need for students to communicate. For example, she
teaches students to use ‘ Going to ‘ for future plans, through the following steps:
1. She elicits 4 holiday destinations in Vietnam and puts them on the board:
e.g. Ha Long Bay Hue
Dalat Cantho

2. She gets students to tell her what they can do in each destination and writes their suggestions
on the board:
e.g. Ha Long Bay - take a boat trip
Dalat - go for a walk
Hue - visit the Citadel
Cantho - see the floating market
3. Students then write their own sentences on a slip of paper by completing this sentence stub:
I’m going to ________ in _______

e.g. “ I’m going to see the floating market in Cantho

4. Students play Guessing Game with the sentences they have written.
e.g. S1: Are you going to take a boat trip in Ha Long Bay?
S2: No, I’m not…

5. In groups, students design their own holiday plans for each destination. The teacher uses the
following table to help structure their group work discussion:

place Which month ?How long for ? How (bus/car etc.)?Stay where ?Clothes? Activities?
Ha Long June 1 week minibus hotel Swim suit Boat trip
Hue
Dalat
HCM City

6. Students present their holidays, using “going to” to other groups.

2
LESSON 3

This is a 90-minute lesson plan teaching reading a literary text and using a grammar point ( L1:
Vietnamese; L2: English).

In Period 1, the teacher:


- asks students to read some sentences and translate them into Vietnamese
- explains new words, giving translations
- asks students questions and receives answers

In Period 2, the teacher:


- writes down the name of the grammar point on the board
- presents the rule(s) and structure
- gives examples
- gives a gap-fill exercise followed by a L1  L2 sentence translation.

LESSON 4

Unit 1
Getting started
Stimulus: The teacher:
- shows a video clip of Michael Jackson music performance (1 minute) and ask ss some
leading questions: Who was the singer? Do you like him? Why?
- shows the photos of Donald Trump and Steve Jobs, Yan can Cook and ask students to list
the names of these persons and other famous ones they know.

Driving question:
- “Whom do you admire and want to know more about his/her life”

Project objectives:
- Read for a specific information
- Write famous person’s profile
- Present the information about a famous person

3
Project products:
- A video clip/ ppt slides
- an oral presentation
- A written report about a famous person

Assigning group work: ss work in groups of 6


- Searching information
- Analysing information
- Making a video
- Writing a report
- Presenting
Providing some sources of information:
- https://www.free-ebooks.net/fiction-classics/Fifty-Famous-People (free eBook on
famous people)
- https://www.bookrix.com/books;biography-autobiography,id:5.html
- https://www.youtube.com/watch?v=vNUNrPyF-Rw ( A video -6 inspiring success
stories)
- https://www.youtube.com/watch?v=Pp24iH5QR5k (A life of successful people in 2
minutes)

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