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You want to become a master of English language teaching

at two and literature
you
have to
good factors :
linguistic
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EF English faculty : khoangi vanArh
:

EF vision A
leading learner-centered and research faculty building competent life-long learners
:

up
leal-in dannhap
: global
and

knowballery
citizens
:

Yes it
.

A :
Attitude

competent is skill

learner is attitude
life-long
-> Tesol is one
of professional program
·

TBLT is updated version of CLT

All comsebook mound the would is TBLT
except Viet Nam

Approach) methodology) Activities

 A 1 An
Essay (2 4 pages (
. 3 .

, ,
No need Sunn
any
an man .

skill
you can do after finish this course the
challenge you can most
,
A .
2 A portfolio
-

choose a book
pre-inten ,
take some lesson from book(Gennal E book)
(choose & unit from book to adapt and
create an lesson plan)
I have Simulation
teaching test for at
my subject
1 am

It ts
university
:

2X
night
3 I hope I can
get
:

the
way tochoose swistubble materia .

also how to lesson plea into the subject

to teach
I apply my
h.

Greate an
perfect lesson
plan .

1 effectively (Do notfarm)

=> Attention :

the to use text book

way
follow a

say i that anthe advantageand disavantages of is

unig

authen
 Basic concepts .

⑥
Syllabus us Guniculum
Syllabus just about +
syllabus : a
specification of the work to be covered over a

accouse/subject period time ,

with a
starting point and a final
goal .

Syllabus Scuniculum focusing on

Syllabus Grading what is taught (the content
of subject)
.

and selection of content o in what order it is

taught (the way you
order the content base
(
on
your purpose
localized description of content
:

(specific Syllabus) the order which

they are to be taught .

for each option/Situation

base
A Now
day teaching emphasising
:

meaning
a on on

Al
focus 100 % on meaning &

grading how the

I of item/ with which students

the the
Grading : ordering speed
:

content is organized the

syldgebus/sown book progress through course
A
.

in ,

Sequencing staging
you mea
-

The time to teach

in a course

Caniculum
:

phanning I Curriculum
Chriong tink ho
:
Making general statements about (a program
implemention ,

management
·

language teaching us
language learning .

· student us kanen
·
Grading us
Sequencing vs .

Staying
.

·
Materials
·
Materials development
~ Tasks us Exercises
 Sequencing :
the order in which items are taught new

range of language taught develops

How the
Si dien tie'n

progression (a principle development)

->

I whac lai hor)

upcycling
bar
->
Make save the first lesson always easies than the next lessons
staging The divided into units
:
a
way course is
.

How much material each unit contains

the speed of progression
the load
size of learning .

Famil
true
reduce the
phap) period
- ↳ : dem content in a

aut
-
2
my
.

staging
e

sequencing .

San
Overt presentation
guage teaching
·
of information
·
Anything done by materials developer or teachers to facilitate the learning of language
The eofteacher Implementor of materials) ig siding fai
lienating (ach)
:

Providers of opportunities for

learning
Not
givens of knowledge
A conscious
·
process
·
Memorizing information
·subconscious development of generalizations of how the
language is used

Learning be can

declarative knowledge
produdmal knowledge .

Methesd :

Discovered awareness

Giving leaners sample of the language in use .

 Self Discovery learning .

Make simulation to make discor is themselves about how a

lang wage
feature is used .

language Aureness Approach ·

Student vs . learners
Lane's
autonomy :

Siti di ca
ugioi ho
Material
· text book

·
institutionally prepared material (gido vien
fitoy hop
· teaches' own materials
Basistor ! Co schol :

· leaner's language in put :

learner's
·

language practice
Einput -> Intake -

output
Internalize

Forms (tai lien ! !

of Material
Linguistic
Functions of maevids
source
o language
leaving support
.

For motivation and Stimulation

Authentic material :
produced in order to communicate rather them to teach

what it means in this course :

materials
·
pinciples of developing
I
choosing materials for a course

materials
·
Evaluating
·

Adapting meterials
writing materials
·
 The differences between tasks and Exercises
Exercises Structure Task :
meaning
:
.

I
Farm-base -Meaning focused
- .

·
.

dieve
To
practice "conect languge language used to a outooms
-

-
an

production -

laguge useam
-language use as
-
A
an end
long ,
this yeu la hien .

not , phat aum

decin

2/1012823
(imagin)
I you need to
ye want
to meta
The answer for assignment .
house
1 Ask Ss .

i they next ever tried

have to
pent /apartment .

if they say no
; you need to inspire them by ask them imagine
about this Situation Cleaner's well
2 Ask them list all the things need
. house/apartment they would in a

like to rent
Ask Ss where need to look for house for rent
3
they
.

4 Gress the material--ads Teach

.
.

vocabulary .

Ask
they underline the words they don't know
After that use those words in clean sentences to make sure they
, picture which
can understand for them the relates
, supply phase
to
help them an understand the meaning by themselve
then
words
, glive
them some task to
-
thum can lenobber Heese
help
5 Askss
why used
abbreviationa Teach abbreviation inads .

who have abbriation (to save

Explain why money)
relatie to the true life ,

6 . Askss to choose the right house for based on their

ent
work
preferences (2)
(Individual for IS to
explore the material)
 thing based
All the on learner's need
7
Asking
.

Play/Show one conversation about

afting
for house apartment
a for reat .

them
that
After conversation/script with
give
them a
gap
give Before you show the script, you supply a box of 5-7 words
more
script
with
I
that ask them discuss to
pe ,
them can
help deeply understand
papfilling Pain work Ask Es to the house
8 .

around
:
phone /apartment owne

·
Go to note ,
my mistake/evens
9 .
Review

-
At least two houns -

Nenchings vocab thi se bride 5 vi em vio

blac o has sink 28 the whe fe dirg
which hout
dong rung .

PP day tieng and hien dai Integrated teaching still:

A
chon 1
plan drk vo se dug" phen phin i

↳m nar bat in dink

-

The casebook
package .

A couse book packe

Between coursbook and textbook .

coursebook atspecial textbook is used in

:

particular subject
socidemany teached belong Pecto
text book : " to any
Science
, particular background -
 Comsebook :
a bookthat .

contains all materials necessary for a particular

type o language learner ata particular level -

baseon integrated on multi-skills syllabus .

comubt any integrated a package of materials with

thecomeat bookaages
Me
-
at Least Student's book +
a

a teacher's book ,

Studentsbook :
"core" + main point of contact with
students

Teacher's book : detailed information to make the

best the
providing
use
o course
Workbooks :

giving extra price .

to form
A
parts working together t integrato an

acomsebook
hecomponentsin parkage is a
point for consideration e

Tupes I course books

Global comsbooks
local couse book .

Gloc cousebooks. :

Ecourse book .
 Global courseboos :

GE couse -
Book .

Published international bW lishers

by p
-
pub
school parttate
use in various context (public , language school etc)
,

Local course book :

Produced for specific countries/regions

Using a national curriculum
Including to beal
references personalities places , ,
etc .

Glocal/localized comsebooks
·
An
adapted/localized recision a
global courserbor
a

kanners' barground
·
Providing "a better fit" (with
national !
and auniculum
Friend Global
Tiery Ach 10
:
·

Example :
The organization of comsebooks .

A mount materials
Routes
continuity within the .

Insufficient for Student to meet items only

E
· new once

recycling prepeating new item

again to
help s can remember it's
Items to be centered in structure several
on
way
a
(review
·

occasion in different context (himtric gap 1 i

king he, him
Saw ti do khi
gap do ...
(
=> Gate interesting feels
more .

tiecandal
->
progressive exposure (ts bhs fairy
↓ ↓
ho kei, igle Las
co Si
fing fie'n,
going ang kid
 -> to
develop an
increasing understanly of use
and
meaning
.

Basic principle o
1 Moving fom
the gamas to
the a

items to
already known
-
Relating new those

Stick lin he give di mai him

may wa can
hom
~

qua
, Present simple ·

glmmal - Precaut
progressive .

&
I Past Conle moneug basig

I
Review ; ,

Simple
Past Progressive .

Gamman and vocabula items

·
Encountered in context .

Actively practiced
:

·
Recycled three/fom (or man) time .

General courses
Clean policy on
recycling
.

·
Progressive reinforcement of mwly taugh items
Getting familiarized with a umit
·
Content
· Objectives /Out come .

·
Relationship between Content and objectives/outcomes
 Points fan consideration
Components in the package
Language content vocals
game , provocation
Still
Objectives/Outcomeskit noi
continuity (cotich hay khing)
Recycling/and barber
-
need

kaner needS .

Material learners' needs (phanlaino

discussing
·

P
dan)
Implicity
Explicity de sich bitacio
In methodolog used (dinvopp25 L Garner must

* Content and lampuage Intergrated learning (approach

and
continuity is Staying
:

Sequencing .