Question 1: What are the adavantages of integrating the skills in a lesson?

- An integrated skills lesson allows for the practice of language in a way which is
closer to 'the real world' and assists inthe development of a full language user.
- Integrated lessons where one thing leads on to the other are more satisfying, less
bitty, for the learners.
- A lesson which integrates a number of skills has more variety.
- It gives an opportunity for a topic to be fully explored and for vocabulary
connected to the topic to be practised and recycled.
- Because one context or one text can be used for another activity the teacher does
not have to spend time setting up something new.
Question 2: Present three techniques of teaching vocabulary and give
example?
Ostensive means
Pictures
Objects that are not easily carried or which are unavailable can be represented pictorially.
You will be collecting useful pictures from magazines as a matter of course, but often
you will not have the one you need, or the one you have may contain too many
unnecessary details. For presentation purposes, simple pictures are better because the
focus is clearer and the meaning is less ambiguous. Use the blackboard to make rapid
sketches of simple things such as a tyre, a cabin or a cat. It takes more time to draw more
complex items such as a telephone, a zebra, a skyscraper or the beach. These should be
drawn at home on a flashcard, using a thick felt tip pen and a large sheet of paper.
Abstract concepts such as last week, tomorrow, late or early can be conveyed by use of a
cardboard clock and a calendar. Use your imagination and you will be surprised at what
you can contrive visually to help the students to understand
Verbal definition
Word sets
Word sets are groups or related words, such as child, boy, girl, infant, youngster,
teenager. You can use the words in a set that the students already know in order to
introduce new related words. A concept such as clothing can easily be conveyed by
giving different examples of items of clothing. The same would apply to other general
words of that sort (transport, furniture, vegetables). You can work in reverse to present a
more specific word. For example, to present the word canary, you would start from the
already known concept of bird.
Scales
You can show the meaning of some types of words by sequencing them along, scale
between two antonyms. For example, between the extremes of horrible and wonderful we
might have nasty, unpleasant, pleasant and nice, in that order. Temperatures of bath water
run along a scale from cold to hot, through lukewarm tepid, warm and scalding. To
introduce a new word into such a set, just indicate its place on the scale.
Imagine that you have to present the words rarely and frequently. Begin by putting the
two antonyms never and always on the blackboard. Then you car elicit other adverbs of
frequency that the students already know. The board might then look something like the
following:

0% 100%
never sometimes often generally always

Question 3: What are the principles for teaching pronunciation ?

1. Remember that clear pronunciation is the goal, not perfect pronunciation. Do not waste
too much time working on each individual sound or each individual student. A non-
native speaker of English will very rarely speak just like a native speaker; accents are
normal. The pronunciation must be clear enough to be understood and distinguished from
other similar sounds but it does not have to be exactly like a native speaker's.
2. Pronunciation can improve over time even if you do not focus on pronunciation.
If students hear good pronunciation throughout the course, they can improve without
even trying. Teach difficult areas and then give the students some time to improve on
their own.
3. The students already know some sounds. These do not have to be taught. For instance,
Vietnamese and English have many sounds that are very similar or the same. These
sounds will come very easily to the students.
4. If the teacher pronounces something incorrectly, so will the students. Teachers should
take care to pronounce words and sentences clearly because they are the primary model
for their students. If you have a problem with clear pronunciation, it is important to work
on this yourself.
5. Try not to use too much repetition. Relate pronunciation to meaning. Repetition,
especially when there is no understanding, is very boring. Do not have students repeating
isolated sounds for long periods of time, instead, practice the sounds in the context of
words (e.g. /æ/: cat, bat, sat, etc.).
Then relate the words to meaning at a higher level (e.g.) The cat ate the bat and sat
down.")

Question 4: What is the presentation stage ? Give an example or explanation.

1. Definition: This is where the language is introduced, or ‘presented’ to the
learners, usually by way of introducing a context or situation.
2. Four aspect of the presentation stage
The language items to present
The purpose of the presentation stage
Context for presentation
Procedures for presentation
1. The language items to present
- one or several exponents of a function
e.g. would you mind if…, Could I. . ., do you think I could ..., would it be all right
if I…,as exponents of 'asking for permission’…
- exponents of different functions grouped together in a natural sequence
e.g. inviting => refusing an invitation => giving an excuse => inviting again
=>accepting;
- a structure e.g. the impossible or third conditional;
- one use of a structure e.g. the present perfect simple with since or for
2. The purpose of the presentation stage
The presentation stage aims to give students the opportunity to :
+ realize the usefulness and relevance of the new language and their need to learn
it.
+ concentrate on the meaning of the new language and when appropriate its degree
of formality.
+ pay attention to the pronunciation, stress, intonation and spelling of the new
language
+ focus on the grammar ( morphology and syntax ) of the new language.
3. Contexts for presentation
Situational context: is simply the situation language occurs in .
 Situation Language

Buying quantities of food Count and un-count no

Talking with a bank manager exponents of advice

a husband and wife arguing about a minor car accident he has just had should/shouldn't have 

Textbooks, videos or tape can often provide ready made situational contexts, but
when these are unavailable or unsuitable for any reason; teacher can devise their
own by building on the classroom situation, the outside world or the inside world
of shared imagination.
Linguistic context: is the language surrounding a particular piece of language.
E.g There is/are boy/boys …
Boys and a girl is/are …………

Procedures for presentation

Build up the situational context. This can be done through the use of pictures, a
dialogue, a tape, chatting, a board story etc.
- Elicit the new language from the students or tell it to them.
- Focus the students’ attention on the market sentences. A marker sentence is the
first example of the new language and that students focus on and use as a model
for producing other similar sentences.
- Get the sentences to repeat the new language. This can be done chorally and
individually.
- Check the students’ understanding of the concepts behind the new language. A
teacher does concept checking to find out whether the students have really grasped
the meaning and form of the new item. Students should be able to know different
forms of regular verbs…..
Question 8: What is the production stage ?
The PRODUCTION stage focuses on fluency and provides students with an
opportunity to personalize the language learnt by doing less controlled tasks, that
is, by using their own ideas. In this stage the students start to produce language
more freely.
The role of the production stage
Experimentation
One of the aim of this production stage is to give learners an opportunity to experiment
on their own and to allow them to see how much they have really understood and learnt
of the language that has been practiced under control conditions.They may make
mistakes, but like the learner driver, they will try to correct any mistakes that prevent
them from achieving their aim…

Feed back
provide teachers with the opportunity for checking just this.

Integrating new language with old

A third aim of the production stage is to give learners the opportunity to integrate the
newly-learnt language into previously-learnt language in an unpredictable linguistic
context, on both the receptive and productive levels.
Motivation
A further very important aim of the production stage is that of providing motivation, of
giving students the pleasure of success and of achieving goals in a foreign language.

Creating the right conditions

The production stage clearly gives priority to experimentation, creative language use,
spontaneity, motivation, confidence-building and fluency.
To achieve all this, teacher has to do a lot.
Particular participation patterns and use of language can come about.
The most suitable participation pattern for the production stage are pair work, group
work, and mingles as they chance to everyone

Types of activity
role-plays
They will receive a model of the new language at the practice stage but at the production
stage they will have to create the new language themselves.
Role play
Passenger

You want to go to New York but you don't know the times of the trains, the prices of
tickets or how long the journey takes. Find out all this information from the station
clerk.

Station Clerk
You are a clerk at Boston station. You have to answer all the questions about
travelling that people ask you.

Discourse Chain
Man Clerk
Greet and ask about
time of train to X.
Reply
Find out the price
of a single ticket.
Reply
Find out how long
the journey takes.
Reply
Thank and
say goodbye
Say goodbye
discussions
communication-gap activities
games.
Instructions
It is clear from these examples that the type of guidance given to the students at the
production stage focuses more on giving information about a situation and the roles
within it than on providing language.
Atmosphere
The atmosphere appropriate for a good production stage is clearly going to be both
relaxed and purposeful, so that students feel confident enough to try out the new language
and have a reason for and interest in communicating and using this language.
They can organize concrete tasks clearly so that students feel no doubts or uncertainties
about what is required of them or their ability to carry out the tasks-
Correction
To be able to keep out of the limelight, teachers need to have a particular attitude to the
students' mistakes, for mistakes there will often be. They must learn to stand back, and let
the students correct their own and one another's mistakes. Should they notice that
mistakes are really impeding communication, they may choose to intervene if the
students' discomfort is evident or if a student asks for help.

Question 7 : What are the step for teaching grammar ? Give an example or
explanation

1. Provide an example of the structure in context.

2. Draw their attention to the specific structure by eliciting an example of the
structure by a question or a prompt.

3.Briefly explain the form

4.Give similar examples of the same structure

5. Ask students to perform a controlled exercise to practice using the structure.

6. Introduce an activity which let students communicate using the structure.

Q8. What are the techniques used in pre- listening ?
Open-prediction
The teacher doesn't give the students any statements, only sets the scene and gets students
to predict some of the things they think they will hear the text.

True/False Statements used for prediction

The teacher writes 5-10 statements on the board based on the main ideas in the listening
text. Only half the statements are true.

Ordering
The teacher gives students jumbled statements or pictures on the board. Students must
discuss in pairs/groups and predict the correct order.

Pre-questions
The teacher puts a few pre-questions on the board: one pre-question for each main point
in the listening text. Students read and think about the pre-questions. students don't have
to guess or predict the answers if they don't want to. After the first listening they answer
the questions

Question 9: What are the principles for teaching listening?

1. Use authentic (real) texts
and present them as naturally and realistically as possible. Real language texts
are important because they:
- allow background noise or interruptions, which are normal
- use different voice types and accents.
- avoid out- of- context words.
2. Include a variety of types of texts. These can include:
- conversations/dialogues
- humor (jokes)
- lectures
- news (TV or radio) broadcasts
- songs
- narratives (stories)
3. Use primarily meaning-
based tasks. Listeners must not only hear sounds; they must understand meaning.
An example of a task which is not meaning- based:
   Which word do you hear?
a. dog b. tog
An example of a task which is meaning- based:
   Circle the definition for the word you hear:
a. a small animal that lives With people
b. the trunk of a tree cut down.
4. State a specific purpose for listening tasks. The task should be designed to practice one
or more of the different sub-skills.
Before a task begins, tell the students what the purpose is. You can do this by writing a
question or questions on the blackboard:

What is wrong with the man?

What is the main idea of the listening text?
What do you think will happen next?

5. Introduce a listening task before presenting it:

This can be done by asking questions, introducing one or two important vocabulary-
words, having a brief discussion, about the topic, or asking the students to talk about their
own experiences.
6. Generally, it is best to avoid pre-teaching vocabulary items. This will allow the
students to guess at meaning from context.

7. Usually it is best to listen to texts more than once, if the text is repeated, each time with
a different focus, this will help the students to understand more fully.

Question 10: what are the principles for teaching reading?

1. When teaching a reading text, it is beneficial to state a purpose for reading the given
text. Tell the students why they are reading the text. Is it to skim for the main idea? Is it
to scan for specific information? Is it for critical reading? The purpose of a reading task
should be stated to the students before they read.
2. Prepare the students to read by introducing the topic of the passage. If the text is about
travel, have the students, discuss where they have traveled or by what means people
travel: by horse, car, plane, boat, etc. If the subject is difficult, provide the students with
background information. When the students are prepared to read, they will focus, on the
text better and comprehend more.
3. Before the students read the text, have them read questions about it beforehand to help
them focus on the meaning. If questions do not come with the text, make up one or two
which will help the students concentrate. It is even helpful to have them try to answer the
questions before they read the text.
4. Do-not pre-teach vocabulary unless necessary. One of the skills readers should learn is
guessing the meaning of unknown words. If all words are pre-taught, this will prevent
them from being able to guess from context.
5. Have students read silently without whispering the words or moving their lips. This
will help them read more quickly and focus on the more important words. Besides,
reading aloud is more of a speaking exercise for pronunciation. Learners can read aloud
and not understand what they are reading. Reading silently helps them focus on meaning
rather than the form (letters and sounds).
6. Discuss difficult vocabulary after reading the text. If they were not able to understand
certain words or guessing from context, help them by explaining the meaning by
definition or example.
7. When discussing the answers to comprehension question be sure refer back to the text
often - This will help the students practice finding the answers themselves, if the teacher
always just says the answers, the students may get into the habit of ignoring what they are
reading, instead, ask them where in the text the answer is.
8. Finally, remember to focus on developing the skills of the readers. The purpose of
teaching reading is not only to help the students understand the text for that day, but also
to help them learn to effectively read for themselves. To do this, they must develop the
many sub-skills of reading like skimming, scanning, predicting, guessing from context,
and reading for total comprehension.

Question 11: What are the techniques uesd in post reading ?

Critical Reading - Present students with a news story or letter which has clearly false
information. Ask them to give their opinion of the text or to find the false information.
Inferencing - Ask the students questions that force them to "read between the lines."
Someone knocked on the door and Caroline quickly put the rest of her chocolate bar in
her purse.
Inferences:
Caroline was eating when someone knocked at the door.
She was embarrassed about eating the chocolate.
At the lower levels, you can give the students multiple choice answers to choose from-
Later, they should be able to answer direct questions like, "What was Caroline doing
when someone knocked at the door?" or "How did Caroline feel about eating the
chocolate?"

Summarizing - This is like skimming because it relates to the main idea of the passage.
But, it asks the students to rind what in the text is most important, more significant and
less significant. A summary should only include important information. Tell the students
how long the summary should be (i. e. about 25 words, 50- 75 words, etc.).
Strip Stories (or Ordering Exercises) - Using a story the students can understand,
jumble up the order of sentences and ask the students to put them in the right order by
assigning them the correct number- (This can also be done by cutting the story into
segments and having them place the sentences in the correct order.)
Example of a Strip Story:
Directions: Using the numbers 1- 8, put the following sentences in order.
 - We finally landed in Washington's Dulles International Airport in the Virginia
countryside
- Then I had to find a place to park my car.
- Flying to another city can be complicated.
- After parking I first flew to Minneapolis.
- First I had to drive to Denver.
- At last I was able to rent a car and drive into the city and visit my brother- in- law.
- For instance, last year I went to Washington. D.C, to visit my brother-in-law.
- While there, I changed to another plane.

Cloze - Give the students an appropriate text after they read it, give them the same or a
similar passage with some words taken out. Have them fill "in the blanks with acceptable
words. Especially at the lower levels giving the students a list of words to choose from is
helpful.

Question 12 :Principles for teaching speaking

1. Focus on and work toward real, spontaneous speech.
- Avoid form- based drills (repetitious or grammar- based exercises).
- Remember real speech is most often unrehearsed and unpracticed.
Examples of questions leading to real spontaneous speech:
What did you do last night?
What did you eat for breakfast this morning?
What do you think about the new television program?
2. Design activities which encourage natural interaction between speakers.
- Human speech most often involves interaction. (Monologues are rarely used.)
- Interaction integrates speaking and listening.
3. Place students in pairs, triads or small groups.
- Smaller groups, and pairs are student- centered.
- This increases the quantity of speech spoken by the students.
- This decreases the vulnerability of the students and lowers their anxiety level.
4. Provide topics of interest to the students.
- Interesting topics increases student motivation.
- This also fosters a focus on meaning (and their personal feelings and thoughts).
- It is good to ask students what they are most interested in.
5. At the advanced level, especially in free production, allow only speech in the target
language (English).
- This greatly increases the amount of English spoken.
- Having a clear guideline reduces the temptation of students to "hide" in their
native language.
- Students may dislike this but should be discouraged from using their own
language without the teacher's permission.

QUESTION 13 : What are the four strands in a lesson ?

1. The meaning-focused input:
- Involving learning through listening and reading. It’s called “ meaning
focused” because the learners main focus and interest should be on understanding, gain
knowledge.
- Activities: extensive reading, shared reading, listening to stories, watching TV or films,
and being a listener in a conversation
This strand only exists if certain conditions are present:
- Most of what the learners are listening to or reading is already familiar to them.
- The learners are interested in the input and want to understand it.
- Only a small proportion of the language features are unknown to the learners.
- The learners can gain some knowledge of the unknown language items through context
clues and background knowledge.
- There are large quantities of input
2. The meaning-focused output
Involving learning through speaking and writing - using language productively.
 Activities:
+ talking in conversations, giving a speech or lecture, telling a story and telling someone,
how to do something
+ writing a letter, writing a note to someone, keeping a diary.
* The kinds of conditions:
- The learners write and talk about things that are largely familiar to them.
- The learners’ main goal is to convey their message to someone else. 
- Only a small proportion of the language they need to use is not familiar to them.
 - The learners can use communication strategies, dictionaries or previous input to make
up for gaps in their productive knowledge.
- There are plenty of opportunities to speak and write.
3. Language-focused learning :
- Involving the deliberate learning of language features such as pronunciation, spelling,
vocabulary, grammar and discourse.
- Activities : pronunciation practice, using substitution tables and drills, learning
vocabulary from word cards, intensive reading, translation, memorising dialogues and
getting feedback about writing.

Conditions:
-Pay attention’s learner to language features
-The learners should process the language features in deep and thoughtful ways.
-There should be opportunities to give spaced, repeated attention to the same features.
- The features that are focused on should be simple and not dependent on
developmental knowledge.
- Features that are studied in the language-focused learning strand should occur in
other three strands.  

4. Become fluent in reading, listening, speaking and writing:

Involving all the four skills of listening, speaking, reading and writing =>receive and
convey messages.
- Activities: speed reading, skimming and scanning, repeated reading, repeated retelling,
ten-minute writing and listening to easy stories.

*Conditions:
- All of what the learners are listening to, reading, speaking or writing is largely familiar
to them. That is, there are no unfamiliar language, or largely unfamiliar content or
discourse features.
- The learners’ focus is on receiving or conveying meaning.
- There is some pressure or encouragement to perform at a faster than usual speed.
There is a large amount of input or output.

Question 14. principles in writing teaching:

1. Emphasize that writing is a means to communicate meaning, about oneself and
the real world. It is not just using a grammatical structure correctly –or writing
with clear penmanship.
2. Start with controlled activities and later ask the students to communicate more freely.
(For controlled, directed, and free exercises and activities)
3. Early in the course, have the students write about concrete subjects. These
include physical descriptions of people and places and tangible topics like food,
animals, school, and home.
*Ex: describe the appearance of a person, or a house, a school, a pet (familiar &
concrete)
4. Practice the use of basic action words and language functions early in the course.
These include words like eat, sleep, study, walk, run and drive and functions like
introducing, describing, giving information, and asking questions. Later add more
difficult verbs and functions. As the students', writing ability progresses, they can
practice writing about more abstract things like ideas, opinions, and feelings.
*Ex: At the first stage of the course, give students simple topics: “Describe …”. Later,
ask them to write abstract topics like “What is your opinion about…?”
5. Whenever possible, relate the writing assignments to the speaking topics from class.
This will help to integrate the skill areas and give the students additional practice with the
same functions, vocabulary, and structures-
Ex: If the topic in Speaking class is “Culture”, with the main language function is
describing, teachers should give relating writing topic: “Describe your country traditional
culture.”
6. Expect the level of writing to be higher than the level of speaking. Because students
have more time to communicate clearly when writing than when speaking, the standard
of correctness should be higher. This includes appropriate use of words and correct use of
grammar. This does not mean the students should write perfectly, but it does mean they
should be more careful.
Ex: -In speaking, if a student says : “I bought two pen yesterday”, it can be accepted,
cause one of the speaking criteria is “fluency”, students should not always stop to think
about grammar. As long as the listener understands what is being said, some small
mistake is not serious.
        -On the other hand, if the sentence “I bought two pen yesterday” appears in a
writing, things wouldn’t go that way. Using singular and plural form is a basic grammar
point, so it should be corrected.
 7. Provide an audience broader than just the teacher. Whenever writing, the writer should
be aware of who the reader is. The teacher should always specify who the "audience" or
reader is. Do this by making statements such as:
Write this story for your classmates.
Write this letter to an American child.
Write this composition for your mother.
Write this note to your best friend.
We write differently, depending on whom we are writing to it is not natural to always
write for the teacher, so other people should be included as readers.
8. State a purpose for the assignment. Your writing assignment should answer the
question, "Why am I writing this?" Give your students a purpose so they know why they
are writing:
"These are directions to your apartment for a new friend".
"This is a letter to your cousin."
“This is a thank- you note to your father”.
"Imagine these are advertisements for the newspaper."
Also, if you have your students write a letter to a friend or a story for their parents,
encourage them to give it to the friend or parents. This is more natural use of language.
9. Provide several kinds of feedback- Sometimes speak directly to your students about
their writing. Other times write comments to them on their papers. Other times let their
fellow students read and comment on their papers. The feedback should be specific and
related to what has been taught. Also, the feedback should not be overly negative.
Always try to find positive encouragement and compliments to tell writers. This will
balance the corrections and criticisms.
10 As in speaking, provide topics of interest for the students to write about .Motivation is
important for language learners and interesting topics increase motivation. Ask your
students what kind of topics they would like to write about.
*Ex: Teachers can ask their students to write about their idols, their hobbies or favorite
TV shows-which really attracts them. 

Question 15: What should the teacher do to give feedback on students’

writing 
Definition of Feedback:
 Feedback is the comments the teacher gives students about their writing. 
 It is a important way to teach each student individually.
 Feedback can help students understand what
their strengths and weaknesses are.

1. Write comments that help your students focus on meaning and communication
rather than just form and grammar. Here are some examples or meaning - and form
- based comments:

Meaning- based Form- based

I don't understand this This is not correct.
How old was the man? Wrong word order.
Please give examples. This word is misspelled.
2.  Do not always write a grade on a composition. Especially early in the writing
process, a grade is not as important as helpful comments. 
  Comments focus on the process
  Grades focus on the product and save till the end of process

3- Write notes in the margins of the paper, and write a sentence or short paragraph
at the end of the paper summarizing your marginal comments.
4. ALWAYS find something positive to say about the paper, and make it specific
(e.g. nice introduction, good description, interesting idea, etc.)
5. Rather than giving too much advice, ask questions (e.g. Can you explain this
more? Has this ever happened to you? What about the rest of the story?
Isn't there more?).
6. Don't correct student's errors for them, just identify the errors and let the
students try to correct them themselves.
Examples:
His mother (cook ) good food,
My (further) married my mother 15 years ago-
7. Use regular correction symbols and teach them to your students (preferably just
before you hand back their first composition).
Ex: +We are panting the house.
sp
+ My sister come home late last night. 
                         vt

8. Catch some of the errors but don't worry about catching them all. If an error is
too complicated to explain, just correct it or ignore it.
9. Return the papers as soon as possible, preferably by the next class period. The
longer you keep them, the less valuable your feedback is.
10. When you give back the papers, give the students time in class to read your
comments. It takes time to write feedback for your students- They should take time
to read your feedback.

Inductive
The inductive teaching approach in TESOL is a sort of discovery learning that focuses on the student. For
example, an instructor might use or show a few examples of a grammar point in English and then ask students
what they notice. In many cases, the grammar point might be introduced by simply engaging the students in a
directed conversation to slowly introduce it. The teacher guides the students to noticing the grammar pattern,
and finally explicitly exposes them to it.
Example
A teacher writes on the board a few examples of simple present and simple past sentences. The teacher then
asks the students what differences they notice in the sentences. The students discuss the differences and maybe
even try converting some simple sentences from present to past on their own. Finally, the teacher explains the
rule for converting sentences from past to present.
Benefits
Although inductive teaching takes longer than deductive, many educators agree it is a very efficient method in
the long run. Benefits include:

 Student interaction and participation.

 Students rely on their critical thinking to figure out the language.
 Students gain deeper understanding of the language.
Deductive
A deductive approach is more teacher-centered learning where the points of English grammar are explicitly
stated to the students and then tested. Once the grammar is introduced and explained, students usually
complete grammar exercises to become familiar with the pattern. This is a method that has been commonly
used in English classrooms in the west.
Example
A teacher writes examples of simple present and simple past sentences on the board. The teacher then proceeds
to explain the differences between present and past in English. Once the lecture is complete, worksheets are
handed out and students are asked to convert simple sentences from present to past.