BỘ GIÁO DỤC VÀ ĐÀO TẠO

TRƯỜNG ĐẠI HỌC CẦN THƠ

TÀI LIỆU
BỒI DƯỠNG NGHIỆP VỤ SƯ PHẠM
DÀNH CHO GIÁO VIÊN BẬC TRUNG HỌC CƠ SỞ

THÁNG 9/2021
 CONTENTS

MODULE 1...............................................................................................................................................2
AN OVERVIEW OF THE NEW ENGLISH LANGUAGE CURRICULUM FOR GRADE 3-12 IN
VIETNAM.................................................................................................................................................2
MODULE 2...............................................................................................................................................9
TEACHING APPROACHES ALIGNING WITH THE NEW ENGLISH PROGRAM.....................9
MODULE 4.............................................................................................................................................28
TEACHING VOCABULARY...............................................................................................................28
MODULE 5.............................................................................................................................................46
TEACHING PHONETICS....................................................................................................................46
MODULE 6.............................................................................................................................................57
TEACHING GRAMMAR......................................................................................................................57
MODULE 7.............................................................................................................................................62
TEACHING SPEAKING.......................................................................................................................62
FURTHER READING 2........................................................................................................................82
MODULE 8.............................................................................................................................................89
TEACHING READING.........................................................................................................................89
MODULE 9...........................................................................................................................................106
TEACHING LISTENING....................................................................................................................106
MODULE 10.........................................................................................................................................117
TEACHING WRITING.......................................................................................................................117
MODULE 11.........................................................................................................................................124
LESSON PLANNING...........................................................................................................................124
REFERENCES......................................................................................................................................133

1
 MODULE 1
AN OVERVIEW OF THE NEW ENGLISH LANGUAGE
CURRICULUM FOR GRADE 3-12 IN VIETNAM

By the end of this module, you are able to:

- understand the new English language curriculum for Grade 3 -12;
- remember the aims, and objectives, contents, methods of teaching and
assessment employed in the new English language curriculum for lower-
secondary school.

TASK 1
Answer the question below.
What do you know about the new English language curriculum for Grade 3 -12 in Vietnam?
Write key words or phrases you know about this curriculum. Then share your answers to
a partner.

TASK 2
In group. Discuss the questions below.
1. How many general principles of curriculum development for Grade 3 -12 are
there?
2. What are the key words in each principle?
Share your answer to the class.

TASK 3
Read the extract about principles of the new English language curriculum development
from the MOET’s Official Document number 32/2018/TT-BGDĐT declared on 26
December, 2018. Underline keys words in each principle. Then check your answers in
Task 2.

2
The general principles of curriculum development
1. It compiles with the general guidelines provided in the overall curriculum of
the Ministry of education and Training.
 The principles of curriculum development
 The aims of the overall curriculum
 The planning and contents of the overall curriculum
 The teaching and assessment methods
2. It is competence-based, in which communicative competence is the main goal
of English teaching and learning.
 Competence formed and developed basing on aptitude and process of
learning and training.
 Allows a person to mobilized and synthesize the knowledge, skills and
other personal attributes.
 To perform successfully a particular activity, and achieve desired outcomes
in particular circumstances.
3. It is also theme-based, in which themes and topics are interrelated, and allows
for the development of both language and communicative competence.
 Allows for both the repetition and expansion of learning contents at
different levels of learning.
 Includes the development of language knowledge and communicative
competence.
4. It is learner-centered.
 Learner: active, autonomous, creative
 Teacher: the organizer, the guide, the facilitator
5. It ensures the transition and continuity between different levels of primary,
lower-secondary and upper-secondary education by following the 6-level
foreign language competence framework for Vietnam.
Level of education Expected outcome
(The 6-level foreign language competence
framework for Vietnam)
Primary Level 1
3
 Lower-secondary Level 2
Upper-secondary Level 3
6. It is flexible and open enough to suit the local conditions of English language
teaching.
 Outlines the expected outcomes and proposes teaching contents
 Textbook writers, educational institutions, and teachers have more freedom
in their practices as long as they can meet requirements.

TASK 4
Look at the table. Tick () on the overall aims of the new English language curriculum
for Grade 3 -12 in Vietnam.
1. Equipping students with a new communication tool.
2. Expanding academic vocabulary to use in language studies.
3. Helping students to master complex grammatical structures.
4. Helping students to gain general understanding about countries, people and
cultures around the world.
5. Contributing to the formation and development of necessary attributes and
competences for a future worker.
6. Forming life-long learning habits to become global citizens.
7. Developing English language communicative competence to achieve upper-
immediate level of English.

TASK 5
In pair, match each level of education with its curriculum objectives. There are
more than one objective applying one level of education.
Levels of Education Curriculum objectives
A. Primary 1. Gain a basic and rudimentary knowledge on English
language, countries, people and cultures in the world.
B. Lower-secondary 2. Employ different learning methods to manage their studying
time, employ information technology in learning, consolidate

4
C. Upper-secondary self-study and self-assessment, and form life-long learning
habits.
3. Use English as a communication tool through the four skills
for basic and practical communication needs in familiar
topics.
4. Develop positive attitudes towards English and English
language learning, and begin to use English to learn about
other subjects in the curriculum.
5. Understand and respect cultural diversity, and reflect the
cultural values of Vietnam through English.
6. Form and employ methods and strategies to develop English
language communicative competence; time management
skills and self-study habits
7. Develop positive attitudes towards English language
learning, the language and culture of their own nation.
8. Communicate at a basic level in English, focusing on
listening and speaking.
9. Use English to improve their learning quality of other
subjects in the curriculum
10. Use English as a communication tool through the four skills
for basic and direct communication needs in daily and
common situations
11. Use English to pursue higher education goals, or become
employable after finishing schools

TASK 6
List THREE main focuses in the new English language curriculum for Grade 3 -12 in
Vietnam. Share your answer to a partner.

5
TASK 7
A. Read suggested themes for each level of education in the new English language curriculum for Grade
3 -12. Put the suggested themes in the appropriate level of education in the table below.

Our community Our life Our world

My school and I Our heritage The world around me and I
Our society Visions of the future My friends and I
Our environment Our future

Level of Education Suggested Themes

Primary

Lower-secondary

Upper-secondary

B. In pair, list a system of possible topics developed under each theme applied for grade 6
at lower-secondary level. The topics listed in the first theme are done as an example.

Themes Topics
Our community My new school
My home
My friends, …

Our heritage

Our world

6
Our future

TASK 8
A. Read an extract from the MOET’s Official Document No. 32/2018/TT-BGDĐT
about learners’ competences. Write ONLY ONE WORD in each blank.
The key competence to develop is 1
____________________ competence, or the
ability to use 2___________ knowledge to participate in communicative activities
through listening, speaking, reading and writing in meaningful 3______________ and
contexts with different communication partners to meet personal or social
4
__________________ needs. In the new English language curriculum for Grade 3 -12,
communicative tasks are freely selected but closely 5 ______________ to the suggested
themes and topics to meet the requirements of communicative competences at each
level of education.

B. Choose one theme applied for grade 6. Make a list of communicative competence of
grade 6. The first communicative competence of the theme Our Community is done
as an example.
Grade 6
Theme Communicative competence
Our community - Talking about school activities

Our heritage

Our world

Visions of the future

7
TASK 9
Answer the questions below.
1. Which language knowledge is needed as the means through which students
develop their communicative competence?
2. What is concrete language knowledge needed at lower-secondary level?

TASK 10
Discuss in group the following questions about Teaching Methodology.
1. What teaching approach is mainly employed to obtain the curriculum aims and
objectives?
2. What are the teacher’s roles and student’s roles in this teaching approach?
3. What are suggested classroom activities applied this teaching approach?

TASK 11
Write down THREE key words about testing and assessment employed in the new
English language curriculum. Share your answer in group. Each group chooses one
key word about testing and assessment and explain what you know about it.

SELF-REFLECTION
On a piece of paper, write down
- one benefit of the new English language curriculum for your teaching.
- one challenge you may result from this new curriculum.

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 MODULE 2
TEACHING APPROACHES ALIGNING WITH THE NEW
ENGLISH PROGRAM

Aims: By the end of this module, you will be able to

 Know different teaching approaches aligning with the new English program.
 Apply appropriate teaching approach in the new textbook.

SECTION 1: COMMUNICATIVE LANGUAGE TEACHING

CLT is best understood as an approach, rather than a method (Richards & Rodgers,
2001). It is therefore a unified but broadly-based theoretical position about the nature of
language and of language learning and teaching.
There are mainly four interconnected characteristics as a definition of CLT.
1. Classroom goals are focused on all of the components of communicative
competence and not restricted to grammatical or linguistic competence.
2. Language techniques are designed to engage learners in the pragmatic,
authentic, functional use of language for meaningful purposes. Organizational
language forms are not the central focus but rather aspects of language that
enable the learner to accomplish those purposes.
3. Fluency and accuracy are seen as complementary principles underlying
communicative techniques. At times fluency may have to take on more
importance than accuracy in order to keep learners meaningfully engaged in
language use.
4. In the communicative classroom, students ultimately have to use the language,
productively and receptively, in unrehearsed contexts.
(Cited in Brown, H.D. (2007). Principles of language teaching and learning)

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Example
1. Students do a role-play. They are to imagine that they are in a fashion store.
 The social context of the communicative event is essential in giving meaning to the
utterances
2. The teacher reminds the students that one of them is playing a role of a shop assistant
and the other is playing a role of a customer and that they should remember when
speaking to each other.
 Learning to use language forms appropriately is an important part of communicative
competence.

TASK 1
The most obvious characteristic of CLT is that almost everything that is done with a
communicative intent. What do you think are communicative activities that provide
students a great opportunity to use the language?
Note down your answers. Then share your ideas in group.

Characteristics of communicative activities

Activities that are truly communicative, according to Morrow (Johnson and Morrow
1981), have three features in common: information gap, choice, and feedback.
 An information gap exists when one person in an exchange knows something
the other person does not.
 In communication, the speaker has a choice of what she will say and how she
will say it.
 True communication is purposeful. A speaker can thus evaluate whether or not
her purpose has been achieved based upon the information she receives from her
listener. If the listener does not have an opportunity to provide the speaker with
such feedback, then the exchange is not really communicative.
 Activities in CLT are often carried out by students in small groups. Small
numbers of students interacting are favored in order to maximize the time
allotted to each student for communicating.

10
TASK 2
Is the following situation really communicative?
The teacher has just written “Tuesday, September 10 th, 2021” on the board, then the teacher
asks the student:
Teacher: What is today?
Student: Tuesday

TASK 3
In group, choose one of the activities in the lesson you have been teaching and discuss
whether or not these three features “information gap, choice, and feedback” are present.
Then share your group’s ideas to the class.

TASK 4
In group, discuss the following questions:
1. Can reading be communicative?
2. What are strategies used for communicative reading?

TASK 5
Read the ideas on writing. Answer the questions below.
“Some of us write articles or work on blogs, forums and websites. A few write stories and
poems - but very few. All of these writing tasks have a communicative purpose and a
target audience. In the English language classroom, however, writing often lacks this.”
In group, discuss the questions below.
1. Why does writing in classroom often lack of communicative purposes?
2. What are the ways to make the writing we do with learners more communicative?
3. What are your ideas for communicative writing tasks?

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 SECTION 2: INTEGRATED TEACHING
TASK 6
Read the lesson below. The discuss in group the following questions:
1. How many skills are taught in the lesson? What are they?
2. What activities are designed for each skill? And their purposes?
3. Why are skills integrated in the lesson?
Share your answers to the class.

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Integrated Approach to Language Learning
A. Why to integrate the language skills?
1. When we communicate, we often use more than a single language skill. On the
telephone, for instance, we listen and speak-maybe we also write down a message
and read over what we have written.
2. Integrated approach helps to build new knowledge and skills on to what students
already know and can do. So, if students are able to read a short story, this skill
will help them to write their own story.
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 3. Also, integrating the skills allows you to build in more variety into the lesson
because the range of activities will be wider. Instead of just having listening, the
students can have speaking, reading and writing practice. This can raise their
motivation to learn English.
4. Above all, integrating the skills means that you are working at the level of realistic
communication, which provides all-round development of communicative
competence in English.
B.  How to integrate the four skills
1. The easiest form of integration is within the same medium (either oral or written),
from receptive to productive skills.
Receptive Skill Productive Skill
Oral Medium listening speaking
Written Medium reading writing
                                                                         
2. The second kind is complex integration. This involves constructing a series of
activities that use a variety of skills. However, it’s important to make sure that one
activity is closely linked thematically to the next one.
C. The implications of integrating the four skills for teaching
1. Integration of the four skills is concerned with realistic communication. This
means that we are teaching at the discourse level, not just at the level of sentences
or individual words and phrases. Discourse is a whole unit of communicative text,
either spoken or written.

2. Integrating the four language skills can be demanding of the teacher.

a. Classroom teachers need to have a good understanding of discourse, and to be
able to use textbooks flexibly.
b. It would be time-consuming, requiring a lot of preparation.
c. Classroom teachers are required to designing suitable materials that take account
of students’ different skill levels. The four skills tend to develop at a different
pace: receptive skills are stronger than productive skills, for example.

14
  Classroom teachers have to be skilful is selecting or designing integrated activities
for their students.
(http://elt.dinternal.com.ua/index.php?route=product/product&product_id=153)

TASK 7
Look at the new English textbook, Tieng Anh 6. Answer the questions below.
1. Which section/lesson in the unit is composed of receptive skill and productive
skill?
2. How are these skills integrated in the section/lesson?
3. What are benefits and drawbacks of integrated lessons in the new English
textbook?
Share your answer in small group.

15
 SECTION 3: PROJECT-BASED LEARNING

TASK 8
Watch a short video about PBL. Answer the question in pair.
1. Why use PBL in classroom?
2. What are possible project products?

A. What is Project-based Learning (PBL)?

A systematic teaching method engages students in learning essential knowledge
and life-enhancing skills through an extended, student-influenced inquiry process
structured around complex, authentic questions and carefully designed products
and tasks.
B. Characteristics of effective projects
1. A clear purpose or goal. The teacher knows what skills and academic standards
students will accomplish based on the project’s design and focus of inquiry. The
student knows what result he or she is working toward and the criteria by which it
will be judged.
2. Relevant context. Students pursue their purpose through active exploration that
involves people, settings, materials, and information that are meaningful to them.
Student-generated interests, ideas, questions, or needs are considered in the
project’s design. Students apply learning as they confront real-world dilemmas:
Problem situations are sometimes ill-defined, complex, and messy. New
information or new perspectives must be considered as they emerge. A study may
result in a variety of answers rather than “the one correct answer.”
3. Demonstration of learning through performances or products. Students
represent their learning through multimedia presentations, print materials,
performances, models, simulations, or other means (e.g., videotapes, brochures,
plays or skits, recitals, musical scores, computer-assisted presentations). The
audience for these performances or products may include other students, parents,
and community members.

16
TASK 9
Work in group. Make a list of projects in the new textbook Tieng Anh 6, volume 1 .
Complete the table below.

Unit Lesson objectives Project

1

17
D. Planning and managing the student projects
Step 1 Choose a focus for the project.
Step 2 Identify essential knowledge and skill areas to be learned through project
activities.
Step 3 Introduce the project and involve students in shaping it.
Step 4 Select a balance of teacher-led and student-centred activities.
Step 5 Establish project time lines and milestones.
Step 6 Monitor students progress using planning, reporting, and feedback tools.
Step 7 Evaluate project impact and learning results.
Step 8 Reflect on gathered data and plan next steps.
(Fleming, D. S. (2000). A Teacher’s Guide to Project-based Learning)

TASK 10
In group, choose ONE project in the new textbook Tieng Anh 6, volume 1. Analyse this
project. Use the following guiding questions.
1. What do you like about this project?
2. What might be challenging about doing this project with your students?
3. What would you expect your students to know or be able to do by the end?
4. What else would you consider if you conduct this project in the classroom?

18
E. Developing a project in a language classroom
Project work requires multiple stages of development to succeed. It has been proposed 10-step
sequence to structure a project and guide teachers and students in developing meaningful projects.

STEP 1 Stimulus
Doing some kinds of speaking activity, or reading and speaking, to stimulate
interest in the project.
STEP 2 Project Objectives
Discussing and negotiating what the students will produce exactly at the end of
the project.
STEP 3 Instruction
If the project involves data collection or writing up, then this stage could be to
prepare them with the language they need for that.
STEP 4 Designing material
Questionnaires, maps, grids for data collection. These can be made together in
class.
STEP 5 Group activities
This is actually when students work together and do the project.
STEP 6 Collecting information
Reading and discussing what was found out.
STEP 7 Organization of materials
Compiling and analyzing information- Designing the end product
STEP 8 Instruction
Prepare students for the language demands of the presentation
STEP 9 Presentation
Students present their final products
STEP 10 Assessment
Evaluate the project, using scoring rubric.

19
Assessment Plan of a Classroom Project
A successful PBL assessment uses multiple strategies to demonstrate growth and
performance, and should be closely correlated to learning goals. The assessments may be
based on individual tasks or some combination of individual and group accomplishments.
Here are some examples of accomplishments that might be assessed:
 selecting a focus of inquiry
 gathering information from a variety of sources
 analyzing and interpreting information
 deriving reasonable generalizations, conclusions, or recommendations
 reporting and communicating findings; reflecting on their investigations and
discussing results
Other areas might also be assessed:
 attitudes
 content knowledge
 skill development
 work habits
The key to successful demonstration of student learning is to provide students with your
expectations at the beginning of the project. Involve them in shaping assessment tasks
and scoring criteria. And, show them models of quality products and performances as
well as some that do not illustrate excellence. Involve them early on in establishing
criteria for success.
Sources of assessment
• Self-assessment – This should emphasise the importance of student reflection, not just
the mark that the student feels they deserve.
• Peer assessment – This a key element in assessment of project-based learning: you can’t
be with every group all of the time, and this will make it easier to assess students
individually within a group.
• Teacher assessment – This focuses on the products that your students have produced,
and how they went about producing them (the process).

20
TASK 11
In group, look back the project you have analysed in Task 10. Make a project plan.
Think about the following questions.
1. What is the project theme/topic?
2. What is the project objective?
3. What is the final project product?
4. What is a driving question?
5. What are instructions needed for students’ project?
6. What is the project schedule?
7. How do the students exhibit/present the product?
8. How is the classroom project managed?
9. How is the product evaluated (evaluation rubrics)?

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FURTHER READING 1
Scoring Rubrics
A scoring rubric simply lists a set of criteria which define and describe the important
components of the work being planned and evaluated. A given criterion is then stated
in several different levels of completion or competence, with a weighted score
assigned to each level.
An example of assessment criteria:
Criteria Score Descriptions
levels
4  is well thought out and supports the solution to the
challenge of question
 reflects application of critical thinking
 has clear goal that is related to the topic
Content  is pulled from a variety of sources
 is accurate
3  is well thought out and supports the solution to the
challenge of question
 reflects application of critical thinking
 that is apparent
 has clear goal that is related to the topic
 is pulled from several sources
 is accurate
2  supports the solution
 has applications of critical thinking that is apparent
 has no clear goal
 is pulled from a limited number of sources
 has some factual errors of inconsistencies
1  provides inconsistent information for solution
 has no apparent application of critical thinking

22
  has no clear goal
 is pulled from few sources
 has significant factual errors, misconceptions or
misinterpretation
4  no spelling, grammatical or punctuation errors
 high level use of vocabulary and word choice

3  few (1 to 3) spelling, grammatical or punctuation

Conventions
errors
 good use of vocabulary and word choice
2  3 to 5 spelling, grammatical or punctuation errors
 low-level use of vocabulary and word choice

1  more than 5 spelling, grammatical or punctuation

errors
 poor use of vocabulary and word choice
4  information is clearly focused in an organized and
thoughtful manner
 information is constructed in a logical pattern to
Organization support the solution
3  information supports the solution to the challenge
or question
2  project has a focus but might stray from it at times
 information appears to have a pattern, but the
pattern is not consistently carried out in the project
 information loosely supports the solution
1  content is unfocused and haphazard
 information does not support to the challenge or
question
 information has no apparent pattern

23
 Presentation 4  multimedia is used to clarify and illustrate the main
points
 format enhances the content
 presentation captures audience attention
 present is organized and well-laid out
3  multimedia is used to illustrate the main points
 format is appropriate for the content
 presentation captures audience attention
 presentation is well-organized
2  multimedia loosely illustrates the main points
 format does not suit the content
 presentation does not capture audience attention
 presentation is loosely organized
1  presentation appears sloppy and/or unfinished
 multimedia is overused or underused
 format does not enhance content
 presentation has no clear organization

FURTHER READING 2
Project Scoring Guide for PowerPoint Presentation
OUTSTANDING SUCCESSFUL UNSUCCESSFUL
Design
 Layout enhances message  Layout delivers message with  Layout detracts from
 Uncluttered minimum distraction message
 Draws viewer attention to  Important points highlighted  Cluttered appearance
most important points somewhat  Key points difficult to find
 Clip art, colors, fonts, style  Some effort at selecting  Graphic features (color, art,
carefully chosen to appropriate art, color, fonts, fonts, style, artwork) seem
enhance communication style, etc. to be chosen randomly or
are poorly planned or
incorporated.
24
 CONTENT
 Goes beyond required
questions
 Answers all questions and
explores new questions
 Presents and expands on
key concepts
DELIVERY
 Presentation enlivened with 
supplementary information
 Able to answer relevant
questions posed by
audience
 Speaks knowledgeably/
confidently about sources
and content
 Polished/articulate
 Not reliant on notes
 Answers questions as required  Some questions
 Presents but doesn’t expand unanswered
upon key concepts  Missing key concepts
 Information is accurate  Some information is
inaccurate
Able to answer most questions  Distractive mannerisms
posed by audience  Uses cliches or “space
 Somewhat knowledgeable fillers”
about sources and content  Unable to answer questions
 Sometimes refers to notes  Is not knowledgeable about
 Delivery is personable sources or content
  Appears ill-prepared

(Fleming, D, S. (2003). A Teacher’s Guide in Project-Based Learning)

SELF-EVALUATION
Instructions: Using a scale of 1-5, rate yourself on each of the items below. A score of 5
would be perfect.
Your Name: _____________________________________
 I completed my share of the work on the project. _______
 I asked for assistance when I needed it. _______

 I worked cooperatively with my partners. _______

 I shared in the planning of the project with my partners. _______

_______
 I put a great deal of effort into researching the project.
_______
 I put a great deal of-effort into writing the paper.
_______
 I put a great deal of effort into preparing my presentation.
_______
Total:

25
PEER EVALUATION
Instructions: Using a scale of 1-5, rate partners on each of the items below. A score of 5
would be perfect.
Partners’ names:
1.________________________________
2.________________________________
3.________________________________

1 2 3
 He/she completed his/her share of the work on the project. _____ _____ _____
 He/she asked for assistance when he/she needed it. _____ _____ _____

 He/she worked cooperatively with me. _____ _____ _____

 He/she shared in the planning of the project with me. _____ _____ _____
_____ _____ _____
 He/she put a great deal of effort into researching the project.
_____ _____ _____
 He/she put a great deal of effort into writing the paper.
_____ _____ _____
 He/she put a great deal of effort into preparing the
presentation.
_____ _____ _____
Total:

26
 MODULE 3
AN OVERVIEW OF THE NEW TIENG ANH TEXTBOOKS

TASK 1
Look at the following situation:
You are going to use the new English textbook. What do you question about the new
English language program and the textbook?
List your questions and then share them in groups.

TASK 2
Look at the new English textbook. Answer the questions below.
1. What are objectives of the four-level English textbook series for Vietnamese EFL
lower-secondary school students?
2. What are included in the English textbook package?

TASK 3
In group, examine the structure of Tieng Anh 6. Answer the questions below.
1. How many units are in the book?
2. How are the units organized?
3. How many of these units are reviews?
4. How long should each unit last?
5. How many sections are there in each unit?
6. What are these sections?
7. How long should each section last?

TASK 4
Look at Unit 1 in Tieng Anh 6. Complete the table below.
Period Section Language/ Objectives
Skills
1 Getting started Vocabulary Learn vocabulary about school things and
27
 and Grammar activities
2 A closer look 1 (1) (2)

3 A closer look 2 Grammar (3)

4 Communication (4) Get to know each other and introduce their

new friend to class.

5 Skills 1 Reading & (5)

Speaking

6 Skill 2 (6) (7)

7 Look back & (8) (9)

Project

28
 MODULE 4
TEACHING VOCABULARY

Aims: By the end of this module, you will be able to

- Review stages of teaching vocabulary
- Understand different techniques that can be used in each step
- Apply different techniques for teaching vocabulary effectively

STAGES AND TECHNIQUES FOR TEACHING VOCABULARY

Vocabulary is crucial to a student’s language development and communication skills.
After all, without adequate words, it’s difficult to relate thoughts, ideas, and feelings
about who we are and how we interpret the world around us. Learn some of the teaching
strategies for introducing new vocabulary, practicing it in a relevant and engaging way,
and making available for recall in your student’s minds.

TASK 1
Work in group. Answer the questions:
1. What do you think a student may need to know about a new word?
2. In what ways you help your students know them?
Share your group ideas to the class.

TASK 2
Read the techniques that can be used in teaching vocabulary. Note down the techniques
that you would apply in teaching vocabulary in the new textbook Tieng Anh 6.
Share your ideas in small group. Then plan how to use these techniques in a vocabulary
lesson in Tieng Anh 6.

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 SECTION 1. THREE STAGES OF TEACHING VOCABULARY

STAGE 1: PRESENTING NEW WORDS

Gairns and Redman (1986) suggest three techniques that can be used in teaching
vocabulary:
1. Picture It
Use pictures of new vocabulary words to introduce them to your students. You may
choose to use flash cards, magazine images, online pictures, picture dictionaries or
photographs when helping your students picture new words.
First, teachers show the flashcards for the whole class to see and then say the words three
times. After that, teachers ask students to repeat the words. Next, teachers show the
pictures, says the words and students read the words three times.  Last, teachers flash the
cards at higher speed and students say the words more quickly.
This activity captures students’ attention. Moreover, the flashcards can be recycled.
However, it can require much of teacher’s preparation at the beginning.
2. Keep it Real
Using real objects to introduce new vocabulary will aid your students in remembering the
new words. Show your class an object, say the word, write it on the board, and then pass
the object around and have each of your students say the word out loud.
Some realia you may use to introduce new vocabulary includes:
- Maps
- Tea sets, dishes, and utensils
- Clothes
- Toy planes, trains, cars, animals, furniture, etc...
- Family photos
- Holiday items (pumpkin, Easter eggs, Halloween or Christmas decorations)

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3. Tell It Like It Is
Before introducing a new vocabulary word, describe the scene which in which it would
be used. Then, rephrase the scene using the new word. For example, “I ate too much
food. I overate’’ or “The steak I ordered last night was not cooked enough. It was
undercooked/ rare/ bloody".
This will help build connections between English words and teach synonyms without
even trying!
4. Making Sound
Sound can be an easy way to illustrate words that describe sounds, such as whistle,
scratching, and tinkling. You can make the sounds yourself, or bring in tapes or CDs for
students to listen to and write down the words that they hear.
5. Introduce Couples
Try teaching pairs of words at one time. Antonyms are the perfect material for this type
of vocabulary instruction. You can also pair synonyms, homonyms or any other sets of
words that have some connection.
6. Get Physical
Use Total Physical Response (TPR), the ESL technique that links a physical movement
to English words. Illustrate new words through action as you introduce the word to your
students, and then have them repeat the words and the actions that go along with them.
TPR works well with parts of the body (I’m touching my nose! Touch your nose!),
actions (I’m walking to the door), and the imperative mood or commands (Sit down!
Stand up!)
This doesn’t require much preparation from the teachers. However, with this activity the
class can be noisy and some teachers who are not good acting may not be confident to do
the actions in front of the students.
7. Teaching the Root of the Issue
Teaching word roots as you introduce new vocabulary has many benefits for your ESL
students. It gives them tools for understanding new vocabulary they have yet to
encounter, helps them see the relationships between words, and can even help them make
links between their native language and English.

31
8. Having translation from the students’ first language
To some abstract words, it is not necessary to give complicated explanations; the
meaning can be shown in simple sentences in the students’ first language. Then it is fast
and efficient. Remember that not every word has a direct translation.
9. Rankings/ Scaling
If you have several gradable words to introduce at the same, you can introduce them
together on a scale. For instance, you can use frequency, such as always-often-
occasionally. Or the months of the year, the days of the week, the parts of the day,
seasons of the year, ordinal numbers, cardinal numbers, etc. that form part of well-known
series can also be made clear by placing them in their natural order in the series.
10. Give a Definition
Make sure that the language used to describe the word is less complex than the word.
Focus only on the way the word is used, don’t give other definitions. This wastes
time. Remember that you don’t have to use all of these techniques each time your
students need to know a new word! Different techniques suit different words.

STAGE 2: HELPING STUDENTS REMEMBER NEW WORDS

All teachers teach vocabulary. The frustration is realizing that the students forget the
words as soon as instruction or the test is completed. Therefore, building long term
memory should be taken into consideration when teaching vocabulary.

1. Naming
a. Beanbag toss (10 mins)
■ Students call out vocabulary item while tossing a beanbag to each other.
■ Sample Activity: Unit 2, Tieng Anh 6

32
- Step 1: have students toss a beanbag back and forth.
- Step 2: The student to whom the beanbag is tossed must name an object in the living
room/ bed room/ kitchen, etc.
b. Chain Game (10 mins)
■ Students extend a sentence by adding more and more vocabulary items.
■ Sample activity: Unit 2, Tieng Anh 6

■
- Step 1: Begin by saying, " In my house, there is a kitchen."
- Step 2: Student 1 repeats what teacher has said and adds another item. For example,
"In my house, there is a kitchen and a living room."
- Step 3: Have successive students continue repeating everything the previous students
said while adding another room.

33
2. Identifying
a. Describing Pictures (10 mins)
■ Students describe pictures containing vocabulary items.
■ Sample activity: Ex. 1, Unit 12, Tieng Anh 9

- Step 1: Teacher prepares and brings in pictures from magazines, newspapers or the
Internet that depicts the vocabulary items presented in the unit or use the pictures in the
unit.
- Step 2: As a class, in pairs or in small groups, have students describe pictures
illustrating vocabulary items.
b. Mime (10 mins)
■ Student mimes vocabulary items. Sample activity: Ex.1, Unit 7, Tieng Anh

9.

34
- Step 1: Write words (dip, sprinkle, spread, etc.) from p. 9, Unit 7, Tieng Anh 9 on cards
- Step 2: Have each student take a turn picking a card from the pile and pantomiming the
word written on the card.
- Step 3: Other students then guess what the word is.
c. Remembering (10 mins)
■ Students try to remember items in the illustration.
■ Sample Activity: Ex.1, p. 62, Unit 6, Tieng Anh 9.

- Step 1: Tell students to spend 3 minutes looking carefully at all the pictures on p.62,
Unit 6, Tieng Anh 9.
- Step 2: Have students close their books and write down what they remember about
the scenes.
- Step 3: Have students compare notes with a partner and then look at the picture to
see how well they remember the scenes.
3. Definition
a. Tic Tac Definition (10 mins)
■ Students play a tic tac toe game with vocabulary items.
■ Sample Activity: Ex. 3, Unit 7, Tieng Anh 9

35
- Step 1: Have student make a grid with room for six words and then fill in any six
vocabulary words they wish from p. 9, Unit 7, Tieng Anh 9.
Grill Deep-fry
Simmer Roast
Steam Bake

- Step 2: Give definitions of all the words on p.9 and tell students to cross out any word
they have written on their grids for which you have given the definition.
- Step 3: The first person to cross out the words in a straight line -either vertically,
horizontally or diagonally- wins the game.
b. Question the answer (10 mins)
■ Students create questions about vocabulary items

36
 ■ Sample activity: Ex. 3, Unit 6, Tieng Anh 9

- Step 1: Write each word from p.62, Unit 6, Tieng Anh 9 on a separate card and put the
cards face down on a table or desk in front of the room.
- Step 2: Divide the class into two teams.
- Step 3: A person from team 1 comes to the front of the room, picks up a card, and
silently read the word. This is the answer.
- Step 4: That person must then think of a question which that word could be the answer
to. For example:
Card: nuclear family
Student: What kind of family consists of parents and children living together as a family
unit?
If the team member questions the answer correctly, that team gets one point. If the
person doesn't have the answer correctly, a member from the other team has a chance to
answer it. The team with the most points wins the game.
4. Categories
a. Stand up categories (10 mins)

 Students stand up according to word categories.

 Sample activity: Ex. 2, p. 18, Unit 2, Tieng Anh 9
- Step 1: Teacher says the name of a category such as "Adjectives to describe city life"
- Step 2: Tell students you are going to say ten words. If they hear a word that is
37
associated with that category, they should stand up. If they hear a word that is not
associated with that category, they should sit down.
Ex: Adjectives to describe city life: cheerful (sit down)
stressful (stand up)
populous (stand up)
delicious (sit down)
5. Connections
a. Connecting Game (10 mins)
• Students try to connect two vocabulary items.

38
 Sample activity: Ex.1, p. 42, Unit 4, Tieng Anh 9
- Step 1: Write words from Ex.1, p. 42, Unit 4, Tieng Anh 9 on separate cards and put the
cards in a pile on a table or desk in front of the room.
- Step 2: Have each student pick one card.
- Step 3: Let them try to find their matching one.
b. Opposites (10 mins)
■ Students give the opposites of vocabulary items.
■ Sample activity: Ex.1, p. 28, Unit 3, Tieng Anh 8

- Step 1: divide the class into two teams.

- Step 2: call out an adjective and have students raise their hand and tell you the
opposite adjectives. The team with the most correct answers wins.
6. Guessing
Mystery words
 Students try to guess missing words in blanks.
 Sample activity: Ex.3, p. 21, Unit 8, Tieng Anh 9

39
- Step 1: read or say a sentence/ phrase aloud and leave out a word.
- Step 2: Have your students guess the mystery word – the word that has been omitted.
If students come up with a word other than what you had in mind, you can tell them that
it was a good guess but not what you were thinking. You could say that you were
thinking of another word in the lesson but their word also works.
STAGE 3: MAKING SURE STUDENTS MAKE THE NEW WORDS THEIR
OWN
When students come across a new word, they are likely to be interested in learning other
related words, and this presents a natural opportunity for vocabulary development. This
is sometimes called "vocabulary expansion".
 Read as much as they can in English (newspapers, magazines, books).
 Keep a vocabulary notebook– note down new words, mark word stress, add
pictures, put an L1 translation, put the word in context, add synonyms/ antonyms and
revisit it often.
 Keep a dictionary near them so that they can consult it whenever they need to.
 Play word games in English, such as crossword puzzles.
 Download language learning apps to their smartphones, such as babbel.com,
duolingo.com, and newinslowenglish.com, so encourage them to use these tools to help
them develop their language skills on their own time.
40
  Listen to and learn their favorite songs, watched movies and TV shows with
subtitles in English.
SECTION 2. LANGUAGE FOR TEACHING VOCABULARY
Here is some language you can use when teaching vocabulary:
 ‘Which words don’t you know? Can you please write down the words that you
don’t understand?’
 ‘I’m sure you can guess the meaning of some of those words from the context.’
 ‘Which are the words you can guess the meaning of?’
 ‘That’s not exactly right. Any other guesses?’
 ‘Yes, spot on! How could you guess the meaning? What were the clues?’
 ‘Which are the words you couldn’t guess?’
 ‘What is the opposite of that word?’
 ‘Do you know a word that is similar to this?’
 ‘What kind of word is it? Is it a verb? Is it a noun?’
 ‘What are the words before it and after it?’
 ‘What is the topic of the lesson? Do you think this word is related to that topic?’
 ‘You already know the word “helper”. The word “assistant” is similar to that.’
 ‘Can you see another word inside of this word? Can you see that the word
“assist” is in there?’
 ‘Do you know another word that is similar to this?’
 ‘What word can you recognize in “disabled’” Did you notice that the word
“able” is in there?’
 ‘You know the word “able”, yes? Can you guess what “disabled”’ means?’
 ‘Okay, so which of these words do you think are important for you to remember?’
 ‘Circle the words that you think are important.’
 ‘You might need to know some of these words for the exam.’

TASK 3
Look at your teaching plan in Task 2. Modify your plan to make it more concise with the
three stages of a vocabulary lesson.

41
 FURTHER READING 1
WHAT A STUDENT MAY NEED TO KNOW ABOUT AN ITEM?
What it means
It is vital to get across the meaning of the item clearly and to ensure that your students
have understood correctly with checking questions.
The form
Students need to know if it is a verb / a noun / an adjective etc to be able to use it
effectively.
How it is pronounced
This can be particularly problematic for learners of English because there is often no
clear relation between how a word is written and how it is pronounced. It is very important to
use the phonemic script in such cases so the students have a clear written record of the
pronunciation. Don't forget also to drill words that you think will cause pronunciation
problems for your students and highlight the word stresses.
How it is spelt
This is always difficult in English for the reason mentioned above. Remember to
clarify the pronunciation before showing the written form.
If it follows any unpredictable grammatical patterns
For example, man-men / information (uncountable) and if the word is followed by a
particular preposition (e.g. depend on)
The connotations that the item may have
Bachelor is a neutral/positive word whereas spinster conjures a more negative image.
The situations when the word is or is not used
Is it formal/neutral/informal? For example, spectacles/glasses/specs. Is it used mainly
in speech or in writing?
How the word is related to others
For example, synonyms, antonyms, lexical sets.
Collocation or the way that words occur together
You describe things 'in great detail' not 'in big detail' and to ask a question you 'raise
your hand' you don't 'lift your hand'. It is important to highlight this to students to prevent
mistakes in usage later.
What the affixes (the prefixes and suffixes) may indicate about the meaning
For example, substandard “sub” meaning “under”. This is particularly useful at a
42
higher level.
Which of these areas you choose to highlight will depend on the item you are teaching and the
level of your students.

43
FURTHER READING 2
STEPS TO USE DICTIONARY EFFECTIVELY
Why should we encourage students to use dictionaries? Dictionaries develop learner
autonomy. They are a handy resource for researching different meanings, collocations,
examples of use and standard pronunciation. If students know how to use them effectively,
there are hundreds of hours of self-guided study to be had with a good dictionary. This part
will explore ways to use dictionaries efficiently.
Step 1: Familiarise yourself with your dictionary
Dictionaries vary in approach. The best way to learn how to use your particular dictionary
effectively is to read its introductory section where youʼll find out how the entries are
arranged. The introductory section of your dictionary will explain important information such
as the abbreviations and pronunciation symbols used throughout the entries. There may also
be information on pronunciation of words with similar spellings; this can be helpful if you
have only heard a word and you’re not sure of its spelling. For example, if you hear “not”, it
might also be “knot” but the “k” is silent, and this list can help you with suggestions.

Step 2: Know how to look up a word

When you come across a word you don’t recognize or know the meaning of, keep a note of it.
When you get around to looking it up, here is the sequence to follow:

 Proceed to the letter of the alphabet that your word begins with. For example, “dog”
begins with “d” which means that it will be in the section after "c" and before "e". Donʼt
forget the possible spellings for trickier words, such as “gnome” begins with a “g”, or
“psychology” begins with a “p”, or “knock” begins with a “k”, etc.

   Check for the guide words. These are located in the upper corner of each page and

44
 give you an indication of how close you are to locating your word, speeding up the
process of going through the pages.

   Once close, use the second letter of your word to run down the page and locate your
word. For example, if you were looking for the word “futile”, “u” is the second letter.
Perhaps you will see “furrow/futtock” in the upper left corner of the left page and
“futtock plate/gaberlunzie” in the upper right corner of the right page. Now you know
that “futile” is going to be located on one of these two pages.

   Scan down the list of entry words moving past “Furry” and “Fuse” and “Fuss”. Since
the example word begins with “Fut”, go past all the “Fur” and all the “Fus” words
alphabetically until you reach the “FUT” area of the page. In this example, move right
down through “Fut” and “Futhark” and this is at last, where you will find “futile”.

Step 3: Know how to make the most of your find

Once you’ve located the word, there are several useful elements that you can discover about
the word from the dictionary entry. Read the information given about this entry, and
depending on your dictionary, you might find many things:

1/ A definition of the word.

2/ One or more pronunciations. Look for a pronunciation key near the beginning of the
 
dictionary to help you interpret the written pronunciation. Learn how to use the stress
marks, as these will aid your pronunciation. The stress mark ʼ is place just prior to the
  syllable where the stress is placed.

45
   3/ The collocations of a word (i.e. dependent prepositions, typical combinations)
4/ Prepositions and their use with the word in question.
 
5/ Irregular endings for verbs.
  6/ Synonyms and antonyms. You can use these in your writing, or as further clues
towards the wordʼs meaning.
 
7/ Examples or citations of how the word is used. Use these to add context to the meaning
  of the word.
8/ Phrases or idioms associated with the word, and slang usage. In addition, the dictionary
 
may explain whether a word is formal or informal.
  9/ Plurals of nouns.
10/ Near neighbor words that might be related.
11/ Spellings in other English (US English, British English, Australian English, etc.)

Step 4: Think about how the information you’ve found relates to the word as you
encountered it
If there are multiple definitions, decide which one matches your source or context for the word

and notice how the different definitions are related to one another. In an English dictionary,
the most common meaning is usually placed first where there are multiple meanings.

Try using your new word in a sentence. If itʼs difficult to spell, write it a few times to help
yourself remember it.
Step 5: Learn how to use an online dictionary
Online dictionaries are easy. Choose a suitable free online dictionary, or a subscription one if
your place of work or study subscribes, and simply type in the word youʼre looking for. The
search machine will return the word to you and the definition section should contain most of

46
the elements discussed above. Note that free services may not be as comprehensive as a
subscription or book dictionary, so keep this in mind when youʼre not sure that youʼve found
the right answer.

 Make use of the audio content provided with online dictionaries. This can help
considerably when youʼre unsure how to pronounce the word.
 
 To use Google to find online definitions, type: “define: futile”. The search engine
will only look for definitions.

 Some online dictionaries:

 Collins English for Learners: http://www.collinsdictionary.com/ dictionary/
english-cobuild-learners
 Cambridge Dictionaries Online: http://dictionary.cambridge.org/
 Oxford Dictionaries: http://www.oxforddictionaries.com/

47
 MODULE 5
TEACHING PHONETICS

Aim: By the end of the module, you will be able to

- understand and apply the rules and guidelines for word stress for simple and
complex words
- understand the underlying patterns of sentence stress
- learn the terms and conventions associated with describing intonation

TASK 1
Fill in the blanks with the appropriate words or phrases to complete the paragraph.
rhythm intonation ‘content’ first syllable
second syllable stress unstressed

________ (1) is about which sounds we emphasise in words and sentences. For example,
in the word ‘banana’ the stress is on the ________ ________ (2), in the word ‘orange’
the stress is on the ________ ________ (3). In sentences, we usually stress the most
important, ________ (4) words.
________ (5) is about how we use a combination of stressed and ________ (6) words in
sentences. Sentences have strong beats (the stressed words) and weak beats (the
unstressed words).
________ (7) is the way the pitch of a speaker’s voice goes up or down as they speak.
We use intonation to help get our message across.

TASK 2
What do you know about the rules of word stress? Read the table below for some useful
rules of word stress. Then make a list of words in Tieng Anh 6 that you can apply these
rules.

48
 (Kelly, G. (2000). How to teach pronunciation. Harlow: Longman.)

TASK 3
In group, complete the table below about the sounds taught in Tieng Anh 6.
Unit Sounds Words
1

49
 9

10

11

12

WAYS TO TEACH VOWEL PRONUNCIATION IN ENGLISH

1. Listen and Repeat
This will be the first and most common method of teaching sound specific pronunciation
in English. You say the target sound and have your students repeat it after you. If you are
teaching a long word with multiple syllables, start with the final syllable of the word and
have your class repeat it. Then add the penultimate syllable and say the two together
having your class repeat after you. Work backwards in this manner until your students
are able to pronounce the entire words correctly.
2. Isolation
When working on a specific sound, it may help your students to isolate that particular
sound from any others. Instead of presenting a certain sound as part of a complete word
in English, you can simply pronounce the sound itself repeatedly. When you do, your
students can say it along with you repeatedly, focusing on the small nuances in the
correct pronunciation and also engraining the sound pattern into their minds. This is
especially helpful when you have several students struggling with a specific sound
delineation.
3. Minimal pairs
Minimal pairs are a great way to focus pronunciation on just one sound. If you are not
familiar with linguistics, a minimal pair is two words that vary in only one sound. For
example, rat and rate are minimal pairs because only the vowel sound differs between
the two words. Additional minimal pairs are pin and pen, dim and dime, and bat and pat.
You can use minimal pairs to help your students with their pronunciation by focusing on

50
one particular sound. In addition to the pronunciation benefits, your students will also
expand their vocabularies when you teach minimal pairs.
4. Record and replay
At times, your students may think they are using correct pronunciation when in fact they
are saying something quite different. By using a device to record what your students are
actually saying, you have empirical data to play back for each person. Encourage him to
listen to what he actually said rather than what he thinks he said. You may also want him
to compare a recording of a native speaker against his recording of himself. In this way,
your students will have a more objective understanding of their true pronunciation and be
able to take steps to correct it.
5. Use a mirror
Giving your students a chance to view their own physical movements while they are
working on their pronunciation can be of great value. You can always encourage your
students to look at your mouth and face as you pronounce certain sounds, but they will
also benefit from seeing what movements they are making as they speak. Sometimes,
becoming aware of the physical movements involved in pronunciation is all your
students will need to correct pronunciation issues of which they are unaware.
6. Phonetics
When your students are facing a pronunciation challenge, it could be that English
spelling is adding to the mystery of the spoken word. Instead of spelling new vocabulary
out on the white board, try using phonetic symbols to represent the sounds (rather than
the alphabet to represent the spelling). If you were to use phonetic symbols, the word seat
would be written /si:t/ and eat would be written /i:t/. You can find a list of the phonetic
symbols on several websites or in introductory linguistics books. Once you teach your
students the International Phonetic Alphabet, you can use those symbols any time you
introduce new vocabulary to your students.
7. Show a vowel diagram
If you are using phonetic symbols to help you teach vowel pronunciation, a diagram of
where each English vowel sound is produced can be eye opening for your students. Print
copies to distribute in class or show your students where they can find this diagram
online. When students know which area of the mouth in which they should be making

51
their sounds, they may have an easier time distinguishing between similar sounds
because they are produced in different areas of the mouth.
8. Sing
Surprisingly enough, singing can be a good way for your ESL students to practice their
vowel pronunciation. Because singing requires a person to maintain vowel sounds over
more than just a moment, it can give your students a chance to focus in on the target
sound and adjust what sound she is making.
(From https://busyteacher.org/8168-top-10-ways-teach-vowel-pronunciation-in-english.html)
TASK 4
Read the article about Ways to Teach Vowel Pronunciation in English and 10 ESL
Activities to Teach Perfect Pronunciation and Get Mouths Moving. Think about how you
plan your pronunciation lesson in Tieng Anh 6. Share your ideas in your group and then
present your plan to the class.
FURTHER READING
10 ESL Activities to Teach Perfect Pronunciation and Get Mouths Moving
There are lots of games and activities you can use to teach this topic. Since they’ll
all involve speaking and listening, they’re naturally engaging and interactive games.
The purpose of these is to focus on the particular sounds your students are having
problems with using appropriate minimal pairs of words.
Ready, set, go!
1. Minimal Pairs Bingo
This is one of the easiest ways to focus on particular pairs of sounds.
A Bingo card commonly has 5 x 5 squares, so you can use 25 words (12 minimal
pairs, or more than two words for some sounds). One or more spaces on each card
could be a “free” spot, or you could change the size, maybe to 4 x 4. (I have found
that 25 words works well for a full lesson, and everyone will be able to learn them
all by the end.)
Go to a website such as ESL activities to create your Bingo cards. You simply type
in the words you want to use, choose how many individual cards you need and then
let the program randomize the cards so that they each have a different arrangement
of the same words.

52
 Have a spare card cut up into individual squares that you can jumble and use
to call the words.
Don’t let the students mark their cards. Provide markers such as small stones
or sunflower seeds that they can put on each word as they hear it (and then remove
to play again).
If you have “free” spots they can start the game by putting markers on those.
The first student to get five markers in a row in any direction calls “Bingo!”
Students remove their markers and a new game starts with the winner as the
new caller.
After a game or two the students can swap cards to get a different
arrangement of words to look at.
At the end of the lesson you can review the words and target sounds with the whole
class.
This activity can give students the opportunity to hear the difference between the
minimal pairs, recognize the different words written on the card and
clearly pronounce the difference when they win and have a chance to be the
caller. As each word is called, students tend to all say it quietly to themselves as
well.
2. Odd One Out
Put similar words into groups of three—two with one sound, and one with a
different (although similar) sound. Or you could have groups of four or five which
contain the same sound, but only one that’s different. For example:
meet, seat, sit (for vowels)
plays, pace, space (for consonants)
The selection of the odd word can be a reading exercise—where students read the
words to themselves out loud and identify the sounds in the written words—or
a listening exercise—where the teacher reads the words and the students respond to
the “odd” word.
Likewise, selected students could try reading the words aloud for others to identify
the odd word, or they could work in pairs or small groups with one
person pronouncing the words and the others indicating which is odd.

53
There are a number of different activities you could run with these groups of words
—depending on the ages and abilities of your class, and your classroom
arrangement.
Ask the students individually to read through the word groups and pick
which words have different sounds.
Ask the students to discuss the groups of words with a partner and decide
which one is odd.
Divide the class into two teams, in two lines, and ask the person whose turn it
is to choose the odd word as you read them out loud.
Make the question part of another game like Tic Tac Toe. The team or
individual whose turn it is to place an X or an O must first pick the odd one out.
They proceed with their turn if they choose the right word. If they can’t identify the
odd word, then they lose their turn.
Play Run and Grab (see below) putting the words on the board and having
participants run up to pick the odd word.
3. Run and Grab
You could have your minimal pairs on flashcards or you could simply write two (or
more) words at a time on the board.
Create two teams and then pair students up with a member of the opposite
team. In turn, each pair goes to stand at the back of the room, looking down an aisle
at the board.
When you call one of the minimal pairs out, the pair races to the front to
touch the correct word (the odd word out) on the board or grab the appropriate
flashcard.
Students from the winning team could have a turn at calling the words for
others to run to.
Younger students especially enjoy activities that include movement  and a chance to
race, but older students also find it enjoyable.
4. Basketball
If your students are keen on basketball then there are a couple of ways you can use
this to inspire them to practice their minimal pairs.

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 Board Basketball—Set questions using minimal pairs such as choosing the
“odd one out” (see above) or asking students to choose the correct word as in Run
and Grab (see above). When students give the correct answer, they (or their team)
score “baskets” (points) on the board. An optional additional to this game is to have
students take a shot at throwing a ball into a hoop or receptacle after they identify
the correct odd word. (Making the shot wins them another point.)
Crumple and Shoot Basketball—The minimal pair words are written on
pieces of (scrap) paper. Students are lined up in two teams. In turn, the front student
picks up the paper and reads the word. If it’s read correctly they then crumple it up
and throw it into a basket/bin/receptacle a set distance away. (Getting it into the
basket wins another point.)
Or you could display words on a screen (with an LCD projector) or on flashcards.
When the student whose turn it is gets it right they can throw a ball (or other object)
into the basket or bin, gaining another point.
5. Sound TPR (Total Physical Response)
Younger students especially enjoy any activity that involves movement.
Designate particular movements to particular sounds, as lively or as gentle as you
like. For instance, they could be sitting at their desks and raise a hand, clap or stand
up when they hear a particular sound, or they could be standing in a space and jump
or run in response to sounds.
As with “Odd One Out” (see above), this could be reading based or listening based.
They could respond to words on flashcards by correctly pronouncing them and
moving in the prescribed way, or they could respond to the teacher (or another
student) saying the words.
If you’re teaching younger students—who may also be learning to read and write—
they should also be learning phonics, which relates each sound to English letters.
There are established systems of hand signs or gestures for each sound which you
may find useful here. These can be seen under Visual Phonics on YouTube, or you
can look up Jolly Phonics.
6. Dictation
Dictation is when someone speaks out loud and someone else writes it down.

55
Getting your students to write down what you say is good listening practice for
them, and when you’re dictating minimal pairs they need to listen especially
carefully. There are a few different dictation activities you can use.
Minimal Pairs Dictation: The teacher reads out minimal pairs in a particular
order and the students write them down. Or the students could have the words
already written down and you could instruct them to put marks, numbers, colors,
etc. on particular words as you read.
Running Dictation: The students work in pairs. One student runs to read the
words or sentences from somewhere farther away, like on the wall outside the
classroom. They then dictate to the other student who writes them down. The
dictation could be single words, minimal pairs or sentences including target words
and sounds.
Fast Dictation: This is where the dictation is read in one continuous stream
instead of a few words at a time with breaks. The students listen and write any
words or phrases they notice (without panicking!) In this situation, the dictation
should include some target words (in minimal pairs) which the students should
listen for specifically and write down in the order they hear them.
Picture Dictation: The students have a picture, background or series of
pictures containing objects that represent the minimal pair words. They follow
instructions to highlight the pictures of their minimal pair words, which may
include, coloring, making marks or drawing additional items.
7. Fruit Salad
This is generally a game where the players sit in a circle with one player standing in
the middle. The players have each been designated as a type of fruit. The middle
player calls a fruit, and all of the players who’ve been assigned that fruit must rush
to change places while the middle player tries to take one of their chairs.
Periodically they can call “fruit salad!” and then everyone must change places.
Instead of using the names of fruits, you can designate words containing minimal
pairs to groups of students, and maybe choose another word for the “fruit salad!”
command.
For example, as the students are sitting in the circle, they “number off” one by one

56
around the circle with:
“pea,” “bee,” “pin,” “bin”
Then the person in the middle will call “pin!” or another given word to get their
peers running around.
8. Chinese Whispers
When someone is genuinely whispering, and therefore not using their voice, it’s
nearly impossible to hear the difference between some words. For example: “bit”
and “pit.” In a social situation where whispering is used we rely on context to fill
out the meaning.
In the classroom, Chinese Whispers is a game that involves passing a message from
student to student, hopefully without it getting changed too much. In order to play
Chinese Whispers as a pronunciation game it might be best to allow speaking and to
ask students to carry the message farther away where it can’t be overheard by
others.
One student could be outside the door and you tell them what the message is. Then
the second student goes outside and they tell them the message. The first student
comes back in the classroom and sends the next student out. This goes on until
every student has heard the secret word. The final student comes back into the
classroom to say what they think the message was.
If the message contains words from your minimal pairs list, it will probably have
changed, maybe more than once.
9. Card Games
Flashcards are a wonderful resource that every ESL teacher should have bundles of.
They can be used for whole class activities and games, or you can create multiple
smaller sets to be used by individuals at their desks or in pair/group work activities.
Here are a few examples:
Hold it High: Just like Run and Touch (see above) if students have
individual sets of cards on their desks, they can hold up the appropriate one when
it’s called, and the teacher can then look around and have a quick check that
everyone is correct. To move from reading to speaking they should firstly say it as
they hold it up, and secondly individual students could have a turn at the front.

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 Happy Families: Create a set of cards containing maybe 6 – 10 families of 4
cards, color coded by families. For example, “boo zoo boom zoom,” “cap tap cub
tub,” “kick thick kink think,” etc. Supply a complete list for each member. The
cards are distributed like in Go Fish. Students in groups of four play, trying to
collect sets of four by asking the person next to them if they have particular cards.
Snap: Make the same decks of cards as in Happy Families. Students can play
Snap in pairs or groups with a stack of cards containing relevant minimal pairs. The
student placing the card down on the deck should call it at the same time. The next
student must put down a card that fits in with that card family. The group proceeds
until the winner has no cards left.
Catching Cards: Students gather at the back of the room. The teacher
throws individual flashcards and students try to catch them. When they get one they
say the word and show it to everyone.
Pair Up: Students are each handed a flashcard with a minimal pair word.
They have to walk around and either find others with the same word/sound.
Bean Bag Toss: Lay the flashcards containing the minimal pairs spread out
on the floor. Each students takes a turn throwing a bean bag onto a card and clearly
saying the word on that card. (They could then collect the card and win a point.)
Stepping Stones: Lay the cards on the floor. Students use them as “stepping
stones” to cross a river, saying each one clearly as they step on it.
10. Minimal Pair Math
Assign a number to each of the minimal pair words you wish to focus on. Then call
out the words in your chosen sequence, possibly joined with mathematical symbols
(e.g., plus, minus). Students can write down the words and their associated numbers
while you speak. Ask the students to give you the final number that all these words
add up to.

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 MODULE 6
TEACHING GRAMMAR

Aims: By the end of the module, you will be able to

-    understand the principles and suggested approaches in teaching grammar
-    apply some techniques for a grammar lesson

APPROACHES TO TEACH GRAMMAR

There are two main approaches to teaching grammar. These are the deductive and the
inductive approach.
• A deductive approach is when the rule is presented and the language is produced based
on the rule. (The teacher gives the rule.)
• An inductive approach is when the rule is inferred through some form of guided
discovery. (The teacher gives the students a means to discover the rule for themselves.)
Both approaches have their advantages and disadvantages. The deductive approach is
undoubtedly time saving and allows more time for practising the language items thus
making it an effective approach with lower level students. The inductive approach, on the
other hand, is often more beneficial to students who already have a base in the language
as it encourages them to work things out for themselves based on their existing
knowledge.

STRUCTURE OF A GRAMMAR LESSON

Presentation, practice and production (PPP)
A deductive approach often fits into a lesson structure known as PPP (Presentation,
Practice, Production). The teacher presents the target language and then gives students
the opportunity to practise it through very controlled activities. The final stage of the
lesson gives the students the opportunity to practise the target language in freer activities
which bring in other language elements.
This model works well as it can be used for most isolated grammatical items. It also
allows the teacher to time each stage of the lesson fairly accurately and to anticipate and

59
be prepared for the problems students may encounter. It is less workable at higher levels
when students need to compare and contrast several grammatical items at the same time
and when their linguistic abilities are far less uniform.
Stage 1: Presentation
In this stage the teacher presents the new language in a meaningful context. For example,
building up stories on the board, using realia or flashcards and miming are fun ways to
present the language.
For example, when presenting the 2nd conditional, the teacher can draw a picture of a
person with thought bubbles of lots of money, a sports car, a big house and a world map.
And ask a lot of questions to elicit the target language in the model sentence
"If I had a lot of money, I would buy a sports car and a big house."
Then students are asked to practise and drill the model sentence orally before teacher
writing it on the board
After that the teacher then focuses on form by asking the students concept checking
questions. E.g. "What do we use after 'if'?" and on meaning by asking the students
questions to check that they have understood the concept (e.g. "Do I have lots of
money?" No. "What am I doing?" Imagining.) Besides that, the teacher also checks
pronunciation of the target structure.
Stage 2- The Practice stage
When the teacher is sure that the students understand the use, form and the meaning, the
lesson moves on to the practice stage. During this stage of the lesson it is important to
correct phonological and grammatical mistakes since this stage aims at developing
accuracy. Therefore, at this stage many kinds of practice activities can be done.
Practice activities
There are numerous activities which can be used for this stage including gap fill
exercises, substitution drills, sentence transformations, split sentences, picture dictations,
class questionnaires, reordering sentences and matching sentences to pictures.
It is important that the activities are fairly controlled at this stage as students have only
just met the new language. Many students' books and workbooks have exercises and
activities which can be used at this stage.

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Stage 3- Production
Again, there are numerous activities for this stage and what the teacher chooses will
depend on the target language and on the level of your students. However, information
gaps, role plays, interviews, simulations, find someone who, spot the differences between
two pictures, picture cues, problem solving, personalisation activities and board games
are all meaningful activities which give students the opportunity to practise the language
more freely.
Conclusion
When teaching grammar, there are several factors teachers need to take into
consideration and the following are some of the questions teaches can ask themselves:
 How useful and relevant is the language?
 What other language do students need to know in order to learn the new structure
effectively?
 What problems might students face when learning the new language?
 How can we make the lesson fun, meaningful and memorable?
Although teachers should try to use English when teaching a grammar lesson, it is
sometimes beneficial to the students to make a comparison to L1 in the presentation
stage. This is particularly true in the case of more problematic grammatical structures
which students are not able to transfer to their own language.
It is also important to note that using the PPP model does not necessarily exclude using a
more inductive approach since some form of learner-centred guided discovery could be
built into the presentation stage. PPP is just one model for planning a grammar lesson.
All models have their advantages and disadvantages and the teachers should use different
models depending on the lesson, class, level and learner styles.
TASK 1
In group, list all of the grammatical points in Tieng Anh 6. Complete the table below.
Unit Grammatical points
1

61
 3

10

11

12

TASK 2
In group, think about how you teach one of those grammatical points. Plan a grammar
lesson. Present your plan to the class.

62
Stages Activities
Presentation

Practice

Production

63
 MODULE 7
TEACHING SPEAKING

Aims: By the end of this module, student will be able to

 Be exposed to a variety of techniques for teaching speaking more effectively
 Figure out some solutions to the problems you may experiencing when
teaching speaking
 Do a demonstration of teaching speaking, using the techniques

TASK 1
In groups, discuss the following questions:
1. Do you like teaching speaking skill to your students? Why/ Why not?
2. Why do many teachers refuse teaching this skill?
3. Why should we teach speaking skill to our students?

TASK 2
Read the following text about the importance of teaching speaking skill to our students

WHY SHOULD WE TEACH SPEAKING SKILLS IN THE CLASSROOM? 

Motivation
Nunan (1991) wrote, "Success is measured in terms of the ability to carry out a
conversation in the (target) language." Therefore, if students do not learn how to speak or
do not get any opportunity to speak in the language classroom, they may soon get de-
motivated and lose interest in learning. On the other hand, if the right activities are taught
in the right way, speaking in class can be a lot of fun, raising general learner motivation
and making the English language classroom a fun and dynamic place to be.
Speaking is fundamental to human communication 
All the different conversations people have in one day and compare that with how much
written communication they do in one day. Which do they do more of? In our daily lives
most of us speak more than we write. However, many English teachers still spend the
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majority of class time on reading and writing practice almost ignoring speaking and
listening skills. Do you think this is a good balance? If the goal of your language course
is truly to enable your students to communicate in English, then speaking skills should be
taught and practised in the language classroom.
Rehearsal
Getting students to have free discussion or conversation in class gives them a chance to
rehearse having discussion outside the classroom. Having them take-part in an air port
check-in desk allows them to rehearse such a real-life event in the safety of a classroom.
In other words, it is the way for students get the feel of what communicating is in the
foreign language.
Feedback
Speaking tasks where students are trying to use all or any of the language they know
provides feedback for both teachers and students. Teachers can see how well their class is
doing and what language problems they are having. Students also can see what they can
do well and what they need to improve. Speaking activities can give them enormous
confidence and satisfaction.
(Retrieved and adapted from https://www.teachingenglish.org.uk)

TASK 3
Read the following statements about the problems teachers usually face in a speaking
lesson. Say if you AGREE, DISAGREE, or NOT SURE.
1. ______Students are shy and cannot speak in English.
2. ______Students use a lot of Vietnamese during the lesson.
3. ______Students actively get engaged in the speaking activities.
4. ______Students just keep silent during the speaking activities.
5. ______They are bored and unmotivated in the speaking class.
6. ______Students are too dependent on the teacher when doing speaking activities
7. ______When working in groups or pairs, students just spend time chatting in the
mother tongue.
8. ______The speaking activities are often too noisy and the teacher will easily lose
control of the class.

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TASK 4
A. Read the text and match the problems in task 3 with the solutions below.
B. In group, discuss your answers and play the game run to the board to write the answer
Dealing with common arguments against teaching speaking skills in the classroom
A. If students feel really shy about talking in front of other students then one way to go
about breaking this cultural barrier is to create and establish your own classroom culture
where speaking out loud in English is the norm. One way to do this is to distinguish your
classroom from other classrooms in your school by arranging the classroom desks
differently, in groups instead of lines etc. or by decorating the walls in English language
and culture posters. From day one teach your students classroom language and keep on
teaching it and encourage your students to ask for things and to ask questions in English.
Giving positive feedback also helps to encourage and relax shy students to speak more.
B. Another way to get students motivated to speak more is to allocate a percentage of
their final grade to speaking skills and let the students know they are being assessed
continually on their speaking practice in class throughout the term.
C. A different reason for student silence may simply be that the class activities are boring
or are pitched at the wrong level. Very often our interesting communicative speaking
activities are not quite as interesting or as communicative as we think they are and all the
students are really required to do is answer 'yes' or 'no' which they do quickly and then
just sit in silence or worse talking noisily in their L1. So maybe you need to take a closer
look at the type of speaking activities you are using and see if they really capture student
interest and create a real need for communication.
D. Another way to encourage your students to speak in English is simply to speak in
English as much as possible in class. If you are shy about speaking in English, how can
you expect your students to overcome their fears about speaking English? Don't worry if
you are not completely fluent or don't have perfect native accent, the more you practise
the more you will improve your own oral skills as well as help your students improve
theirs.
E. Make sure you give the students all the tools and language they need (necessary
structure and vocabulary or scaffolding ideas) to be able to complete the task. If the

66
language is pitched too high, they may revert to their L1, likewise if the task is too easy
they may get bored and revert to their L1.
F. Also, be aware of the fact that some students, especially beginners, like using their L1
as an emotional support at first. Check they have understood the task before attempting to
speak. In the case of these students, simply be patient as their confidence grows in using
English, their dependence on using their L1 will begin to disappear.
G. Are all the students actively involved and is the activity interesting? If students do not
have something to say or do, or don't feel the need to speak, you can be sure it won't be
long before they are chatting away in their L1.
H. Was the timing of the activity good? The timing of a speaking activity in a class can
be crucial sometimes. How many teachers have discovered that their speaking activity
ended up as a continuation of the students break-time gossip conducted in the L1? After
break-time, why not try giving students an activity to calm them down and make them
focus before attempting speaking activities that involve groups or pair work.
I. Another way to discourage students speaking in their L1 is to walk around the
classroom monitoring their participation and giving support and help to students as they
need it.
J. If some students persist in speaking in the L1 then perhaps you should speak to them
individually and explain to them the importance of speaking English and ask them why
they don't feel comfortable speaking in English in the class. Maybe they just need some
extra reassurance or they don't like working with certain students or there is some other
problems that you can help them to resolve.
K. A noisy classroom is not the same as an out-of-control classroom. A classroom full of
students talking and interacting in English, even if it is noisy, is exactly what you want.
Maybe you just feel like you are losing control because the class is suddenly student-
centred and not teacher- centred. This is an important issue to consider.
L. Losing control of the classroom, on the other hand, is a different issue. Once again
walking around and monitoring the students as they are working in groups can help, as
you can naturally move over to the part of the classroom where the noise is coming from
and calm the students down and focus them back on the task without disrupting the rest
of the students who are working well in their groups.

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TASK 5
A. Read the following speaking techniques and take notes the ideas which are new to
you. Decide whether it is pre, while, or post speaking activity.
B. In groups, playing card game to share what you have learn from the reading

Activities to Promote Speaking

Discussions
After a reading or listening lesson, a discussion can be held for various reasons. The
students may aim to arrive at a conclusion, share ideas about an event, or find solutions
in their discussion groups. Before the discussion, it is essential that the purpose of the
discussion activity is set by the teacher. In this way, the discussion points are relevant to
this purpose, so that students do not spend their time chatting with each other about
irrelevant things. For example, students can become involved in agree/disagree
discussions. In this type of discussions, the teacher can form groups of students,
preferably 4 or 5 in each group, and provide controversial sentences like “people learn
best when they read vs. people learn best when they travel”. Then each group works on
their topic for a given time period, and presents their opinions to the class. It is essential
that the speaking should be equally divided among group members. At the end, the class
decides on the winning group who defended the idea in the best way. This activity fosters
critical thinking and quick decision making, and students learn how to express and justify
themselves in polite ways while disagreeing with the others. For efficient group
discussions, it is always better not to form large groups, because quiet students may
avoid contributing in large groups. The group members can be either assigned by the
teacher or the students may determine it by themselves, but groups should be rearranged
in every discussion activity so that students can work with various people and learn to be
open to different ideas. Lastly, in class or group discussions, whatever the aim is, the
students should always be encouraged to ask questions, paraphrase ideas, express
support, check for clarification, and so on.

68
Role Play
One other way of getting students to speak is role-playing. 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. Thus, the teacher can tell the student that "You are David, you go to the doctor and
tell him what happened last night, and…" (Harmer, 1984)
Simulations
Simulations are very similar to role-plays but what makes simulations different than 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. Role plays and simulations have many advantages. First,
since they are entertaining, they motivate the students. Second, as Harmer (1984)
suggests, they increase the self-confidence of hesitant students, because in role play and
simulation activities, they will have a different role and do not have to speak for
themselves, which means they do not have to take the same responsibility.
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. Also, each partner plays an important role because the task cannot be
completed if the partners do not provide the information the others need. These activities
are effective because everybody has the opportunity to talk extensively in the target
language.
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

69
for their ideas so students will be open to sharing new ideas. Using a mind map diagram
can be useful to help them develop their ideas about a topic and categorise them.

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. Story telling 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. Students also can tell
riddles or jokes. For instance, at the very beginning of each class session, the teacher may
call a few students to tell short riddles or jokes as an opening. In this way, not only will
the teacher address students’ speaking ability, but also get the attention of the class.
Interviews
Students can conduct interviews on selected topics with various people. It is a good idea
that the teacher provides a rubric to students so that they know what type of questions
they can ask or what path to follow, but students should prepare their own interview
questions. Conducting interviews with people gives students a chance to practice their
speaking ability not only in class but also outside and helps them becoming socialized.
After interviews, each student can present his or her study to the class. Moreover,
students can interview each other and "introduce" his or her partner to the class.
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.
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. Students can also
talk about whether they have experienced anything worth telling their friends in their
daily lives before class.

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Playing Cards
In this game, students should form groups of four. Each suit will represent a topic. For
instance:
• Diamonds: Earning money
• Hearts: Love and relationships
• Spades: An unforgettable memory
• Clubs: Best teacher
Each student in a group will choose a card. Then, each student will write 4-5 questions
about that topic to ask the other people in the group. For example:
If the topic "Diamonds: Earning Money" is selected, here are some possible questions:
• Is money important in your life? Why?
• What is the easiest way of earning money?
• What do you think about lottery? Etc.
However, the teacher should state at the very beginning of the activity that students are
not allowed to prepare yes-no questions, because by saying yes or no students get little
practice in spoken language production. Rather, students ask open-ended questions to
each other so that they reply in complete sentences.
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 as a rubric. Rubrics can include 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

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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.
(Adapted from http://iteslj.org/Articles/Kayi-Teaching Speaking.html)

Basic Principles of Teaching Speaking Classes

TASK 6
Match the principles with the explanation
1. Focus on communication and fluency, not correctness
2. Lay the groundwork
3. Student directed: student choice of topics
4. Small group/pair work
5. Encourage students to rotate partners
6. Teach students strategies
7. Teach vocabulary
8. Teach both formal and informal conversation skills
9. Grade on degree of participation and understanding of conversation (Assess
informally)
A. The point is if the meaning is coming through. This is what should be emphasized
to students: it’s not a matter of “right” but whether or not your classmates understand
you and can respond to you!
B. It is more interesting if the teacher can allow students to come up with their own
topics to use over the course of the term. Have them work in groups, write agreed-upon
topics on cards, and collect them. They do not have to be “academic” topics like the
validity of global warming but almost anything students are interested in and can discuss
for an extended time, such as favorite music.
C. Before entering in academic conversations, students have to agree on some basic
“rules for engagement”: listening to each other courteously; listening actively by
clarifying meaning and asking for examples; advancing one’s own opinions clearly and
politely while considering the audience, etc.

72
 D. Conversation occurs in small, not large groups. Having students work in small
groups or pairs is usually more productive for a number of reasons: students are less shy
if they are “performing” in front of a small group rather than large, and they have more
chance to speak in a smaller group.
E. Too often conversations even between speakers fall flat because the participants
don’t know conversation strategies. To have a real “conversation” on a certain topic, the
conversational partners will have to know different strategies for introducing the topic,
drawing each other out, asking for opinions, advancing their own, using examples, and
so forth.
F. Some teachers assign conversational partners or groups for the term, and this has
advantages, such as students get to know each other better this way, and they can quickly
get into their groups. However, there also are advantages to occasionally rotating partners
or groups, perhaps every few weeks. In this way, students get to know more of their
peers and get exposed to more ideas
G. students may not be participating because they simply don’t have the vocabulary
to enter a specific conversation. Introducing some key phrases and words related to the
topic will help this. For example, on the topic of different types of vacations today,
students should learn words like “condo,” “time share,” “hotel,” “motel,” “extended
stay,” “business class,” and “coach.”
H. Because the focus of instruction, and of conversation itself, is on communicating
meaning rather than on correctness, students should be assessed mostly informally. The
instructor can walk around the class, sit in on conversations, and get an idea this way on
the degree of participation of each student. Giving grades for students’participation is a
positive way of encouragement.
I. There are specific strategies for entering, extending, and ending conversations both
formally and informally. For example, with “Hey, Diana! How was your vacation to
Hawaii?” This is an example of an informal and probably brief conversation on the topic
of vacation. However, “What do you think about how we vacation today? Hasn’t it changed quite a bit
from even ten years ago?” in this conversation participants consider different types of

vacations and it is more academic. Knowing these strategies for different types of

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conversations will help students avoid confusion and even annoyance and gain
experience in different types of conversations in real-life situations.

TASK 7
A. Work in groups, read the speaking game you are assigned and decide whether it is a
pre, while or post-speaking activity
B. Practise teaching one activity in your textbook, using that game. Do demonstration in
front of the class

SPEAKING GAMES
1. HOT SEAT
Have a list of vocabulary words prepared. Bring a chair to the front of the classroom.
Split the class into two teams and have one student from the first team sit in the chair (the
“hot seat”) facing the class. Make sure he/she cannot see behind them. Start a timer (one
minute) and write the first word on the board.
The team must say things related to that word in order to elicit that word from their
teammate sitting in the hot seat, but cannot say the words they see on the board. Once the
student guesses correctly, write the next word. Continue until time runs out. The team
with the most correct guesses at the end is the winner!
2. DESCRIBE THE PICTURE
I’ve put a little twist on the classic describe-a-picture warm up.
First, show the entire class a picture. Make sure it has lots of little details in it, preferably
one where you could spend a good minute or so describing every last detail to your
friend. Then, take the picture down and tell the students to describe what they saw to
their partner. Give them about 30 seconds.
Now, here’s the twist. Split the class into two teams and divide the blackboard in two.
Choose three students randomly from each team to come up to the blackboard. Place a

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piece of chalk in each student’s hand and tell them they have to write down as many
things they saw in the picture as they can in 30 seconds (or one minute).
Again, teams can shout answers to the writers. When the time is up, ask the students to
sit down and reveal the picture again. Give points for everything they got right; no extra
points if the team repeated a word. The team with the most right answers is the winner!

3. MUSICAL CHAIR GAME

Ask your students of they know any songs in English. If not, then teach them a simple
pop song, children’s song, or something suitable for the current holiday season. Make
space so that the students can place their chairs in a circle with one chair less than the
total number of students. The game starts with the students circling around the chairs,
singing the song they have just learned. When you say ‘stop!’ every student should
quickly take a seat. The one student left standing is the loser of this round. As a
punishment, he or she must describe some important events in their life to the class and
then he/she is out of the game. Remove one chair and start the game again. Repeat until
only one player is left. Declare him/her as the winner.
4. TWENTY QUESTIONS
First one member of the class chooses an object, an occupation, or an action which
ever you decide. Then members of the class try to discover what it is by asking
questions which can be answered by "yes" or "no."
For example, if the subject is "occupations" then the questions might be like these.
 Do you work in the evenings?
 Do you work alone?
 Do you work outside?
5. TELL ME ABOUT MYSELF
This game works well with students at pre-intermediate level or above and can be
adapted accordingly. It is an original way of introducing yourself (as a teacher/ a
student) to a class for the first time, but could also be used later on.
Prepare in advance information of yourself. Instead of using sentences to describe
your life, use single words, numbers, dates, symbols and illustrations where possible.
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Student can include information about their parents,(name and illustration of job,
names, ages, birthdays). They can also add the shoe size, height, illustrations of
hobbies etc. For example, draw a needle and thread – (sewing), a pair of skis – (I
enjoy skiing), and a pencil – (drawing.), any kind of information can be included.
Students can use their imagination! Get your students to tell you what the information
means.

For instance:
 July - is that when your birthday is?
 Does the cup and saucer mean you drink tea?
 Do you eat a lot of fish?
 Do you enjoy fishing?
They can play it in groups. Students take turn to provide information and the rest will
guess.
6. STORY TELLING AND CHAIN GAME
Ask the children {at least 5 to 6} to sit around in a circle. Ask one child to say a
sentence in a story form e.g "once there was a boy". The next child will have to repeat
that sentence and add something more to it like "once there was a boy whose name
was John "In this way the children keep building up a story as well as remembering
what the previous sentences were. The child which forgets a line will go out of the
game. This game not only improves a child's memory but also encourages him/her to
be creative in storytelling.
7. CRAZY STORY
This is an activity that will make your students speak in class and be creative.
 Ask students to write a word on a piece of paper and tell them not to show
anyone. This word should be a verb (or whatever you'd like to review).
 The teacher says a sentence to start telling a story, then stops and chooses a
student.

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  That student will continue the story and must use his/her word. This student
then chooses the next student to continue the story.
 The last student must end the story.
 After the story is over, the students then try to guess what words each student
has written on his/her paper. The student who guesses the most words wins the
game.

Speaking Lesson Plan

TASK 8
Read the aims and the activities of the lesson plan below and complete this table about a
speaking lesson plan
Stages Aims+ activities
1. Warmer - Lead in (3-5 minutes)

2. Pre - Speaking Stage (7-10 minutes)

3. While-Speaking (Controlled/ less-

controlled Practice) (10-20 minutes)

4. Post-speaking (5-10 minutes)

a) The teacher will put some flashcards on the board to teach "some vocabulary " to the
students and give a piece of paper to the students, including a few of sentences which
describe the pictures on the board

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 b) After setting the context, the teacher engages students in the lesson by doing a
brainstorming activity to think of some ideas related to the topic of the main speaking
task.
c) The teacher will try to teach the pronunciation of the target language and have the
students repeat the pronunciation of the TL.
d) The teacher will get to the students to work in pairs. Then, the teacher will give them a
piece of paper, including some questions. The students will ask these questions to each
other and then they will answer them using the words and pictures on the board.
e) To set the lesson context, the teacher will review the context which was set in the
previous lesson asking some questions to the students.
f) To prepare the students for the context of "the speaking topic " and making it much
more understandable for the students through teaching new vocabulary.
g) To integrate the speaking skill with other skills, teacher helps the students enhance
their writing skills in the context of the topic. The teacher will give a question to the
students, which is about the topic. The teacher will ask the students to write a short
paragraph according the question individually.
h) Later, The teacher will give some questions to the students to have them speak about
themselves. They will work in pairs. This less-controlled activity will help them speak
because the questions are related to their daily life. In that way, they can produce some
sentences and feel more comfortable.
i) the controlled practice activity helps them gain more confidence to speak in English.
j) Helping the students enhance their speaking ability letting them interviewing their
classmates. The teacher will have the students interview their partners about what they
are doing with friends. This is a back-up (freer activity), which will help them be free to
speak in English.
k) Providing feedback to the content and do delayed correction to focus on form.

TASK 9
Work in group. Choose one speaking lesson in the Tieng Anh 6 to make a speaking
lesson plan. Share your lesson plan to the class.

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FURTHER READING 1
Classroom Discussions
Discussion
Whole-class discussions can encourage students to learn from one another and to
articulate course content in their own words. While generally not conducive to covering
large amounts of content, the interactive dynamic of discussion can help students learn
and motivate them to complete homework and to prepare for class. Leading discussions in
which students contribute meaningfully requires a great deal of instructor forethought and
creativity. The suggestions below can help you to facilitate good class discussions and
improve your classroom climate, a piece of the Fearless Teaching Framework. 
Devote a moment to communicating the value of discussion to your students. It may help
to convey your rationale for discussion, perhaps deepening not only their sense of why
they are expected to engage in active learning but also their engagement with the course.
Before Class
- Learn students’ names.
- Review lesson-related material, even if you have already mastered content.
Extemporaneous recall can breed trouble.
- Plan. Write out more discussion questions than you think you will need before
class begins, but don’t treat your questions like a to do list. Your questions should
be a resource for you; they should not inhibit your students from taking the
discussion in a productive direction.
- If students were assigned reading prior to a class meeting, plan to use the text. You
may want to begin class with a short reading from the text and have discussion
flow from that reading.
During Discussion
- Every student should have an opportunity to speak.
- Encourage students to look and talk to each other rather than to just look and talk
to you. Too often “discussions” take the format of a dialogue between teacher and
a series of students.
- Before the discussion starts, ask your students to take several minutes to write

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 down everything they know about the topic of the discussion. This will prime them
for the discussion.
- If possible, make the class space more conducive to discussion. Arrange seats in a
circle or in a manner that enables students to see each other easily. Don’t let
students sit in seats that are outside this discussion space.
- After asking a question, wait at least eight to ten seconds before calling on
someone to answer it (measure the time by counting silently to
yourself). Otherwise, you signal they need only wait a few seconds for the “right”
answer to discussion questions.
Posing discussion questions 
- Ask questions that encourage responses from several people (“What do the rest of
you think about that?”)
- Use phrasing that implies that the students are a learning community (“Are we in
agreement?” / “Do we have any differences of opinion?”)
- Ask a mix of questions, including questions that ask students to:
 Recall specific information
 Describe topics and phenomena
 Apply abstract concepts to concrete situations
 Connect the general with the specific
 Combine topics or concepts to form new topics or concepts
 Evaluate information
- Avoid yes/no questions – Don’t phrase questions in a way that the students can
answer in one word (“Is X true?”). Open-ended questions elicit student thought
(“In what way has X impacted Y?”)
- Avoid asking, “Are there any questions?” This implies you have finished talking
about a topic. Sensing that you have said your piece, students may only ask
questions about minor points of clarification or will simply hope that rereading the
textbook will answer their questions. Consider asking instead, “Is there anything
that is unclear or needs further clarification?”
- Avoid dissertation questions. If you want your students to entertain broad
questions, break the question down into smaller queries that students are more able

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 to address.
Dignify your students 
- Avoid a style of questioning that is designed to punish inattentive or lazy students.
- Refer to your students by name. This models the intellectual community.
- Treat your students like experts. If a student makes a good comment, refer back to
that comment in subsequent discussions (e.g., “Do you recall what Henry said last
week? How does this new information confirm or deny his conclusion?”).
- Allow a student to “pass” on a question, but come back to him or her later in class.
- Admit when you make a mistake in class. Similarly, if a student asks you a
question to which you do not know the answer, promise to research the question
after class or to provide students with appropriate resources to find the answer him
or herself.
- Keep the discussion focused.
- State the discussion topic at the beginning of the class.
- Periodically summarize the main themes/points brought out in discussion. Consider
writing these main themes/points on the board.
End discussion smoothly
- Review the main points of the discussion or ask a student, notified previously, to
review the main points.
- At the end of the discussion, allow students to write down any conclusions or
lingering questions they have. Perhaps, ask them how the discussion affected their
views on a topic or their understanding of a concept. Ask several students to share
these.
- Point out how the day’s discussion will tie in with the next discussion.
Specific Types of Large Group Discussions 
Developmental Discussion is a technique in which a large group breaks down the
problem-solving process into stages that approximate the scientific method. In the first
part of class, students collectively identify a problem. Next, they suggest hypotheses
concerning the problem, muster relevant data, evaluate alternative interpretations of the
data, and assess the ability of the data to address the problem they identified at the
beginning of class.

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When using Discussion Clusters, members of a class are divided into smaller groups of
four to six people, and the clusters are given one or two questions on a subject. One
member of the cluster is chosen to record and report the group’s ideas to the entire class.
This technique is particularly useful in larger classes and can encourage shy students to
participate.
In a Panel Discussion, a selected group of students act as a panel, and the remaining class
members act as the audience. The panel informally discusses selected questions. A panel
leader is chosen and he/she summarizes the panel discussion and opens discussion to the
audience.
Debate Discussion is a technique appropriate for discussing a controversial issue. The
class is divided into two sides of pro/con or either/or, and each side and each speaker has
a limited amount of time to speak. The object of the activity is to construct reasoned
arguments that address the material and consider the arguments of the other side. Beware
not to allow students to discredit fellow class members with ad hominem attacks.
Role Playing is a technique used to develop clearer insights into stakeholder positions and
the forces that facilitate or hinder positive interactions or relations. Selected group
members assume assigned roles (e.g., lawyer, doctor, engineer, diplomat, etc.) and act out
an instructor-created scenario (e.g., a town-hall meeting on the ethics of stem cell
research). The whole group then analyzes the roles and characteristics of the various
players.
Challenges to Discussions
Students who do not contribute: Be attentive to the sensibilities of shy and quiet students;
integrate them into the discussion with support. Nervous or inarticulate students may be
greatly aided by writing down some thoughts before contributing (even before the class
meeting). Encourage them to try that approach.
Students who contribute more than appropriate: Approach students who dominate the
discussion. You might suggest they develop some of their discussion points with you via
ELMS or email or during office hours or that their contributions are limiting the ability of
others to contribute to class discussion. Alternatively, you might resort to restructuring the
discussion a little. Make other students responsible for presenting small group
discussions, require students to raise their hands, or begin calling on individual students.

82
Students who fail to respect the discussion and their peers: Make the group responsible
for controlling unproductive antagonists by structuring a group response, i.e. articulate the
student’s position (on the chalkboard, perhaps), and ask for a response. Of course,
students who violate University codes of conduct should be referred to the Office of
Student Conduct.
Students who are unprepared: Quizzes or reflections to stimulate out-of-class reading
may be effective. Make sure questions are structured to foster discussion based on
comprehension.
https://tltc.umd.edu/classroom-discussions

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FURTHER READING 2
Can We Talk? Conducting and Using Interviews in the ESL Classroom
By Susan Verner

Where were you born? What did you like as a child? Where did you go to school? These
and other questions can get the conversation started for a successful interview, but an
interview is about more than just the questions you ask.
Planning and organization are the tools that enable an interviewer to get the most benefit
from his limited time with his interviewee. Your students can achieve success as
interviewers and get language practice in the process. Read on to find ways you can help
them make the most of their interview opportunities.

How to Use Interviews in Your ESL Classroom

1. Good Form

Interviews appear in many different formats. Some forms may be more familiar to
your students than others. For example, they may have seen someone interviewed on
the daily news, but have they seen a celebrity interviewed on a talk show? How
about interviews on sports shows? Have your students read a printed interview in a
magazine?
Start your lesson on interviewing by discussing with your students the many
people who are interviewed. Where might those interviews appear? When your
students see an interview, do they prefer a video interview or a written one? Give
your students some examples of interviews from a magazine (either for children or
for adults) and through video clips. What types of questions do the interviewers
ask? Getting the discussion started this way will help your students focus on writing
better questions and directing a more interesting interview once they meet with their
interviewee.
Before you go very far with your interview unit, take a few minutes to do a
grammar and vocabulary review. Make sure your students know how to ask
questions, are familiar with the vocabulary words interviewer,

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 interviewee and response, and phrases like grant an interview and conduct an
interview and the difference between them. It is also beneficial to spend a few
minutes clarifying for your students the difference between an interview and a
conversation. In a conversation, two or more individuals participate and share
equally in the process. For an interview, two or more individuals participate but one
person is primarily seeking to get information from the other(s).
When a person grants an interview, the interviewer must show his appreciation
through his conduct and manners throughout the interview. Ask your students what
might constitute good interview manners. You can look for answers like not taking
too much of the interviewee’s time, being organized, shaking hands at the
beginning and saying thank you at the end, listening carefully and taking notes when
appropriate, and sending a thank-you note. If an interviewee has a good experience
with someone, he is more likely to agree to another one later down the line.

2. Get Ready

Before asking your students to conduct an interview, they will need to prepare so that
the interview is successful. Have them think about what type of information they
want to get from the interviews. They will be using this information more
extensively later, but upfront they should consider their purpose in gathering the
information. Are they going to be writing a piece about the people whom they are
interviewing? Are they doing research about a particular topic, and are they
interviewing experts who can give them useful information about that topic? Are
they interviewing a person to determine if they are appropriate for a position they are
trying to fill with either an employee or a volunteer? Knowing the purpose of an
interview will help your students select the best questions to ask and help them direct
the conversation once they get started. Good resources for interviews might be
parents, classmates, students in another grade, teachers or school employees. As your
students prepare their interview questions, have them write at the top of their papers
the reason for the interview so it is always at the forefront of their minds. If you are
doing your interview unit early in the school year, the purpose may be to introduce
their partner to the other students. If you are doing research, a student may interview

85
 another about his native country to gather information for a report. Either, keeping
the focus on the ultimate reason for the interview will make sure your students’
questions are useful and to the point.

3. Write It Out

Start formal interview preparation with your students by brainstorming some

questions. The first step in the brainstorming process is to write the purpose of the
interview at the top of the paper. Your students should always keep the purpose in
mind when writing their questions. You don’t want them to get too far off the topic
and waste their limited time. Then have your students start listing questions.
Encourage them not to worry about which questions are good and which aren’t good
or the order in which they list the questions. Once each student has a list of about
twice as many questions as they will need, have them go back through and eliminate
the ones that are not as good. Now it is the time to organize the questions.
✔ Start with informational questions which will be easiest to answer. These types
of questions help get background information and break the ice.
✔ Then move on to understanding questions, that is, questions that help you
understand what the person does and why. The answers to these type of questions
will be more personal than answers to the information questions but not as personal
as answers to the last type of question, opinion questions.
✔ The most personal questions are the opinion questions, the ones where you ask
how a person feels about a particular thing. They may can emotional answers that
make the interviewee mad or sad, so save these questions for last. The interviewee
will be more comfortable answering these types of questions after you have
established a good rapport.

4. The Time Has Come

Now the time has finally come to conduct the interview. You may want to give
your students an example either through a video or by conducting an interview with
someone in front of the class. You can demonstrate with an interview with one of
your students or another teacher. If your students will be interviewing each other,

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 give them class time to conduct their interviews. If they will be interviewing outside
of class time, you may want to permit them a practice run on one of their classmates.
Remind students that they should take notes throughout the interview and always
keep their final purpose in mind. After your students have completed their
interviews spend a little class discussion time to talk about the experience. What went
well? What didn’t go so well? What was easy? What was difficult? What kinds of
answers did you get?

After the debriefing period, it is now time to put the information your students acquired in
their interviews to their final purpose. Your students may be writing a report or doing an
oral presentation.
If the former, you may want to clear a bulletin board for them to display their interview
notes alongside their final papers. If the latter, permit your class to ask of each presenter
any questions they have about the interviewee or the information from the interview.
Interviews can be a great resource for writing, speaking and listening practice in the ESL
classroom. If you ask, the benefits your students receive from conducting an interview
will come.
https://busyteacher.org/6367-can-we-talk-conducting-and-using-interviews-in.html

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FURTHER READING 3
TEACHING PRESENTATION SKILLS TO ESL STUDENTS
© http://www.englishclub.com 2002
First of all, let's define what we mean by 'presentation'. For our purposes, we mean: 'A
short talk by one person to a group of people introducing and describing a particular
subject (for example: a new product, company figures or a proposed advertising
campaign).'
This is a narrow definition. In reality, presentations may be given by more than one
person, are not necessarily short and are not necessarily a 'talk' since they may be by
video, Internet etc.
Choice of Subject
Unless you are going to specify subjects for presentation, the first question that goes
through any student's head is 'What will I talk about?' That is where preparation on your
part, perhaps weeks before, can help.
Before any mention of a presentation, elicit interests from each student. These may be
hobbies, professional activities, past holidays etc. Rarely do you find that every student in
a group is a professional sky-diver, brain surgeon or stand-up comedian. Yet, with a little
prompting, you will often find that each student has an interest or skill that is particular to
her but of potential interest to others. Having dug a little into each student's mind, you can
store the interests for the moment when you start teaching presentations. Even then, you
do not normally need to suggest to each student what he could talk about. Say something
like: 'The subject could be anything, for example, your work, your hobby, a holiday.' Only
if a student is at a complete loss do you need to help her with your previously elicited list
of interests. But students are often more imaginative than we suppose. One of the best
student presentations seen by one teacher was 'How To Change Baby's Nappy', illustrated
with a life size doll, Pampers, talcum powder and a flask of water!
Time limit
If students are apprehensive about giving a presentation, it may help to point out that it
need not be a long presentation, 'just 5 or 10 minutes, plus questions.' In reality, it is far
more difficult to prepare and give a 5-minute presentation than a 20-minute one. The

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important thing is that they be given a time-limit of some kind. It is up to you to decide
this. It will depend on how many students there are, the overall time available, and
whether the presentations are to be given during the same lesson or over a series of
lessons. If you are teaching presentation giving (rather than using presentations simply for
speaking practice) you should adhere strictly to time limits. Nevertheless, it would be
wise to build a certain amount of overrun time into your lesson plan.
Equipment
Encourage students to use support material and visual aids. The bare minimum would be a
whiteboard or flipchart. If you have an OHP, so much the better. Remind them not to
overcrowd their graphics. One graphic, one point. Two points, two graphics. And don't
forget the value of realia, actual products or samples that the presenter brings in from
outside.
Preparation
Without doubt, preparation is the key element of any presentation. You cannot make this
point too forcefully. Encourage your students to take time to prepare. Proper preparation
gives the presenter confidence on the day. You can help them to prepare by explaining
what they need to think about: why? who? where? when? how? what?
The Presentation
As a teacher, you are presenting all the time and probably take for granted the sheer
mechanics of presentation. You can help your students by teaching the principles of
presentation under these main areas:
o preparation
o structuring
o language
o signposting & linking
o visual aids
o body language
o audience rapport
Keywords and Notes
Show your students how to prepare notes and keywords instead of a text. Remind them
that the objective is not to show everybody the top of their head and read a text. The
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objective is speaking, (apparently) spontaneous speaking. The presenter who knows his
subject and speaks unaided, without text, even without notes, is fascinating. The presenter
who reads a text is soporific.
Questions
Presenters usually indicate to their audience when they will answer questions - ie, during
or after the presentation proper. Questions and answers are a supremely valuable part of
any presentation for there is true interactivity. Encourage students to look on questions,
even hostile questions, positively. A hostile questioner is demonstrating interest.
Furthermore, with correct handling, he can be turned into a powerful ally. A member of
the audience who asks no questions and makes no comments is far more dangerous!
Teacher Feedback
When teaching presentations, you will probably want to give feedback on each
presentation. Try using a prepared observation feedback form, divided into sections such
as body language, signposting and audience rapport. After the presentation, you can give
your comments verbally and/or in writing. A feedback form is particularly valuable in
giving the presenting student something tangible to take away, both as a mark of
achievement and as a tool for improvement.
Peer Feedback
Depending on group, level and culture, you may wish to invite feedback from other
students on the presenting student's performance. You can give the audience a prepared
feedback form, listing the points to watch out for and comment on. The audience should
be looking for positive points at least as much as for negative ones. This can be a useful
activity as it sensitizes all students to the do's and don'ts of presentation giving.
Using Video
Videoing each presentation for subsequent playback and comment can be productive. You
might give each participant a cassette of his performance. Again, this depends on various
factors. The important point is that any such exercise should have a positive, beneficial
result. If there is a danger that videoing will be counter-productive, don't do it. If you're
not sure, ask your students. Maybe they will all clamour to be videoed!

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 MODULE 8
TEACHING READING

Aim: By the end of the module, the participants will be able to

- understand the principles of teaching reading.
- describe the stages of a reading lesson: their aims and procedures.
- describe and carry out appropriate activities to achieve the aim(s) of each
stage of a reading lesson in the new English textbooks.

TASK 1
In group, discuss the following questions.
1. How important is reading skill in English language learning?
2. What are challenges do you encounter when teaching reading skill?
3. What are you able to do to have an effective reading lesson?

TASK 2
Match each type of reading with its explanation
Types of reading Explanation
1. Receptive a) involves searching quickly through a text to find a specific point of
reading information, and focusing on headings and first lines of paragraphs
2. Reflective b) involves rapidly reading longer texts, often for pleasure with
reading emphasis on overall meaning, with the focus on the meaning of
what is being read than on the text
3. Skimming c) involves episodes of reading the text and then pausing to reflect and
backtrack, for example, when a reader wants to check whether a
new line of argument in a political text is consistent with opinions
expressed earlier in the same articles
4. Scanning d) is used to get a global impression of the content of a text. An
instance would be reviewing a long text by reading rapidly, skipping
large chunks of information, and focusing on headings and first lines

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 of paragraphs
5. Intensive e) is used to obtain detailed meaning from the text, to develop reading
reading skills – such as identifying main ideas and recognizing text
connectors – and to enhance vocabulary and grammar knowledge
6. Extensive f) is undertaken, for example, when a reader wants to enjoy a short
reading story, follow a line of argument in a newspaper editorial, or
understand the main stages in a textbook description of a
manufacturing process

MAIN PRINCIPLES OF TEACHING READING

Reading 1: Main Principles of Teaching Reading
Reading is a receptive language activity, but not a passive skill. There are many reasons
why getting students to read English texts is an important part of the teacher's job. In the
first place, many students want to be able to read texts in English either for their careers,
for study purposes or simply for pleasure. Anything we can do to make it easier for them
to do these things must be a good idea. While teaching reading we should observe the
following principles.
Principle 1: Encourage students to read as often and as much as possible.
The more students read, the better. Everything we do should encourage them to read
extensively as well as – if not more than –intensively.
Principle 2: Students need to be engaged with what they are reading.
Outside normal lesson time, when students are reading extensively, they should be
involved in joyful reading – that is, we should try to help them get as much pleasure from
it as possible. But during lessons, too, we will do our best to ensure that they are engaged
with the topic of a reading text and the activities they are asked to do while dealing with
it.
Principle 3: Encourage students to respond to the content of a text (and explore their
feelings about it), not just concentrate on its construction.
It is important for students to study reading texts in class in order to find out such things
as the way they use language, the number of paragraphs they contain and how many
times they use relative clauses. But the meaning, the message of the text, is just as
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important as this. As a result, we must give students a chance to respond to that message
in some way. It is especially important that they should be allowed to show their feelings
about the topic –thus provoking personal engagement with it and the language. With
extensive reading this is even more important.
Principle 4: Prediction is a major factor in reading.
When we read texts in our own language, we frequently have a good idea of the content
before we actually start reading. Book covers give us a clue about what is in the book;
photographs and headlines hint at what articles are about; we can identify reports as
reports from their appearance before we read a single word. The moment we get these
clues our brain starts predicting what we are going to read. Expectations are set up and
the active process of reading is ready to begin. In class, teachers should give students
hints so that they also have a chance to predict what is coming.
Principle 5: Match the task to the topic when using intensive reading texts.
Once a decision has been taken about what reading text the students are going to read
(based on their level, the topic of the text and its linguistic and activation potential), we
need to choose good reading tasks – the right kind of questions, appropriate activities
before during and after reading, and useful study exploitation, etc. The most useful and
interesting text can be undermined by boring and inappropriate tasks; the most
commonplace passage can be made really exciting with imaginative and challenging
activities, especially if the level of challenge (i.e. how easy it is for students to complete a
task) is exactly right for the class.

Principle 6: Good teachers exploit reading texts to the full.

Any reading text is full of sentences, words, ideas, descriptions, etc. It doesn't make
sense, in class, just to get students to read it and then drop it and move on to something
else. Good teachers integrate the reading text into interesting lesson sequences, using the
topic for discussion and further tasks, using the language for study and then activation
(or, of course, activation and then study) and using a range of activities to bring the text
to life.
(By Liudmyla Voinalovych (Zhytomyr, Ukraine)

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TASK 3
Read the Handout1 about Principles of Teaching Reading. Note important ideas about
these principles. Share ideas in group.

STAGES IN READING LESSONS

Pre-Reading Stage
What are Pre-reading Activities?
Pre-reading activities help students prepare for the reading activity by activating the
relevant schemata, and motivating them to read. Pre-reading activities can also help
learners anticipate the topic, vocabulary and possibly important grammar structures in the
texts.
During this stage, students will be able to:
1. Activate background knowledge
2. Become familiar with the language
3. Make predictions
4. Get motivated before they read the text

What are Examples of Pre-reading Activities?

1. Activities to activate background knowledge
Aims: These activities help Ss find out what they already know about a topic and
encourages them to share ideas about topics before they read a text. These activities also
help predict words that might appear in the text and extend students’ vocabulary.
Pros:
 Students are more motivated as they can tell what they know and think.
 Students know what knowledge gaps to be filled.
 Students’ understanding of the text can be facilitated.
Cons:
 It may be difficult to conduct these activities among silent, shy or low-motivated
group of students.
 Students may not know much vocabulary or knowledge.

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Suggested activities:
Activity 1. Brainstorming
Tell your partner what you know about the topic
Activity 2. Discussion
- Teacher prepares 4 sentences expressing opinions about the topic, then sticks them
in 4 corners of the classroom.
- Students go and stand near the opinion they disagree with the most. (People
usually want to explain why they disagree with something.)
- They decide in their groups what to explain to the class about their disagreement
during a quick whole class discussion.
Activity 3. Quizzes
Do a quiz in pairs to find out what you know about the topic
Activity 4. A carousel of ideas
- Choose four topics that relate to the text that would be useful for Ss to think about
before reading.
- Take a large piece of paper and divide it into four triangles by drawing diagonal
lines from opposite corners. Write one of the topics in each of the triangles in the
centre of the piece of paper.
- Four students sit around the piece of paper and are given a time limit e.g. one
minute. They write as many ideas as possible relating to the topic in their triangle.
- When the time’s up, they rotate the piece of paper and have another minute. This
time, they read the ideas already written down and add new ones to it. After a
minute, they rotate the paper again and add more ideas. Repeat one last time until
all Ss have written in each triangle.
- They then read all the ideas in each triangle.
Activity 5. Ideas continuum
- Draw a horizontal line on the board. At one end write ‘I know a lot about this’ and
at the other end write ‘I know very little about this’. 
- The teacher says topics or ideas that relate to the text.

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 - Ss decide how much knowledge they already have about the topics and write the
topic on the line in their notebooks, so if the topic is Vietnamese festivals and the
student knows quite a lot, they write ‘Vietnamese festivals’ towards the ‘I know a
lot about this’ end.
- Students compare their existing knowledge and those who know a little about one
of the topics find someone who knows more than them and they tell each other
what they know.
Activity 6. Words and pictures
- Show students images related to the text
- Students work together to write down all the words they can see in the images or
related to the images.
- Then they swap their piece of paper with another group and write synonyms or
related words in a different colour next to the other group’s words.
2. Activities to predict the contents of the reading
Aims: These activities can be used to
 assist students to identify the topic of the text and predict the contents of the text
from key words, layout, illustrations and diagrams as well as their personal
experience.
 help students become more confident and motivated to read the text.
Pros:
 Students’ understanding of the text can be facilitated.
 Students can utilize their creativity and reasoning skills.
Cons:
 Low-level students may find it difficult.
 The hints from the text may not always be clear enough.
Suggested activities:
Activity 1. Predicting based on the title
Good titles always contain the most important information of a written text. Predictions
based on studying the title seldom go far wrong.

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Students work in pairs. Look at the title and predict the contents of the text. When you
are ready, join another pair and compare your predictions and the clues that helped you to
make the predictions.
If students may not be good at predicting, the teacher can help them by asking certain
guiding questions.
Activity 2. Predicting based on vocabulary
The teacher provides students with a list of, say, twenty words. Ten of them occur in the
text to be read. Students can be asked to predict which ten are used in the text, and guess
their context. Then ask the students to scan the text to find out which ten words actually
appear in the text and what they mean.
Activity 3. Predicting based on the pictures (visual graphics)
The teacher asks students to look at the image(s) in the textbook or prepares some
pictures related to the topic. Students work together to write down all the things they can
see in the images or related to the images. Students make their predictions about the
contents of the text basing on these ideas.
This activity also helps predict words that might appear in the text and extends students’
vocabulary.
Activity 4. Predicting based on T/F questions
The teacher gives the students some true or false statements. The students predict if these
statements are true or false. Then the students read the text and check if they have made
the right predictions.
Activity 5. Network
Teacher writes the network on the board. Students are required to work individually to
find words/phrases/ideas related to the topic of the network and then compare their
answers in pairs or groups. The teacher collects the ideas from the students.
3. Activities to pre-teach the key language points 
Aims: These activities can be used to
 Provide Ss with essential vocabulary and/or structures to understand the text
 Build up their confidence/strategies (guessing word meaning from the context)
to deal with a new range of language features in the text

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Pros:
 Students’ understanding of the text can be facilitated.
 Students’ newly-taught language knowledge can be reinforced in reading.

Cons:
 It may take some preparation.
 It may take some time at the beginning of the reading lesson.
Suggested activities:
Activity 1. Categorising
This is often a good approach, as it should get the learners to engage with the meaning of
the words. If the words aren’t related in terms of meaning you could always get them to
categorise into ‘words I know’, ‘words I am not sure about ‘and ‘words I don’t know’.
Done in pairs, this should lead to peer teaching and you can monitor and then help with
any still causing difficulties.
Activity 2. Connecting words:
Ask students to choose two or more words and phrases  from those you want to pre-teach
and write a sentence using them. This will only really work if the words are at least half
known though.
Activity 3. Predicting:
Ask students to make predictions about the text using the words given. Depending on the
words and the students this could range from guessing the topic, to guessing the attitude
of the writer, to guessing the answers to the questions they are going to answer.
Activity 4. Using the context of the text:
Pull out some sentences which contain the words you want to pre-teach and put them up
on the board with gaps. Get the students to decide which words go in which gaps.
Activity 5. Matching
If appropriate, match the vocabulary you want to pre-teach with pictures. Relatively easy
these days, pictures are a great way of providing the context which would otherwise be
missing.

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Task 4: Jigsaw reading
Read the Handout 2 about Pre-reading stage. Note the activities for this stage. Share
what you have read in pair.

While-Reading Stage
What are While-Reading Activities?
While-Reading Activities are defined as activities that help students to focus on aspects
of the text and to understand it better. The goal of these activities is to help learners to
deal as they would deal with it as if the text was written in their first language.
During this stage, students will be able to:
- confirm predictions
- gather information
- organize information
What are Examples of While-Reading Activities?
1. Identify topic sentences and the main idea of paragraphs. Remember that every
paragraph usually includes a topic sentence that identifies the main idea of the
paragraph.
2. Distinguish between general and specific ideas. 
3. Identify the connectors to see how they link ideas within the text.
4. Check whether or not predictions and guesses are confirmed. A reading class
might start with one of the pre-reading activities. Some pre-reading tasks might
go beyond its stage.
5. Skim a text for specific information. Skimming is the ability to locate the main
idea within a text, using these reading strategies will help students become
proficient readers.
6. Answer literal and inferential questions: Literal simply refers to what the text
says and inferential is using the text as a starting point to get a deeper meaning
7. Infer the meaning of new words using the context: All language learners rely on
context to decipher the meaning of a word, a reading strategy used quite a lot
when you do extensive reading.

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 8. Coding text involves teaching students a method of margin marking so they can
place a question mark next to a statement they don’t understand or an
exclamation mark next to something that surprised them.
9. Student-to-student conversation, you can ask students to have a conversation
after they have finished a paragraph or a stanza of a poem so they can clear up
any confusion they might have.
10. Scan a text for specific information: You scan when you look for your favorite
show listed in the TV guide, when you look your friend’s phone number in your
contact list. If you want to use this reading strategy successfully, you need to
understand how the reading material is structured as well as have a clear idea
about what specific information you have to locate. This technique is the key if
you need to find information in a hurry.

TASK 5
Match the While-reading techniques with its description.
Techniques Descriptions
1. Ordering pictures a) The teacher (T) prepares questions about the ideas in the
text. For each question, there are three or four options for
students (Ss) to choose from.
2. Multiple choice b) T writes the main ideas of paragraphs from the reading text
on the board. Ss read the text and match these main ideas
with each paragraph.
3. Gap-fill c) T writes some true and some deliberately false statements
about the text on the board. Then Ss check the text to find
out which are correct.
4. Ordering statements / d) These are the questions related to the main ideas of a
events reading text to check students’ comprehension. Ss work
individually or in pairs to answer questions from T or from
textbook.
5. Grids e) T prepares some simple pictures to describe a text and
sticks them on the board randomly. Ss read the text and
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 arrange the pictures in the correct order.
6. Matching f) T writes about 6 to 8 statements on a main point of a
reading text but the statements are jumbled. Ss read the text
to find out the order of the statements.
7. Finding the heading for g) T writes a short paragraph with several blanks in it. The
each paragraph blanks can be lexical or grammatical items or both. Ss are
required to work in pairs, and then compare their answers.
8. True/False statements h) Ss read the text and choose an appropriate heading for each
of the paragraph.
9. Comprehension i) T draws a grid on the board. This grid will contain the main
questions information of the reading text. Ss are asked to read the text
and fill in the gaps with information taken from the text.
Then they are asked to write the information in the grid on
the board.

Post-Reading Stage
What are Post-Reading Activities?
For maximum comprehension of a text, it's important to fully engage before, during, and
after reading. Post-reading strategies help readers summarize their learning, check for
understanding, and organize their thoughts and ideas. English as a second language
(ESL) students should also participate in post-reading strategies, but you'll want to make
the content more comprehensible for them. Let's take a look at some effective post-
reading strategies for ESL students.
When teaching native English speakers, you might assess students' comprehension by
having them re-tell the story either verbally or in writing. For ESL students, try using a
more visual approach. Two re-telling approaches for ESL students include picture
dictation and comic strips.
Provide pairs of students with a series of images from the text and have them practice
putting them into the correct sequence. For more advanced students, you can cut up
sections of text that summarize a story and have them assemble the sections in the right
order.
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You can also provide students with a blank comic strip with six to eight frames. Ask
them to re-tell the story by illustrating the main plot points. To make this more
manageable for ESL students, show them several examples of comic strips. Complete the
first one or two frames together as a class to model the process for students.
Allow low-proficiency students to write the captions in their native language since you're
assessing reading comprehension and not language proficiency. Have students re-tell the
story with a partner using their comic strips as a guide.
Having students write a summary of the text is a good approach to check for reading
comprehension. The same approach, with some modifications, is also ideal for ESL
students.
Many students might assume that a summary should include all of the little, unimportant
details from a text. Show students that a summary should include the main plot points or
key details of a text by allowing them to watch you modeling the process.
One of the most valuable tools to help build oral and written language skills is the use of
sentence frames. Sentence frames are templates of sentences that students complete.
They are ideal for ESL students because they allow them to focus on supplying the
content rather than worrying about grammar or usage errors. They also demonstrate the
proper way to write a complete sentence, so the more ESL students use them, the more
likely they are to pick up those skills.
Some sentence frames that can be helpful for writing summaries include:
 This story is about _____.
 The main character's name is _____.
 At the beginning of the story, _____.
 In the middle of the story, _____.
 At the end of the story, _____.
You can also provide students with word banks to help them write summaries that cover
the main concepts from the text. For example, if students are writing a summary of ''The
Three Little Pigs,'' you might write the following list of words and phrases on the board:
first, second, third, house, straw, wood, brick. Tell students to write a five-sentence
summary of the story, with one caveat: they must use all of the words on the board.

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An easy way to teach students how to write an effective summary is to use the
somebody-wanted-but-so-then approach. This approach covers all of the essential points
of a summary. For instance:
 Somebody: who was the character?
 Wanted: what did the character want?
 But: what was the conflict?
 So: what did the character(s) do to solve the problem?
 Then: how did the story end - how was the situation resolved?
Art is a great way for ESL students to demonstrate their learning because it requires little
to no language proficiency while still assessing their understanding of a text.
Graphic organizers are usually a one-page form with blank areas for learners to complete
with ideas and information which are connected in some way:
 can help convey large chunks of information concisely
 encourage strategic thinking: describing, comparing and contrasting, classifying,
sequencing, identifying cause and effect, etc.
 can be used to aid reading comprehension, students can brainstorm around a topic,
summarize texts and do other learning activities, such as organizing and storing
vocabulary, planning research, writing projects, etc.
 are easy to use with all levels and ages
 are non-linear and thus allow for multiple connections between ideas.
Remember that teacher must start a reading lesson with a warm-up followed by pre-
reading activities and while-reading activities, finally he or she must apply some of the
techniques featured in this post to end that reading successfully.

TASK 6
Match Post-reading activities with its description.
Activities Descriptions
1. Identifying a) Students can pretend to be television reporters with two
differences minutes to sum up the highlights of the story." They work in
small groups to decide on the highlights which are written as

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 news prompt on a laptop or a large piece of paper put on a
stand.
2. TV reporters b) The students can take specific sides of a topic and debate an
issue. Depending on the levels of students, the activity can
range from the students just mentioning likes and dislike to a
real debate activity.
3. Main ideas list c) Students list the five (or more) main ideas of the text beginning
with the most important to the least (not following the order in
the text). This can be done in a Round Robin type of activity, in
which each student is a group of 4-5 students takes turn saying
one main idea.
4. Teacher-absent d) The students listen to the teacher reading a text with some
student changes. Initially, this is an individual activity. Then, in pairs
students discuss their findings. This activity is ended after class
reports from groups of four, each reporting one change. As a
variation, the reporting can be done competitively by assigning
two groups to write the changes on the board with a time limit.
5. Debate e) This activity enables students to identify writer's main ideas,
recognize the purpose or intent of  the selection, distinguish
between relevant and irrelevant information, note the evidence
for support of main ideas, detect the organizational pattern of
the author, follow material sequentially Note: Students can
share, compare, and discuss individual summaries in groups or
as a class. Many times discussions will lead to observations of
different interpretations which students have not previously
recognized.
6. Summarizing f) A student becomes the "teacher" and explains what was
covered in class with a student who was absent. This is a good
and meaningful activity because the students are trained to
decide important aspects of a lesson. The activity may become

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 really entertaining when the teacher plays a role of a real
teacher the class know.
7. Interactive g) Unlike the usual practice, in which the teacher dictates a short
dictation summary of the text for pronunciation and spelling purposes,
students carry out the dictation activity (also called
Running/Walking Dictation) in groups. Here, the teacher
prepares the short version of a known text and gives it to the
student in charge of the dictation. Another variation is each
member of the group dictates one sentence at a time for the
others to write. The final part of the activity, which seems to be
the most serious, is the students correct their work based on the
written text given by the teacher. At this stage, everybody is
absorbed in checking his/her individual work and copying the
correct words.

TASK 7
Look at Tieng Anh 6. Complete the table below.
Unit Reading Topic Reading Question Types
1

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7

106
 8

10

11

12

TASK 8
In group, choose one reading lesson in Tieng Anh 6. Make an effective reading lesson
plan. Then share your teaching plan to the class.

CHECKLIST
A. General points:
1. Do the activities take long to prepare?
2. Do the activities take too much time in class?
3. Do the activities cost too much?
4. Are they suitable to students’ level?
5. Do you learn anything from your friend’s lesson plan?

B. Stages of the reading lesson

Pre-reading activities:
- activate or build the students’ knowledge of the topic?
- get the students become familiar with some of the language needed in coping with
the text?
- motivate the students to read?
While-reading activities help students to:

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 - understand the main ideas?
- understand the specific content?
- become aware of the organization of the text? (for high school students)
- guess the meaning of the unknown vocabulary (for secondary students)?
Post-reading activities (e.g. Students read the text and fill in the table below) help
students to:
- review the contents of the reading text?
- work on things such as grammar, vocabulary, discourse features?
- relate the information from the text to the students’ knowledge, interests and
opinions?

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 MODULE 9
TEACHING LISTENING

Aims: By the end of the module, you will be able to

- Identify necessary stages in a listening lesson;
- Apply several teaching techniques to teach listening lessons effectively; and
- Start to keep a collection of feasible ideas to better their teaching of listening skills.

Discussion
In group, discuss the questions below:
1. Do you agree that most learners find more listening difficult than other skills?
2. What challenges do you think most learners deal with in listening?
3. What do you do to help your learners overcome these difficulties?

SECTION 1. BOTTOM-UP AND TOP-DOWN PROCESSING SKILLS IN

LISTENING
TOP-DOWN LISTENING
We use ‘top-down’ to describe an approach where the students first attempt to understand
the overall, general meaning of what they are listening to or reading. Although for many
students, especially at lower levels, top-down processing may be hampered by their
‘bottom-up’ problems (i.e. not understanding individual words and phrases),
understanding the main message of what we are listening is the key to success.
Using prediction
Students are often anxious when listening activities take place. One of our jobs,
therefore, is to try to put them at their ease. This will be greatly helped if we give them a
chance to predict what they are going to hear, so that a) they can get ‘in the mood’ for it;
and b) they can activate their schemata (that is, their background knowledge of the topic,
the type of language event they are going to listen to, and the language that is associated
with it).

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we may pre-teach vocabulary – or at least let the students see words and phrases that they
will encounter when they listen. This will help them to predict the content of what they
will hear, and may also remove any barriers to comprehension that such words and
phrases would otherwise create.
Getting the general idea
One of the ways of increasing our students’ listening confidence is to ask them just to try
to identify the general idea of what is being said – the main purpose of the
communication.
Maintaining attention
Students need to maintain their focus as they listen, even when the words are rushing past
and they are struggling to keep up. One way of doing this is to give them interesting tasks
to focus on while they are listening. These may involve listening for the main purpose of
what the speakers are saying.
Multiple listening
If students are to improve their listening skills, they should have the opportunity to listen
to the same thing as often as is feasible. Each time they hear an audio extract again, and
with the right guidance, they will almost certainly understand more, and their knowledge
of how words and phrases combine into a coherent text will be enhanced. One of our
tasks, therefore, might be to design a range of activities that ask our students to return to
the audio more than once.
Working together
It is important to allow students to work together to discuss what they have just listened
to. This ‘interactive frame’ (Rost and Wilson 2013) helps to lower student anxiety
(because ‘a problem shared is a problem halved’). But it does more than that. When
students discuss their interpretations of what they have heard, they end up understanding
it better.
BOTTOM-UP LISTENING
Bottom-up processing happens when listeners concentrate on understanding individual
words. One of the reasons that students find listening so difficult is because processing
words and the sounds that they are made of is very hard, especially for those at lower
levels.

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We need, especially at lower levels, to help our students recognise different sounds,
words and features of connected speech.

Dictation
We can dictate sentences which have features that we want our students to get used to.
They have to write down the sentences they hear.
Micro listening
It is also useful for them to listen to small phrases and elements that cause them problems
in order to help them become better at bottom-up processing.
Narrow listening
We can have our students listen to a number of short listening texts on the same theme or
topic or in the same genre. The more they do this, the more they will hear the same words
and phrases cropping up again and again.
(Harmer, J (2015). The Practice of English Language Teaching)

TASK 2
Read the following examples and decide whether they are bottom-up process or top-down process.

A. Students hear
1. Bottom-up processing “My hometown is a nice place to visit because it is close to
a beach, and there are lots of interesting walks you can do
in the surrounding countryside.”
Students’ task
Which of these words do you hear? Number them in the
order you hear them.
2. Top-down processing beach shops hometown
countryside schools nice
B. Choose the best statement to the response “Good luck!”
a. I’m going to school tomorrow.
b. I’m going to travel to Australia.
c. I’m going to a job interview.
C. You are going to hear the news on a big earthquake in
China last night. What do you think you will hear about
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 the earthquake? Write a list of question on the earthquake
you expect to hear.
Example: - Where exactly was the earthquake?
- Did it cause a lot of damage?
D. Students listen to positive and negative statements and
choose. Students choose the correct response.

Yes No
Students hear
No
That’s a nice camera.
Yes No
That’s not a very good one.
No
This coffee isn’t hot.
Yes
This meal is really tasty.

Yes

Combining bottom-up and top-down listening in a listening

Students must hear some sounds (bottom-up processing), hold them in their working
memory long enough (a few seconds) to connect them to each other and then interpret
what they’ve just heard before something new comes along. At the same time, listeners
are using their background knowledge (top-down processing) to determine meaning with
respect to prior knowledge and schemata (Brown, 2006).
A typical lesson in current teaching materials involves a three-part sequence consisting of
pre-listening, while-listening, and post-listening and contains activities that link bottom-
up and top-down listening (Field, 1998). The pre-listening phase prepares students for
both top-down and bottom-up processing through activities involving activating prior
knowledge, making predictions, and reviewing key vocabulary. The while-listening
phase focuses on comprehension through exercises that require selective listening, gist
listening, sequencing, etc. The post-listening phase typically involves a response to
comprehension and may require students to give opinions about a topic.

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113
 SECTION 2. SYSTEMATIC PRESENTATION OF LISTENING FOR
MAIN IDEAS AND DETAILS
Students are able to listen more effectively if they are taught about purposes for listening.

TASK 3
Use a simple dialogue below. Think about how to teach students listen differently depending on their
purposes (main idea/ details/ inference).

Woman: We’re going out to dinner after class. Do you want to come, too?
Man: Maybe. Where are you going?
Woman: Pizza King.
Man: Pizza? I love pizza!

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Suggested answers:
1. Students could listen for the main idea.
The teacher might set this sort of task: “What’s the most important idea in this
conversation? What is the main thing they are talking about?” Write some choices
on the board: Class? Dinner? After the listening, students would answer,
“Dinner.” Point out that to be successful, they didn’t need to understand anything
else. They just had to understand that “dinner” is the main idea of the
conversation.
 Listening for main ideas means that the listener wants to get a general idea of
what is being said. The details are less important.
2. Students need to listen for details.
The teacher can set this task “What are they going to eat?” When students answer
“Pizza”, point out that to be successful, they needed only to understand one detail
of the conversation that the woman and her friends are going out for pizza, not
hamburgers or spaghetti.
 Listening for details is something we do every day. Just understanding the
topic in this case is not really helpful.
3. Students might listen and making inferences. (Advanced level)
The teacher might ask “Is the man going to go with them?” Point out that the man
says that he loves pizza, so he probably will go.
 Speakers do not always say exactly what they mean. That is, important aspects
of meaning are sometimes implied rather than stated. Listeners have to “listen
between the lines” to figure out what really is meant.

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 SECTION 3. APPROACH TO INCORPORATING LISTENING STRATEGIES
IN A LISTENING LESSON
Approach 1: Steps in guided metacognitive sequence in a listening lesson from Goh and Yusnita
(2006)

Step 1 Pre-listening activity

In pairs, students predict the possible words and phrases that they might hear. They
write down their predictions. They may write some words in their first language.
Step 2 First listen
As they are listening to the text, students underline or circle those words or phrases
(including first-language equivalents) that they have predicted correctly. They also
write down new information they hear.
Step 3 Pair process-based discussion
In pairs, students compare what they have understood so far and explain how they
arrived at the understanding. They identify the parts that caused confusion and
disagreement and make a note of the parts of the text that will require special
attention in the second listen.
Step 4 Second listen
Students listen to those parts that have caused confusion or disagreement areas and
make notes of any new information they hear.
Step 5 Whole-class process-based discussion
The teacher leads a discussion to confirm comprehension before discussing with
students the strategies that they reported using.

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Approach 2: Modelling Strategy Use: A Lesson Format (Field, 2009)
Pre-listening
- Establish context. Create motivation for listening.
- Pre-teach only critical vocabulary.
Extensive listening (whole recording)
General questions on context and attitude of speakers.
Intensive listening 1 (first 20–30 seconds of recording)
- Learners take notes of the words or chunks which they recognize.
- Learners compare notes in pairs.
Intensive listening 2 (replay)
- Learners revise the words they have written and add to them.
- Learners compare notes in pairs.
- They discuss (in L1 or L2) their interpretation of what they have heard.
Intensive listening 3 (replay)
- Learners check their interpretation and discuss it.
- Pairs discuss their interpretation with the whole class.
(Teacher does not provide answers.)
Intensive listening 4 (replay)
- Class discusses interpretations and chooses between them.
- Teacher gives pointers and/or feedback.
Awareness raising
- Successful individuals report on why they chose a particular interpretation.
The teacher then repeats the intensive listening cycle with a further 20–30 seconds
of the recording.
Final listening
- Class listens with typescript. They mark the areas they found difficult.
- Class and teacher review problems and how they dealt with them.

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TASK 4
Classify the activities into its appropriate stages.
Stages Activities
Pre-listening a. Presenting words/ phrases from the tapescript
b. Activating current students’ knowledge: what do
you know about…
c. Checking off items in a list
d. Utilizing vocabulary, structure, content in
listening to produce writing-text
e. Listening with visuals
While-listening f. Getting students to pronounce words/ phrases
carefully
g. Making use of pictures related to the topic
h. Listening for the gist
i. Completing cloze (fill-in) exercises
j. Distinguishing between formal and informal
registers 
Post-listening k. Filling in graphs and charts
l. Following a route on a map
m. Searching for specific clues to meaning
n. Reviewing already-presented grammatical
patterns
o. Presenting new grammatical patterns (if any)
p. Generating context

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TASK 5
Look at the pilot textbook Tieng Anh 6. Complete the table below.

Unit Topics Listening text type Listening subskill

1 My New School Monologue Listen for specific information
about a student’s favorite
school
2 My Home

3 My Friends

4 My
Neighbourhood
5 Natural Wonders
of the World
6 Our Tet Holiday

7 Television

8 Sports and Games

9 Cities of the
World
10 Our Houses in the
Future
11 Our Greener
World
12 Robots

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TASK 5
Work in group. Look at one lesson of Skills 2 in Tieng Anh 6. Discuss with a partner the
following questions:
1. What is the lesson objective?
2. What are available tasks/activities in the lesson?
3. Which stages are these tasks in?
4. What would you like to adapt these tasks into your lesson plan?
Then think about how you plan the listening lesson. Share your listening plan to the
class.

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 MODULE 10
TEACHING WRITING

Aim: By the end of the module, you will be able to

- review the approaches to teaching writing skills
- review principles of teaching writing and stages of a writing lesson
- review the techniques for giving written feedback
- adapt textbook activities to teaching contexts, learner needs and interests
- start to keep a collection of feasible ideas to better their teaching of writing skills.

TASK 1
In group, discuss the following questions:
1. What do your writing lessons look like?
2. What challenges do you have when teaching writing?
3. What are your suggestions to these challenges?

APPROACHES TO TEACHING WRITING SKILLS

There are two main approaches to teach writing skills: the product approach and the
process approach.
THE PRODUCT APPROACH
This is a traditional approach, in which students are encouraged to mimic a sample text,
which is usually presented and analysed at an early stage. A model for such an approach
is outlined below:
Stage 1
Sample texts are read, and then features of the genre are highlighted.
Stage 2
Controlled practice of the highlighted features, usually in isolation.
Stage 3

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Organisation of ideas. This stage is very important. Those who favour this approach
believe that the organisation of ideas is more important than the ideas themselves and as
important as the control of language.
Stage 4
Students choose from a choice of similar writing tasks and write own product. This is the
end result of the learning process.
THE PROCESS APPROACH
The process approach focuses more on the development of ideas and language use in
writing. This is often achieved by different activities including: brainstorming ideas,
group discussion, writing, cross checking, and re-writing. A typical sequence of activities
could proceed as follows:
Stage 1
Students generate ideas for the writing task by different activities. The teacher
support students when necessary and try not to inhibit students in the production of ideas.
Stage 2
Students select and organize ideas in a logical way.
Stage 3
Students write the first draft.
Stage 4
Students exchange their writing and comment on their friend’s writing.
Stage 5
Drafts are returned and improvements are made based upon peer feedback.
Stage 6
A final draft is written and submitted to the teacher.
WHICH APPROACH TO USE?
The answer largely depends on you, the teacher, and on your students as well as the type
of the text you want your students to write. Certain types are better taught and learnt in
one approach than other. For example, formal email, postcard and letters, with fixed
features are more suited to product-oriented approach. Other types, such as discursive
essays, creative writing and narrative may lend themselves to process-oriented approach,
which focuses on students' ideas.

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In most cases, the seemingly most effective way to develop writing skills is to integrate
both approaches to make the most of the strength each approach offers. Students have an
opportunity to study a sample for form and organization with the product-oriented part
and they can also practice gathering and organizing ideas for the first version, and can
experience self-editing, peer-commenting and revising with the process-oriented part.
From www.teachingenglish.org.uk/article/product-process-writing-a-comparison

TASK 2
In group, explore the writing activities in Tieng Anh 6. Complete the Activities column
below.
Unit Activities Stages

STAGES IN A WRITING LESSONS

A Three-Stage Model for Teaching Writing

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Pre-writing stage involves any activity in the classroom that encourages students to
write. It stimulates thoughts for getting started. Pre-writing activities help students
prepare raw materials for the composing stage, and organize them in the best way (Coffin
et al., 2003); therefore, they develop students’ fluency (Byrne, 1988).
In the first place, it is necessary to help students identify the audience, or who they going
to write to, what kind of writing they are going to perform and what the purpose of the
writing is. In addition, teachers should introduce a variety of strategies for getting started
with a writing task to students and encourage them to work out which strategies are the
best for them (Kroll, 1991).
While-writing stage: From controlled writing, guided writing to free writing
1. Controlled writing involves students in very mechanical activities under the
control of the teacher to practise certain vocabulary and sentence structures.
2. Guided writing activities are less mechanical than controlled writing ones, but
students still have to write under the teacher’s control to some extent.
3. Free writing allows students to express their ideas more freely. The teacher can
ask students to write about pictures or to write in response to a situation.
Post-writing stage aims providing feedback on the students’ writing and correcting errors
of their papers, getting the students revise and edit their work, evaluating and doing
things with the completed pieces of writing (Seow, 2002).
When commenting and marking students’ writing, the teacher can flexibly follow the
following steps:
1. Read first for a general impression, to give a target reader mark.
2. Next, put a tick in the left-hand margin for each point students have made.
Compare these points against the rubric. Use this to give a content mark, with the
highest mark going to students who have sufficiently expanded on all of their
ideas.
3. Tick any particularly effective phrasing within the text, as well as any language
which you know the student is experimenting with even if they haven’t got it quite
right. This contributes to the range mark.
4. Underline/draw arrows for any mistakes students have made. Don’t correct it yet!

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 5. Once you have an overview of all of the mistakes, choose three priority areas, for
example spellings, missing words, and prepositions, or wrong words, word forms,
and subject-verb agreement. For each area, choose a highlighter colour, and
highlight all of the relevant mistakes.
6. Correct anything else. This is also when I rephrase anything which I think the
student could have expressed differently.
7. Write a comment for the student, including clear information about what they
could do to improve their mark in each area. When you write about accuracy,
include a list of the three areas that you have prioritized, and highlight them in the
relevant colours.
8. Give the work back to your student and ask them to correct the highlighted errors.
9. Make sure you get it back from them and look at it a second time.
10. This time when you give it back, go through any errors the student was unable to
correct.
(Millin, 2017)

TASK 3
Look at the writing activities listed in the Task 2. Classify them into the correct stage in a
writing lesson. Complete the Stage column in Task 2.

WRITTEN FEEDBACK
Samples of written feedback
(Classroom Techniques and Management, 2015)

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126
TASK 4
In group, discuss the following questions
1. How useful is written feedback in teaching writing skill?
2. Do you have any challenges when giving feedback to your students’ writing paper?

TASK 5
Work in group. Plan a lesson to teach writing skills in one unit in Tieng Anh 6.
Remember to follow the three-stage model for your writing lesson.

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 MODULE 11
LESSON PLANNING

Aims: By the end of the module, you will be able to

- Get to know essential elements in a lesson plan
- Design a detailed lesson plan in the new English textbook

TASK 1
Discuss in groups and write down on posters the reasons for lesson planning

TASK 2
Read the text below and share with your partners some new ideas.

WHY IS IT IMPORTANT TO PLAN A LESSON?

There are a number of benefits to writing a lesson plan. First, lesson planning produces
more unified lessons (Jensen, 2001). It gives teachers the opportunity to think
deliberately about their choice of lesson objectives, the types of activities that will meet
these objectives, the sequence of those activities, the materials needed, how long each
activity might take, and how students should be grouped.
Teachers can reflect on the links between one activity and the next, the relationship
between the current lesson and any past or future lessons, and the correlation between
learning activities and assessment practices. Because the teacher has considered these
connections and can now make the connections explicit to learners, the lesson will be
more meaningful to them.
The lesson planning process allows teachers to evaluate their own knowledge with
regards to the content to be taught (Reed & Michaud, 2010). If a teacher has to teach, for
example, a complex grammatical structure and is not sure of the rules, the teacher would
become aware of this during lesson planning and can take steps to acquire the necessary
information. Similarly, if a teacher is not sure how to pronounce a new vocabulary word,
this can be remedied during the lesson planning process.

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A teacher with a plan, then, is a more confident teacher (Jensen, 2001). The teacher is
clear on what needs to be done, how, and when. The lesson will tend to flow more
smoothly because all the information has been gathered and the details have been decided
upon beforehand.
The teacher’s confidence will inspire more respect from the learners, thereby reducing
discipline problems and helping the learners to feel more relaxed and open to learning.
A lesson plan helps teachers to find out academically struggling students and to give
assistance to them to improve their learning skills. This way teachers have a better
understanding of their students and can adapt their teaching styles to meet the
requirements of every students.
Some teachers feel that lesson planning takes too much time. Yet lesson plans can be
used again, in whole or in part, in other lessons months or years in the future (Jensen,
2001). Many teachers keep files of previous lessons they have taught, which they then
draw on to facilitate planning for their current classes. In other words, lesson planning
now can save time later.
Lesson plans can be useful for other people as well (Jensen, 2001).
Substitute teachers face the challenge of teaching another teacher’s class and appreciate
receiving a detailed lesson plan to follow. Knowing that the substitute is following the
plan also gives the regular classroom teacher confidence that the class time is being used
productively
In addition, lesson plans can also document for administrators the instruction that is
occurring. If a supervisor wants to know what was done in class two weeks ago, the
teacher only has to refer to that day’s lesson plan.
Finally, lesson plans can serve as evidence of a teacher’s professional performance.
Teachers are sometimes asked to include lesson plans, along with other materials, as part
of a portfolio to support their annual performance evaluation. Teachers applying for new
jobs might be asked to submit lesson plans as part of their job application so that
employers can get a sense of their organizational skills and teaching style.
(Retrieved and adapted from https://www.tesol.org/docs/default-source/books/14002lesson-planning)

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TASK 3
Make a list of questions about your concerns when making a lesson plan.
Then share your ideas in group.

MAKING A LESSON PLAN

BACKGROUND ELEMENTS
Aims
Perhaps the most important element of any plan is the part where we say what our
aims are. These are what we hope the outcomes of our teaching will be – the destinations
on our map. They refer not to what the teacher will do, but what we hope the students
will
be able to do, know or feel more confident about by the end of a lesson (or lesson stage)
that they were not able to do, know or feel confident about before.
The best classroom aims are specific and directed towards an outcome which can be
measured. Some trainers have used the acronym SMART to describe lesson aims which
are specific, measurable, achievable, realistic and timed.
A lesson will often have more than one aim. We might well say, for example, that our
overall aim is that the students should be able to read/search in English more quickly and
efficiently on the internet, but that our specific aims are that they should understand how
to predict content, and that they should be able to use guessing strategies to overcome
lexical problems.

TASK 4
Read the classroom aims below. Decide which ones are good aims in the lesson plan.
1. Students will be able to speak more confidently and fluently in consensus reaching
activities.
2. The students will understand how to scan reading material for specific information.
3. To teach the present perfect.
4. Students will be able to talk about recent experiences using the present perfect.
5. To develop skills in monitoring performance in spoken language.

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6. The students will be able to talk about what people have ‘done wrong’ in the past,
using the should (not) have + done construction.

Class profile
A class description tells the reader of the plan who the students are, and what can be
expected of them. It can give information about how the class and the individuals in it
behave.

TASK 5
In group, discuss what information you would include in the class profile in the lesson
plan.

Skill and language focus

We can say what language and skills the students are going to be focusing on in the
aims . Sometimes, we may list the structures, functions, vocabulary or pronunciation
items separately so that an observer can instantly and clearly see what the students are
going to study.

DESCRIBING PROCEDURE AND MATERIALS

The main body of a formal plan lists the activities and procedures in that lesson, together
with the times we expect each of them to take. We will include the classroom
technology/ materials, etc. that we are going to use and show the different interactions
which will take place in the class.
Teachers detail classroom interactions (i.e. who will be working and interacting with
whom) in different ways. Some planners just say groupwork, or teacher working with the
whole class. However, we can use ‘symbol’ shorthand as an efficient way of giving this
information, as in the box below.

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 T = teacher
S = an individual student
T  C = the teacher working with the whole class
S, S, S = students working on their own
S  S = students working in pairs
SS  SS = pairs of students in discussion with other pairs
GG = students working in group

(Harmer, J. (2015). The Practice of English Language Teaching)

TASK 6
In group, list all of the essential elements in the lesson plan stated in Harmer (2015).
Then read the Appendix IV about Lesson Planning below. Find out the similarities and
differences between them.
Phụ lục IV
KHUNG KẾ HOẠCH BÀI DẠY
(Kèm theo Công văn số 5512/BGDĐT-GDTrH ngày 18 tháng 12 năm 2020 của Bộ GDĐT)

Trường: ................... Họ và tên giáo viên:

Tổ: ............................ ……………………

TÊN BÀI DẠY: …………………………………..

Môn học/Hoạt động giáo dục: ……….; lớp: ………
Thời gian thực hiện: (số tiết)

I. Mục tiêu
1. Về kiến thức: Nêu cụ thể nội dung kiến thức học sinh cần học trong bài theo yêu cầu
cần đạt của nội dung giáo dục/chủ đề tương ứng trong chương trình môn học/hoạt động giáo
dục.
2. Về năng lực: Nêu cụ thể yêu cầu học sinh làm được gì (biểu hiện cụ thể của năng lực
chung và năng lực đặc thù môn học cần phát triển) trong hoạt động học để chiếm lĩnh và vận
dụng kiến thức theo yêu cầu cần đạt của chương trình môn học/hoạt động giáo dục.
3. Về phẩm chất: Nêu cụ thể yêu cầu về hành vi, thái độ (biểu hiện cụ thể của phẩm
chất cần phát triển gắn với nội dung bài dạy) của học sinh trong quá trình thực hiện các nhiệm
132
vụ học tập và vận dụng kiến thức vào cuộc sống.
II. Thiết bị dạy học và học liệu
Nêu cụ thể các thiết bị dạy học và học liệu được sử dụng trong bài dạy để tổ chức cho
học sinh hoạt động nhằm đạt được mục tiêu, yêu cầu của bài dạy (muốn hình thành phẩm chất,
năng lực nào thì hoạt động học phải tương ứng và phù hợp).
III. Tiến trình dạy học
1. Hoạt động 1: Xác định vấn đề/nhiệm vụ học tập/Mở đầu (Ghi rõ tên thể hiện kết
quả hoạt động)
a) Mục tiêu: Nêu mục tiêu giúp học sinh xác định được vấn đề/nhiệm vụ cụ thể cần giải
quyết trong bài học hoặc xác định rõ cách thức giải quyết vấn đề/thực hiện nhiệm vụ trong
các hoạt động tiếp theo của bài học.
b) Nội dung: Nêu rõ nội dung yêu cầu/nhiệm vụ cụ thể mà học sinh phải thực hiện (xử lí
tình huống, câu hỏi, bài tập, thí nghiệm, thực hành…) để xác định vấn đề cần giải
quyết/nhiệm vụ học tập cần thực hiện và đề xuất giải pháp giải quyết vấn đề/cách thức thực
hiện nhiệm vụ.
c) Sản phẩm: Trình bày cụ thể yêu cầu về nội dung và hình thức của sản phẩm hoạt động
theo nội dung yêu cầu/nhiệm vụ mà học sinh phải hoàn thành: kết quả xử lí tình huống; đáp
án của câu hỏi, bài tập; kết quả thí nghiệm, thực hành; trình bày, mô tả được vấn đề cần giải
quyết hoặc nhiệm vụ học tập phải thực hiện tiếp theo và đề xuất giải pháp thực hiện.
d) Tổ chức thực hiện: Trình bày cụ thể các bước tổ chức hoạt động học cho học sinh từ
chuyển giao nhiệm vụ, theo dõi, hướng dẫn, kiểm tra, đánh giá quá trình và kết quả thực hiện
nhiệm vụ thông qua sản phẩm học tập.
2. Hoạt động 2: Hình thành kiến thức mới/giải quyết vấn đề/thực thi nhiệm vụ đặt
ra từ Hoạt động 1 (Ghi rõ tên thể hiện kết quả hoạt động).
a) Mục tiêu: Nêu mục tiêu giúp học sinh thực hiện nhiệm vụ học tập để chiếm lĩnh kiến
thức mới/giải quyết vấn đề/thực hiện nhiệm vụ đặt ra từ Hoạt động 1.
b) Nội dung: Nêu rõ nội dung yêu cầu/nhiệm vụ cụ thể của học sinh làm việc với sách
giáo khoa, thiết bị dạy học, học liệu cụ thể (đọc/xem/nghe/nói/làm) để chiếm lĩnh/vận dụng
kiến thức để giải quyết vấn đề/nhiệm vụ học tập đã đặt ra từ Hoạt động 1.
c) Sản phẩm: Trình bày cụ thể về kiến thức mới/kết quả giải quyết vấn đề/thực hiện
nhiệm vụ học tập mà học sinh cần viết ra, trình bày được.
d) Tổ chức thực hiện: Hướng dẫn, hỗ trợ, kiểm tra, đánh giá quá trình và kết quả thực
hiện hoạt động của học sinh.
3. Hoạt động 3: Luyện tập
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 a) Mục tiêu: Nêu rõ mục tiêu vận dụng kiến thức đã học và yêu cầu phát triển các kĩ
năng vận dụng kiến thức cho học sinh.
b) Nội dung: Nêu rõ nội dung cụ thể của hệ thống câu hỏi, bài tập, bài thực hành, thí
nghiệm giao cho học sinh thực hiện.
c) Sản phẩm: Đáp án, lời giải của các câu hỏi, bài tập; các bài thực hành, thí nghiệm do
học sinh thực hiện, viết báo cáo, thuyết trình.
d) Tổ chức thực hiện: Nêu rõ cách thức giao nhiệm vụ cho học sinh; hướng dẫn hỗ trợ
học sinh thực hiện; kiểm tra, đánh giá kết quả thực hiện.
4. Hoạt động 4: Vận dụng
a) Mục tiêu: Nêu rõ mục tiêu phát triển năng lực của học sinh thông qua nhiệm vụ/yêu
cầu vận dụng kiến thức, kĩ năng vào thực tiễn (theo từng bài hoặc nhóm bài có nội dung phù
hợp).
b) Nội dung: Mô tả rõ yêu cầu học sinh phát hiện/đề xuất các vấn đề/tình huống trong thực
tiễn gắn với nội dung bài học và vận dụng kiến thức mới học để giải quyết.
c) Sản phẩm: Nêu rõ yêu cầu về nội dung và hình thức báo cáo phát hiện và giải quyết
tình huống/vấn đề trong thực tiễn.
d) Tổ chức thực hiện: Giao cho học sinh thực hiện ngoài giờ học trên lớp và nộp báo
cáo để trao đổi, chia sẻ và đánh giá vào các thời điểm phù hợp trong kế hoạch giáo dục môn
học/hoạt động giáo dục của giáo viên.

TASK 7
Select one of your available lesson plans. Analyse your available lesson plan relying on
the Appendix IV.
- What are strengths and weaknesses of your lesson plan?
- What is the best way to improve your lesson plan?

TASK 8
In group, make a 45-minute lesson plan or improve an available lesson plan (relying on
the guidelines in Appendix IV).

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FURTHER READING
POINTS TO CONSIDER WHEN WRITING THE PLAN
1. What is the main topic of the lesson? If the activities in the lesson have a logical link
then the learners will be able to follow you and the lesson, more easily.
2. How can I arouse their interest? Begin the lesson by involving the students straight
away. Show them a picture, photo or object to capture their attention and indicate
which topic the lesson is based on.
3. How can I challenge them? Every learner, whatever their age or level needs to be
challenged. If there's no challenge then there's no learning. If there's no learning,
there's no motivation. Think about what they already know and make sure your lesson
isn't just teaching them the same thing.
4. How much should I review what they've already done? You can and should review
previous words and work in general because teaching a word or a structure in one
lesson doesn't mean that all the learners have actually learnt it for the next. Incorporate
previously taught language in new situations to give the learners more practice.
5. What are the objectives of the lesson? It's vital to always think about 'why' they are
doing an activity, a game or a song. Everything on your plan should be related to
language learning. If you don't know what an activity is when teaching the learners
then take it off your plan.
6. What vocabulary do I want to teach them? If you prepare beforehand exactly what
words you are going to concentrate on and how you are going to present them you will
be better equipped to explain them clearly to your students.
7. How can I explain the activities? You should prepare, at least mentally, how you are
going to explain each activity. Explanations should be short, clear and visual. Don't
forget to demonstrate and check their understanding by getting one or two of them to
demonstrate for you. Also decide how and when you are going to write on the board.
8. How much detail do I need on my plan? If you're working from a book then don't
forget page numbers. As a guideline, imagine that someone else has to cover your
class. They should be able to read your plan and teach your lesson.
9. What order should I teach the activities in? As a very general rule you can start with

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an introduction to the lesson, introduce the new language, give the children some
controlled practice and move onto freer practice. Finally review what they've done and
get feedback from the children themselves about what they did.
10. What problems might I have? If you're not sure whether an activity will work; if
you think it's too hard or too long then take time before the lesson, at the planning
stage, to think about how to resolve any problems that could arise. Problems could be
activity related or time-table related, student related or even teacher-related. Taking
those extra minutes when planning to think about possible solutions could avoid you
having a disastrous lesson.

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Công văn số 5512/BGDĐT-GDTrH ngày 18 tháng 12 năm 2020 của Bộ GDĐT

Thông tư số 32/2018/TT-BGDĐT ngày 26 tháng 12 năm 2018 của Bộ trưởng Bộ Giáo dục và Đào
tạo
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