Theories 

of FA: 
 Where is the learner going? 
 Where is the learner now? 
 How to get there? 
 Values/Principles of FA: 
 Student Focused 
 Instructionally Informative 
 Outcome Based 
 Techniques: 
 Informal questioning 
 Semi-formal (bán trang trọng) exercises and quizzes 
 Self-assessment 
 Peer assessment Đánh giá đồng đẳng là người học tham gia vảo việc đánh giá sản
phẩm, công việc của những người cùng học khác. Họ phải nắm rõ những nội dung mà họ
dự kiến sẽ đánh giá trong sản phẩm công việc của bạn học. Đây chính là quá trình từng
học sinh trong lớp học cùng tham gia một hoạt động/chương trình học tập đánh giá lẫn
nhau.
 Observation 
 Portfolio assessment Đánh giá danh mục đầu tư
 Feedback 
 Learning blogs/journals 
 Teacher conference hội nghị giáo viên
Question 1: Theories of assessment and testing (10 statements, gap-filling)
Ex: _____ are collections of student work that may showcase their best achievements or represent
progress
over a period of time.
Question 2: Key concepts of assessment and testing.

1. Techniques of formative assessment (7 types) 

Technique  Definition 
Collections of Ss’ work that may showcase their best achievements or
Portfolio 
represent progress over a period of time. 
During the course of teaching, teachers employ questioning activities
Informal informally. The questions must be stated clearly, put in an
questioning  appropriate sequence and match the lesson goals. Teachers need to give
appropriate responses to the students’ answers. 
Learners act as assessors of each other’s performance. The objectives of peer
Peer assessment  assessment usually include fostering improvement and giving learners
insights into the qualities of successful performance. 
The practice of learners reflecting on and acting as assessors of their own
Self-assessment  performance; usually carried out for self-improvement rather than for
grading / certification. 
Semi-formal Activities, tasks carried out in class that may be used in assessment in more
questions and and less formal ways. Results may be recorded, but conditions are not as
exercises  restricted or standardized as in tests. 
 Involve teachers watching and recording students’ performance in classroom
Observations 
activities. 
The provision (dữ liệu) of descriptive information about the adequacy (sự
Feedback  tương xứng ) of assesses performance that is said to be useful in guiding
improvement and fostering learning. 

2. Techniques for testing (17 techniques) 

Multiple choice and other selection types: 
 Discrete point( điểm rời rạc) and text based multiple choice 
 True / false 
 Gap-filling (cloze) with multiple choice options 
 Gap-filling with selection from bank  
 Gap-filling at paragraph level 
 Matching 
 Extra word error detection 
Candidates-supplied response item types 
 Short answer item 
 Sentence completion 
 Open gap-filling (cloze) 
 Transformation 
 Word formation 
 Transformation cloze 
 Note expansion 
 Error correction (proof reading) 
 Information transfer 
Non-item-based task types 
 Writing tasks 
 Speaking tasks 

3. Techniques for TEACHING 

GTM  DM  ALM  CLT 
Translation of literary Reading aloud Dialogue memorization Authentic materials
passage
Reading comprehension Question and answer Backward build-up Scrambled
questions exercise (expansion) drill sentences
Synonyms / Antonyms Getting students to self- Repetition drill Language games
correct
Cognates Conversation practice Chain drill Picture strip story
Deductive application of Fill-in-the-blank exercise Single-slot substitution Role play
rule drill
Fill-in-the-blanks Dictation Multiple-slot substitution Interview
drill
Memorisation Map drawing Transformation drill
Use words in sentence Paragraph writing Question-and-answer
drill
 Composition Use of minimal pairs
Complete the dialog
Grammar game
 
Sample questions: 
Put the activities in the box below into the right categories of testing and assessment. Which
are the odd ones out and why? (2 points) 
15-minute test  portfolio  presentation  peer Teacher
assessment  conferencing 
handout  oral test  feedback  informal test  group work 
final exam  learning log  experiment  survey  project 
discussion  pair work  scaffolding  drill   self-assessment 
 
KEY

Assessment Teaching Test Other

- Conferencing/ Reviews - Group work - 15-minute test - Debate
- Informal questions - Pair work - 45-minute test - Experiment
- Informal test - Drill - Oral test
- Se-mi formal-exercises - Translate - Small test
- Handout - Postcard
- Role play - Final test
- Discussion - Dictation
- Homework/ Classwork
- Quizzes
- Portfolio
- Feedback
- Presentation
- Scaffolding
- Learning/ Response logs
- Peer-assessment
- Survey
- Teacher conference
- Observation
- Self-assessment
- Kinesthetic assessments
- Exercises
- Written questions
- Strategies questioning (FA)
- Voting in lessons
- Creating diagrams or charts to
demonstrate learning
- Projects
- Journal
- Assignments
- Exit/ Amit slips
- Graphic organizers
- Multiple-choice answers
- Dianostic tests
- Visual representation
- Individual whiteboards
- Four corner
- Think pair share
- Appointment clock
- Simulations/ Business Games
- Worksheets
- Essays
- Performance tasks
- Concept map

Characteristics of effective feedback 

Prospective 
 Looks forward to guide and encourage learners to reflect and take action to improve
performance. 
 Directly related to learning goals 
 Makes use of checklists or scales based on curriculum goals. 
 Learner understands the criteria. 
Continuous and timely 
 Feedback is provided as an integral element of each unit. 
 There are opportunities to improve before the unit ends. 
Specific 
 ‘Successful use of linking words to connect sentences.’ 
Frequent and continuous 
Task referenced: descriptive of the performance, not judgemental of the person 
 ‘There are three grammatical errors in the second paragraph. Can you find them?’ 
Corrective: targeted and achievable 
 Requires action that is within scope of learner abilities. 
 Additional support (scaffolding) may be provided to simplify the task. 

6 phases/tendencies in assessment history 

1. Pre-scientific/Traditional: 17th – 19th century (why named pre-scientific? Becuz no rationale) 
Corresponding teaching method: GTM 
2. Psycholinguistic-socio-linguistic: at the turn of 20th century 
Corresponding teaching method: DM 
3. Psychometric-structuralist: 50s - 60s  
Corresponding teaching method: ALM, Focus on: Reliability 
4. Communicative: 70s-80s 
Corresponding teaching method: CLT, Focus on: Validity of content 
5. Assessment for learning: from 90s 
Corresponding teaching method: Task-based language teaching 1 (TBLT1), Focus on: Process
of  learning 
6. Formative testing: from 90s 
Corresponding teaching method: TBLT2, Focus on: Products of Learning, learners 
 
Đánh giá tổng kết Đánh giá thường xuyên Đánh giá định kì
 1, 2, 3, 4 5 6
Focus on language Focus on process of learning Focus on products of
learning
Teacher-centered Learning-centered Learner-centered
Cho tiết 1,2,8 Cho đống còn lại

Question 3: Project
UNIT 1 (GRADE 10)

1. Project: Students conduct a survey about how their friends share house work with family
members and report their findings
2. Project objectives: Students will be able to:
- Write a 100-150 report in English about the findings (Write)
- Use the present simple and the present continuous correctly in the report (Grammar)
- Interview with clear pronunciation and intonation (Speak)
- Apply words about household chores and duties in the family in the interview and written report
(Vocab)
3. Planning and Schedule:
STEP TIMING EVIDENCE
- Form a group of 5 students. Design some questions to 10 minutes Your list of questions
interview other friends about how their family share
housework. Make sure you use the present simple and
the present continuous correctly when writing the
question. Use the words related to household duties.
You must have at least 6 questions.

- With your group, interview at least 10 friends, using 15 minutes Your notes of answer
your questions in step 1
- Practice pronunciation in your group to make sure that
you pronounce words and sentences correctly
- At home, produce a written report of your data. Write Deadline in Bring your written
your report in 100-150 words. Check your use of one week report to the class.
vocabulary and grammar. This will be marked
using the rubrics.
4. Monitor students and project progress:
Needs Improvement (0-
Criteria Excellent (9-10) Good (6-8)
5)
Use of present All the sentences with Most of the sentences Half or fewer of the
simple and present simple and with present simple and sentences with present
present present present present continuous are simple and present
continuous continuous are spoken and written continuous are spoken
tenses spoken and written correctly and written correctly
tenses correctly
Pronunciation Clear with minor Clear with several errors. Many incomprehensible
errors. There is no There is some errors that words and sentences
errors that interfere interfere with meaning
with meaning
Household Household chores/ Most household chores/ Many mistakes in
chores and duties vocabulary and duties vocabulary and household chores/ duties
duties verbs accurate verbs accurate vocabulary and verbs
vocabulary
5. Assess the outcomes: Ask the students some of the questions such as
• What are the three important things you discovered today?
• What did you find difficult?
• What do you wonder?
UNIT 2 (GRADE 10)

1. Project: Students conduct a survey about their usual food habits to help plan the best possible
health care for them and their friends and report their findings
2. Project objectives: Students will be able to:
- Write a 100-150 word report in English about their findings
- Use “will” and “be going to” talk about in intentions, plans, predictions and willingness; Use the
passive for description and report
- Interview with clear pronounciation and intonation.
- Appy words and phrases about body systems and healthy living in the interview and written
report.
3. Planning and Schedule (Project plans)
STEP TIMING EVIDENCE
- Form a group of 5 students. Design some questions to 10 minutes Your list of questions
interview other friends about. Make sure you use the
present simple and the present continuous correctly
when writing the question. Use the words related to
household duties. You must have at least 6 questions.

- With your group, interview at least 10 friends, using 15 minutes Your notes of answer
your questions in step 1
- Practice pronunciation in your group to make sure that
you pronounce words and sentences correctly
- At home, produce a written report of your data. Write Deadline in Bring your written
your report in 100-150 words. Check your use of one week report to the class.
vocabulary and grammar. This will be marked
using the rubrics.
4. Monitor students and project progress (Rubics)
Needs Improvement (0-
Criteria Excellent (9-10) Good (6-8)
5)
Use of present All the sentences with Most of the sentences Half or fewer of the
 simple and present simple and with present simple and sentences with present
present present present present continuous are simple and present
continuous continuous are spoken and written continuous are spoken
tenses spoken and written correctly and written correctly
tenses correctly
Pronunciation Clear with minor Clear with several errors. Many incomprehensible
errors. There is no There is some errors that words and sentences
errors that interfere interfere with meaning
with meaning
Household Household chores/ Most household chores/ Many mistakes in
chores and duties vocabulary and duties vocabulary and household chores/ duties
duties verbs accurate verbs accurate vocabulary and verbs
vocabulary
5. Assess the outcomes: Ask the students some of the questions such as
• What are the three important things you discovered today?
• What did you find difficult?
• What do you wonder?
UNIT 7 (GRADE 10)

1. Project 
Students write a description in English about cultural aspects of Vietnam and present their
findings in class. 
2. Project objectives  
Students will be able to: 
- produce a 140-word description on an aspect of Vietnamese culture and some Dos and Don'ts
related to it.  
- use comparative and superlative adjectives as well as articles correctly in the description. 
- describe their findings using clear pronunciation and correct intonation in an oral presentation. 
- apply words and phrases related to cultural characteristics and lifestyles appropriately in an oral
presentation. 
3. Monitor students and project progress (Rubrics) 
Category  Excellent (9-10)  Good (6-8)  Needs improvement (0-
5) 
Use of All sentences containing Most sentences containing Half or fewer sentences
comparative and the comparative/superlative the comparative/superlative containing the
superlative forms and articles are used forms and articles are used comparative/superlative
adjectives, and correctly  correctly  forms and articles are
articles  used correctly 
Pronunciation  Clear with minor errors. Clear with several errors. Many incomprehensible
No errors interfere with Some errors interfere with words and sentences. 
meanings.  meaning. 
Vocabulary Vocabulary related to Most vocabulary cultural Many mistakes in
related to cultural characteristics and characteristics and lifestyles vocabulary related to
cultural lifestyles is accurate  is accurate  cultural characteristics
characteristics and lifestyles 
and lifestyles 
4. Planning and Schedule (Project plans)
Step  Due Date  Evidence 
Form a group with 03 other people. Time to work in class –   
Choose an aspect of Vietnamese culture April 5    
that you find interesting and write a      
description of it using    Bring draft to class 
comparatives, superlatives and articles First draft – April 6    
correctly. Make sure you are also    Bring draft to class – this
accurately using vocabulary related to Final draft – April 8  will be graded according
cultural characteristics and lifestyles.    to rubric 
The description must be at least 140      
words long and must also include at      
least 03 do’s and 03 don’ts when getting
involved in that particular
cultural aspect. 
With your group, prepare a 5-minute Time to work in class –   
presentation about an interesting aspect April 10    
of Vietnamese culture, along with    Be prepared to share your
some do’s and don’ts related to it. All First practice in class – April presentation with another
group members must speak. Review 13  group – give and receive
pronunciation of all the key words to    feedback. 
make sure you are pronouncing them      
correctly.  Final presentation – April 16  This will be graded
according to the rubric. 

Question 4: Writing
Arrangement of ideas
How to teach PBL period 8
Step 1: Project title: poses a real-life/driving problem 
Step 2: Project Objectives 
Where to find? Thầy kêu ở đầu mỗi Unit trong sách giáo viên, tui thấy ở ngay trang Project cũng
có (phần Now you can) 
Notes: 
 Không dùng by the end of/after: do focus vào process 
 Ghi về skills trước – knowledge sau 
Ex: Describe (spk skill) with clear pronunciation and intonation (linguistics knowledge) 
 Dùng những từ như use/apply, không dùng remember 
Step 3: Rubrics 
Good rubrics -> stick to the Objectives 
 Make expectations clear to Ss 
 Allow to assess skills separately 
 Fair, consistent, transparent in grading 
 Help improve students’ performance 
3 parts: categories, descriptors, levels of performance (số level phải là số lẻ) 
Basic 3lv rubrics: below/meets/exceeds expectations 
Step 4: Design and set up Projects 
 Break down the project into multiple steps – what will students need to do and when? Will it
happen in class or out of class? 
 Make sure the project includes all of your objectives 
 Create mini-deadlines 
 Consider assessing completion of partial deadines (peer or teaching feedback) 
 Give clear and specific expectations for final product (a 3-min roleplay; a 5-min group
presentation; a poster with X items) 

Process Writing (assessment using checklists) 

1. Planning 
a. Group brainstorming 
b. Clustering 
c. Rapid free writing 
d. Wh-question 
2. Drafting 
3. Responding (Teacher / peer assessment – (Where is the leaner right now) – based on the
checklist - formative assessment) 
4. Revising (Meaning, structure, semantics) (feedback given in the responding stage (How to
get there) - formative assessment) 
5. Editing (Mechanical errors) (forms of language) (a simple checklist - formative
assessment) 
6. Evaluating 
7. Post-writing 

* Pre - writing (Stage 1): The teacher needs to stimulate student’s creativity, to get them thinking
how to approach a writing topic.
•Group brainstorming and Clustering:
Group brainstorming allows a writer to explore many ideas as soon as they occur to them and
share them with their partners.
Clustering: students circle and then link the words (ideas) by lines to show discernible clusters.
•Rapid free writing and WH - question
Rapid free writing: allows students to freely write down all the vocabularies/ phrases related to the
topic, in a limited time (1-2 minutes).
Stimulate students to think fast.
•WH-question: Students generate who, why, what, where, when and how questions about a topic.
Students will be more motivated to write when given a variety of means for gathering information
during pre-writing.
Those information can be elicited from: multimedia sources (e.g, printed material, videos, films)
as well as from direct interviews, talks, surveys, and questionnaires.
* Drafting (Stage 2): Writers are focused on the fluency of writing and not preoccupied with the
grammatical accuracy or the neatness.
A good writing is the writer’s ability:
+to visualize different audiences, among whom are peers, other classmates, family members.
+have in mind that they want to communicate to them in order to give direction to the writing.
=> Peer - assessment is recommended.
* Responding (Stage 3): Text - specific responses in the form of helpful suggestion and questions
rather than ‘rubber - stamped’ comments (such as ‘organization is OK’, ‘ideas are too vague’, etc)
=> Peer-assessment and feedback are recommended.
* Revising (Stage 4): Have the student to reexamined what was written to see how
effectively they have communicated their meanings to the reader.
=> Self - assessment is recommended.
* Editing (Stage 5): Students are engaged in tidying up their texts as they prepare evaluation
by the teacher.
A simple checklist: Criteria in list p.g 318, Methodology in Language Teaching stage 5:
Editing).
=> Peer - assessment is recommended.
* Evaluating (Stage 6): In order to be effective, the criteria for evaluation should be made
known in advance.
Students may be encouraged to evaluate their own and each other’s texts once they have
been properly taught how to do it.
=> Peer assessment, self assessment and feedback are recommended.
* Post - writing (Stage 7): is a platform for recognizing student’s work as important and
worthwhile.

Trước khi viết (Giai đoạn 1): Giáo viên cần kích thích sự sáng tạo của học sinh, để các em nghĩ
cách tiếp cận một chủ đề viết.

1.Planning (pre-writing):

-Lead in: Teachers inform students of the lesson objective, which is…...
-Teachers will write the phrase….. Focus on the pictures and the instructions.

* Động não nhóm và phân nhóm:

Động não nhóm cho phép người viết khám phá nhiều ý tưởng ngay khi chúng xuất hiện với họ và
chia sẻ chúng với đối tác của họ.

1.1Group brainstorming:
-Divide the class into small groups of 4 and ask them to suggest ideas about the topic.
-Students can talk about:
+.....
+.....
1.2 Clustering: học sinh khoanh tròn và sau đó liên kết các từ (ý tưởng) bằng các dòng để chỉ ra
các cụm có thể nhận biết được.

Clustering:
Teachers asks students to draw a mind map:

Write down the topic….. in the middle of a piece of paper. Then, rapidly jot down ideas related to
that topic (If multiple ideas follow one idea, link them together using lines and circles to form a
cluster of ideas. The purpose here is to show how your ideas relate to one another and to the main
topic).

1.3. WH-questions:

* Viết miễn phí nhanh chóng và câu hỏi WH -

- Viết tự do nhanh: cho phép học sinh tự do viết ra tất cả các từ vựng / cụm từ liên quan đến chủ
đề, trong một thời gian giới hạn (1-2 phút). Kích thích học sinh tư duy nhanh.

- Câu hỏi WH: Học sinh tạo ra các câu hỏi ai, tại sao, cái gì, ở đâu, khi nào và như thế nào về một
chủ đề.

Học sinh sẽ có động lực hơn để viết khi được cung cấp nhiều phương tiện để thu thập thông tin
trong quá trình viết trước. Những thông tin đó có thể được lấy từ: các nguồn đa phương tiện (ví
dụ: tài liệu in, video, phim) cũng như từ các cuộc phỏng vấn trực tiếp, nói chuyện, khảo sát và
bảng câu hỏi.

- Give suggestions by asking questions relating to the picture in Page...:

(•Who are these people in the pictures?
•What are they doing?
•What devices are they using?
•What are they using them for? )
-Then move on to more specific questions:
(•What are some examples for electronic devices?
•What electronic devices can be used in learning?
•Why are they beneficial?
•What are the drawbacks?
•What can we do to improve them? )

2.Drafting

* Soạn thảo (Giai đoạn 2): Người viết tập trung vào sự trôi chảy của văn bản và không bận tâm
đến độ chính xác của ngữ pháp hay sự gọn gàng.
Một bài văn hay là khả năng của người viết:
+ để hình dung các đối tượng khác nhau, trong số họ là bạn bè đồng trang lứa, các bạn học khác,
các thành viên trong gia đình.
+ ghi nhớ rằng họ muốn giao tiếp với họ để định hướng cho bài viết.
=> Nên đánh giá ngang hàng.
Drafting:
-Teachers asks students to write a draft about the…
-Teachers suggest some ways that ss can use to form a provocative introduction: a short summary
of the rest of the writing, a provocative question, a general statement,…
(-E.g: I strongly support the use of personal electronic devices in learning because we can’t miss
its definite advantages. ( a general statement ) )
-Teachers suggest students should organize their ideas in a way that’s transitions well between
sentences and paragraphs.
-Encourage students to write and just focus on the fluency of writing and are not preoccupied with
grammatical accuracy or the neatness of the draft.

3.Responding:

* Trả lời (Giai đoạn 3): Văn bản - câu trả lời cụ thể dưới dạng gợi ý và câu hỏi hữu ích thay vì
nhận xét 'cao su được đóng dấu' (chẳng hạn như "tổ chức vẫn ổn", "ý tưởng quá mơ hồ", v.v.)
=> Đánh giá ngang hàng và phản hồi được khuyến khích.
Responding:

-Teachers asks students to work in pairs after finishing the draft.

-When they finish, ask them to exchange it with a partner for peer comments/correction.
-Peer assessment can be effectively carried out by sts with the aid of the checklist adapted form
Reinking & Hart,1991.
- Peer responding checklist:
• When responding to your peer’s draft, ask yourself these questions:
• What is the greatest strength of this composition?
• What is its greatest weakness?
• What is the central idea of this composition?
• Which are the ideas which need more elaboration?
•Where should more details or examples be added? Why?
•What are some of questions that the writer has not answered?
•At which point does this composition fail to hold the reader’s interest? Why?
•Where is the organisation confusing?
•Where is the writing unclear or vague?

4.Revising

* Chỉnh sửa (Giai đoạn 4): Yêu cầu học sinh tìm hiểu lại những gì đã được viết để xem họ đã
truyền đạt ý nghĩa của mình đến người đọc hiệu quả như thế nào.
=> Nên tự đánh giá.
Revising:
- Students are given back their drafts with feedback from mates.
- Teachers asks students to write a short text (150 words) about …... at home. After the students
finish reading their feedbacks, Teachers collect all the drafts from students. This can help students
to rewrite a text with a unique message instead of recopying.

5.Editing
* Chỉnh sửa (Giai đoạn 5): Học sinh tham gia vào việc thu dọn văn bản của họ khi họ chuẩn bị
đánh giá bởi giáo viên. Một danh sách kiểm tra đơn giản: Các tiêu chí trong danh sách trang 318,
Phương pháp giảng dạy ngôn ngữ giai đoạn 5: Chỉnh sửa).
=> Nên đánh giá ngang hàng.
Editing:
Teachers reassure that ss will not make their previous mistakes again by asking them to check
their or their peer’s work in terms of grammar, spelling, punctuation, diction, sentence structure
and so on.
Teachers issue a simple checklist:
- Have you used your verbs in the correct tense?
• Are the verb forms correct?
•Have you used the correct prepositions?
•Have you left out the articles where they are required?
•Have you use all your pronouns correctly?
•Is your choice of adjectives and adverbs appropriate?
•Have you written in complete sentences?

6. Evaluating:

* Đánh giá (Giai đoạn 6): Để có hiệu quả, cần biết trước các tiêu chí đánh giá.
Học sinh có thể được khuyến khích đánh giá văn bản của chính mình và của nhau sau khi họ đã
được dạy đúng cách để làm điều đó.
=> Đánh giá đồng nghiệp, tự đánh giá và phản hồi được khuyến khích.
Evaluating:
- In order to be effective, the criteria for evaluation should be made known in advance.They
should include: overall interpretation of the task, sense of audience, relevance, development and
organisation of ideas, format or layout, grammar and structure, spelling and punctuation, range
and appropriateness of vocabulary, and clarity of communication.

7.Post-writing

* Viết bài (Giai đoạn 7): là một nền tảng để công nhận bài làm của học sinh là quan trọng và đáng
giá.
Post – writing:
-Teachers give feedback on some papers in class.
-Read out loud some good text and give bonus to students to encourage them for the next writing.

 Apply in period Writing (Unit 8 – English 10)

1. Planning (pre-writing):

-Lead in: Teachers inform students of the lesson objective, which is writing a short text with
detailed explanations as supporting ideas.
-Teachers will write the phrase “Using electronic devices in learning” on the board. Focus on the
pictures and the instructions.

1.1. Group brainstorming:

-Divide the class into small groups of 4 and ask them to suggest ideas about the topic.

-Students can talk about:

-what they have known about using (electronic devices in learning.)

-the positive sides/advantages as well as the negative sides/disadvantages of using electronic

devices in learning.

1.2. Clustering:

-Teachers asks students to draw a mind map:

Write down the topic “Using electronic devices in learning” in the middle of a piece of paper.
Then, rapidly jot down ideas related to that topic (positive sides/advantages, negative
sides/disadvantages, examples,…) If multiple ideas follow one idea, link them together using lines
and circles to form a cluster of ideas. The purpose here is to show how your ideas relate to one
another and to the main topic.

1.3. WH-questions:

-Give suggestions by asking questions relating to the picture in P.32:

•Who are these people in the pictures?

•What are they doing?

•What devices are they using?

•What are they using them for?

2. Drafting:

-Teachers asks students to write a draft about the advantages of electronic devices as learning
tools.

-Teachers suggest some ways that ss can use to form a provocative introduction: a short summary
of the rest of the writing, a provocative question, a general statement,…

-E.g: I strongly support the use of personal electronic devices in learning because we can’t miss its
definite advantages. ( a general statement )
-Teachers suggest students should organize their ideas in a way that’s transitions well between
sentences and paragraphs.

-Encourage students to write and just focus on the fluency of writing and are not preoccupied with
grammatical accuracy or the neatness of the draft.

3. Responding:

-Teachers asks students to work in pairs after finishing the draft.

-When they finish, ask them to exchange it with a partner for peer comments/correction.

-Peer assessment can be effectively carried out by sts with the aid of the checklist adapted form
Reinking & Hart,1991.

- Peer responding checklist:

• When responding to your peer’s draft, ask yourself these questions:

• What is the greatest strength of this composition?

• What is its greatest weakness?

• What is the central idea of this composition?

• Which are the ideas which need more elaboration?

•Where should more details or examples be added? Why?

•What are some of questions that the writer has not answered?

•At which point does this composition fail to hold the reader’s interest? Why?

•Where is the organisation confusing?

•Where is the writing unclear or vague?

4. Revising:

- Students are given back their drafts with feedback from mates.

- Teachers asks students to write a short text (150 words) about “the advantages of electronic
devices as learning tools” at home. After the students finish reading their feedbacks, Teachers
collect all the drafts from students. This can help students to rewrite a text with a unique message
instead of recopying.

5. Editing:
Teachers reassure that ss will not make their previous mistakes again by asking them to check
their or their peer’s work in terms of grammar, spelling, punctuation, diction, sentence structure
and so on.

Teachers issue a simple checklist:

- Have you used your verbs in the correct tense?

• Are the verb forms correct?

 Have you used the correct prepositions?

•Have you left out the articles where they are required?

•Have you use all your pronouns correctly?

•Is your choice of adjectives and adverbs appropriate?

•Have you written in complete sentences?

6. Evaluating:

- In order to be effective, the criteria for evaluation should be made known in advance. They
should include: overall interpretation of the task, sense of audience, relevance, development and
organisation of ideas, format or layout, grammar and structure, spelling and punctuation, range
and appropriateness of vocabulary, and clarity of communication.

7. Post – writing:

-Teachers give feedback on some papers in class.

-Read out loud some good text and give bonus to students to encourage them for the next writing.

 Arrangement of ideas
How to teach PBL period 8

Step 1: Project title: poses a real-life/driving problem

Step 2: Project Objectives

Where to find? Thầy kêu ở đầu mỗi Unit trong sách giáo viên, tui thấy ở ngay trang Project cũng
có (phần Now you can)

Notes:

• Không dùng by the end of/after: do focus vào process

• Ghi về skills trước – knowledge sau

Ex: Describe (spk skill) with clear pronunciation and intonation (linguistics knowledge)

• Dùng những từ như use/apply, không dùng remember

Step 3: Rubrics

Good rubrics -> stick to the Objectives

• Make expectations clear to Ss

• Allow to assess skills separately

• Fair, consistent, transparent in grading

• Help improve students’ performance

3 parts: categories, descriptors, levels of performance (số level phải là số lẻ)

Basic 3lv rubrics: below/meets/exceeds expectations

Step 4: Design and set up Projects

• Break down the project into multiple steps – what will students need to do and when? Will
it happen in class or out of class?

• Make sure the project includes all of your objectives

• Create mini-deadlines

• Consider assessing completion of partial deadines (peer or teaching feedback)

• Give clear and specific expectations for final product (a 3-min roleplay; a 5-min group
presentation; a poster with X items)

Unit 2:

Writing : Students write to ask for advice about proper dining/eating and to give advice on things
to eat for special occassions.

Writing objectives: Students will be able to:

Produce a short letter 120 words, with details or examples as supporting ideas to give advice on
what to eat before special occasions

Write a request letter to ask for advice about proper dining/eating

Write a letter replying to “request-for-help” letters

Apply food-related and health-related vocabulary and verbs correctly in writing letters

Analyze, provide support and comments on others products

Checklist 1: (Revising)

Length: 120 words

A paragraph

Idea: relevant advice

At least 2 advice on each types of letter (ask for advice, give advice)

Organization: Cohesive

Checklist 2: (Editing)

Correct verbs tense (Simple present, modal verb)

Correct verb forms

Correct prepositions

Correct pronouns

Use of articles

Appropriate adjectives, adverbs

Complete sentence

Correct format of the request letter with formal vocabulary